IDENTIFICATION OF DELIVERY PARTNERS. The signatories to this agreement are the national Minister of Basic Education, the national Deputy Minister of Basic Education, the nine provincial Members of the Executive Council for Education (education MECs) and 17 other national Ministers whose departments have some role to play in the improvement of basic education (see the list of 17 national departments below). • Department of Higher Education and Training (DHET). The two education departments must collaborate in areas such as the spread of enrolments and investments across secondary schools and Further Education and Training (FET) colleges, the smooth movement of learners from the schooling sector into post-school education and teacher pre-service training. • Department of Communications (DoC). Schools need to be key beneficiaries of national efforts to bring about a more widespread and equitable spread of technologies such as the internet in South Africa. • Department of Science and Technology (DST). Promoting science and technology learning in schools is a key priority for the education sector and a number of joint projects with the DST are ongoing in this regard. • Department of Arts and Culture (DAC). Arts and culture is a key subject and area of focus in the school curriculum. It is moreover important for learners to participate in selected DAC-organised events outside of school. • Department of Social Development (DSD). This department is primarily responsible for early childhood development services below Grade R, whilst the DBE takes responsibility for Grade X. Xxxxxxx, collaboration between the two departments is vital. DELIVERY AGREEMENT • For Outcome 1: Improved quality of basic education • Department of Public Service and Administration (DPSA). The department, as well as the Public Administration Leadership and Management Academy (PALAMA), have a key role to play in improving the management of the schooling system as a whole, and the management of individual schools. • Department of Health (DoH). There is a long history of collaboration between the health and education sectors in, for instance, ensuring that learners receive the right nutrition on a daily basis. • Department of Sport and Recreation (SRSA). The DBE’s aim is that all schools should offer sports as part of their extra-curricular activities. The DBE has collaborated closely with SRSA in pursuing this aim. • Department of Home Affairs. Given that all children must attend school, schools provide an obvious location in which to ensure that all citizens acquire an identity document and are thus able to access the full range of social services provided by the state. • Department of Police. The education departments and the South African Police Services (SAPS) are currently working on a number of joint projects to promote the safety of everyone at school and the combating of school violence. • Department of Women, Children and Persons with Disability (WCPD). Collaborative work between this department and the DBE includes the dissemination of information regarding the rights of girls and the disabled with a view to ending entrenched prejudices and abuses. • Department of Public Works. Historically this department has been actively involved in improving the physical infrastructure of the schooling system and although responsibilities are increasingly being shifted to the education sector, the Department of Public Works will continue to play a key role as regulator and advisor. • Department of Cooperative Governance and Traditional Affairs (CoGTA). Programmes to improve services at the local government level are critical for better access to electricity, water and sanitation amongst schools. • Department of Human Settlements (DHS). The planning of new settlements must clearly go hand in hand with the planning of new schools. • Department of Transport (DoT). This department is key partner of the DBE in the provision of publicly funded scholar transport to historically disadvantaged learners living far from their schools. • Department of Rural Development and Land Reform (DRDLR). The special nature of problems experienced by rural schools has been widely recognised. However, the education problems cannot be viewed in isolation and challenges must be met within the context of cross-sectoral rural development programmes. The signatories to the agreement form the core team of delivery partners. However, their work is dependent on good relations and ongoing collaboration with many organisations, a selection of which is listed below. The following stakeholder bodies: DELIVERY AGREEMENT • For Outcome 1: Improved quality of basic education • The teacher trade unions. Teachers are at the heart of the schooling process and good relations with their representative bodies must be a continual aim of government. • Organisations representing school governing bodies. These organisations can be regarded as representing the key ‘clients’ of schools, namely parents. • Non-government organisations and faith-based organisations working with schools. These organisations should continue to play a vital role in exploring innovative approaches to school management and teaching, supporting the initiatives of government and providing alternative services through independent schools. • Organisations representing the business sector. The business sector is an important stakeholder both in terms of its corporate social investment and its interest in achieving a more educated workforce. • Labour unions in general. Workers are important stakeholders insofar as they may have children in schools and because a better educated workforce generally means that workers rights are respected to a greater degree. The following statutory bodies and parastatals: • Xxxxxxx, also known as the Council for Quality Assurance in General and Further Education and Training. Xxxxxxx’s role in ensuring that the Grade 12 examinations and other assessments in schools use appropriate benchmarks is vital. • South African Council for Educators (SACE). SACE, as the statutory professional body for all schools-based educators, plays a vital role in defining and promoting professional conduct amongst teachers. • Education Labour Relations Council (ELRC). The ELRC plays a central role in promoting good relations between the employer and employees in schools and in advancing research into teacher issues. • The universities in the country, in particular Faculties of Education, which carry much of the responsibility for the quality of the training of school teachers and principals. • ETDP SETA (Education, Training and Development Practices Sector Education and Training Authority). This body has an important role to play in terms of the in-service skills development of educators in schools. In 2009 it hosted the crucial Teacher Development Summit. • Human Sciences Research Council (HSRC). The HSRC has been at the forefront of educational research in the country. • Development Bank of Southern Africa (DBSA). The DBSA has played a vital role in promoting research into innovation in schools.
