117859 GDE APP 201920 6th proof 26 July

Gauteng Department of Education Annual Performance Plan 2019/20

REASONS FOR TABLING A REVISED ANNUAL PERFORMANCE PLAN FOR 2019/20

The current Framework for Strategic Plans and Annual Performance Plans provides a guideline to develop an Annual Performance Plan setting out what the Department intends to do in the upcoming financial year and during the MTEF period to implement its Strategic Plan. The Gauteng Department of Education has submitted its 2019/20 Annual Performance Plan to the Legislature on Thursday, 28 February 2019. The Framework for Strategic Plans and Annual Performance Plans, Treasury Regulations and the Public Service Regulations allows the Executive Authority to revise the Annual Performance Plan because of significant policy shifts or changes in the service delivery environment. The Management of the Gauteng Department of Education, under the guidance of the MEC presented the GDE’s Education Roadmap 2019 – 2024 and new mandate at a Consultation Summit held at NASREC Expo Centre on the 13 and 14 June 2019. Considering the new mandate, the Department revised its strategic goals and priorities to align to the Sixth Administration’s mandate. See revisions as set out in Annexure A.

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Vision

Every learner feels valued and inspired in our innovative education system

Mission

We are committed to provide functional and modern schools that enable quality teaching and learning to protect and promote the right of every learner to quality, equitable and relevant education

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OFFICIAL SIGN-OFF

It is hereby certified that this Annual Performance Plan:

• Was developed by the management of the Gauteng Department of Education under the guidance of the MEC for Education, Andrek Lesufi. • Is aligned to the Strategic Plan of the Department and the goals of the “Action Plan to 2024: Towards the realisation of Schooling 2030”. • Accurately reflects the performance targets which the Gauteng Department of Education will endeavour to achieve given the resources made available in the budget for 2019/20.

Mr. Johan van Coller

Chief Financial Officer

Signature:

Mr. Albert Chanee

Deputy Director-General: Education Planning

Signature:

Mr. Edward Mosuwe

Head of Department

Signature:

Approved by:

Mr. Andrek P. Lesufi, MPL

Executive Authority

Signature:

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CONTENT OFFICIAL SIGN-OFF............................................................................................................................iii PART A: GENERAL INFORMATION & STRATEGIC OVERVIEW A1. Vision...........................................................................................................................................3 A2. Mission........................................................................................................................................3 A3. Goals...........................................................................................................................................3 A4. Values..........................................................................................................................................4 A5. Transformation Modernisation and Re-Industrialisation .......................................................9 A6. The National Development Plan (NDP) ..................................................................................10 A7. The Medium Term Strategic Framework (MTSF) . ................................................................11 A8. Action Plan to 2019: Towards the realisation of Schooling 2030 ........................................12 A9 Plans of the Department in the next 5 years ........................................................................14 A9.1 Strategies to Address Provincial Outputs.................................................................................... 14 A10. Delivery Agreement .................................................................................................................32 A11. Updated Situational Analysis..................................................................................................33 A11.1 Performance Delivery Environment .............................................................................................. 33 A11.2 Organisational Environment...................................................................................................... . 38 A11.3 Revision of Legislative and Other Mandates ................................................................................ 39 A11.4 Alignment of Provincial and National Priorities ............................................................................. 41 A12. Overview of 2019/20 Budget and MTEF Estimates ..............................................................47 A12.1 Expenditure Estimates . ............................................................................................................... 47 A12.2 Reconciling Expenditure Trends to Strategic Outcome-orientated goals . .................................... 48 Part B: PROGRAMME & SUB-PROGRAMME B1. Programme 1: Administration .................................................................................................... 51 B1.1 Strategic Objectives and Annual Targets for 2019/20................................................................. 53 B1.2 Specific Provincial Measures Quarterly Targets . ........................................................................ . 53 B1.3 Programme Performance Measures Quarterly Targets .............................................................. . 54 B1.4 Reconciling Performance Targets with the Budgets and MTEF ...................................................55 B1.5 Performance and Budget Trends................................................................................................ 57 B2. Programme 2: Public Ordinary Schools Education ..............................................................58 B2.1 Strategic Objectives and Annual targets for 2019/20..................................................................60 B2.2 Specific Provincial Measure Quarterly Targets .............................................................................61 B2.3 Programme Performance Measure Quarterly Targets .................................................................. 63 B2.4 Reconciling Performance Targets with the Budgets and the MTEF ............................................. 64 B2.5 Performance and Budget Trends............................................................................................... 66 B3. Programme 3: Independent School Subsidies . ....................................................................68 B3.1 Strategic Objectives and Annual Targets for 2019/20 . ................................................................69 B3.2 Specific Provincial Measure Quarterly Targets .............................................................................69 B3.3 Programme Performance Measure Quarterly Targets .................................................................. 70 FOREWORD BY MEC . ..........................................................................................................................5 INTRODUCTION BY HOD .....................................................................................................................7

