117859 GDE APP 201920 6th proof 26 July

Part D: Annexures

PROGRAMME 2: Public Ordinary School Education Indicator title

PPM201: Number of full service schools servicing learners with learning barriers Number of public ordinary schools that have been converted to full service schools. Full-service schools: are public ordinary schools that are specially resourced, converted and orientated to provide quality education to all learners by supplying the full range of learning needs in an equitable manner. These schools serve mainstream learners together with those experiencing moderate learning barriers. By resources it means the school must have all the facilities and LTSM must be available for the educator to provide equitable learning. By converted it means the infrastructure, school building and classrooms must be accessible to all learners and teachers. This may differ from school to school according to needs and to the possibilities for conversion at a particular school. All new schools to be built to ensure universal accessibility. By oriented it is referred to teachers must be oriented to ensure differentiated teaching and assessment as well as adaptation of LTSM. By Equitable the department refer to teaching and learning that takes place is the same for every learner irrespective of their disability or differences in learning style or pace. To measure access to public ordinary schools by learners with learning barriers in the current financial year. Inclusive Education school’s database Primary Evidence: Inclusive Education school’s database supported with signed off letters to each school designating it as a full-service school. Database of identified schools with progress against national criteria (each province will provide the list of criteria) Secondary Evidence: List of schools and progress with regard to the conversion of the schools based on the criteria stipulated in the Guidelines for Full Service Schools/Inclusive Schools, 2009. White Paper 6, Guidelines for Full Service Schools

Short definition

Purpose/importance

Policy linked to

Source/collection of data

Means of verification Method of calculation

List of public ordinary schools converted to full service schools.

Count the total number of full service schools.

Data limitations Type of indicator Calculation type Reporting cycle

None

Output

Non-cumulative

Annual

New indicator

No

Desired performance

To ensure that all special needs learners have access to schooling system and that selected public ordinary schools are able to accommodate these learners. On or above target.

Indicator responsibility

Chief Directorate: School Management (Inclusion)

Indicator title

PPM202: The percentage of children who turned 9 in the previous year and who are currently enrolled in Grade 4 (or a higher grade) The appropriate age for children enrolled in Grade 4 is 10 years old. The number of learners who turned 9 in the previous year, are equal to the children aged 10 in the current year, who are currently enrolled in Grade 4 and higher, expressed as percentage of the total number of 10-year-old learners enrolled in public ordinary schools. This indicator measures the efficiency in the schooling system for example the impact of late entry into Grade 1, grade repetition, and dropping out.

Short definition

Purpose/importance

Annual Performance Plan 2019/20 | 123