030312educ2002

Report on the Utilisation and Impact of Conditional Grants in the Department of Education: 2001/2002
Conditional Grants for Financial Management and Quality Enhancement in Education

Table of Contents
Page
0 Acronyms *
1 Section 1: Consolidated report *
1.1 Scope *
1.2 Background of the conditional grants *
1.2.1 Origin *
1.2.2 Access to conditional grant funds *
1.2.3 Mandatory and non-mandatory priorities *
1.2.4 Identification of provincial projects *
1.3 The allocation of conditional grant funds *
1.4 Purpose, generation and structure of this report *
1.4.1 Purpose *
1.4.2 Report generation *
1.4.3 Structure *
1.5 Issues gleaned from monitoring the utilisation of conditional grants *
1.5.1 Budgets and expenditure *
1.5.2 Planning processes *
1.5.3 Observations and recommendations from the monitoring process *
1.6 Assessment of impact *
1.7 Consolidated recommendations for further use of conditional grants *
1.7.1 Need to tighten planning regarding tender procedures *
1.7.2 Improvement of management systems *
1.7.3 Moratorium on spending in some of the provinces *
1.7.4 Low or under-expenditure *
1.7.5 Sustainability of projects *
1.7.6 Duplication of activities *
1.7.7 Dedicated capacity *
1.7.8 Improvement of communication *
1.7.9 Focus on monitoring *
1.7.10 Conditions of the grant *
1.7.11 Approval of deviations *
1.7.12 Effect of restructuring *
1.7.13 Roll-overs as part of project funds *
1.7.14 Escalating cost of subsistence and travel *
1.8 Conclusion *
2 Section 2 - Report on provincial visits *
2.1 Introduction *
2.1.1 Monitoring report processes *
2.1.2 Monitoring visit attendance *
2.2 Financial allocations per province per project *
2.3 Reports on monitoring visits: reports per province per project *
2.3.1 Eastern Cape: 15 May 2002 *
2.3.2 Free State: 18 July 2002 *
2.3.3 Gauteng: 20 June 2002 *
2.3.4 KwaZulu-Natal: 7 May 2002 *
2.3.5 Limpopo: 30 July 2002 *
2.3.6 Mpumalanga: 9 July 2002 *
2.3.7 North West: 13 September 2002 *
2.3.8 Northern Cape: 20 May 2002 *
2.3.9 Western Cape: 13 June 2002 *
3 Section 3 - Assessment of impact *
3.1 Introduction *
3.1.1 Processes *
3.2 Expenditure trends for 1988/99, 1999/2000, 2000/01, 2001/02 *
3.3 Provincial projects *
3.3.1 Eastern Cape Department of Education *
3.3.2 Free State Department of Education *
3.3.3 Gauteng Department of Education *
3.3.4 KwaZulu Natal Department of Education *
3.3.5 Limpopo Department of Education *
3.3.6 Mpumalanga Department of Education *
3.3.7 North West Department of Education *
3.3.8 Northern Cape Department of Education *
3.3.9 Western Cape Department of Education *

Acronyms
C2005 Curriculum 2005
CASS Continuous Assessment
CATS/CTA Common Assessment Tasks/ Common Tasks for Assessment
COLTS Culture of Learning and Teaching and Service
DAS Developmental Appraisal System
DIP District Improvement Programmes/Projects
DoE Department of Education
EATS External Assessment Tasks
ECD Early Childhood Development
EMIS Education Management Information System
EMGD Education Management Governance and Development
FET Further Education and Training
GETC General Education and Training
GIS Geographical Information System
HRD Human Resources Development
LSM Leaner Support Material
MTEF Medium-term Expenditure Framework
RMIP Talent Search and Development
RCL Representative Council of Learners
RPL Recognition of Prior Learning
SMTs School Management Teams
SGU School Governing Unit
SGBs School Governing Bodies
WSE Whole School Evaluation
USAID United States Agency for International Development
DORA Division of Revenue Act
PFMA Public Finance Management Act
NEPA National Education Policy Act

Section 1: Consolidated report
Scope
The conditional grants in the Department of Education are allocated to projects in six programmes. These are as per the TIRISANO Plan Launched by the Minister of Education in 1999. The programmes are identified as follows:
Programme 1: HIV/Aids
Programme 2: School Effectiveness
Programme 3: Literacy
Programme 4: Further Education and Training and Higher Education
Programme 5: Organisational Effectiveness of the National and Provincial Departments
Programme 6: Race and Values in Education
The conditional grant projects dealing with Life Skills (Programme 1: HIV/Aids), Early Childhood Development (part of Programme 2: School Effectiveness) and Adult Basic Education & Training / Ikhwelo and the South African National Literacy Initiative (Programme 3: Literacy) are not included in this report. The Chief Directorate: Curriculum Assessment, Development and Learner Achievement is at present responsible for the coordination of these projects.
This report deals with all other conditional grant project allocations. These fall under the collective title ‘Financial Management and Quality Enhancement in Education’.
Further, this report covers monitoring and assessment carried out on the 2001/2002 activities of these conditional grant projects.
Background of the conditional grants
Origin
Government introduced the conditional grant on Financial Management and Quality Enhancement in Education in 1998/1999. This special intervention was intended to address systemic problems that were identified as responsible for undermining the functionality and the effective service delivery in the education system.
The conditional grant was introduced to provide national departments with a tool to leverage specific strategic interventions in the education system in general, and in particular in the provincial departments. The strategic interventions that were identified as priorities were Financial Management and the phasing in of Curriculum 2005, amongst others.
These strategic interventions could not be achieved through the utilisation of the normal line budget. In most provinces, the personnel costs tend to consume more than 85% of the allocated budget. Furthermore, the conditional grant allows funding to be ring-fenced for specific interventions.
For these reasons, conditional grants cannot be used to fund the following:
Salaries;
Capital Expenditure; or
Any activity that would incur recurrent costs.
In order to support this, heads of the provincial education departments have signed a declaration detailing these prescriptions.
Access to conditional grant funds
When the programme was introduced, the DoE held the funds on an agency basis. This arrangement was, however, changed in 1999/2000 when it was decided that the funds for this programme should be included in the Division of Revenue Act (DORA) as part of the provincial revenue allocation. This effectively transferred the accounting responsibility for the funds to the Heads of the Provincial Education Departments. The Director-General of the DoE, in his capacity as the transferring national officer, however, still retained the responsibility for monitoring the utilisation of the funds in the DoE and for reporting to National Treasury as prescribed by the DORA and the Public Finance Management Act (PFMA).
The allocation of the overall conditional grant budget to the provinces follows the percentage allocation as determined in the education component of the Equitable Share formula used in the line budget allocation.
In practice, access to the funds by the provinces for each project is determined through the submission of business plans, which, after approval, lead to the release of funds to the provinces. Further to this, virements between projects or changes to business plans may not be effected without the prior approval of the Director-General.
Mandatory and non-mandatory priorities
The mandatory priorities are intended to support the specifically identified strategic interventions.
The mandatory and non-mandatory priorities are identified by the DoE and approved by Heads of Education Departments Committee (HEDCOM) and the Council of Education Ministers (CEM).
These are set out in Table 1.1 below.
Table 1.1 Mandatory and non-mandatory priorities of the TIRISANO Implementation Plan for the 2001/2002 financial year

Programme	Mandatory	Non-mandatory
1. HIV/Aids (separate grant)	Life Skills
2. School effectiveness	EMDG: targeting educational leadership at district and school level; Teacher Development and classroom management; Whole School Evaluation; Systemic Evaluation with particular focus on Grades 3, 6 and 9; Safe Schools; GETC; School infrastructure (separate grant); ECD: Implementation of the objectives contained in the ECD White Paper; (separate grant) and LSEN: Enhancing the capacity of Special Needs Schools.	Enhancing the learning and teaching environment by improving the physical environment of schools in areas targeted for rural development and urban renewal. This is intended to engender community pride in schools; and Longitudinal studies targeting identified nodal areas.
3. Literacy (separate grant)	ABET: Implementation of the ABET 5-year plan and SANLI and Ikhwelo programmes
4. Further Education and Training	Transformation of FET institutions; Improved learner participation in and effective teaching of Mathematics, Science and Technology and targeting female learners to enter gateway subjects and critical professions; and Improving matriculation results of schools that obtained a pass rate of 0 - 30%
5. Organisational effectiveness of the national and provincial education departments	Improved Education Management Information Systems (EMIS) for management and planning purposes; Improved systems for learner support material, supply and retrieval systems, and Financial Management Systems
6. Values in education	Religion in Education, Language targeting Multi-lingualism in schools, History and Values in Education; and Introduction of youth development programmes focusing on extra-curricular activities such as music, sport, art and culture, including indigenous games.

Identification of provincial projects
The principle underlying the mandatory and non-mandatory framework is that these initiatives should be addressed in general, with a particular emphasis on implementation in nodal areas as a priority.
It is the responsibility of the provincial education departments to identify specific projects that give effect to this. As stated previously, these projects have to be set out in business plans.
The allocation of conditional grant funds
At its inception, the programme had a total budget of R200 million for 1998/1999 projects. The programme was planned to run for an initial three-year period. In the 1999/2000 financial year, the total allocation for projects under this programme was R261 million, while in 2000/2001 the allocation stood at R272 million. The total allocation for the 2001/2002 financial year was R282 million.
The allocation of the overall conditional grant budget to the provinces in 2001/2002, as determined in the education component of the Equitable Share formula used in the line budget allocation, is reflected in Table 1.2 below and graphically in Figure 1.1.
Table 1.2: The conditional grant budget allocations for the provinces in 2001/2002

Province	Approved roll-over 2000/2001	2001/2002 Allocation	Total funds available (2001/2002)
	R’000	R’000	R’000
EASTERN CAPE	-	39,405	39,405
FREE STATE	9,315	13,419	22,734
GAUTENG	-	26,199	26,199
KWAZULU-NATAL	6,531	47,073	53,604
LIMPOPO	-	33,441	33,441
MPUMALANGA	5,204	15,549	20,753
NORTH WEST	-	17,040	17,040
NORTHERN CAPE	-	4,407	4,407
WESTERN CAPE	3,897	16,827	20,724
TOTAL	24,947	213,000	237,947

Purpose, generation and structure of this report
Purpose
The main purpose of this report is to give an account of the achievements and impact of the conditional grant projects dealing with Financial Management and Quality Enhancement in Education in the nine provinces during the 2001/2002 financial year.
Problems hindering the implementation of conditional grants in the provinces are identified.
Recommendations for overcoming these challenges and for the further use of conditional grants are included.
Report generation
In support of the responsibility of the Director-General of Education, in his capacity as a transferring national officer, the Directorate: Development Support manages the processes of business plan approval, monitoring of the utilisation of the funds and reporting on the implementation of conditional grant projects. The Directorate also provides support to the provinces during the development of business and implementation plans through training workshops and, where necessary, through direct assistance to individual provinces on request.
As is the practice in the DoE, inter provincial meetings were used as a monitoring mechanism. Monitoring teams from the DoE also visited all nine provinces.
The following paragraphs set out the meetings and visits that were used to obtain comprehensive feedback on the conditional grant projects. The focus was on monitoring progress, the utilisation of conditional grants and the sharing of experiences and best practices. This is the first time such an approach was used for these projects.
Inter provincial meetings took place quarterly.
Monitoring visits took place over the period May to September 2002. The visits took the form of meetings with project managers (actual implementers) at provincial, regional and district level. Each project manager made a presentation focusing on achievements, obstacles, and expenditure levels by the end of March 2002. Also, provincial project managers were required to submit progress and annual reports on the 2001/2002 period.
These were conducted in all the provinces in accordance with section 57 of the PFMA, which provides for regular monitoring of public funds, including, conditional grant funded projects to prevent any irregular and fruitless expenditure. Section 2(f) and (g) of the DORA also provide for proper financial management and accountability for the use of public resources.
This consolidated report is based on the information gathered through the business plan evaluations, training workshops, progress and annual reports and the monitoring visits and meetings.
Structure
The report is divided into three sections.
Section 1 of the report, this section, provides a summary of the findings and recommendations on actions to improve the effectiveness of conditional grant implementation and the future use of conditional grants.
Section 2 contains a consolidation of the monitoring information gathered through the various monitoring mechanisms. Information is given for each project in each province, under the following headings: Name of Project, Achievements, Challenges, Concerns and Deviations. Recommendations stemming from the observations in the province are also given.
Section 3 contains a consolidated assessment of the impact of each of the conditional grant projects in the provinces. It was compiled as a requirement of the National Education Policy Act (NEPA), 1996 (Act No. 27 of 1996). The NEPA requires that the standard of Education provision, delivery and performance should be monitored and evaluated by the DoE annually or at other specific intervals, with the object of assessing progress in service delivery and compliance with the provisions governing utilisation of financial resources.
Issues gleaned from monitoring the utilisation of conditional grants
Budgets and expenditure
Financial allocations and expenditure as at March 2002, per province
The financial situation in each province as at the end of the 2001/2002 financial year is set out in Table 1.3.
Table 1.3: Financial allocations and expenditure as at March 2002, per province