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B3.4 Reconciling Performance targets with the Budgets and MTEF ................................................... .70 B3.5 Performance and Budget Trends .............................................................................................. ..71 B4 Programme 4: Public Special School Education ..................................................................72 B4.1 Strategic Objectives and Annual Targets for 2019/20................................................................. 74 B4.2 Specific Provincial Measure Quarterly Targets ............................................................................ .74 B4.3 Programme Performance Measure Quarterly Targets .................................................................. 75 B4.4 Reconciling Performance Targets with the Budgets and MTEF ................................................... 75 B4.5 Performance and Budget Trends................................................................................................ 76 B5. Programme 5: Early Childhood Development . .....................................................................77 B5.1 Strategic Objectives and Annual Targets for 2019/20............................................................... . 79 B5.2 Specific Provincial Measure Quarterly Targets ............................................................................. 79 B5.3 Programme Performance Measure Quarterly Targets .................................................................. 80 B5.4 Reconciling Performance targets with the Budgets and MTEF .................................................... 80 B5.5 Performance and Budget Trends............................................................................................... .81 B6. Programme 6: Infrastructure Development ..........................................................................82 B6.1 Strategic Objectives and Annual targets for 2019/20.................................................................. 83 B6.2 Specific Provincial Measure Quarterly Targets ............................................................................. 83 B6.3 Programme Performance Measure Quarterly Targets .................................................................. 85 B6.4 Reconciling Performance targets with the Budgets and MTEF .................................................... 86 B6.5 Performance and Budget Trends.............................................................................................. ..87 B7. Programme 7: Examination and Education Related Services . ...........................................88 B7.1 Strategic Objective and Annual Targets for 2019/20...................................................................91 B7.2 Specific Provincial Measure Quarterly Targets .............................................................................92 B7.3 Programme Performance Measure Quarterly Targets .................................................................. 93 B7.4 Reconciling Performance Targets with the Budgets and MTEF .................................................. .93 B7.5 Performance and Budget Trends .............................................................................................. . 94 PART C: LINKS TO OTHER PLANS C1. Links to the long-term infrastructure, capital plans and other plans ................................97 C1.1 2019/20 Infrastructure Programme ........................................................................................... . 98 C2. Conditional Grants ...................................................................................................................99 C2.1 Education Infrastructure Grant to Provinces................................................................................99 C2.2 HIV and AIDS (Life Skills Education) Grant................................................................................100 C2.3 National School Nutrition Programme Grant . ............................................................................100 C2.4 Mathematics, Science and Technology Grant (MST) .................................................................101 C2.5 Learners with Profound Intellectual Disabilities Grant . ...............................................................101 C3. Public Entities . .......................................................................................................................101 C4. Public – Private Partnerships . ..............................................................................................101 PART D: ANNEXURES Annexure A: Strategic Objectives and Target Framework . ..........................................................105 Annexure B: Specific Provincial Measures ................................................................................... 110 Annexure C: Technical Indicator Descriptors for Programme Performance Measures ............113 Annexure D: Technical Indicator Descriptors for Specific Provincial Measures . ......................133

List of Abbreviations ........................................................................................................................ 143

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PART A: GENERAL INFORMATION & STRATEGIC OVERVIEW

Part A: General Information & Strategic Overview

A1. Vision

Every learner feels valued and inspired in our innovative education system.

A2. Mission

We are committed to provide functional and modern schools that enable quality teaching and learning to protect and promote the right of every learner to quality, equitable and relevant education.

A3. Goals

Strategic Goal 1: Early Childhood Development (ECD)

