Portfolio Committee Meeting 16 September 2014 Improving the Quality of Educational Districts Investing in districts

Portfolio Committee Meeting16 September 2014

Improving the Quality of Educational Districts

Investing in districts

Structure of presentation

• Context • District contribution to improvements in

learning outcomes: 2011 – 2013• Focusing district support to schools• Understanding and addressing district capacity

to provide necessary support• Annexure:

– Comprehensive profiles of districts performing below 70%

Context

• Radically improving the quality of basic education is high on the national agenda and districts present an opportunity for the improvement of the quality of learning outcomes for all learners in the system.

• Education districts play a central role in ensuring that all learners have access to education of progressively high quality. They are often the only vehicle for initiating, testing, driving and sustaining systemic reforms.

• The National Development Plan (NDP): Vision 2030, states that districts have a responsibility to “provide targeted support to improve practices within schools, and ensure communication and information sharing between authorities and schools”

Context - continued

•The past five years have seen actions taken by districts increasingly focused on making a difference in the quality of learning outcomes. •Support for districts to fulfil their core responsibility to provide targeted support to schools increased significantly:

– Quarterly meetings between Minister and district directors for

communication, clarification and monitoring of key sector priorities took

place regularly;

– Accountability meetings cascaded to provincial level and the focus shifted

from purely administrative to putting learning and teaching at the center;

– The Policy on the Organization, Roles and Responsibilities of Education

Districts was gazetted on 24 February 2013.

Context - continued

• Data on administration and learner performance is

available in the system, e.g. SA-SAMS, NSC and ANA to

create the necessary environment for data driven districts

and better informed decision making and interventions.

• Support to districts to perform all key functions at the

highest level will be significantly enhanced in the period

2014 – 2019, heeding the Minister’s call for a stronger focus

on quality, efficiency and accountability.

How are we doing? A look at NSC District performance: 2011 -2013









Website: www.education.gov.zaCall Centre: 0800 202 933 | [email protected]

Twitter: @DBE_SA | Facebook: DBE SA

Reflecting on some quality indicators per districts: Bachelor Passes

Eastern Cape

Free State

Gauteng

KZN

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape



Mathematics performance

Eastern Cape

Free State

Gauteng

KZN

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape



Physical Science Performance

Eastern Cape

Free State

Gauteng

KZN

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

Strengthening district support for schools• The DBE had profiled a total of 80 districts and approximately 21

525 schools by 31 August 2014 focused on– Admissions;– HR provisioning;– LTSM and Curriculum;– Academic Preparation and Curriculum Coverage;– School Manage and Governance;– Learner well-being; and– Infrastructure.• The data coming out of the profiling exercise provides very

useful insights both with respect to district operations, capacity and capabilities as well as school-level operations and challenges;

• The school profiling will be finalised by 30 September thus providing every district and circuit manager with a complete overview of the schools under their management to provide targeted support .

Schools profiled to date

Emerging Issues

Emerging Issues

Emerging Issues

Emerging issues

Emerging issues

Emerging issues



A FOCUS ON DISTRICT OFFICES

Key issues Emerging• District support to schools is a key driver but still faces a number of challenges

including

– Variation in responsibilities and authority of districts despite promulgation of

national policy;

– Vacancies in critical district/field worker posts;

– Inadequate resources/tools of the trade;

– Weak performance management systems and accountability measures;

– Inappropriate appointments across all levels of the district including in subject

advisory posts;

– Critical skills gaps across the various levels of the district; and

– Continued challenges in small and non-viable schools as a result of population

migration.

Key priority actions and focus areas• Reinforce the position of districts as a key lever for a ‘radical

transformation’ in the delivery of education;

• Ensure alignment through clearly defined but flexible norms and

standards to accelerate the implementation of the Policy on the Role,

Organisation and Functions of Education Districts;

• Design a clear intervention plan focusing on:

– Modelling operations of an ideal district focused on providing support to

schools;

– Developing criteria for the appointment of District Directors, Circuit Managers

and Subject advisors;

– Developing a sustainable capacity building model and programmes; and

– Establishing a credible monitoring and performance management system.

Current progress of key focus areas expandedDelayedStarted, not yet complete

Complete

Not yet started

# Focus area Key activities TimingCurrent status Next steps

1Filling of key vacancies

Fill genuine and critical vacancies By end Oct Verify data (current data is not completely accurate)

Get sign off from HODs on vacancies By end Nov

Finalize management plans together with PEDs to fill funded prioritised vacancies

By mid Dec

2Publishing the minimum norms and standards

Development of the regulations on the flexible norms and standards (based on the policy)

By end Nov Draft being circulated for inputs and broad consultation within the structures of the department

Consultation with key stakeholders (e.g. HEDCOM, CEM, etc.)

By end Nov

Promulgation of regulations / norms and standards

By mid Dec

3Defining and provisioning of a minimum enabling resource package

Identification of a minimum resource package (e.g. ICT, cars, etc.)

By end Oct Verify minimum resource package with districts and assess whether needs differ by district

Conduct audit of current resources within districts (i.e. determine needs and associated costs)

By mid Nov Explore creative funding options through reprioritisation in provinces

Current progress of key focus areas (2/3)DelayedStarted, not yet complete

Complete

Not yet started

# Focus area Key activities TimingCurrent status Next steps

4Determine recruitment criteria for District officials

Strengthen criteria for the appointment of District Directors , Circuit Managers and Subject Advisors

By end Nov Continue development of selection criteria in consultation with HEDCOM

Finalise recruiting criteria in consultation with provinces By mid Dec

Work with provincial HODs on how to implement the new recruiting criteria

Feb-15

Ensure new criteria is implemented by the provincial HODs Mar-15

5Profile district staff (district directors, circuit managers and subject advisors)

Develop a tool to conduct audit By end October -

Conduct profiling in all districts March-15

Identify competency gaps for establishing a comprehensive capacity building and support programme for districts

Jun-15

6 Develop a capability building program for District Directors

Identification of the minimum capability needs By end November Consolidation of the minimum capability needs in consultation with provinces and districts

Design of a program to address prioriority needs January

Implement a training program for selected districts Apr-15



Thank You

Documents

Portfolio Committee Meeting 16 September 2014 Improving the Quality of Educational Districts Investing in districts