Province	Approved roll-over 2000/2001	2001/2002 Allocation	Total funds available	Expenditure as at March 2002	Balance
	R’000	R’000	R’000	R’000	R’000
EASTERN CAPE	-	39,405	39,405	14,908	24,497
FREE STATE	9,315	13,419	22,734	12,457	10,277
GAUTENG	-	26,199	26,199	23,242	2,957
KWAZULU-NATAL	6,531	47,073	53,604	46,968	6,636
LIMPOPO	-	33,441	33,441	26,754	6,687
MPUMALANGA	5,204	15,549	20,753	13,752	7,001
NORTH WEST	-	17,040	17,040	14,419	2,621
NORTHERN CAPE	-	4,407	4,407	3,905	142
WESTERN CAPE	3,897	16,827	20,724	18,242	2,482
TOTAL	24,947	213,000	237,947	174,647	63,300

Despite the under-expenditure, the overall level of expenditure shows an improvement on the figures for the previous years. This is reflected in Tables 1.4 and 1.5 and Figures 1.2 and 1.3.
Table 1.4: Comparison of expenditure against allocations during the past years

Conditional grant cycle	Total Allocation	Expenditure	Amount unspent	Percentage unspent
1998/1999	149,541	26,029	123,512	82,6%
1999/2000	192,000	96,790	95,210	49,6%
2000/2001	253,987	133,042	120,945	47,6%
2001/2002	237,947	174,647	63,300	26,6%

Table 1.5: Comparison of under expenditure per province per year

Province	% Unspent
Province	1998/99	1999/00	2000/01	2001/02
Eastern Cape	98.3%	76.3%	85.0%	62.2%
Free State	87.3%	61.2%	48.8%	45.2%
Gauteng	54.4%	52.9%	40.3%	11.3%
KwaZulu Natal	77.5%	28.0%	15.7%	12.4%
Limpopo	69.8%	49.5%	56.7%	3.2%
Mpumalanga	100.0%	40.4%	52.8%	20.0%
North West	100.0%	79.9%	62.3%	33.7%
Northern Cape	100.0%	4.8%	33.8%	15.4%
Western Cape	86.3%	19.4%	26.8%	12.0%

Provincial allocations of conditional grants, per programme
Although the Tirisano Implementation Plan has six programmes, the provincial allocations to different programmes show that by and large four programmes benefit from the grant. It has to be noted, however, that for Programme 4: Further Education and Higher Education the allocation is spent more on Further Education, which is a concurrent competency. The provincial allocations are shown in Figure 1.4.

Global allocation per programme (percent)

Planning processes
In order to improve on the planning and coordination processes, the DoE has introduced improved mechanisms. These were informed by numerous observations that, since their inception, conditional grant projects have been dogged by numerous problems, such as a lack of proper planning which had resulted in management problems and under-expenditure. These problems were exacerbated by tendering problems, which undermined the timely procurement of goods and services.
The improved levels of expenditure, as reflected in the previous table, and feedback from the provinces indicate an improved efficiency of conditional grant planning and implementation.
The planning and approval process is outlined as follows:
Conducting capacity building workshops on the Business Plan Development and Implementation process for newly appointed provincial coordinators and project managers;
Development of business plans;
Evaluation of business plans in the provinces by provincial appraisal teams;
Approval of business plans in the provinces by the Head of the Department;
Submission of business plans to the DoE by provinces;
Appraisal and approval of provincial business plans by the DoE;

The coordination process is outlined as follows:
Quarterly forum meetings on conditional grants (national project managers);
Quarterly inter-provincial meetings (HEDCOM Sub-Committee on Conditional Grants);
Workshops on technical implementation and reporting;
Quarterly submission of progress reports by the provinces;
Analysis of progress reports and presentation of critical issues gleaned from the reports at the inter-provincial meetings;
Monthly submission of financial and narrative reports by provinces;
Provincial on-site monitoring visits by the DoE.

Observations and recommendations from the monitoring process
Section 2 of this report contains detailed observations and recommendations.
Critical observations and recommendations, drawn from Section 2, are summarised below.
Deviations
Observations
A number of provinces deviated from the approved business plans and the conditions of the conditional grants. Further, the required procedure for the approval of deviations was not followed.
In one province, school safety activities were extended outside of the nodal areas as identified in the approved business plans. In another, printing services for examination papers were out sourced without this being in the approved business plan. These were done without seeking approval of the deviations from the Director-General.
Recommendation
Provincial departments should recognise that the approved business plans are legal documents and any deviation should be referred, through the Head of Department, to the Director-General for approval. To ensure appropriate coordination, such amendments must be contained in amended business plans.
Provinces should also take cognisance of the three Declaration Clauses at the end of each approved business plan, to which Heads of Department appended their signatures. One of the clauses reads as follows:
"The business plan represents a true and fair view of the intentions of the plan of the Provincial Education Department under the Conditional Grants. I understand that there can be no movement between agreed budget lines if the National Department of Education has not been informed beforehand and the movement been agreed to in writing by the Director-General. I further understand that if we do not meet the requirements as set out in the Division of Revenue Bill, that the Department has the right to suspend further payments."
Procurement of equipment and other recurrent expenditure
Observation
Provincial departments should take note that staff salaries, capital expenditure or anything else that would incur recurrent costs is not allowed under conditional grant rules.
However, according to the reports, seven of the provinces procured equipment such as laptops, computers, PA Systems, cameras, fax and photocopy machines and printers, office furniture (including, desks, carpets), and cabling for networks with offices and schools with conditional grant funds in the 2001/2002 financial year.
Recommendation
Provinces should take cognisance of the second of the three Declaration Clauses found at the end of each approved business plan, to which Heads of Department appended their signatures. The second of the clauses reads as follows:
"I hereby confirm that I am in receipt of the enclosed document and that I have set up a separate suspense account for the Conditional Grants funds and will manage it on a monthly basis and will supply the financial information to the Project Manager and the Department as requested and prescribed in the Division of Revenue Bill. I understand that the Conditional Grants allocation may not be spent on capital expenditure or payment of salaries on a recurrent basis."
Insufficient capacity to manage projects
Observation
A lack of capacity to manage projects at provincial and district level was found across provinces. The provincial coordinators complained that most project managers saw conditional grant projects as non-core business and this affected implementation. The DoE also observed that a lack of capacity to implement the conditional grants as planned seems to lead to the temptation to spend a portion of these funds on capital equipment because such purchases are relatively easy to administer.

Recommendation
The DoE recommends to provincial education departments that conditional grant projects should be integrated with the core business of the departments, so that they are managed in the line function.
Intervention overload at the nodal areas
Observation
Almost all provinces complained that the stakeholders in the nodal areas were experiencing intervention overload, as most projects were targeting the same constituencies.
Recommendation
The DoE recommends that provinces should pay attention to coordinating projects in the nodal areas to avoid targeting the same people, and that the districts need to coordinate activities of NGOs and other Departments operating in the schools to avoid intervention overload.
Insufficient information on conditional grants
Observation
Almost all project managers expressed the sentiment that the use of conditional grants was not completely understood by Senior Managers at provincial and district level. In most cases, this fact accounted for the deviations in expenditure or activities. Project managers also raised the issue of lack of support from senior management for conditional grant projects.
Recommendation
The DoE recommends that the inter-provincial meetings and workshops, including monitoring visits, should also involve senior officials at provincial and district level, so as to build a common understanding on the use of conditional grants.
Delays in implementation
Observation
The project management across provinces indicated that the following issues delayed implementation:
Protracted and cumbersome procurement procedures in provinces and lack of capacity on the part of the procurement sections in the departments; these factors invariably account for low levels of expenditure across projects;
poor planning and lack of leadership on the part of the national project managers;
Late submission and, consequently, late approval of business plans delayed transfer of funds from DoE to provinces, and a lack of clear vision on the part of the DoE accounted for some of the delays. Across provinces complaints were levelled against Quality Assurance, Inclusive Education and School Effectiveness and Development Support.
Recommendation
The DoE recommends that the coordinators need to call regular meetings where the procurement section is represented. Regarding alleged lack of leadership from the DoE, the monitoring team promised to report to the Director-General and Senior Management with a view to improving the planning process, co-ordination and monitoring of activities by the DoE.
Insufficient logistical resources
Observation
Some of the provinces indicated a lack of logistical support, such as vehicles, computers and administration support. The coordinators explained that at times it was difficult to monitor projects and even to provide support, as there were not enough cars in the province to make this possible. They also complained that as project managers they did not have administrative support and were therefore forced to do everything - even the most basic functions - themselves.
Recommendation
The DoE recommends that conditional grant projects should be integrated in the line budget so that those resources available for the core business of the provincial department could, over time, be extended to cover conditional grants. Provincial departments should ensure that during the planning phase all of the required resources for successful implementation of a project are budgeted and planned for.
Restructuring
Observation
Some provinces, such as the Eastern Cape, North West and Limpopo provinces, blamed delayed implementation of projects on the restructuring that was taking place in the provinces. The coordinators explained that some of the projects were managed by new people, as there had been a lot of staff movement in the provinces as a result of restructuring.
Recommendation
The DoE recommends that, when allocating project management responsibilities to staff members, the likely duration of their availability should be considered. Furthermore, succession and handover processes should be planned and should be aligned with line function responsibilities.
Staff turnover
Observation
Provinces such as Gauteng complained that a high staff turnover was to blame for delays in implementation. Coordinators complained that, as a result of staff turnover, new people managed projects every year, and this impeded continuity.
Recommendation
The DoE recommends that conditional grants should be integrated in the line budget, so that when one person leaves or is re-deployed, the Directorate or Unit would ensure that the project is not interrupted.
Monitoring and evaluation of projects
Observation
It was evident during the monitoring process that most provinces did not monitor or evaluate projects, although these aspects are indicated in the business plan.
Recommendation
The DoE recommends that provincial departments should monitor, and report to the Heads of Departments on, all activities.
Under-utilisation of business plans
Observation
In a number of provinces, it was clear that the approved business plans were not used or regularly consulted. It was clear that the business plans were not used during implementation and this gave an impression that they had been compiled only to access funding.
Recommendation
The DoE recommends that the provinces should use the business plans actively and should ensure that activities in the business plans are implemented.
Delays: provincial Treasuries
Observation
Most provinces complained that although the DoE had transferred the funds to the provinces in April 2000, the transfers from provincial Treasuries to provincial departments took a long time and this delayed implementation.
Recommendation
The DoE recommends that the coordinators should explore the possibility of having meetings with the Chief Financial Officers and the provincial Treasuries’ officials to facilitate communication.
Non-payment of services
Observation
Managers / coordinators attributed delays in implementation to delays, on the part of the provincial education departments, in effecting payment for services rendered by providers. One province indicated that because of delays in payment for services, service providers were not keen to offer their services and this affected the quality of the service they ultimately received.
Recommendation
The DoE recommends that there should be regular feedback between project managers and the procurement section in the provinces.
Assessment of impact
The following table sets out the generic projects that were implemented during the 2001/2002 financial year. The overall impact of each project is reflected in the table. However, the projects reflected in the table below are a summary of all the projects implemented by the various provinces. The projects are not presented as shown in Section 3, as most of them have been duplicated. For example, several provinces mention the same activities and impact under School Beautification (Engendering Community Pride in Schools) as under Safe School projects. The same goes for the following projects: Educational Management Development and Governance, School Management and Governance, School Effectiveness and Teacher Development.
A detailed statement of impact for each project in each province is shown in Section 3 of this report.

