Laerskool   De Vrije Zee  Primary School             

                                       

Western Cape Education Department (WCED)

Action Plans 2015/2017

EVERYONE HAS A PART TO PLAY

As far as possible, the Action Plan indicates to each stakeholder in the system what activities such stakeholder should be engaged in to realize each goal in the plan. It also suggests ways in which those outside the education system can also provide resources or expertise in support of these goals.

OUTPUT GOALS FOCUSING ON MINIMUM QUALITY STANDARDS

Goal 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. 2009 baseline: +/- 48% (literacy) and 43% (numeracy); 2014 target: 60% for both subjects.

Goal 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. 2009 baseline: +/- 37% (literacy) and 19% (numeracy); 2014 target: 60% for both subjects.

Goal 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. Baseline and targets were determined after the 2010 ANA.

Goal 4. Increase the number of Grade 12 learners who become eligible for a Bachelors programme at a university. 2009 baseline: +/- 110 000; 2014 target; 175 000.

Goal 5. Increase the number of Grade 12 learners who pass mathematics. 2009 baseline: +/- 125 000; 2014 target: 180 000.

Goal 6. Increase the number of Grade 12 learners who pass physical science. 2009 baseline:+/- 120 000; 2014 target: 170 000.

OUTPUT GOALS FOCUSING ON IMPROVING AVERAGE PERFORMANCE

Goal 7. Improve the average performance of Grade 6 learners in languages.

Goal 8. Improve the average performance of Grade 6 learners in mathematics.

Goal 9. Improve the average performance of Grade 8 learners in mathematics.

OUTPUT GOALS FOCUSING ON ACCESS AND PROGRESSION

Goal 10. Ensure that all children remain effectively enrolled in school at least up to the year in which they turn 15. 2008 baseline: 97.4%; 2014 target: 99%

Goal 11. Improve the access of children to quality Early Childhood Development (ECD) below Grade 1.Indicator 1 (Percentage Grade 1 learners who received formal Grade R training): 2008 baseline: 51%; 2014 target: 80%, but 100% if non-formal ECD is included. Indicator 2: The enrolment ratio of children aged 0 to 5. 2008 baseline: 25%; 2014 target: 37%

Goal 12. Improve the grade promotion of learners through Grades 1 to 9 phases of school. Indicator 1: Percentage of children aged 9, who completed Grade 3. 2008 baseline: 59%; 2014 target: 65% Indicator 2: Percentage of children aged 12, who completed Grade 6: 2008 baseline: 46%; 2014 target: 52%

Goal 13. Improve the access of youths to Further Education and Training (FET) beyond Grade 9.Indicator 1: Percentage of youths who received a National Senior Certificate (NSC). 2008 baseline: 40%; 2014 target: 50% Indicator 2: Percentage of youths who obtained FET qualifications. 2008 baseline: 41%; 2014 target: 65%

TEACHERS

Goal 14. Attract a new group of young, motivated and appropriately trained teachers into the teaching profession each year.

Goal 15. Ensure that the availability and utilization of teachers are such that excessively large classes can be avoided.

Goal 16. Improve the professionalism, teaching skills, subject knowledge and computer literacy of teachers throughout their entire career.

Goal 17. Strive for a teacher workforce that is healthy and enjoys a sense of job satisfaction.

Goal 18. Ensure that learners cover all the topics and skills areas that they should cover within their current school year.

LEARNER RESOURCES

Goal 19. Ensure that every learner has access to the minimum set of textbooks and workbooks required in accordance with national policy.

Goal 20. Increase learners’ access to a wide range of media, including computers, which will enrich their education.

WHOLE-SCHOOL IMPROVEMENTS

Goal 21. Ensure that the basic annual management processes take place across all schools in the country in a way that contributes towards a functional school environment.

Goal 22. Improve parent and community participation in the governance of schools, partially by improving access to important information via the e-Education Strategy.

SCHOOL FUNDING

Goal 23. Ensure that all schools are at least funded at the minimum per learner levels determined nationally and that funds are utilised transparently and effectively.

SCHOOL INFRASTRUCTURE AND SUPPORT SERVICES

Goal 24. Ensure that the physical infrastructure and environment of every school inspire learners to want to come to school and learn; and teachers to teach.

Goal 25. Use schools as vehicles for promoting access to a range of public services amongst learners in areas such as health, poverty alleviation, psycho-social support, sport and culture.

Goal 26. Increase the number of schools that effectively implement the Inclusive Education Policy and have access to centres that offer specialist services.

Goal 27. Improve the frequency and quality of the monitoring and support services provided by district offices to schools, partially through better use of e-Education.