The early years of a child are critical for the acquisition of the concepts, skills and attitudes that lay the foundation for lifelong learning. These include the acquisition of language, perception-motor skills required for learning to read and write, basic numeracy concepts and skills, problem-solving skills and a love of learning. With quality ECD provision in the province, educational efficiency would improve, as children would acquire the basic concepts, skills and attitudes required for successful learning and development prior to or shortly after entering the system, thus reducing their chances of failure. This priority will ensure that all learners have access to Grade RR and Grade R and Grade R and pre-Grade R practitioners get training to improve their qualification levels and competence. • Priority 1: Complete the universalisation of Grade R and begin the preparations for the introduction of Grade RR The strategic focus of all our transformation strategies is the learner and the quality of learning attained for effective and lifelong growth, development and well-being. Gauteng’s education change strategy embodies vital principles, grounded in research, that are associated with meaningful and sustainable change. Changes are respectful of professional knowledge and practice. To ensure effective teaching and learning, the focus of our strategies is geared towards the learners and the classroom as a unit of change. For effective teaching and learning to take place, we have to ensure that classrooms are fully functional. This will be done by focusing on effective curriculum management and delivery that ensures quality learning and teaching in all our institutions. Ensure continuous teacher development. The delivery of the curriculum is premised on the need for resourced based learning and teacher development. • Priority 2: Strengthening Foundations across all GET Grades • Priority 3: Defending the “crown” – continuing the improvement of quality learning in the FET Band • Priority 4: Expand and enhance Schools of Specialisation • Priority 5: Provincial, National, Regional and International Learner Assessments • Priority 6: Skills for a Changing World including Technical High Schools Strategic Goal 2: Promote Quality Education across all classrooms and schools

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• Priority 7: Fourth Industrial Revolution, ICT and E-learning • Priority 8: Expand access to special schools and improve quality of programmes for Learners with Special Needs

Strategic Goal 3: Create safe schools that embody Social Cohesion, patriotism and non-violence

The province has identified various factors that impact directly on Social Cohesion in schools and the quality of teaching and learning. While schools are affected by significant social ills, many schools still lack programmes that can enhance social cohesion i.e. school sports: tournaments soccer, rugby, cricket, netball and athletics, partnerships trusts, girl child support and guidance. The major challenge caused by lack of social cohesion is that it brings together a series of distinct problems to address namely, school violence, prejudice, gatekeeping, systemic exclusion and exploitation. Safe and inclusive schools benefit all learners and is critical to learners reaching their full potential. School to put into place measures to ensure that children are safe and to introduce programmes to promote character building and respect for others. by promoting patriotism and instilling a sense of personal pride. This includes supporting learners to develop their identities. This will include promoting healthy lifestyles, anti-discriminatory practices and using sport to build teamwork and leadership. • Priority 9: Safe schools and Social Cohesion • Priority 10: School Sports: Tournaments Soccer, Rugby, Cricket, Netball and Athletics • Priority 11: School Health, Anti-Drugs Programmes, Girl Child Support and Guidance A significant component of the Reorganisation of Schools strategy is the twinning programme. The intention is to twin well-resourced schools with poor schools. The programme aims to improve academic performance by enabling schools to share their infrastructure and skills sets in terms of leadership and school governance. We must work to ensure that schools are well maintained the role of the SGB and Principal in dealing with the minor and emergency repairs is critical. We must also ensure the most competent principals and teachers are recruited to ensure schools are successful. We must also work to ensure that disputes between key role-players is resolved and does not impact on learning and teaching. Strategic Goal 4: Change the Education Landscape to accelerate relevant and quality learning • Priority 12: Twinning and Resource Optimisation, small schools and normalisation of grade structure of schools • Priority 13: New Improved School Infrastructure – Adhering to National Norms and Standards, Eradication of Mobile Schools, Acceleration of School Maintenance and Mitigating Climate Change Effects, Creation of New Health Centres • Priority 14: Reposition Principals and Educator Development and Support • Priority 15: Increase and intensify SGB Support and Advisory Work • Priority 16: Improve District Support and Labour Dispute Resolutions Mechanism

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• Priority 17: Resolve Education Disputes and implement Resolutions: Intervention Unit

Strategic Goal 5: To address the needs of Gauteng Youth through development programs and increasing youth Employability Young people are a very diverse group with different characteristics and often multiple needs at different stages of their youth. They need a range of policy and programmatic responses to the various steps along their paths from school to work. Fewer people enter employment with diplomas and degree while majority struggle to accumulate post school qualifications. Introduction of technical and vocational education system is a means for youth to enter the labour market. – Developing pathways for young people to positive economic activity – Economic Transformation and Participation: youth as strategic participants in growing the economy of the province – Education and Skills Development: seeks to create enabling support through the provisioning of career awareness opportunities, financial support and bursaries, internships and learnerships as part of interventions for school to work transitions • Priority 18: Develop a Master Skills Programme aligned to skills required by the Fourth Industrial Revolution • Priority 19: Continue with the Bursaries Programmes targeting the poor and critical skills • Priority 20: Promote Young Writers and Publications for use in schools Strategic focus of the province:

A4. Values We uphold the following core institutional values that are focused on Learner IMPACT:

I ntegrity (honesty and truth)

