Topic
Enclosures
1. INTRODUCTION
1.1 The core business of the Department of Education is to deliver quality
education in all institutions. To realise this objective, proper planning,
implementation, monitoring, evaluation and reporting are key. This
circular seeks to align all these processes with the following activities:
· Internal Whole-School Evaluation (IWSE)
· Integrated Quality Management System (IQMS)
· Performance Management and Development System (PMDS)
· School Improvement Planning (SIP)
· School Development Planning (SDP)
· Academic Performance Improvement Planning
· Term of office of School Governing Bodies (SGBs)
· External Whole-School Evaluation (EWSE)
1.2 The circular guides institutions to use the IWSE, EWSE, IQMS and PMDS
reports as the basis for school development planning. It also provides a
reporting process which will enhance the preparedness of schools for the
beginning of the academic year.
1.3 In view of the above, the principal and the SGB must, as part of their
management and governance processes respectively, monitor and
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evaluate the implementation of the school plans and develop reports with
recommendations on an annual basis. The latter and the academic
performance improvement plan form the basis for the development of the
School Improvement Plan.
1.4 IDSOs must facilitate all processes at the school level.
2. BACKGROUND
2.1 The Gauteng Department of Education has never provided institutions
with a uniform format and framework for institutional planning. The
absence of an operational framework has resulted in schools limiting the
scope of development by concentrating on selective activities, e.g.
Learner Teacher Support Materials and some issues pertaining to IQMS.
2.2
Schools use different approaches and formats in developing School
Development Plans and/or School Improvement Plans. Some schools do
planning without the involvement of SGBs, SMTs and staff members,
while Section 20 (1) (a) of the South African Schools Act (SASA) states
that “The governing body of a public school must promote the best
interests of the school and strive to ensure its development, through the
provision of quality education for all learners at the school”.
3. PURPOSE
The purpose of this circular is to:
3.1 Provide institutions with a framework for planning.
3.2 Ensure that there is uniformity and consistency with regard to planning in
all institutions.
3.3 Provide principals, SGBs and departmental officials with tools to develop
plans, monitor the implementation, track performance and track progress;
3.4 Outline the difference between development planning and improvement
planning.
3.5 Locate school planning within the nine focus areas as outlined in the
National Policy on Whole-School Evaluation (2001).
3.6 Ensure constant monitoring and accountability of institutions.
3.7 Assist institutions in understanding the link between School Development
Planning and School Improvement Planning, and the roles and
responsibilities of the different role players (SGB, SMT and principal) in
ensuring the general functionality of the school and quality curriculum
delivery.
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4. LEGISLATIVE FRAMEWORK
4.1
The Constitution of the Republic of South Africa, 1996 (Act 108 of 1996)
Chapter 2 of The Bill of Rights, Section 29(3)(c) provides for quality
education to all citizens.
4.2 National Education Policy Act, 1996 (Act 27 of 1996), Section 3(4) and
Section 8 mandate the Minister of Education to determine National policy
for the planning, monitoring and evaluation to ensure the delivery of
quality education.
4.3 South African Schools Act, 1996 (Act 84 of 1996) Section 16(1), (2) and
(3) as amended, state that a governing body stands in a position of trust
towards the school, while the professional management of a public school
must be undertaken by the principal under the authority of the Head of
Department.
4.4
The Education Laws Amendment Act, 2007 (Act 31 of 2007), Section 16A,
outlines the roles and responsibilities of principals regarding planning,
reporting, accountability and performance of schools.
4.5 National Policy on Whole-School Evaluation, 2001, outlines the system by
which the quality of education provided by schools can be assessed.
4.6 Resolution 8 of 2003 (IQMS) provides the framework to evaluate educator
performance and development to enhance the delivery of quality
education.
4.7.1 Skills Development Act, 1998 (Act 97 of 1998) refers to the development
of skills within the work force.