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Samples: Delivery Agreement, Delivery Agreement
IDENTIFICATION OF DELIVERY PARTNERS. The signatories to this agreement are the national Minister of Basic Education, the national Deputy Minister of Basic Education, the nine provincial Members of the Executive Council for Education (education MECs) and 17 other national Ministers whose departments have some role to play in the improvement of basic education (see the list of 17 national departments below). • Department of Higher Education and Training (DHET). The two education departments must collaborate in areas such as the spread of enrolments and investments across secondary schools and Further Education and Training (FET) colleges, the smooth movement of learners from the schooling sector into post-school education and teacher pre-service training. • Department of Communications (DoC). Schools need to be key beneficiaries of national efforts to bring about a more widespread and equitable spread of technologies such as the internet in South Africa. • Department of Science and Technology (DST). Promoting science and technology learning in schools is a key priority for the education sector and a number of joint projects with the DST are ongoing in this regard. • Department of Arts and Culture (DAC). Arts and culture is a key subject and area of focus in the school curriculum. It is moreover important for learners to participate in selected DAC-organised events outside of school. • Department of Social Development (DSD). This department is primarily responsible for early childhood development services below Grade R, whilst the DBE takes responsibility for Grade X. Xxxxxxx, collaboration between the two departments is vital. DELIVERY AGREEMENT • For Outcome 1: Improved quality of basic education • Department of Public Service and Administration (DPSA). The department, as well as the Public Administration Leadership and Management Academy (PALAMA), have a key role to play in improving the management of the schooling system as a whole, and the management of individual schools. • Department of Health (DoH). There is a long history of collaboration between the health and education sectors in, for instance, ensuring that learners receive the right nutrition on a daily basis. • Department of Sport and Recreation (SRSA). The DBE’s aim is that all schools should offer sports as part of their extra-curricular activities. The DBE has collaborated closely with SRSA in pursuing this aim. • Department of Home Affairs. Given that all children must attend school, schools provide an obvious location in which to ensure that all citizens acquire an identity document and are thus able to access the full range of social services provided by the state. • Department of Police. The education departments and the South African Police Services (SAPS) are currently working on a number of joint projects to promote the safety of everyone at school and the combating of school violence. • Department of Women, Children and Persons with Disability (WCPD). Collaborative work between this department and the DBE includes the dissemination of information regarding the rights of girls and the disabled with a view to ending entrenched prejudices and abuses. • Department of Public Works. Historically this department has been actively involved in improving the physical infrastructure of the schooling system and although responsibilities are increasingly being shifted to the education sector, the Department of Public Works will continue to play a key role as regulator and advisor. • Department of Cooperative Governance and Traditional Affairs (CoGTA). Programmes to improve services at the local government level are critical for better access to electricity, water and sanitation amongst schools. • Department of Human Settlements (DHS). The planning of new settlements must clearly go hand in hand with the planning of new schools. • Department of Transport (DoT). This department is key partner of the DBE in the provision of publicly funded scholar transport to historically disadvantaged learners living far from their schools. • Department of Rural Development and Land Reform (DRDLR). The special nature of problems experienced by rural schools has been widely recognised. However, the education problems cannot be viewed in isolation and challenges must be met within the context of cross-sectoral rural development programmes. The signatories to the agreement form the core team of delivery partners. However, their work is dependent on good relations and ongoing collaboration with many organisations, a selection of which is listed below. The following stakeholder bodies: DELIVERY AGREEMENT • For Outcome 1: Improved quality of basic education • The teacher trade unions. Teachers are at the heart of the schooling process and good relations with their representative bodies must be a continual aim of government. • Organisations representing school governing bodies. These organisations can be regarded as representing the key ‘clients’ of schools, namely parents. • Non-government organisations and faith-based organisations working with schools. These organisations should continue to play a vital role in exploring innovative approaches to school management and teaching, supporting the initiatives of government and providing alternative services through independent schools. • Organisations representing the business sector. The business sector is an important stakeholder both in terms of its corporate social investment and its interest in achieving a more educated workforce. • Labour unions in general. Workers are important stakeholders insofar as they may have children in schools and because a better educated workforce generally means that workers rights are respected to a greater degree. The following statutory bodies and parastatals: • Xxxxxxx, also known as the Council for Quality Assurance in General and Further Education and Training. Xxxxxxx’s role in ensuring that the Grade 12 examinations and other assessments in schools use appropriate benchmarks is vital. • South African Council for Educators (SACE). SACE, as the statutory professional body for all schools-based educators, plays a vital role in defining and promoting professional conduct amongst teachers. • Education Labour Relations Council (ELRC). The ELRC plays a central role in promoting good relations between the employer and employees in schools and in advancing research into teacher issues. • The universities in the country, in particular Faculties of Education, which carry much of the responsibility for the quality of the training of school teachers and principals. • ETDP SETA (Education, Training and Development Practices Sector Education and Training Authority). This body has an important role to play in terms of the in-service skills development of educators in schools. In 2009 it hosted the crucial Teacher Development Summit. • Human Sciences Research Council (HSRC). The HSRC has been at the forefront of educational research in the country. • Development Bank of Southern Africa (DBSA). The DBSA has played a vital role in promoting research into innovation in schools. 3: LInkIng outPuts to outCome 1 DELIVERY AGREEMENT • For Outcome 1: Improved quality of basic education Outcome 1 has been broken down into four outputs, which are explained below. Below these four outputs are eight sub-outputs. How these sub-outputs relate to the 27 goals of the Action Plan is explained in Appendix C. In education there cannot be a neat hierarchy of cause and effect because causality occurs in many directions simultaneously. For instance, better support services on the part of districts directed at schools improve the system of accountability (output 4) whilst at the same time improving the quality of teaching and learning (output 1). It is important that these complexities be understood when interpreting the structure of this Delivery Agreement.
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Samples: Delivery Agreement