M otivated

P assionate

A ccountable

C ommitted

T ruth

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FOREWORD BY THE MEC

In Gauteng, the 6th Administration represents a period of consolidation and acceleration of our delivery, aligned to the TMR, which we initiated in the previous term. In this administration, our programmes are more focused to ensure every Gauteng learner is adequately equipped with the skills required for the 4th industrial revolution. We are starting with the youngest, ECD learners, and our commitment is to support our learners throughout schooling and beyond. In this regard, we have introduced 5 strategic goals, that reflect our vision for this administration:

Andrek P. Lesufi MEC for Education

• Strategic Goal 1: Early Childhood Development (ECD) • Strategic Goal 2: Promote Quality Education across all classrooms and schools • Strategic Goal 3: Create safe schools that embody Social Cohesion, patriotism and non-violence • Strategic Goal 4: Change the Education Landscape to accelerate relevant and quality learning • Strategic Goal 5: To address the needs of Gauteng Youth through development programs and increasing youth Employability The Transformation, Modernisation and Reindustrialisation (TMR) programme will continue to guide the Gauteng Department of Education’s programmes. The TMR programme directs policy and programme implementation providing a framework to identify and develop the skills required to fuel the Gauteng City Region’s (GCR) development and economic growth trajectory. The TMR’s skills development programmes are geared to ensure that learners, unemployed youth and women from marginalised communities become participants and beneficiaries from key sectors in the economy. The Department is aware that education is a social pact that needs to be viewed in its total environment, its community, business, and government. Education and skills development and strong, cohesive communities are the key factors leading to a more equitable society, as well as personal, social and economic wellbeing. The Department will develop and implement progressive forward-looking education and skills development programmes that will affirm the rights of our learners to have access to quality basic education. Our mandate covers no-fee schooling and fee exemptions; school nutrition and transport; e-Learning and the

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adoption of ICT across the education system; prepare to make two years of early childhood development compulsory for all children and achieve universalisation; improving learner performance in grades 3, 6, 9 and 12. The Department will maintain its sustained focus of ensuring that high quality matric results remain a provincial priority. The success of our matric achievements will continue to be reliant on intervention programmes that are aimed at under performing schools and the training of educators to enhance the delivery of quality education. Our commitment to promoting inclusive education with the provisioning of special schools will continue. We will continue with the screening, identification, assessment and support (SIAS) policy in all public schools to identify areas where School Based Support Teams and District Based Support Teams can prioritise further support. The Whole School Improvement programme will press on with improving school functionality. The Department will prioritise policies and strategies to target the achievement of quality teaching and learning outcomes by enhancing the skills and competencies of educators, including school management teams comprising the school principal, deputy principal and subject heads. We will also focus on appointing adequately qualified educators whose subject content knowledge is at required levels, develop their skills and enforce accountability. This will ensure that we transform the entire teaching and learning environment and sustain the change that will continue to produce high quality results. The Schools of Specialisation blueprint will ensure that our learners have access to a specialised, modern, relevant and dynamic curriculum that responds to the imperatives of the 4th Industrial Revolution. The twinning of schools will maintain our efforts of promoting structured partnerships for joint planning and the execution of programmes between schools of varying socio-economic backgrounds promoting social cohesion and resource efficiencies. We will pursue with our efforts of identifying inefficiencies regarding the physical infrastructure of school buildings and related resources by replacing inappropriate school structures and sanitation facilities as well as replacing unsafe and inadequate school buildings. In alignment with the Master Skills Plan II the GDE will implement a mass apprenticeship programme across the economy to accelerate skills development in the province. We will continue to pursue opportunities with the private sector regarding the placement of our learners in experiential learning programmes. The distribution of bursaries and internship placements will continue to play a crucial role in assisting our learners to enter higher education institutions to start their own businesses, or to enter the world of work and thereby escape the cycle of poverty.

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The Department will sustain the successes of its on-line admissions application process through ensuring the transparent and efficient placement of learners in our schools. School governance will always be a critical pillar of the democratic management of our schools. In this administration, we will continue to support SGBs and promote effective school governance practices through a range of interventions that will include dedicated technical support and the provision of training in areas such as School Finances, Curriculum Management, and others. We will continue to promote a robust, progressive role for SGBs that is in line with their mandate and obligations of SASA. As MEC of Education in Gauteng, I will lead this effort in working closely with our parents, communities and relevant stakeholders to ensure that every learner is guaranteed the right to quality, equitable and relevant education in this dynamic province.