No	Pgm	Generic project	Impact
1	2	COLTS	The culture of teaching and learning has been reintroduced in the schools that were previously disorganised. Members of the communities are aware of safety and security problems that inhibit effective teaching and learning in schools. The schools have developed partnerships with local radio stations, the South African Police Services, Departments of Justice, Correctional Services and other non-Governmental organisations.
2	2	Curriculum 2005/ OBE	Materials distributed and training of district officials and educators enabled educators to implement Curriculum 2005 in targeted Grades. Managers are confident that they can support educators, as they understand their role in implementing Curriculum 2005. Learners are able to take control of their learning and are able to explore more. Parents are active participants, e.g. they ensure that homework is done and signed.
4	2	Education Management Development	There is visible improvement of School Management System, as meetings are run properly, minutes are taken and records are kept safely. Most schools have developed strategic plans and are implementing them. District officials and principals understand their responsibilities and that they are accountable for state money. Most schools are applying to become Section 21 institutions and some have been granted that status.
5	2	Focus on Mathematics, Science and Technology	Educators have been trained for strengthening implementation of Mathematics and Science and are now more confident with the new teaching methodologies and content. The project has had impressive outcomes, as most of the learners are becoming interested in high-risk subjects and the pass rate has improved.
6	2	General Education and Training Certificate	Guidelines and support materials on GETC were designed and distributed to schools. Advocacy campaigns, workshops and training programmes were conducted across the provinces.
7	2	Public schools on private property and farm schools	The DoE has emerged with a strategy for the rationalisation of public schools on private properties and a policy framework for the management of farm schools. The DoE has reached an agreement on the lease of properties with some of the owners of the properties. Learners and educators have developed confidence in the system.
8	2	Quality assurance	Advocacy Campaigns were conducted and educators were trained on Whole School Policy. A main study on the performance of Grade 3 learners was carried out. Coding and scoring of public schools’ performance in the nodal areas was completed. Improved structures /mechanisms for recording and reporting on service delivery were developed and trained educators have started applying the DAS in schools. Schools are able to conduct self-evaluation and design programmes to address areas of need.
9	2	Engendering community pride in schools	Completed projects have instilled pride in communities around the schools. Communities are taking ownership of the schools and participate in reducing the incidents of vandalism in schools. The physical conditions of the previously dilapidated school have improved. There are food and flower gardens at most of the schools. There is a sense of improvement and a positive relationship between the schools and the communities. Community members who participated in the projects have gained experience and knowledge in managing projects and have benefited financially.
13	2	School management and teacher development	Parents’ involvement has reduced absenteeism in schools. There is visible improvement in School Management Systems. Teachers were trained in implementing methodologies for different learning areas and they have gained confidence in implementing methodologies.
14	2	School safety	Advocacy campaigns have been conducted and School Safety Committees have been formed. School safety policy and plans have been developed. Female staff and girls have been trained in basic self-defence skills. Community involvement has contributed to reducing acts of vandalism in schools and this has created a safe and tolerant learning environment in most schools.
20	4	Further Education & Training (Colleges, Trapped Schools, School-based)	Advocacy campaigns were successful; students’ and educators’ forums were established and met quarterly. Workshops and meetings on Educator Development were held and a Macro Plan for FET was drawn up. In some provinces, like the North West, a merger structure was established at Head Office and College level. New names for merged colleges were published. Consultative seminars on merger plans and FET Curriculum were held.
21	4	Matric intervention	Teachers received basic training in best teaching methods in their subject areas. Learners have been provided with learning materials, subject guides and past exam question papers. Mathematics, Science and Biology kits were purchased for dysfunctional schools. There has been an overall improvement in matric results. Subject Committees have been established. Focused visits and Common Exams are conducted. Winter and Spring schools are conducted. Ability of educators to develop appropriate knowledge, skills and attitude to deliver curriculum has been enhanced.
22	4	Talent search (School Choral Eisteddfod)	The project contributed to increasing the number of African female learners and female educators in high risk subjects. In Mpumalanga 50 schools participated in the project and the talents of learners were displayed.
24	5	District improvement programmes	District managers and principals were trained in Financial Management, Leadership and Management courses. There is a distinctly higher level of capacity for delivering effective teaching in the nine high-risk subjects. Learners, educators and district officials are exposed to a variety of fields, such as technology. There is an improvement in information recording and reporting on service delivery. District managers and administrators are able to procure goods and services.
26	5	Education Management Information System	Staff members were trained in management of Information System. Districts are now able to design and print school materials and Annual Survey Forms. A new reference system for EMIS has been developed.
27	5	Financial management and administration	Manuals for Financial Management have been designed and distributed to schools. Principals and School Governing Bodies have been trained in Financial Management. There has been an improvement in expenditure levels. Principals and School Governing Bodies are now more responsible and accountable for public finances. Most of the schools are now able to organise fund raising events.

Consolidated recommendations for further use of conditional grants
Need to tighten planning regarding tender procedures
It was observed that the officials take too long to prepare documentation, including tender specifications, and in the end blame lack of delivery on the tender process. It is recommended that the planning process be tightened to allow enough time to prepare documentation but also to include a procurement official as part of the planning process to ultimately improve the implementation of projects.
Improvement of management systems
Effective management systems need to be put in place to cover the period from the production of tender specifications to the timeous payment of service providers when a service has been rendered. Education Management Information Systems (EMIS) for management and planning purposes, improved systems for learner support materials, supply and retrieval and financial management systems for effective financial management are also important and need to receive urgent attention.
Moratorium on spending in some of the provinces
Urgent attention needs to be paid to the issue of the moratorium on spending that has been declared in some of the provinces, as this hampers the implementation of conditional grant projects. A moratorium on spending is an indication of poor cash-flow management and financial systems, which will ultimately lead to very low expenditure and a low impact being made by projects.
Low or under-expenditure
The issue of low or under-expenditure across projects in all provinces needs urgent attention. This aspect can be greatly influenced by improving the quality and time of the planning process in the provinces. It is suggested that the planning process with regard to conditional grants be integrated as far as possible with the provincial department’s planning, and also with the operational planning of directorates in the provinces.
Sustainability of projects
In the past few years the focus of conditional grants has to a great extent shifted from expenditure on projects to making an impact and the sustainability of projects. It has also been suggested that projects should run for a longer period of time, rather than only on an annual basis. It is therefore recommended that projects be planned for a three-year period, thus ensuring a sustained effort in the education system. It is further recommended that all projects be based on a clear needs assessment before implementation can start. The aforementioned document could then form part of the business plan to be submitted to the DoE for evaluation and approval.
Duplication of activities
The duplication of activities, both at national and at provincial level, needs urgent attention. The DoE recommends that a national workshop be held on an annual basis, at which participants from the DoE and the provinces come together to plan and work on business plans for the following year. This type of workshop will not only allow the DoE to communicate clearly the focus and priorities of the DoE, but will also allow for the sharing of experiences between groups working on similar projects.
Dedicated capacity
One of the concerns raised by project managers in the provinces has been the issue of integrating conditional grants with departmental activities at operational level. Often, because the management of conditional grants is not included in the day-to-day activities and job descriptions of officials, this task is considered to be an add-on to their "normal" work. It is therefore recommended that the approval processes for all funding be integrated as far as possible and that the responsibilities linked to the management of conditional grants form part of all job descriptions.
Improvement of communication
While communications have improved over the past few years, the process is still not effective. Communications often do not reach the relevant officials or reach the relevant officials too late. The DoE recommends that a business process of mapping communications in each province be launched in order to improve the current structure and, ultimately, also the quality of planning, implementation and monitoring of projects.
Focus on monitoring
Still the greatest weakness of the conditional grant projects is the lack of evidence that these projects are achieving their goals and objectives and are actually having an impact. Monitoring is still one of the lowest priorities of project managers, yet without data on how the project is doing, it is difficult if not impossible to adjust implementation strategies to improve outcomes. The DoE recommends that a definite effort be made by both national and provincial officials to improve the monitoring of projects, which should include regular monitoring reports, analysis of reports and monitoring visits, and also the adjusting of strategies to improve implementation.
Conditions of the grant
A conditional grant can be seen as a special purpose grant that comes with strong conditions that govern the flow of funds to provincial education departments. The conditions state that funds may not be used to cover any form of recurrent cost, e.g. salaries, or for paying for equipment. The main condition, however, is that funds may be spent only in accordance with an approved business plan based on specific priorities. It has, however, been noticed that project managers do not necessarily adhere to these conditions, even though the conditions have been communicated to them on numerous occasions. The DoE recommends that a clear mechanism, based on the PFMA and the DORA, be put in place to deal with project managers who do not adhere to these conditions.
Approval of deviations
It has been noted that project managers deviate from the original and approved business plan without following the proper approval process. The DoE recommends that the approval process be discussed in detail with all provincial coordinators and that it be made very clear to them that the information should be forwarded to all project managers. It is further recommended that a clear mechanism be put in place to deal with project managers who do not follow the proper approval process.
Effect of restructuring
The restructuring in certain provinces has affected not only the management of education in those provinces, but also the success with which projects have been implemented. Even though this issue can be managed only on a much higher level, the DoE recommends that conditional grants be seen and managed as part of the operational activities of directorates and not as an add-on to the daily activities. This will ensure that dedicated capacity is available to continue with implementation even when restructuring is taking place.
Roll-overs as part of project funds
Specific rules need to be adhered to when roll-over funds are used as a supplement for project funds. In too many instances, roll-over funds are seen as additional funding that will be available even when poor planning still prevails. The DoE recommends that the conditions for using roll-over funds be discussed with the national and provincial Treasuries and then be communicated to all project managers. It is further recommended that a clear mechanism be put in place to deal with project managers who do not adhere to the conditions stipulated for the use of roll-over funds.
Escalating cost of subsistence and travel
It has been noted with great concern that the cost of subsistence and travel in connection with the attendance of workshops has escalated inordinately in the past few years, without clear data being available about the impact that these workshops have on service delivery.
Activities should focus on bringing about improvements in the education system. Funds should therefore be allocated and approved by the Head of the Education Departments in each province in a way that will contribute to this objective.
Conclusion
The monitoring of conditional grant projects in the provinces was conducted as a requirement of the DORA of 2002. Although the Act requires regular monitoring of conditional grant projects, very little attention has been paid to monitoring since the inception of the programme and this seems to have led to unguided implementation and under-expenditure.
The provincial monitoring and impact assessment exercises in 2002 were the first such exercises and the DoE Monitoring Team was unable to visit the sites where the actual implementation took place, owing to time constraints and the way in which the schedule was structured. The schedule of visits to the provinces by the DoE Monitoring Team was structured to meet with the project managers in groups and to provide them with the background and conditions of the grants and to give them an opportunity to present reports on their projects. These reports included challenges that they encountered in the implementation of their projects. The meetings seem to have helped, as most of the project managers in the nine provinces said that, for the first time, they were beginning to understand the nature of the grant and the conditions around the utilisation of the allocated funds.
Despite the challenges and problematic issues that have been highlighted in this report, there have been tremendous improvements in the provincial education system, such as the reduction of criminal activities in the targeted areas and the improvement of matric results. There is also evidence of active participation by the communities in matters related to education and schools. The challenges referred to in this report can be addressed if the DoE and the provincial departments ensure that the programme forms part of the core business of the department and that the necessary human capacity and skills are available to realise the objectives of the conditional grant programme.

