Answer to Question #236542 in Management for Fikile

Question

Evaluate the role technology plays in incorporating school tasks into the South African School Admistration and management System (SA-SAMS)

Answer 1

The Committee on Indicators and Targets for PED Annual Performance Plans had a roundtable discussion with the Department of Basic Education (DBE) and Provincial Education Departments (PEDs) (APP). Certain metrics in the 2014-2019 Medium Term Strategic Framework were not stated in the 2017/18 DBE and PED Annual Performance Plans, according to the Auditor General, posing a risk to MTSF targets being met. The province of the Free State was not included in the roundtable discussion, and no document was presented as well. During the discussion, members posed the following questions to DBE:

·        How does DBE determine whether a school manager requires assistance if the principal refuses to sign the performance agreement? What exactly does the performance agreement entail?

·        What percentage of principals have signed a performance contract?

·        Do the agreements provide those instructors and principals must be present at the school?

·        What technique or process does DBE employ to determine whether teachers have the necessary content knowledge?

·        What may the DBE do if the province fails to meet its obligations?

·        Is DBE aware that there are still unplaced Funza Lushaka graduates, and does DBE assist in the placement of these graduates in other provinces?

·        How many learners with Severe to Profound Intellectual Disability (C/LSPID) have access to therapeutic and psychosocial support services in order to improve their learning participation?

·        How useful are the tools for evaluating District Officials, Principals, and Circuit Managers?

·        How does DBE organize its efforts so that the sector is perceived as a whole?

·        How can the sector ensure that planners, as well as those who monitor them, are empowered?