Sincerely,

Mr. Andrek Panyaza Lesufi, MPL MEC for Education

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INTRODUCTION BY THE HOD

The Sixth Administration’s education roadmap will respond to the National Development Plan (NDP) and the provincial mandates which will focus on creating a new system to meet the new educational and training needs of the Fourth Industrial Revolution. The new three-stream curriculum will respond to the demands of the new economy, where most jobs entail knowledge work that requires learners to master such skills as communication, problem-solving, critical thinking, and teamwork.

The Department will therefore focus on:

Edward Mosuwe Head of Department

• Improving learner performance in Grades 3, 6 and 9 • Improving matric pass rate and the overall quality of matric results

• Improving enabling conditions at schools through a focus on the functionality of schools • Eradicating non-compliant school buildings • Facilitating the transition to post school opportunities • Ensuring that the ICT programme is progressively expanded to all township secondary schools • Establishing schools of specialisation to nurture the system’s most talented learners in specialised learning spaces It is in this spirit, the GDE and all its stakeholders will continue to improve the education system in the province and thereby raise the achievement level of all our learners from Grade R to Grade 12 and beyond. The Department will continue to place a strategic focus on best practice methodologies and innovative projects and programmes to strengthen the education system in the province. We have, over the past five years, introduced several ground-breaking initiatives that have changed the academic landscape of the province to the benefit of our learners.

The GDE, has thus far delivered on numerous commitments that include:

• the promotion of a non-rac\ial schooling landscape • the producing of outstanding matric performance • the implementation of ICT and E-learning programmes in identified schools

• operating the online Admission Application Platform • determining the feeder zones of Public Ordinary Schools

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• the introduction of Schools of Specialisation across each of the five economic corridors • the twinning of schools for the sharing of resources and facilities • the introduction of Whole School Improvement to improve school functionality • expanding inclusive education through special schools and full-service schools with a special focus on autism • addressing infrastructure backlogs as well as maintenance • supporting learner development post-schooling through career guidance, bursaries, internships, learnerships and workplace skills placements Our achievements are testament to the hard work of our learners, teachers, officials and stakeholders. There is more to be done particularly for learners from low income families and those with special needs. For these groups, the rate of progress is not fast enough.

Mr. Edward Mosuwe Head of Department

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A5. Transformation Modernisation and Re-industrialisation (TMR) The 2019/20 Annual Performance Plan articulates the strategic direction and the financial resources of the Department. The Department’s programmes will continue to respond to the NDP Goals and contribute to the Gauteng Provincial Government’s programme of Transformation, Modernisation and Reindustrialisation (TMR) and the provincial mandate of the Sixth Administration. GDE’s programmes respond to the TMR Pillar 1: Radical Economic Transformation: The province through the Gauteng City Region Academy (GCRA) will focus on skills development specifically to promote youth employment and contribute to Tshepo 1 Million. As part of the Master Skills Plan (MSP), the GDE together with the Gauteng Department of Economic Development (GDED), Sector Education and Training Authorities (SETA’s) and private partners will introduce a range of skills development programmes and training opportunities, internship and learnership programmes that will give the youth in the province the edge when entering the job market. Pillar 3: Accelerated Social Transformation: Quality basic education is a lever to accelerate radical social transformation. The Department is focusing on bringing education into the 21st century. Pillar 4: Transformation of the State and Governance: This will be facilitated through the Gauteng City Region (GCR) capacity - building and skills development programme. The GCRA will focus on skills development of public servants. The focus will be on integrating the training of provincial and local government officials and supporting the creation of a seamless public service to support and realise the broader GCR vision. Pillar 5: Modernisation of the Public Service: This priority will align fully with modernising the delivery of public education. We will harness the power of ICT in schools and the education system. All teachers and learners will have progressive access to broadband and smart learning and teaching tools. This is consistent with the vision of the province to build a smart, knowledge-based innovation-driven Gauteng economy. Pillar 9: Re-Industrialisation of Gauteng Province: To boost employment and economic inclusion, the GDE will procure 75% of all goods and services from South African producers, especially Small, Medium and Micro-Sized Enterprises(SMMEs), township enterprises and black-owned, women and youth enterprises. This Education Roadmap focuses on long term priorities of our Province that we hope will make a real difference for our learners, teachers and communities. This roadmap links the Department with national and provincial commitments, and aligns our efforts throughout the education sector. The provincial mandate for the Sixth Administration in Gauteng includes: The GDE programmes will contribute directly to five provincial pillars detailed below:

• Economy, Jobs and Infrastructure • Education, Skills Revolution and Health • Integrated Human Settlements and Land Release

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• Safety, Social Cohesion and Food Security • Building a Capable, Ethical and Developmental State