Section 2 - Report on provincial visits
Introduction
In carrying out its monitoring activities, the DoE team focused on achievements, challenges, concerns raised by individual project managers and deviations from the original business plans. Recommendations were made per province.
Monitoring report processes
The task of producing this report was carried out according to a formal approach. The Directorate: Development Support involved all nine provincial education departments in its drafting and production.
In gathering the necessary information the following processes were followed:
Letters were sent to the Heads of Education Departments on 24 May 2002, informing them about the monitoring visits.
Letters were sent to the provincial coordinators on 24 May 2002, informing them about the monitoring visits and processes to be followed.
The information used to compile the Monitoring Report on the Utilisation of Conditional Grants was gathered from:
Presentations given by project managers at the provincial monitoring visits;
Progress Reports;
Annual Reports;
Business Plans;
Presentations given at the inter-provincial meetings; and
Presentations given at workshops.

Monitoring visit attendance
The monitoring teams visited provincial departments over a period of five months; the dates and attendance are shown in Table 2.1.
Table 2.1: Dates of monitoring visits to provinces and number of officials present

Province	Date of visit	No. of officials present
KwaZulu-Natal	7 May 2002	4 DoE 14 Provincial 4 Union Representatives
Eastern Cape	15 May 2002	4 DoE 10 Provincial
Northern Cape	20 May 2002	3 DoE 9 Provincial
Western Cape	13 June 2002	4 DoE 8 Provincial
Gauteng	20 June 2002	3 DoE 20 Provincial
Mpumalanga	9 July 2002	3 DoE 9 Provincial
Free State	18 July 2002	3 DoE 10 Provincial
Limpopo	30 July 2002	3 DoE 12 Provincial
North West	13 September 2002	3 DoE 17 Provincial

Financial allocations per province per project
The budget allocations to the various conditional grant projects within each province are reflected in Table 2.2 below.
Table 2.2: Budget allocations to the various conditional grant projects within each province

Province	Project	Allocation	Expenditure	Balance
EASTERN CAPE	Matric Intervention Focus Schools Professional Development and Support Programme Safe Schools Talent Search Specialist Subject Kits Public Schools on Private Property District Improvement Project Quality Assurance General Education and Training Certificate Norms and Standards for School Funding School Development Plans Migration Financial Administration Backlogs EMIS SGB Critical Systems TOTAL	R4,000,000 R1,300,000 R7,200,000 R588,000 R500,000 R7,000,000 R500,000 R1,600,000 R2,000,000 R400,000 R500,000 R4,000,000 R500,000 R200,000 R500,000 R2,2117,000 R3,000,000 R3,500,000 R39,405,000	Data not available for individual projects R14,908,000	Data not available for individual projects R24,497,000
FREE STATE	School Effectiveness Matric Intervention Improved District and School Management School Safety Teacher Development Whole School Evaluation Focus on Mathematics and Science Talent Search Strategic Planning EMIS/ITC Improvement ECD SUB-TOTAL Roll-over from 2000/2001 TOTAL	R5,000,461 R1,398,494 R245,000 R225,000 R2,870,295 R570,000 R169,100 R375,000 R341,150 R1,920,000 R300,000 R13,419,000 R9,315,000 R22,734,000	Data not available for individual projects R12,457,000	Data not available for individual projects R10,277,000
GAUTENG	School Beautification School Safety Talent Search and Development Mathematics, Science and Technology Matric Intervention School Effectiveness Quality Assurance and EMDG Administration and Research TOTAL	R2,016,450 R1,500,000 R3,651,859 R2,865,770 R3,036,000 R2,778160 R5,317,416 R5,033,346 R26,199,001	R2,006,166 R1,486,764 R3,651,464 R2,801,631 R3,020,836 R2,754,287 R5,307,011 R2,214,952 R23,243,144	R10,251 R13,236 R0,395 R64,139 R15,164 R23,873 R10,405 R2,818,394 R2955857
KWAZULU-NATAL	COLTS Curriculum 2005 Education Management Development FET Matric Intervention Quality Assurance Coordination School Governance Unit Financial Management Transfer and Gender Equality Networking District Regions Physical Resources Resource Centre SUB-TOTAL Roll-over from 2000/2001 TOTAL	R2,862,400 R8,668,500 R6,111,400 R3,227,000 R6,870,700 R2,526,800 R1,283,000 R4,053,600 R1,707,100 R2,229,100 R528,000 R5,288,200 R1,364,600 R47,073,000 R6,531,000 R53,604,000	R2,344,283 R9,210,924 R8,585,453 R1,255,787 R5,987,213 R2,032,218 R2,075,540 R3,375,606 R2,055,858 R2,224,488 R281,239 R5,987,213 R1,598,870 R46,968,000	R518,117 - R542,424 - R1,674,054 R1,971,213 R883,587 R1,734,582 - R549,540 R1,177,394 R1,151,642 R16,388 R246,761 R699,013 R234,270 R6,636,000
LIMPOPO	Education Management Development District Improvement Programme COLTS Quality Assurance OBE Curriculum 2002 Further Education and Training Strategic Plan TOTAL	R2,964,00 R8,253,117 R1,024,006 R1,179,994 R11,684,048 R7,879,515 R456,220 R33,441,000	R2,191,755 R17,697,941 R756,974 R920,753 R4,587,494 R6,851,443 R343,865 33,350,227	R772,244 -R9,444,824 R267,031 R259,240 R7,096,553 R1,028,071 R112,354 R90,772
MPUMALANGA	EMD DAS SEN School Governance School Choral Eisteddfod Safe Schools CMD (PPS) WSE Teacher Development ECD School Beautification SUB-TOTAL Roll-over from 2000/2001 TOTAL	R1,784,800, R700,000 R195,000 R981,500 R749,800 R751,700 R2,800,160 R1,902,110 R3,204,340 R500,000 R1,979,590 R15,549,000 R5,204,000 R20,703,000	Data not available for individual projects R13,752,000	Data not available for individual projects R7,001,000
NORTH WEST	Quality Assurance Outcome-based Education School Effectiveness OBE Grades 5 and 9 FET Trapped Schools School Safety Education Management Development FET – School-based FET Colleges School Governance District Improvement Project TOTAL	R1,534,200 R1,200 000 R1,426,000 R1,675,000 R6,000,000 R1,000,000 R1,506,200 R125,000 R1,115,000 R1,316,600 R5,542,000 R17,040,000	R1,539,847 R1,050,205 R337,015 R2,096,205 R925,114 R376,922 R1,060,852 R59,491 R1,146,846 R944,975 R8,194,171 R17,741,648	-R5,647 R149,795 R1,088,985 -R421,205 -R325,114 R623,077 R445,347 R55,508 -R31,846 R371,624 -R2,662,171 -R701,646
NORTHERN CAPE	School Effectiveness Matric Intervention School District Management Dev. School Safety Curriculum 2005/ OBE Organisational Activities and Planning SUB-TOTAL Roll-over from 2000/2001 TOTAL	R780,000 R1,398,574 R160,000 R480,000 R805,426 R423,000 R4,047,000 R413,000 R4,460,000	R670,778 R1,352,795 R543,181 R239,801 R997,138 R84,218 R3,887,916	R31,466 R4,577 R10,413 R32,598 -R19,171 R9,112 R572,083
WESTERN CAPE	Matric Intervention GETC and FET Mathematics, Science and Technology Targeting Disadvantaged and Female Learners in Gateway Subjects and Critical Professions School Management, Teacher Development and Whole School Evaluation School–based Management Operational Management School Beautification SUB-TOTAL Roll-over from 2000/2001 TOTAL	R4,682,000 R6,200,000 R1,000,000 R332,000 R1,000,000 R1,366,000 R1,000,000 R2,800,000 R16,827,00 R2,344,000 R20,724,000	R2,682,000 R7,685,000 R165,000 R47,000 R33,000 R1,349,000 R863,000 R2,800,000 R15,272,000 R2,970,000 R18,242,000	R2,352,000 R-1,485,000 R835,000 R285,000 R967,000 R17,000 R137,000 R0 R-623,000 R-626,000 R2,482,000
	2001/2002 ALLOCATION	R213,000,000
	ROLL-OVERS	R24,947,000
	TOTAL ALLOCATION AND ROLL-OVERS	R237,947,000	R174,647,000	R237,947,000

Reports on monitoring visits: reports per province per project
The tables under heading 2.3 capture the report as given by project managers per province per project. Unlike those of other provinces, the KwaZulu-Natal business plan is divided into provincial and district projects, which gave the district coordinators an opportunity to present District Progress Reports.
Eastern Cape: 15 May 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Matric Intervention	Monitoring of the project was done in schools. An amount of R4 million was allocated to this project and to date a tender to the value of R1.7 million has been approved.	A discrepancy exists between the amount shown on the financial report and the tender amount for the project. The project was not able to access the allocated budget, owing to incorrect codes. The tender for the main part of the budget was approved only in September 2001. Delays in the processing of payments by procurement section affected expenditure levels. Changes in top management structure of the province affected success in the province.	Office equipment and laptops procured with the funding.
Focus Schools	40 Principals have been trained to strengthen management capacity. Links were established with the relevant institutions to achieve higher learning. Advocacy campaigns were implemented in most regions. All Unions participated in the project. Networks were established with possible donor agencies. The project was allocated R1.2 million.	The capacity of the project manager to manage the project was raised as a problem. Procurement of goods and services was a great challenge. The Finance Section placed a moratorium on spending, which hampered the implementation of the project.	Equipment to the value of R588 000 was bought for classrooms and this was not part of the approved conditions for the grant.
Professional Development and Support Programme	Training of Grade 5 and Grade 9 teachers was supported in 41 districts. The project was allocated R7.2 million and only 10% of the budget was spent.	The Project manager was not at the meeting and could not present a detailed report. Payment processes caused delays in the implementation of the project.
Safe Schools	The project was implemented in two districts. 100 Schools in Umtata were targeted and successful advocacy campaigns were launched. School Safety Committees were trained in these schools. Children were trained in self-defence. Partnerships with the SAPS were formalised. An anti-drug campaign was conducted by the SAPS.	A consultative conference was scheduled but did not take place, owing to procurement problems.	Approval to spend the funding outside the nodal areas as per business plan was not obtained from the DoE.
Specialist Subject Kits	Initial tender processes were completed in good time.	The original tender price changed during the implementation period but a strategy did not exist to manage this. Activities on the project were scaled down to work within the allocated budget. The compilation of specifications for the tender was a major problem. Prospective tenderers would do presentations only late in September 2002. Two training sessions were cancelled owing to the unavailability of supply numbers from the service provider. No expenditure has occurred and the project is not making any progress.
Quality Assurance	All principals were trained in nodal areas. All district support staff in all regions except the Kokstad and Lusikisiki areas were trained in School Self–evaluation. The project was allocated R2 million, but the province was able to spend only R1.1 million.	Commitments were made on the budget but information on this was not available. Owing to the limited number of personnel only a few schools were targeted for Whole School Evaluation and Systemic Evaluation. A major constraint was the availability of personnel to transfer the training to the relevant people.
General Education and Training Certificate	The initial objective of the project was to run an advocacy campaign, but was later changed to presenting a pilot project after a decision by the DoE. R4 million was allocated to the project.	The payment process and approval of payments caused some delays.
Norms and Standards for School Funding	Capacity was provided to 147 schools around the province.	Service providers were not willing to provide a service, owing to previous non-payment for services. The non-availability of officials to manage the project posed a challenge.
EMIS	EMIS website was developed. The project was allocated R2.1million and the province was able to spend only R900 000.	Two additional orders for software were placed but could not be delivered, owing to changes in prices. The budget for the project was allocated only in August 2001, which hampered project implementation. Service providers were not willing to provide a service, owing to previous non-payment for services.
Talent Search	No verbal or written report available, as the official concerned was not present.
Public Schools on Private Property	No verbal or written report available, as the official concerned was not present
District Improvement	No verbal or written report available, as the official concerned was not present.
School Development Plans	No verbal or written report available, as the official concerned was not present.
Migration	No verbal or written report available, as the official concerned was not present.
Financial Administration	No verbal or written report available, as the official concerned was not present.
Backlogs	No verbal or written report available, as the official concerned was not present.
School Governing Bodies	No verbal or written report available, as the official concerned was not present.

