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IMPLEMENTATION OF EDUCATION WHITE PAPER 6

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IMPLEMENTATION OF EDUCATION WHITE PAPER 6 Portfolio Committee on Basic Education 26 February 2013 Presentation: Department of Basic Education * TABLE OF CONTENTS 2013 ... – PowerPoint PPT presentation

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Title: IMPLEMENTATION OF EDUCATION WHITE PAPER 6


1
IMPLEMENTATION OF EDUCATION WHITE PAPER 6
  • Portfolio Committee on Basic Education
  • 26 February 2013
  • Presentation Department of Basic Education

2
TABLE OF CONTENTS
  • 2013 The year of Inclusive Education
  • Recap on DBEs and PEDs roles and
    responsibilities
  • What has thus far been achieved?
  • What has not been achieved? recap
  • Implementation plan to close gaps

3
  • 2013 DECLARED THE YEAR OF INCLUSIVE EDUCATION

4
2013 YEAR OF INCLUSIVE EDUCATION
  • In December 2012 Minister declared 2013 the year
    of Inclusive Education
  • Key Implications
  • 2013 is the year of consolidating and
    institutionalizing all systems for implementing
    Inclusive Education on full scale
  • Inclusivity to be mandatory and find expression
    across programmes and levels of the system
  • Inclusive Education policy implementation to be
    prioritised and adequately resourced both through
    funding and human resource provisioning across to
    levels up to the classroom

5
  • RECAP ON ROLES AND RESPONSIBILITIES FOR DBE AND
    PEDS

6
ROLES AND RESPONSIBILITIES OF DBE AND PEDS
DBE Responsibilities PEDs Responsibilities
Develops legislative framework, policies, strategies and guidelines Implement legislative framework, policies strategies and guidelines
Translates policies, strategies etc into a Sector Plan Develop Action Plans in line with the Sector Plan
Provides guidelines on resources required to implement policies Mobilise resources required to implement policies
Identifies national priorities in consultation with provinces Ensure that national priorities are recognised, adhered to and actualised through plans
Working with and through provinces, monitors implementation of policies and programmes and report to HEDCOM and CEM Monitor the implementation of policies and programmes at district and school level and report to the DBE
7
  • WHAT HAS BEEN ACHIEVED POST REPORTING IN 2012?

8
WHAT HAS BEEN ACHIEVED?
  • 2013 declared by Minister as year of inclusive
    education
  • Major Implication all key systems promoting
    implementation of IE policy to be in place in
    2013/14
  • Presentation of the report at Senior Management,
    MMM, HEDCOM and CEM
  • Two-Day Indaba held in EC on Inclusive Education
    and Special Schools late 2012
  • Special Inter-Provincial integrated planning
    meeting held in January 2013 on Inclusive
    Education
  • In February 2013 discussion held to plan a
    roadmap on the development of Funding Norms for
    an inclusive system
  • R28m secured for Brailling master copies of 118
    titles for schools for the Blind

9
WHAT HAS NOT BEEN ACHIEVED?
10
WHAT HAS NOT BEEN DONE BY PEDS?
  • EC, GP, LP, MP and NC have never appropriated
    funding for the Expansion of Inclusive Education
    Programme resulting to serious backlogs in the
    implementation of the policy
  • Implementing the Funding Principles as provided
    by DBE resulting in glaring disparities in
    resourcing Inclusive Education
  • Recognising Inclusive Education as one of key
    national priorities
  • Following guidelines for developing a Business
    Plan for the Expansion of Inclusive Education
  • Distinguishing between Special Needs Education
    and Inclusive Education
  • Ensuring DBSTs are established as
    multi-disciplinary teams

11
WHAT HAS NOT BEEN DONE BY DBE?
  • Not using the opportunity Treasury provided to
    influence budget structure review to include
    Expansion of Inclusive Education
  • Strengthening inter-departmental cooperation and
    stakeholder engagement for inclusion
  • Development of a curriculum for moderately and
    severely intellectually disabled learners
  • Development of guidelines for funding an
    inclusive system
  • Development of guidelines for human resource
    provisioning for an inclusive system
  • Timeous provision of Braille workbooks and
    textbooks

12
  • IMPLEMENTATION PLAN TO CLOSE GAPS

13
IMPLEMENTATION PLAN TO CLOSE GAPS
Strategic Objective Activities Responsibilities Performance Indicator Time Frame
Early identification, assessment and support Developing a training programme on reviewed SIAS DBE A training programme has been developed and approved June 2013
Training and retraining all structures on the revised SIAS DBE PEDs District officials and teachers are trained in all provinces December 2013
Monitoring and supporting the implementation of SIAS in trained special schools and full service schools DBE PEDs Records of learners assessed and supported from special schools and full service schools March 2014
14
IMPLEMENTATION PLAN TO CLOSE GAPS...
Strategic Objective Activities Responsibilities Performance Indicator Time Frame
Teacher Development and Support Training teachers of learners with visual impairment Inclusive Education Teacher Development Number of teachers trained in specialised skills of visual impairment March 2014
Teacher Development and Support Training teachers of Deaf and hard-of-hearing learners to prepare the system for the implementation of the SASL curriculum grades R-12 Curriculum Management Team (CMT) Inclusive Education Teacher Development Grades R, 1 and 9 teachers are trained for the implementation of the SASL curriculum in 2014 December 2013
Teacher Development and Support Developing respective Teacher Training Manuals to institutionalise Curriculum Differentiation, Guidelines for FSSs and SSs DBE (Inclusive Education) Teacher Training Manuals are developed in Curriculum Differentiation, Guidelines for FSSs and SSs. May 2013
15
IMPLEMENTATION PLAN TO CLOSE GAPS...
Strategic Objective Activities Responsibilities Performance Indicator Time Frame
Institutional Management and Development Re-orientating officials in all districts in SIAS DBE, PEDs Officials from all 86 districts are re-orientated in SIAS September 2013
Institutional Management and Development Mediating Guidelines for Full Service Schools and Special Schools for all district officials for cascading to schools DBE PEDs Guidelines for Full Service Schools and Special Schools are mediated for all district officials. March 2014
Institutional Management and Development Establishing functional school-based (ILSTs) and district-based support teams (DBSTs) to support the inclusion discourse
Institutional Management and Development Developing Funding Norms for an inclusive system DBE (Branch P) Funding Norms for an inclusive system are developed March 2014
Institutional Management and Development Developing Human Resource Provisioning Norms for an inclusive system DBE (Branch T) Human Resource Provisioning March 2014
Institutional Management and Development Orientating grades 7-9 and grade 12 subject advisors on Curriculum Differentiation alongside CAPS DBE PEDs SP and grade 12 subject advisors are orientated into Curriculum Differentiation June 2013
16
IMPLEMENTATION PLAN TO CLOSE GAPS...
Strategic Objective Activities Responsibilities Performance Indicator Time Frame
Partnerships and Advocacy Strengthening inter-departmental and inter-sectoral partnerships through the Care and support for Teaching and Learning (CSTL) framework CSTL Inclusive Education Branch S Support to learners requiring it is coordinated, streamlined and harmonised. September 2013
Aligning assessment protocols (including SIAS) across departments DBE DoH DSD Assessment protocols across departments are aligned December 2013
Facilitating special needs learners access to specialist services including assistive devices and specialist professionals DBE DoH DSD Access to specialist services by special needs learners is coordinated across departments March 2014
Developing a watertight advocacy programme on the Inclusive Education Policy DBE DoH DSD DWCPD All levels in the system are orientated into the Inclusive Education Policy September 2013
17
THANK YOU
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