A6. The National Development Plan (NDP) The NDP’s vision for 2030 is that South Africans will have access to education and training of the highest quality, characterised by significantly improved learning outcomes. The NDP incorporates the key targets as set out in the Basic Education Sector Plan. The NDP for the Education Sector draws on “Action Plan to 2019: Towards the realisation of Schooling 2030” and the proposal contained in the Green Paper for Post School Education and Training in developing plans, strategies, programmes and policy initiatives. Achieving the objectives of the NDP will require a range of programmes that support the holistic development of all children. The NDP endeavours to produce highly – skilled individuals to meet the future needs of the economy and society. To achieve this cohesion the different parts of the education system must work together to enable learners to take different pathways that offer high quality learning opportunities. This demonstrates the clear link between Schools, FET Colleges, Universities and other education and training providers. To better prepare our young people for life and work opportunities we have introduced three curricula streams (academic, vocational and technical), that will address the diverse needs of young people for learning and development in our schools. A7. The Medium Term Strategic Framework (MTSF) The 2019 – 2024 MTSF identifies the Priorities to be undertaken to put the country on a positive trajectory towards the achievement of the 2030 vision. It sets targets for implementation of the priorities and interventions for the 5-year period, and states the Outcomes and Indicators to be monitored. The MTSF is now defined as the combination of a NDP Five Year Implementation Plan for the Priorities outlined in the Electoral Mandate and an Integrated Monitoring Framework.

The MTSF has derived seven priorities from the Electoral Mandate and State of the Nation Address:

• Priority 1: Economic Transformation and Job Creation • Priority 2: Education, Skills and Health • Priority 3: Consolidating the Social Wage through Reliable and Quality Basic Services • Priority 4: Spatial Integration, Human Settlements and Local Government

• Priority 5: Social Cohesion and Safe Communities • Priority 6: A Capable, Ethical and Developmental State • Priority 7: A better Africa and World

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Education: Priority 2: Education, Skills and Health

Target 1: Migration of ECD responsibilities, expansion of access and improving quality of education by 2024

Outcome: Improved education, training and innovation

Interventions:

• Expand access to quality early learning • Establish monitoring system for the coordination of ECD provision • Mathematics strategy implemented • Teacher knowledge improved through effective teacher development guided by self-diagnosis for knowledge gaps • Quality early learning subsidized by government for approximately 800 000 0-4-year olds • Double the number of learners accessing Grade RR • Different models for delivering ECD developed by 2021 • TIMSS average performance increased to 420 points by 2023 • 90% of learners in Grades 3, 6, 9 scoring above 50% in the national assessments

Indicators:

Target 2: Every 10-year old will be able to read for meaning

Outcome: Improved education, training and innovation

Interventions:

• National Reading Coalition will coordinate the national effort on early grade reading • Train foundation and intermediate phase teachers to teach reading in English and the African languages • Train and deploy a cohort of experienced coached to provide high quality on-site support to teachers • Implement the Early Grade Reading Programme, consisting of an integrated package of lessons plans, additional reading materials and professional support to Foundation Phase teachers • Indicators: • No indicators provided under this MTSF target.

Target 3: South Africans should have access to education and training of the highest quality by 2024, number 1 in Sub Saharan Africa 2024, number 1 on African Continent by 2030

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Outcome: Improved education, training and innovation

Interventions:

• Improve quality in the school system by increasing the average in-service training of teachers prioritising early literacy and numeracy. • Increase the number of students receiving Funza Lushaka bursary emphasizing scarce subjects and subjects aligned to 4IR

• School principals sign performance agreement • Develop reading material in indigenous language • Increased availability of Readers in different languages • Using technology to provide more access to textbooks and reading materials • Indicators: • Average hours for in-service training of teachers increased (50Hrs) • Increase the number of students funded through Funza Lushaka to15 231

• Unemployed graduates used to support after school programme • Double the percentage of learners of passing at 50% for Mathematics • Expand access to textbooks for all subjects for all learners especially in Grades 10 to 12 from approximately 74% in 2017 to at least 90% (100% NDP)

Target 4: Continue to replace unsafe school buildings and sanitation service by 60% by 2024 and make all schools comply with school infrastructure norms by 2030

Outcome: Improved education, training and innovation

Interventions:

• Develop ways to deliver infrastructure and services more efficiently and cost-effectively • Improve the quality of information used for planning school infrastructure • Connectivity at schools for administration and learning must increase from approximately 59% in 2017 to 100%.