Recommendations
Planning with regard to tender processes needs to be improved.
An effective management system needs to be put into place to take care of the tender process, up to the point where the service provider is paid for the services rendered.
A moratorium on spending points to poor financial management structures in a department and needs to be given close and urgent attention.
Low expenditure on the project should receive urgent attention from the provincial coordinator.
It was suggested that if a project manager could not attend the meeting she/he should at least forward a written report.
Certain processes for the approval of deviations have been communicated but need to be focused on again.
The province was advised to pay attention to communication, as this may have an impact on implementation.
Free State: 18 July 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Education Management and Governance: Leadership Training at Districts and Schools	242 School Management Teams were trained in leadership and the management of schools, using material already developed by the DoE. The provincial Tender Committee approved the tender to train School Management Teams in three districts in facilitating skills. The Representative Council of Learners was trained in student leadership.	Curriculum Management is still to be included in the training of the School Management Teams. The training of School Management Teams is not aligned to the provincial Skills Development Plan, as the Skills Development Committee is still finalising the training programme and consulting with the unions in this regard. Monitoring and support activities were not part of the Work-breakdown-structure and thus received very little attention. Skills Development Levy funds were difficult to access.
Improving Matric Results	The programme focused on two districts. 10 educators from 10 schools that performed well were selected to participate in the programme. 71 schools were targeted in the nodal areas, but not all of them were reached. Learners’ attendance was satisfactory. 4 928 learners and 106 educators attended. Equipment such as photocopiers and Mathematics, Science and Biology Kits were provided to dysfunctional schools and two resource centres were established in the nodal area known as Thabo Mofutsanyane.	The work-break-down structure did not reflect monitoring as an activity and, therefore, very little attention was paid to this activity. The use of conditional grant funds to give incentives to educators acting as facilitators at targeted schools posed a challenge. Transportation of learners to venues where supplementary classes were held posed a challenge. The attendance at workshops by educators of targeted schools was poor. Educators should have been trained in the use of the Science Kits.	Photocopiers for nodal areas should not have been procured with conditional grant funds.
Inclusive Education	Very little implementation happened in this area. The Audit was the only activity carried out and submitted to DoE.	Project manager needed support and leadership from the directorate responsible for Inclusive Education at the DoE. The activities in the business plan were not carried out, as the project manager was still awaiting guidelines from the DoE. Monitoring and evaluation of HIV/AIDS was to be handed over to universities. Providing training before the survey could be concluded posed a challenge. Funds for the project were to be moved to other projects, as there was very little implementation.
Systemic Evaluation & Whole School Evaluation	A mini pilot study on systemic evaluation, targeting Grade 3 level, was conducted in two schools to test the efficacy of instruments for the main study. The main study on systemic evaluation was conducted in 77 schools in September 2001 and covered three areas of study in Grade 3 classes: listening comprehension, literacy, and numeric and life skills. The schools participated in the National Colloquium; Four educators attended a workshop for learner assessment. A sample of 120 schools was evaluated. External evaluation was successful in sampling schools. 54 district officials and 148 principals were trained in Whole School Evaluation, School Self-Evaluation and School Improvement Planning.	Quality Assurance initiatives were sponsored by the DoE and at times this was difficult to manage, as the province had to wait for directives from the DoE. Focusing all resources on nodal areas posed a challenge to the province, as there were schools outside of the nodal areas that needed more attention than those identified in the nodal areas. The issue of duplication of projects posed a challenge to the province. For example, the project manager responsible for this project realised that the implementation of School Development Plans was the responsibility of another directorate.
Safe Schools	The province developed a system to capture data on school safety. A provincial Adopt-a-Cop-Campaign and a Youth Crime Prevention Programme were launched. Posters were printed and distributed to schools. The programme inculcated a strong sense of community ownership of schools, with the results that acts of vandalism decreased in the schools. The programme created a safe and tolerant learning environment that celebrates innocence and values human dignity. This was achieved through conducting workshops for School Governing Bodies and community leaders. Alarm systems were installed in hot spot schools to curb vandalism. A toll free number was created for ease in reporting acts of vandalism, crime and corruption and for offering support to victims of abuse.	Progress in implementing the project was slow, as the project was transferred to a new section. It was not clear whether correct procedures were followed when deviating from the planned activities. The new project manager needed support and training. The use of resources to implement the project effectively posed a challenge to the province. The project even overspent.	The project overspent and the procurement of alarm systems for schools in the nodal areas using conditional grant funds is a deviation.
Promotion of Mass Participation in Sport, Youth Recreation, Arts and Cultural Activities	Sports Programming focused on development, tournaments and participation. Coaching clinics were facilitated by service providers and the Department’s officials were given incentives for facilitating workshops after hours. 35 Educators were trained as coaches at BSA Accreditation Level 1. Farm schools participated in soccer, netball, volley ball and cross country. Learners with Special Educational Needs participated in rugby and other activities. 35 Educators and five district officials were trained in leadership using the Canadian model.	The project targeted all levels and as a result lacked depth. The issue of giving incentives to officials in the employ of the department posed a challenge to the province. There were no qualified people to give accreditation to learners, as evaluators were engaged in activities organized by the DoE. Some of the activities were cancelled at the eleventh hour and this caused confusion. Lack of participation from former model C schools posed a challenge for the province. The DoE is still grappling with the issue of introducing Indigenous games at schools. Swimming courses were not held as a result of inadequate resources in the province.
Education Information Management and Planning Systems	Implementation has not happened because the DoE could not give permission for the procurement of hardware using conditional grant funds. The project manager was disillusioned by this fact and also by the allocation given to the project by the province.	District networking and hardware systems were to be upgraded for a backup system and this could not be achieved because of the conditions of the grant. The project manager was disillusioned because he could not procure the hardware using conditional grant funds.	The province needed to inform the DoE on how the funds allocated to this project would be utilised, given the fact that hardware could not be procured using conditional grant funds.
ECD	The provincial coordinator was newly appointed and the ECD Directorate was understaffed and therefore very little implementation took place. Briefing sessions were held at district level and redress would be considered when identifying community sites.	Gratitude was expressed for the lessons learnt form the meeting, although this project did not fall within the parameters of the grant in question. The ECD unit was new and understaffed. Sustainability posed a challenge to the province. There was a shortfall of 44 ECD sites. Electronic payment posed yet another challenge to the province.
Teacher Development and Classroom Management	No verbal or written report available, as the official concerned was not present.
School Effectiveness (WSE)	No verbal or written report available, as the official concerned was not present.
Transformation of FET Institutions	No verbal or written report available, as the official concerned was not present.
Improvement Plan for the Management of LSM	No verbal or written report available, as the official concerned was not present.
Improvement of Financial Management Systems	No verbal or written report available, as the official concerned was not present.
Values in Education	No verbal or written report available, as the official concerned was not present.
Masifunde Sonke	Implementation has not taken place.	The project was not implemented and the reason for it was not clear.

Recommendations
The DoE recommends that:
It should make the Heads of Education Departments Committee aware that the restructuring in the province would affect implementation, as the location of some of the projects would change.
It should make the Heads of Education Departments Committee aware that it is difficult to obtain the signature of the Head of the Department in good time and that the Heads of Department should delegate this responsibility to the provincial Chief Financial Officer.
The issue of roll-overs needs to be resolved, as the practice is not the same in all provinces and what compounds the problem in this province is that information as to approval of roll-overs by the provincial Treasury comes too late in the year.
There is a need for the province to integrate the strategic planning using voted funds with conditional grants to avoid duplications.
Project managers were requested -
To reflect the monitoring activities in the future business plans, as this is seen as a good project management practice.
That officials responsible for Quality Assurance initiatives should take responsibility for implementation and not blame the lack of implementation on the DoE directorate responsible for quality assurance.
That officials follow correct procedures when deviating from the original/approved business plans.
That the project manager responsible for Inclusive Education was requested to submit a written report to the Directorate: Development Support on 19 July 2002 and also to consult with the DoE Director of Inclusive Education, for guidelines and support.
That the province examine the sporting activities as reflected in the business plan and focus attention on activities that were of a strategic nature, such as indigenous games, and the sporting activities in which the youth in nodal areas do not take part.
That the province research the issue of giving incentives to officials already in the employ of the Department, as this may be interpreted as "double dipping".
That duplication of funding for projects should be avoided in the Education Information Management and Planning System projects.

Gauteng: 20 June 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Common Exams	120 Educators received training on the administration of exams. Grade 12 learners from 20 schools in Katlehong and Thokoza received training on all eight learning areas, including high-risk subjects. Grade 12 learners from 20 schools were supplied with previous exam question papers for purposes of revision. Exams were conducted at 18 Centres.		Project managers deviated from their business plans without following the necessary procedures. The province had out sourced the printing of the question papers as their machine could not handle the workload and this activity was not contained in the business plan.
Foundation Phase	40 Grade 3 and 5 classrooms were provided with carpets. 1 412 Learners received study books, bags and numeracy apparatus. 160 parents were trained in family literacy in the ratio of four sessions per group of 40 parents. 16 schools in Thokoza received free training in Numeracy. R100 000 was channelled to supporting 16 schools in Thokoza with family literacy apparatus.		Procurement of the carpets using conditional grant funds is a deviation.
SGB and SMT Training - D6 and D9	66 SMTs from 18 schools at D6 were trained in policy development and financial management. 262 SGBs attended training on financial management. 64 Principals at D9 were trained.	Too much money was allocated to catering and accommodation.
School Beautification	55 Schools in Katlehong were totally revamped, i.e. painted and paved, food garden projects introduced, trees planted and GDE sign board posted. 55 Schools received training in organic food garden skills. 721 trees were planted at Katlehong schools. 12 Schools received slab paving.		Conditional grant funds were used to renovate schools. Painting, paving and lawn mowers were procured using conditional grant funds.
Safe Schools	Training on Sexual Harassment and Child Rape and Abuse was conducted. Alternative measures to corporal punishment were introduced. Inter-departmental collaboration with Health, Welfare, SAPS and Traffic Departments were successfully carried out.	Schools did not have school safety policies. Figures indicating numbers of schools targeted and officials trained were not available at the time of reporting.
Geometry Improvement	Three groups of Katlehong educators were trained in Geometry Methodology and Classroom Management. A three-day workshop was held for HODs to develop a year plan and policy. A three-day workshop on development of weekly plans was held for Educators.
Technology Training	15 Secondary Schools each received two Technology Kits. Two Secondary Schools for Grades 10 – to 12 each received training on Fitting and Turning. 55 Schools in Katlehong each received two Electronics kits. Technology drawings were supplied to learners in Grades 10 to 12.	The project manager voiced concern regarding delays experienced in the procurement process, as this caused delays in implementation.
Grade 8 Mathematics Intervention	A baseline survey was conducted to assess OBE needs. Grade 8 intervention on high-risk subjects was no longer funded from conditional grants Schools were provided with Mathematics kits. Some project managers conducted baseline surveys to assess the needs as part of their project planning process.	Figures indicating number of schools targeted were not available.
Mathematics and Science – Alexandra	Three groups of 12 HODs received training in the use of the learning and teaching materials for Mathematics and Science. Mathematics resources were supplied to five High Schools identified for continuous project.
RMIP and SSIP D6 and D9	Three schools in Alexandra and three in Ivory Park were identified for the project. The project focused on nine high-risk subjects. 120 female learners at Roodevallei were trained in learning and study skills. 180 female learners at Star Schools were trained. 440 learners were trained on RMIP project.	Not all the projects were funded from conditional grant funds.