4.7.2 Gauteng Department of Education Circular 38/2007 outlines the
framework for a District-Wide Continuous School Improvement Strategy
5 THE PLANNING PROCESS
The primary aim of planning is to improve the quality of service delivery in all
education institutions. In this regard, it is imperative that proper planning and
implementation take place in all the institutions. To achieve this, school
development and school improvement planning processes must be understood
and applied.
5.1 School Development Planning
5.1.1 The School Development Plan is a medium-term plan which outlines the
institution’s achievable goals, activities and interest over a period of three
years. The plan must cover all aspects of the school, among others the
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teaching and learning in the classroom, co-curricular, extracurricular
activities, management and governance, administration, community
involvement, physical maintenance and development.
5.1.2 These medium term goals must be aligned to the term of office of the
SGB. This means that School Development Planning is a holistic process
which aims to improve the entire school. This process is driven by the
elected SGB of the school with the support of the principal as the
representative of the Head of Department.
5.1.3 The School Development Plan is reviewed and developed every three
years by the newly elected SGB during August and September, following
the handover process from the previous SGB in the same year of the
National SGB elections.
5.2 School Improvement Planning
5.2.1 The school improvement plan is a short-term plan or programme of action
which the school develops in response to the findings and
recommendations made in the evaluation reports mentioned in
paragraph 1.3 .
5.2.2 This plan is reviewed and developed annually and is aimed at effecting
improvement in the school’s areas of need as highlighted in the evaluation
reports.
5.2.3 The principal of an underperforming school as identified by the HOD at the
beginning of each academic year, has the responsibility to develop the
academic performance improvement plan and submit to the Head of
Department by mid-February annually. The academic performance
improvement plan is additional to the SIP developed by the SGB.
5.2.4 To achieve the above (SPD and SIP), the school must engage in a
process of developing a baseline assessment by conducting an Internal
Whole-School Evaluation or use the report from the External Whole-
School Evaluation. The evaluation must be anchored on the nine key
focus areas as contained in the WSE National policy and the performance
management baseline assessments for all employees as outlined in
Resolution 8 (IQMS).
6. REPORTING AND FEEDBACK PROCESS
6.1 Reporting will occur in a dual process, which allows for bottom-up and topdown
feedback.
6.2 At the end of September of each year, schools must submit plans to the
district office.
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6.3 The IDSO must scrutinise plans to ensure that they are achievable and
have realistic timeframes. The plans must be developed according to the
standardised provincial template. The IDSO must return incomplete and
unattainable plans to the relevant SGBs and support them in developing
achievable plans.
6.4 The IDSOs will complete a reporting template, which will be submitted to
the District Director informing him/her of the completion of the planning
process per cluster of schools.
6.5 Upon receiving reports from the IDSOs, the District Director will ratify the
plans and communicate his/her comments to the schools in writing, should
there be any.
6.6 The District Director will submit a report to the office of the Chief Director
Districts on the overall planning of the schools in the district by the end
November.
6.7 The IDSO will give feedback to the Governance and Management
structures of individual schools.
6.8 Feedback on the delivery of quality service in relation to student
achievement, the school's priority performance and financial performance
will also be provided to the District Education and Training Councils
(GETC) to ensure that all education stakeholders are informed on the
progress made by schools.
7.
FUNCTIONS AND RESPONSIBILITIES OF PRINCIPALS
7.1 According to Section 16A of the Education Laws Amendment Act, 2007
(Act 31 of 2007), the principal of a public school represents the Head of
Department in the SGB when acting in an official capacity. The principal
has the responsibility to assist the governing body in the performance of
its functions and responsibilities without being in conflict with any
legislation or policy.
7.2 The principal has a primary responsibility in developing the School
Improvement Plan whilst facilitating the production of the School
Development Plan.
7.3 The principal must keep and maintain a record for all planning activities,
reports and school plans.
7.4 All principals must prepare and submit to the Head of Department an
annual report in respect of the school’s academic performance in relation
to the minimum outcomes, standards, procedures for assessment and the
effective use of available resources by 30 January of each year.
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7.5 The principal of an underperforming public school identified by the Head of
Department must by 31 January of each year prepare a plan setting out
how academic performance at the school will be improved. This plan
must be submitted to the Head of Department for approval.
