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

2. 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%

3. 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”

4. 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.

5. 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.

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

15. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA Reflecting on some quality indicators per districts: Bachelor Passes

16. Eastern Cape

17. Free State

18. Gauteng

19. KZN

20. Limpopo

21. Mpumalanga

22. North West

23. Northern Cape

24. Western Cape

25. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA Mathematics performance

26. Eastern Cape

27. Free State

28. Gauteng

29. KZN

30. Limpopo

31. Mpumalanga

32. North West

33. Northern Cape

34. Western Cape

35. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA Physical Science Performance

36. Eastern Cape

37. Free State

38. Gauteng

39. KZN

40. Limpopo

41. Mpumalanga

42. North West

43. Northern Cape

44. Western Cape

45. 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.

46. Schools profiled to date

47. Emerging Issues

50. Emerging issues

53. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA A FOCUS ON DISTRICT OFFICES

54. 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.

55. 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.

56. Current progress of key focus areas expanded Delayed Started, not yet complete Complete Not yet started #Focus areaKey activitiesTiming Current statusNext steps 1Filling of key vacancies Fill genuine and critical vacanciesBy end Oct Verify data (current data is not completely accurate) Get sign off from HODs on vacanciesBy 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

57. Current progress of key focus areas (2/3) Delayed Started, not yet complete Complete Not yet started #Focus areaKey activitiesTiming Current statusNext 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 provincesBy mid Dec Work with provincial HODs on how to implement the new recruiting criteria Feb-15 Ensure new criteria is implemented by the provincial HODsMar-15 5Profile district staff (district directors, circuit managers and subject advisors) Develop a tool to conduct auditBy end October - Conduct profiling in all districtsMarch-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 needsBy end November Consolidation of the minimum capability needs in consultation with provinces and districts Design of a program to address prioriority needsJanuary Implement a training program for selected districtsApr-15

58. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA Thank You