Recommendations
Officials were requested -
to follow procedure whenever they needed to deviate from their business plans;
to avoid allocating more money to catering and accommodation in their future business plans;
to have inter-departmental partnership in order to leverage support for their projects;
not to use conditional grants for renovating schools, as this should be funded from the line budget dealing with minor works;
to indicate in their reports how many schools had been trained;
to discuss the delays on procurement with the relevant section;
to review the existing provincial structures and ensure that committees and forums have relevant representatives;
to form a Provincial Appraisal Team to take care of the appraisal of the business plans before submission to the DoE;
to carry out the necessary monitoring and evaluation of provincial projects as prescribed by the DORA; and
to discontinue the purchasing of equipment and laptops, as these are not supposed to be procured using conditional grant funds.
KwaZulu-Natal: 7 May 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
COLTS	Established School Safety Committees in schools. Established district coordinating teams for monitoring purposes. Established partnerships with Ukhozi FM and the South African Police Service, Metro Local Council and Department of Correctional Services. Advocacy campaigns successfully run.	Poor planning led to cancellation of certain workshops and activities. Delays in issuing order numbers led to cancellation of planned activities and payments of accounts were delayed or not made. The long distances between schools in rural areas forced the province to hire cars for use by officials and this was not in accordance with the business plan. Clustering of schools affected the amount of funding allocated to activities. Poor time management and limitations in terms of policies on travelling led to over-expenditure and this affected service delivery in the province.	Funds were not always used for that for which they had been intended, as some of the funds were used for the purchase of equipment such as computers and for the hiring of cars.
Curriculum 2005	No verbal or written report given, as the regional coordinator was not present.
EMG	Monthly meetings and quarterly provincial forums were held successfully. The allocated budget was used for meetings, seminars and workshops. Materials were developed in collaboration with the service providers and were distributed to all the targeted schools in the province. Workshops on Gender issues, Norms and Standards, Financial Management and HIV/AIDS were held for the targeted group.
FET	Advocacy campaigns were held. Student forums were established and meetings were held quarterly. Workshops and meetings on Educator Development were held.	Lack of understanding of the FET ACT led to poor or no implementation of the programme. Lack of clarity on the programme and poor communication led to negative responses from officials concerned.
Matric Intervention	Common test projects were conducted at the schools that performed below 50% in Grade 12. These schools were visited on a regular basis . Subject committees were established. A partnership with Ukhozi FM was established and the programme was allocated a time slot that coincided with teaching time for various learning areas. 41 schools were used as pilots to assess the impact of the matric intervention strategies on the targeted schools in the province.	Delays in issuing of order numbers led to delayed implementation and this, in some instances, affected the quality of the materials selected.
Quality Assurance	No written or verbal report available, as the official responsible was not present.
Whole School Effectiveness	Advocacy campaign were successfully held. Regular meetings between school principals and School Governing Bodies were held. Financial Management workshops were held for SGBs.	An amount of R422 000,00 was not spent in the required time because of delays in obtaining authorisation.
School Governance Unit	Training workshops were conducted for the school governing bodies. Seven training manuals were developed with the help of USAID. 89 officials were trained during Financial Management courses. A database was developed for SGBs. A provincial School Governance Conference was held with support from DoE Legal Section and educators, learners and SGBs attended. 2002 would focus on advocacy campaigns.	Lack of transport to and from training venues affected training sessions, as these were held during weekends and after school hours, in compliance with provincial policy. The low levels of literacy among the members of the school governing bodies hindered the effective governing of schools by the SGBs.
Transformation and Gender Equity	No written or verbal report available, as the official responsible was not present.
Coordination	Expenditure rate was 94%.	The province would request an amount of approximately R2 million as rollover for the school effectiveness programme. Preparations for the development of 3-year cycle business plans would start in July 2002. The focus for 2002 would be on on-site monitoring.

Regional reports

REGION	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Durban South	Matric intervention programme successfully implemented. 90% of the budget spent on matric intervention, transformation and gender equity.	Over-expenditure occurred on many of the initiatives, such as Quality Assurance, Resource Centre and Physical resources. COLTS initiatives seem to be duplicated in most regions.
Durban North	Monthly meetings were held to identify and solve problems encountered in the region. Several workshops were held on general accounting procedures. Most of the district officials were trained in IT and were awarded certificates.	There were delays in paying service providers, so much so that some of the service providers vowed not to sell their service to the province again.
Port Shepstone	Workshops were conducted on the PFMA, Action Planning, Financial Management and Time Management. The region developed a database for projects Project managers kept commitment registers and procedure manuals. The focus for 2002 was on schools that achieved below 50% in Grade 12 results.	Officials’ poor attendance of meetings delayed implementation. Time-consuming procurement procedures delayed implementation.	R794 000 from the ECG funds were spent on the purchasing of computers
Ulundi	No verbal or written report was given, as the official concerned was not present.
Ladysmith	There was significant improvement on expenditure by districts in comparison to the 2000/2001financial year. Advocacy campaigns on HIV/AIDS initiative were conducted. School Safety Committees were established and active involvement of educators, parents and learners in building safe schools was initiated. 27 Principals of schools and members of the governing bodies were provided with training on the Norms and Standards of Funding of Schools. Training manuals were translated into both IsiZulu and Afrikaans. EMGD – held workshops which focused on Managing and Leading the school, Equipment, Induction and Orientation of School-based Educators, Instructional Leadership and Managing Diversity. Appointment of Skills Development coordinator was realised. Regional training Committee was established. Information sessions on Skills Development were held. The focus for 2002 was on ensuring that the region adhered to financial planning and minimised over-expenditure. The meeting noted that regular meetings would be held with districts and initiative coordinators.	Procurement procedures delayed implementation. Over-expenditure occurred in some projects.
Vryheid	No verbal or written report was submitted, as the official concerned was not present.
Pietermaritzburg	Local officials conducted most of the workshops. Matric intervention project was successfully implemented. The budget was spent on workshops, vacation schools and production of materials. Monthly ECG forum meetings were held and these dealt with policies and monitoring procedure. All relevant stakeholders were invited. In 2002 the focus was on strengthening coordination within the region and on enhancing monitoring and evaluation systems.	Owing to the high rates charged by catering services, expenditure on catering exceeded 10% of the allocated budget. There was a lack of movement regarding FET activities. The use of incorrect codes caused problems. Difficulties in getting reports from coordinators in time. Difficulties in receiving ordered equipment in good time. Lack of transport for monitoring and evaluation purposes. Procurement problems were encountered, owing to poor planning.
Empangeni	Workshops on procedures and policies were held, which reduced disputes in the region.	Procurement procedures delayed implementation. Delays in issuing order numbers caused further delays. Delays in the payment of service providers caused friction between the department and the consultants.	Equipment was purchased for schools in nodal areas.

Recommendations
The following concerns were raised:
The sustainability of Curriculum 2005, as the programme relied more on conditional grants than on the line budget.
Lack of coordination in planning with regard to conditional grants and voted budget.
Lack of consultation at various levels when allocating funds to priorities. There is a need for the province to improve conditional grants coordination between the provincial office, the regions and the districts.
From these and other issues the following recommendations have been made.
The need to rationalise initiatives to avoid duplications and overlap in the 2003/2004 plans.
Decisions taken by Senior Management with regard to conditional grants initiatives and allocation of funds should be informed by what is happening at schools, and relevant stakeholders should be involved.
Clear job descriptions and appointment of officials already coordinating initiatives should be formalised so as to avoid confusion as regards reporting and accountability.
There is a need for dedicated personnel to manage the ECG projects, as the current officials are overloaded and conditional grant projects "become an add-on".
The need to establish an evaluation team in the province to ensure that business plans are in line with the national and provincial priorities and with National Treasury Regulations before forwarding them to the DoE for approval.
Officials should adhere to the planned activities and budgets as per approved business plan and approval for deviation should be obtained.
Deviations should be reported and appropriate procedures should be followed.
The province should ensure that all the mandatory priorities are planned and implemented.
Conditional grants should gradually be integrated into the core business of the province to ensure sustainability once the conditional grant project is discontinued.
The province should desist from procuring physical resources with this conditional grant as this goes against the conditions of the grant.

Limpopo: 30 July 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Safe Schools	Launched the project in 60 schools in the nodal areas. Focused on raising awareness, excellence and adopting a school campaign. Set up safe schools teams. Forged partnerships with other stakeholders.	20% of the budget set aside for equipment. 100% expenditure of 2001/02 funds. 8% of the allocated 2002/03 budget spent to date. Low expenditure could be attributed to incorrect debiting.	Procurement of Equipment.
Systemic Evaluation	Presentations on draft policy framework on Systemic Evaluation given to regions. Data collectors trained in coding and scoring of data collected from regions.	Evaluation of Grade 9 put on hold. Approval sought to reallocate funds to other activities.
Teacher Development	Trained District Facilitators in the implementation of GETC. Trained educators in the implementation of OBE in Grades 7, 8 and 9. 59% of the allocated budget spent to date.	DAS is part of Teacher Development. Wrong coding distorts expenditure figures.

Recommendations
Seeing that conditional grants cannot be used for the procurement of equipment, provincial voted funds should be used for this.
The DoE should be informed when deviations and reallocation of funds are envisaged.
Coordination of DAS, WSE and Teacher Development is necessary.
Mpumalanga: 9 July 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Education Management Development	Accredited Education Management Course for principals and educators developed and training conducted. Leadership Course for Circuit Managers developed and training conducted. Qualitative and Quantitative Research: Effectiveness of HRD Training in Mpumalanga. Research conducted and Report handed over to DDG and MEC. 100% expenditure on 2001/02 funds.	The province will be developing an integrated training plan with a menu of training programmes that will be sent to schools. An electronic LSM retrieval system is being developed. Retrieval models from other provinces are studied. More funds are spent on catering. 1% of the R1,2 million budget for 2002/03 spent to date.
School Governance	Training of SGB district coordinators conducted. Two provincial conferences were held. Trained RCLs and SGBs. 55% of the budget spent in 2001/02.
Teacher Development	About 1,200 educators trained as staff development teams on DAS. 21,7% of the budget spent in 2001/02. Most of the unspent funds are commitments. 7% of the 2002/2003 budget has already been spent.	Few educators attended workshops. Lack of coordination of training programmes. Training of educators during holidays requires a three-month notice period. The report focused more on DAS rather than on Whole School Development as per business plan.
School Beautification	100% expenditure in 2001/02.	There seems to have been an overlap between activities in the Beautification of Schools and the Safe Schools Project.
Transformation of FET	Eight Technical Colleges merged to form three FET Colleges. SGB policy developed. Travel and Tourism school established and training material developed. Policy on Learnerships developed.	No expenditure yet in current financial year. Plans in place for implementation.
EMIS	Certain planned activities for 2002/03 are likely not to continue.		Funds to be reallocated to new activities.
Financial Management	A handbook compiled and printed for distribution to train School Management Teams and School Governing Bodies in financial management.	No expenditure to date on the current budget.
Values in Education	Cultural activities organised. 60% of the budget spent to date.	Payment of honorariums to staff employed by the Department of Education posed a challenge.
Music	Conducted workshops for adjudicators and conductors. 50 schools participated in music competitions. 100% expenditure.	Not enough funds allocated to the project.