7.6 The principal must prepare and submit a report detailing progress made in
implementing the academic performance improvement plan to the Head of
Department and the SGB by 30 June of each year.
8. FUNCTIONS AND RESPONSIBILITIES OF DEPARTMENTAL
OFFICIALS
8.1 District Offices
8.1.1 It is the function and responsibility of the IDSO to support his/her cluster of
schools in developing the SDPs and SIPs.
8.1.2 The IDSO must scrutinise the plans and make recommendations to the
District Director, who will ratify the plans.
8.1.3 The IDSO of the school must continuously monitor the implementation of
the plans and provide the necessary support to the principal, staff and the
SGB to ensure achievement of goals towards the delivery of quality
education.
8.1.4 The district must compile and submit to the Head of Department through
the IDS – GET directorate at Head Office, a report on the implementation
of the school plans. The report must indicate the schools in which there is
non-delivery of the approved plans.
8.1.5 On or before 30 June of each year the district must submit to the Head of
Department the progress reports on the implementation of the academic
performance improvement plan of the identified underperforming schools.
8.2 Head Office
8.2.1 Quality Assurance Directorate
8.2.1.1 The Quality Assurance Directorate is responsible for conducting EWSE in
all public institutions.
8.2.1.2 The EWSE must be conducted every five years in primary schools and
every three years in secondary schools.
8.2.1.3 Reports will be provided to schools within a period of thirty days of
evaluation by Quality Assurance.
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8.2.1.4 The Head of Department will approve/disapprove the academic
performance improvement plans and return them to principals with
recommendations.
8.2.2 GET – IDS and Chief Directorate: Districts
8.2.2.1 The Chief Directorates: IDS and Districts at Head Office must conduct a
sample test on a percentage of schools across all districts to verify
information provided in the districts reports.
8.2.2.2 The Chief Director: Districts must facilitate the submission and collation of
reports from the districts and provide the Head of Department with a report
on quality and status of planning in schools across the province.
9. TEMPLATES
9.1 The attached provincial tools/templates must be used by all schools for
SDP and SIP:
· Template for School Development Plan (Annexure A)
The standardised template for School Development Planning will be
used by all schools to outline the medium-term plans to maintain
uniformity throughout the province. The tool is based on the nine
focus areas of WSE.
· Template for School Improvement Plan (Annexure B)
The template must be used by all schools to develop their School
Improvement Plans. The template in the circular provides an
example of how the improvement plans should be developed.
· The reporting tool (Annexure C)
9.2 In addition to the above-mentioned templates, there will be an additional
monitoring tool that will be used by IDSOs to monitor the performance of
schools in relation to SDP and SIP. The tool must be completed by the
IDSO in a meeting with the SMT and Chairperson of the SGB. This tool
must not be faxed or provided to the principal for completion by
him-/herself. The completed tool must be submitted to the GET
directorate: School Effectiveness Sub –directorate by 30 September.
9.3 The reporting tools will be reviewed after every three-year cycle to
determine the areas of performance which need to be improved based on
the evaluation reports from Quality Assurance and IDS.
10. A PROCESS FOR INSTITUTIONAL PLANNING
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Activity School Improvement
Plan
School
Development Plan
Timeframe
Annual report Submission of annual
report
January
Academic
performance
improvement
plan
Under-performing school
develop an academic
performance improvement
plan.
Mid February
Planning by all
stakeholders in
the schools
The newly elected
SGB develop a
School Plan
August to
September
Developing the
SIP
SGB develop a School
Improvement Plan
July to
August
IDSO input IDSO scrutinise school plans and make
recommendations
September to
mid October
District collates SIPs and
submits DIP report to
Head Office.
End
November
Head Office develops a
Provincial Improvement
Plan.
End January
MGSGL provided with the
training needs
February and
March
Are n't parents servint in the parent component taken for a ride. I mean principals operate alone. What about signatures on blank chueques, minutes and programmes dictated to them .
Colleagues look at the coloured areas, is this circular not flawed?