Indicators:

• Double the percentage of schools complying with school infrastructure Norms (100 NDP) • 440 schools built through the Accelerated School Infrastructure Initiative (ASIDI) that have reached practical completion and handed over to the beneficiaries for usage • All schools connected for administration and learning for ICT • Connectivity at schools for administration and learning must increase from approximately 59% in 2017 to 100%.

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Target 5: Fund TVET and Community Colleges to respond to country skills need and high level of unemployment by 2024

Outcome: Improved education, training and innovation

Interventions:

• Protocols for secondment of sector specialist developed by 2021 to work in TVET colleges • Sustainable funding model for CETCs alongside a clear vision for this sector • Establish norms for the CETCs • Increased number of Black lecturers supported through the NGAP program • Support and invest in renewable energy, mining and agriculture research infrastructure

Indicators:

• All TVET college curriculum reviewed to align with industry needs • Reach 70 000 learnership annually • Double the number of students enrolled in CETCs

• Improve the throughput of the PSET sector including the agricultural colleges • 20 000 PhD students supported through bursaries through DST and NRF Bursaries.

• 30 000 Research grants to be awarded to Researchers • Policy to fund missing middle students in place by 2021

Target 6: Improve access to post school education from the current 1,2 million to 2,1 million by 2024 and to 3,1 million by 2030

Outcome: Improved education, training and innovation

Interventions:

• Number of students receiving NSFAS bursaries • Adequately fund the PSET system • Increase the number of students attending Foundation Courses

• Changing the composition and improving the qualifications of teaching staff in the PSET sector through increasing the production of PhDs and expanding the proportion of university teachers with PhDs from 46% in 2018 to 60% by 2024.

Indicators:

• Expand participation in the community education and training colleges, technical and vocational training colleges and universities must be expanded from the current 1,2 million full-time equivalent learners or FTEs (17% of 18-24-year olds) to 2,1 million FTEs (30% of 18-24-year olds). (70% NDP)

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• 60% of university lectures with PHDs (75) • 14 Universities offering accredited TVET college lecture qualification

Target 7: Increased efficiency of the PSET system

Outcome: Improved education, training and innovation

Interventions:

• Institute Foundation Courses to support first year students. • Increased qualifications of lecturers • Institute wraparound interventions to support students in PSET institutions

Indicators:

• Increase the certification rate in NC(V) L4 to 80% • Increase the certification rate of N3 and N6 to 80% • Increase university throughput rate for first time students entering 3-year degree program by 10% from current throughput • Throughput rate of agricultural colleges increased by 20% • Increase number of graduates in natural & physical sciences to 36 000 cumulatively • Human and animal health graduates output of 45 000 cumulatively • Research masters graduates output of 34 000 cumulatively

Target 8: Increase and improve educational outputs by 2024

Outcome: Improved employability of youth through skills training

Interventions:

• Massify, institutionalise, and adequately resource compulsory National Youth Service Programme to offer young people life-skills training, entrepreneurship training and • Train and employ young people as community and institution based young professionals. • Train young artisans through TVET and Community colleges. • Attract, recruit and train young people to pursue careers in the agricultural sector value chain by providing scholarships and ensure their placement in internships/ jobs upon graduation. • Introduce compulsory entrepreneurship education from primary to tertiary school levels with emphasis on highly developed cognitive, financial, and integrity skills. • Introduce compulsory digital skills training from primary school level to tertiary institutions. • Place young people in international internship and or exchange programmes established through bilateral and multilateral partnerships.

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Indicators:

• 30 000 youth targeted for the compulsory National Youth Service Programme by 2024. • 27 000 of youth (50% of NDP’s target of social service professionals) trained and employed as (youth workers, social workers, auxiliary social workers, child and youth care workers) community and institutions based young professionals by 2024. • 100,000 youth trained as artisans through the TVET and Community Colleges by 2024 (25 000 per annum). • 50,000 youth recruited to pursue careers in Agricultural sector value chain by 2024 to respond to Land Reform programme • 20,000 youth placed in international internships and/or exchange programmes established through bilateral and multilateral partnerships by 2024.