Recommendations
The province is advised to explore ways of reducing catering costs.
Coordination of training programmes is necessary.
There is a need for the province to integrate music with Values in Education.
The issue of paying honorariums to the Department of Education employees needs to be investigated.
The province needs to get approval from the Director-General when contemplating deviation from the approved business plan.
Project managers should provide cash flow projections in their business plans.
The province was advised to take advantage of the EU training programmes on financial management to be conducted by the DoE later in the year 2002.

North West: 13 September 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Quality Enhancement and Quality Assurance	An official launch of WSE was held in the province and four different posters were printed to ensure that the whole school system and Department were informed about monitoring and evaluating schools for better performance. The National policy on WSE, school self–evaluation forms, guidelines and criteria documents were distributed to 3 000 schools and 12 district offices. Records of accountability, e.g. attendance registers, were also printed and distributed to the 3 000 schools. 18 newly appointed supervisors attended induction courses and training on WSE. 120 district officials and 160 subject advisors were trained as part of the objective of transferring information on WSE and quality assurance. A pilot study on external evaluation was completed in the Mothibistadt District, where nine schools took part. 7 500 educators in 12 different districts were also trained in WSE policy and related matters. 40 administrators in 118 schools throughout the province were trained in the use of the systemic evaluation instrument for Grade 3. R1 534 200 was allocated to the project and R1,539,847.68 was spent. An over-expenditure of R5 647,68 was incurred on the project. IMPACT Training ensured that officials could understand WSE and implement it at provincial level. Officials were also able to do self-evaluation, complete self-evaluation forms and compile self-improvement plans.	Logistical challenges were experienced, owing to the geographical size of the province and limited person power.	Six laptops and two digital projectors to the value of R287 403,12 were bought as part of the objective of preparing for the effective management and efficient implementation of on-site evaluation. This activity is not in line with the conditions set for the utilisation of conditional grants. The province blames the DoE for having allowed this in the approved business plan.
School Effectiveness	As part of an empowerment objective, 30 middle and high school managers and 30 clerks and educators were trained in the use of computers. 21 high school educators were also trained in Mathematics, Science and Biology. 45 middle school educators were trained in the Technology learning area. R1 426 000 was allocated to the project, only R337 015 of which was spent. A roll-over amounting to R1 088 985 was requested. IMPACT Managers are more effective in their day-to-day tasks after having been empowered with computer skills. Schools are able to manage their data more effectively after computer training took place.	A problem has been experienced in finding facilitators for workshops, owing to the remoteness of the province and the absence of institutions of higher learning in the immediate area. The District where the head office is situated, has no subject advisors and has to depend on those of an adjacent district office, which is 140 km away. There are only a few suitable venues for workshops in the area and some of them are not prepared to accept government orders.	As part of the objective of ensuring that schools and offices operate more effectively, equipment to the value of R298 068,40 was bought: 10 copy printers for 10 primary schools, 12 computers for 12 middle and high schools and three copy printers for two circuit offices and one district office. This purchase is not in line with the conditions set for the utilisation of conditional grants.
School Safety	3 000 Copies of the School Safety Policy were printed and distributed to schools in the province. The Policy document was also distributed to district offices. A provincial planning workshop on School Safety Teams was held for all districts. A Crime Buster workshop was held and was attended by three educators per school in the Mothibistadt District. R1 million was allocated to the project, and only R376 922.20 was spent. A roll-over of R623 077.80 was requested IMPACT Safer schools are ensuring that learning takes place in an environment that contributes to effective learning. The impact made with the posters was very low, as many of them were left in offices and not put up where they would be visible to the public or teachers and learners.	Procedures for accessing the project funds at district level lead to implementation problems.
Outcome-based Education (OBE) Grades 5and 9	140 subject advisors and all teachers at school sites were trained on OBE policy during school visits. 2 961 Grade 5 teachers and 2 511 Grade 9 teachers were trained as part of a strategy of empowering teachers. OBE material and policy documents were photocopied and these, as well as OBE related kits, were distributed to 140 subject advisors and 2 292 school sites. The implementation of the project was monitored at 2 292 school sites. R1 675 000 was allocated to the project and R2 043 651,48 was spent, which means that there was an over–expenditure of R368 651,48 on the project. IMPACT The results of learners were improved, owing to the OBE material that was distributed. The documented learner content knowledge improved from 30% to 80%. Teachers made excellent progress, as can be seen in questionnaires completed before and after the workshops. The "not confident" percentage decreased to "0", while the "very confident" increased by over 60%.	Many rural schools were unable to attend the various workshops, owing to transport constraints and the remoteness of the province. The provincial department’s policy of starting the workshops at 13:30 was impacting on the timeframes of the workshops.
FET Trapped Schools	The pass percentage at trapped schools increased by 15.2% at the end of 2001. Number of trapped schools decreased from 100 in 2001 to 88 in 2002. Pass percentage in the province increased by 4.2% at the end of 2001. All trapped schools received copies of the Rainbow Guides, learning support materials and Oxford atlases. R600 000 was allocated to the project and R925 114,20 was spent, which means that there was an over-expenditure of R325 114,20 on the project. IMPACT The impact of the project can be seen in the extent of achievement of activities.	Delays in delivery from service providers, which in some cases continued for up to five months, caused problems in the implementation of the project. More or less 95% of the budget was spent on resources for schools, e.g. study guides, videotapes for training and duplicating paper.
FET Colleges	Establishment of the merger structure both at Head Office and College level. Publication of new names for merged colleges. Consultative seminar on draft merger plans. Successful workshop on Environment in Education approaches in the FET Curriculum was held. Total allocation: R1 115 000. Expenditure: R1 146 848.65. There was an over-expenditure of R31 848,65 on the project. The impact of the project is not yet clear, as the merger structure has only recently been finalised.	The remoteness of the province led to problems when implementation needed to be monitored.	Computers to the value of R846 848,65 were bought for Brits College. This purchase is not in line with the conditions set for the utilisation of conditional grants.
Curriculum 2005	A developmental workshop on GETC Cass guidelines was conducted for 139 subject advisors. A workshop on the development and implementation of the Grade R curriculum was conducted for 44 subject advisors. Eight curriculum planners and two administration clerks were trained in computer usage. Seven computers, five printers and three network cards were bought for the Directorate and linked to a network. R1 200 000 was allocated to the project and R1 050 205 was spent. IMPACT Subject advisors were empowered to train educators for the implementation of Cass in the GET band and in Grade 12. Subject advisors were empowered to develop and implement the Grade R curriculum.	Information from the DoE affected the project negatively, owing to the fact that it was received late and implementation was already taking place.	Computer equipment to the value of R119 295,02 was bought for the Directorate. This purchase is not in line with the conditions set for the utilisation of conditional grants.
FET - School-based	A notebook, data projector and memory cards were bought for the Directorate. A workshop on the new language policy for the FET band was conducted to empower subject advisors, principals and teachers to implement forthcoming changes. The project was allocated R125 000 and only R69 491,01 was spent. IMPACT Subject advisors, principals and teachers were empowered to implement the forthcoming changes to the new language policy for the FET band.	Information from the DoE affected the project negatively, owing to the fact that it was received late and implementation was already taking place.	Computer equipment to the value of R56 767.01 was bought for the Directorate. This purchase is not in line with the conditions set for the utilisation of conditional grants.
School Governance	30 change agents were trained in labour relation issues, e.g. dispute resolution processes. 30 change agents were trained in Strategic Management and Strategic Planning Processes. 30 change agents were trained in policy development. SGBs in all 12 districts were trained in Human Resources, Finance and Norms and Standards. R1 316 600 was allocated to the project and only R941 861,60 was spent. IMPACT Labour relation issues decreased in the province. Labour relation issues were handled more effectively by provincial officials. SGBs were empowered with training and are now managing their day-to-day activities more effectively.	Project implementation was hampered by internal procurement procedures and uncoordinated training at school level. Training was not coordinated at school level by the provincial department.
District Improvement Project (DIP)	The following equipment items were bought: 279 TV/Video combinations; 119 electrical typewriters; 378 CD/Radio/Tape combinations; 673 overhead projectors; 78 overhead projector screens; 88 copy printers; 114 photocopiers; 57 fax machines; 40 printers; PA systems; and 144 computers and printers. 36 managers received computer training. 60 managers were trained in school and self–evaluation. 20 district officials received training in project management. The project was allocated R5 542 000 and R8 194 171,16 was spent, which means that there was an over expenditure of R2 652 171,16 on the project. IMPACT Improved teacher performance as a result of training in Mathematics, Science, Biology and English. A significant improvement in Grade 12 results in DIP districts. LSM materials are being made available at schools, owing to the supply of photocopiers. Fax machines improved communication between schools and districts. The supply of radio/cassette combinations to schools has supplemented teaching and increased educator effectiveness. Computers have improved information management at all offices.	Deliveries of equipment to schools were very late, owing to long tender procedures. These purchases are not in line with the conditions set for the utilisation of conditional grants.	Procurement of equipment through conditional grants is a deviation.