Target 9: Implement the enabling legislative framework and create institutional capacity for NHI by 2024 to achieve universal health coverage for all South Africans by 2030

Outcome: Universal access to good quality health care for all South Africans achieved

Interventions:

• Create a publicly administered NHI Fund • Roll out a health quality improvement plan in public health facilities and ensure that they meet the quality standards required for certification and accreditation for NHI • Develop and implement a comprehensive strategy and operational plan to address Human Resource requirements, including filling crucial vacant posts for implementation of NHI • Expand the Primary Health Care system • Consolidate nursing colleges into one major college in each province and their curriculum re oriented to bedside nursing • NHI Fund established and operational by December 2020 and purchasing services by 2021 • 80% of public sector facilities implementing the National Quality Improvement Plan by 2022; and 100% by 2024 • Percentage of clients reporting a positive experience of care in the public sector increased from 76,5% in 2017 to 90% in 2022 and to 95% in 2024 • Medico-legal claims reduced by 80% in 2024 from R70 billion in 2018 • Costed Human Resources for Health (HRH) Plan completed by March 2020 • Delegations issued to district and frontline health service managers in all 9 Provinces by March 2020 • 50,000 Community Health Workers absorbed into the health system

Indicators:

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• Ideal Clinics expanded from a total of 1,920 in 2019 to 3,467 by 2024 • Provincial Nursing Colleges with satellite campuses established and operational in all 9 Provinces by January 2020

Target 10: Total Life Expectancy of South Africans improved from 64,2 years in 2019 to 67,2 years in 2024 and to 70 years by 2030

Outcome: A long and healthy life for all South Africans

Interventions:

• Reduce the burden of disease from Tuberculosis • Implement the 90-90-90 strategy to reduce the burden of disease from HIV/AIDS • Strengthen Maternal Health Programmes to reduce maternal mortality • Expand screening of users of public health services for priority Non-Communicable Diseases • Implement intersectoral action to improve food security and nutrition and reduce stunting • 2 million additional people are screened for Tuberculosis by 2020 • By 2024, TB treatment success rate has improved to 90%, from 84.7% in 2018 • By 2020: • 90% of all people with HIV know their status • 90% of HIV positive people are initiated on antiretroviral treatment (ART) • 90% of people on ART are virally suppressed • HIV Incidence (new infections) among youth aged 15-24 reduced by 50%, from 1% in 2017 (88,000 new infections) to 0,5% by 2024 (44,000 new infections) • Maternal Mortality Ratio reduced from 134/100 000 live births (2016) to less than 100/100000 live births by 2024 • 25 million people screened for high blood pressure annually by 2024, up from 16 million in 2018 • Prevalence of stunting amongst children under-5 reduced from 27,4% in 2016 to less than 20% in 2024 • National Health Commission established to address socio-economic determinants of health A8. “Action Plan to 2024: Towards the realisation of Schooling 2030” Action Plan to 2024 takes stock of key developments in the basic education sector since the release in 2015 of the last sector plan, Action Plan to 2019: Towards the realisation of Schooling 2030. It reiterates many of the priorities outlined in Action Plan to 2019, as well as the earlier Action Plan to 2014. However, Indicators:

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Part A: General Information & Strategic Overview

there are also shifts of emphasis in the wake of lessons learnt in recent years. The current plan is directed at a broad range of stakeholders involved in the momentous task of transforming South Africa’s schools. These stakeholders include parents, teachers, school principals, officials at the district, provincial and national levels, members of Parliament, leaders in civil society organisations, including teacher unions, private sector partners, researchers, and international partner agencies such as UNICEF and the World Bank. This plan has 27 goals. Goals 1 to 13 deal with outputs we want to achieve in relation to learning and enrolments. Goals 14 to 27 deal with how the outputs are to be achieved. Five priority goals are indicated by three stars ★★★ In the interests of continuity, the 27 goals are the same as those appearing in Action Plan to 2014 (the one exception is Goal 9, which refers to Grade 9, where the earlier plan referred to Grade 8). Goals 1 to 13: Output 1. Increase the number of learners in Grade 3 who, by the end of the year, have mastered the minimum language and numeracy competencies for Grade 3. 2. Increase the number of learners in Grade 6 who, by the end of the year, have mastered the minimum language and mathematics competencies for Grade 6. 3. Increase the number of learners in Grade 9 who, by the end of the year, have mastered the minimum language and mathematics competencies for Grade 9. 4. Increase the number of Grade 12 learners who become eligible for a Bachelors programme at a university. 5. Increase the number of Grade 12 learners who pass mathematics. 6. Increase the number of Grade 12 learners who pass physical science. 7. Improve the average performance of Grade 6 learners in languages. 8. Improve the average performance of Grade 6 learners in mathematics. 9. Improve the average performance of Grade 9 learners in mathematics. 10. Ensure that all children remain effectively enrolled in school at least up to the year in which they turn 15. 11. ★★★ Improve the access of children to quality Early Childhood Development (ECD) below Grade 1. 12. Improve the grade promotion of learners through Grades 1 to 9. 13. Improve the access of the youth to Further Education and Training (FET) beyond Grade 9. The 27 Schooling 2030 goals

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