Recommendations
Computers and other equipment have never been allowable items for purchase using conditional grant funds and the province was advised to stop this practice.
Allowable and non-allowable costs need to be clearly communicated by the DoE.
Approval for deviating from the original business plan should be obtained from the Director-General.
Communication from the DoE needs to be improved, as it has a definite effect on projects.
Northern Cape: 20 May 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
Whole School Evaluation	Four district workshops took place and were attended by 250 representatives. Advocacy workshops with principals, School Management Teams, educators, Representative Council of Learners and School Governing Bodies took place and were attended by 1 400 delegates. A discussion on Whole School Evaluation was held on the local radio station and advertisements appeared in the local newspapers. 1 400 district support personnel, principals, School Management Teams and School Governing Body members were trained to participate in Whole School Evaluation. A workshop also took place in four districts, in the shape of a consultative working session with schools, district officials and the supervisory unit on the school self-evaluation process. A workshop was also conducted to train and support principals, SMTs, SGBs, RCLs and district officials in school improvement plans.	Owing to work overload, not all Top Management members could attend the WSE workshop. The project manager struggled to find consultants for WSE workshops and the attendance of the SGBs was very poor. Comprehensive data on the quality of teaching in schools could not be captured, owing to the fact that the unit did not have adequate facilities. There was under-expenditure as a result of not hiring consultants as planned and using school halls instead of hiring venues. This saving was used to procure computers for schools. The clustering of schools for capacity building purposes led to under-expenditure. Monitoring and evaluation only took place in the final phase and spending was done in the last three months. 12 computers were purchased with savings realised through using officials in the employ of the Department instead of consultants to facilitate workshops and using school halls instead of hired halls.	Procurement of computers was a deviation, as these were never allowable items for purchase using this conditional grant. The province was supposed to have requested approval for the deviation from the Director-General.
Systemic Evaluation	Advocacy workshops on Systemic Evaluation and discussions held, targeting school principals and foundation phase educators. Workshops were held to discuss the Grade 3 Systemic Evaluation Report. The province trained 10 ECD district officials in systemic evaluation. District officials visited schools to evaluate the performance of the learners and the functionality of the education system.	The province deviated from the planned activity, owing to a decision taken by the DoE. The constraints noted under Systemic Evaluation were arranged under two separate headings, i.e. Inclusive Education and mainstream activities. The main constraint concerning Inclusive Education was the fact that the Pilot Study report had not been received from the DoE , even after several attempts were made. The main survey was also postponed until February 2002. The main constraints concerning mainstream activities included the fact that not enough information was transferred to district officials after the training sessions on inclusive education, which were held in Pretoria. Also, the advocacy workshops were held in only 24 schools, owing to time constraints and the fact that there were not enough support staff members. Implementation of the project was difficult, owing to the project being coordinated by the DoE and decisions to implement being forwarded to the province. Human resources seem to be a problem in the province, with only one person working on the project. Communication between the DoE and the province posed a challenge.
Teacher Development	Advocacy workshops were conducted throughout the province and a similar workshop was also conducted for Inclusive Education at school level. All Grade 5 and Grade 9 educators in the province were trained in the implementation of Learning Area Guidelines, Management Assessment and in the selection of appropriate content. The training was followed up by the Learning Area Managers in the district, who consolidated the above training by offering classroom-based support for educators. The project formed part of the core responsibilities of district officials, as a result of which the implementation of this project went smoothly seeing that the officials viewed the project as part of their line function and not as an add-on function. The training offered the educators confidence to teach in new ways.	Formal evaluation was not budgeted for. The delays in paying providers for their service and inadequate means of transportation were constraints recognised on the project. The number of responsibilities for office-bound officials was sometimes a problem, as they had to juggle three or four competing functions at the same time. Provisioning posed a major challenge for the province.	The over-expenditure of about R194 542 was funded from the voted funds after approval was obtained from the HOD.
School Safety (COLTS)	All targeted schools received alarm systems as planned. Joint programmes, e.g. raids on schools for drugs and dangerous weapons, were carried out effectively. Three RCL leadership training workshops were held, which included 600 RCL members from 13 High Schools as part of the joint programmes objective. The Nodal Creative Arts Festival and Inter-Provincial Arts Festival managed to reach 700 people. which included parents, educators and learners. Learners and educators in the nodal area schools were trained in the development of school safety policy and schools have also received a copy of the guidelines on School Safety. The RCLs of eight schools have been trained in the development of school-based safety programmes.	The first activity was taken over by Public Works. Lack of capacity to manage the project posed a challenge As there was no dedicated capacity to deal with school safety, the officials felt overloaded as they had to juggle the project and also deal with their line function responsibilities. Baseline study information was not available for project and progress could therefore not be accurately measured for 2001/02 financial year. Baseline information was however available for the 2002/03 financial year.	Alarm systems for schools in the nodal areas should not have been procured using conditional grant funds.
District and School Management	18 circuit managers and 10 principals were trained in the use of school management team manuals. 85 RCL members were taken through a youth leadership programme, which covered a variety of concepts, e.g. meeting procedures and school project management. 90 RCL members were trained in understanding policy and compliance with Departmental guides and team building skills. Four clusters of 40 SGB members were also trained in School Policy Development, Fund Raising skills and Code of Conduct.	Owing to the number of SGB members and the delay in the tender process, two service providers were appointed to train two clusters each.
Matric Intervention	Activities successfully completed include the improvement of learner performance in general, key and high-risk subjects by means of Saturday, winter and spring classes. The pass rates for dysfunctional and under-performing schools and subjects were raised to 60% instead of the original 0% - 20% for dysfunctional schools and 21% - 50% for under-performing schools. Educators for Grades 10 to 12 also received in-service training in syllabus-related skills. A thorough statistical analysis of the Senior Certificate results was made, which culminated in a measurable evaluation of the Programme. Learning support materials were supplied to specific schools and educators. IMPACT The general Senior Certificate pass rate improved by 12% which is 8% higher than expected.	There were logistical problems, owing to the geographical size of the province and limited person power. The cost of distributing learner support materials in a large province was a constraint and challenge. The general feeling was that quantitatively the required results were exceeded, but serious efforts would have to be made to improve the quality of the results.
Organisational Effectiveness	Units and directorates in the province were able to integrate their budgets and planning processes by using the processes and formats which were received at an organisational effectiveness workshop. Training sessions and workshops were held to enhance the capacity of all units to cost their own plans. IMPACT 94% of the schools in the province were accorded Section 21 status. Certain planned activities on the project were integrated into the line functions of the Department, which had definite benefits for the project.	Tender processes and a shortage of support staff were noted as the main constraints. The current project manager took over in February, when the project was in the process of being finalised.

Recommendations
Allowable and non-allowable costs pertaining to the use of conditional grants need to be clearly communicated.
The required procedure when deviation is envisaged should be followed.
Communication from the DoE needs to be improved, as it has a definite effect on projects.
Provisioning services need to be managed for all projects.
The importance of baseline information and the effect that this will have on a project needs to be communicated in the planning phase.

Western Cape: 13 June 2002
Provincial projects

NAME OF PROJECT	ACHIEVEMENTS	CHALLENGES AND CONCERNS	DEVIATIONS
School Beautification	12 schools targeted for painting were painted with the help of the Department of Public Works. This contributed to restoring community pride in the schools.	The province has received numerous requests from other schools outside the nodal area that demand to be painted.	Strictly speaking, conditional grant funds should not be used for the painting of schools.
Matric Improvement Targeting Schools obtaining a Pass Rate of 0% to 30%	A series of workshops analysing the Senior Certificate Examination results of 2000 was conducted. Subject guidelines and planners were developed and distributed. Common provincial June Senior Certificate Examinations were conducted. Supplementary workshops were conducted for the educators during the June and September school holidays. Courses in Biology, Mathematics, Physical Science and English were held in collaboration with tertiary institutions. These courses targeted 150 educators, 139 of whom completed the course. The programme had a significant impact on the pass rate in the province, as the pass rate of schools targeted improved by 4%.	Policy overload, i.e. delivery and support of curriculum 2005 and FET, posed a challenge. Limited capacity in specialised learning areas posed a challenge for the province. Procurement procedures caused delays in implementation. Insufficient logistical support posed a challenge to the province. Disparity between the financial year and the academic year resulted in an implementation period of effectively only eight months.
Establishing a Foundation for the New GETC at the End of the GET Band	Booklets dealing with norms and standards were designed and workshops targeting all primary schools were conducted. Appropriate training materials and guidelines were designed and translated into three official languages and copies were provided to schools. Implementation was consolidated through on-site visits and workshops. Grade 9 teachers were trained to implement Curriculum 2005 in 2001. Benchmarks for the consolidation of the Foundation Phase for Literacy and numeracy were provided to primary schools. CATS and EATS workshops involving 150 schools were conducted. Booklets on LSM procurement were designed and distributed to schools.
Improved Teaching of, and Improved Learner Participation in, Mathematics, Science and Technology	A needs analysis with regard to the Natural Sciences was conducted. Relevant learner support materials were designed and distributed to schools. Workshops were conducted for Grade 3 educators. With the available human resources, the province focused its attention on the Foundation Phase, particularly the Sciences. In addition, the Thlatloga project was used to provide support to a limited number of educators in the rural areas of the province.	Policy overload in the area of curriculum 2005 and FET posed a challenge. Inappropriate long-term planning, incomplete policy development and crisis management on the part of the DoE hampered implementation. Limited human resource capacity in Arts and Culture, Economic Management Sciences, Life Skills Orientation and MLMMS posed a challenge. Time-consuming tender procedures, insufficient logistical support and a massive overload of initiatives from the DoE contributed to delays in implementation.
Targeting Disadvantaged and Female Learners in Gateway Subjects and Critical Professions	Relevant disadvantaged and female learners were identified. One workshop was conducted for these learners. Training materials were designed, developed and distributed before training. The Education Management and Development Centre planned and provided support for these learners.	Limited human resource capacity posed a challenge. Insufficient logistical support system also posed a challenge.
School effectiveness in the nodal areas	The province provide training for SMTs on a very limited scale. The School Governing Bodies were provided with training on governance and other related matters. The province planned, designed and implemented a programme promoting discipline in schools and, in particular, assisting educators in dealing with classroom discipline.	The location of this project in the province posed a challenge. Delays in identifying the district coordinator resulted in delayed implementation.
Safe schools: truancy reduction	A four- day crime awareness programme targeting 30 schools in Khayelitsha and Mitchell’s Plain was arranged by the coordinator, the SAPS and Community Safety Forums, 30 Learner Support Officers used the campaign as an advocacy for "Back to School" drive. Flyers and letters were forwarded to schools to enhance the campaign. Shopping centres in Mitchell’s Plain were used to create awareness of the importance of school attendance. Parents’ meeting were used to build awareness for SASA and, in particular, school attendance. Learner Support Officials were trained in a variety of matters including, but not limited to, counselling, conflict resolution, support for learners who are abused, dealing with trauma and supporting learners at risk. After-school activities were held for learners at risk. The programme identified 397 cases of truancy in Mitchell’s Plain and 214 cases in Khayelisha and, by the end of the programme, truancy rates had been reduced by 50%. Greater awareness was created with regard to the importance of school attendance.	The fact that the programme was funded only for one year posed a challenge, as the impact of the programme could only be determined after at least three years. Delays in approving the project resulted in delayed implementation and thus expenditure could occur only in October 2002.
Capacity building process for SGBs	All training units were sensitised to the contents of the business plans. All schools and stakeholders were communicated with on a regular basis. Training units were supplied with the required materials and stationery. The EMDGC training units conducted all training in-house.	Involving school principals in the training as facilitators posed a challenge, as they were reluctant to participate without remuneration. The provincial policy on conducting workshops after school hours or over the weekend posed a challenge. The lack of sufficient capacity to facilitate at the workshops, coupled with the many training sites, posed a challenge.
School-based Management	An evaluation of schools’ administrative and financial control measures was conducted. A manual on basic financial systems was developed and 254 schools were targeted. 663 schools have become Section 21 Schools and the remaining 789 are receiving attention.
Education Management and Leadership Development	190 officials completed the Women in Leadership and Management course 235 learners attended the school Leadership Programme. 25 principals attended a Project Management Programme. Contracts were awarded for the development of a course on gender-based violence and how this problem could be managed in schools. Two people have been appointed on a temporary basis to manage the project.	The volume of advertisements and payment claims posed a challenge to the province.
Quality Assurance	The WCED decided only on 3 May 2002 to implement the programme. Procurement processes have just started.	Delays on the part of the DoE to finalise the report on systemic evaluation posed a challenge.
Education Management Information System	No implementation has been effected, as the project requires much more funding than has been allocated. A partnership with the Directorate: Research is being investigated.

Recommendations
There was a need for the implementation of the programme be extended to Worcester as well.
Project planning should be over a period of three years, even though the implementation of programmes is planned for a year.
Province requested that templates should not be changed on an ad hoc basis.
The provincial project managers should inform the DoE project managers if there are any deviations that affect their projects.
There was a need for the involvement of the community, as they are the beneficiaries.
It was proposed that the province should explore alternative ways of procuring hardware for EMIS, because very little money was allocated to this project and because hardware could not be procured with this conditional grant. The province indicated that it was unfair of the DoE to expect provinces to implement Programme 5 without the required equipment.
EMIS project manager, Dr J Wilkinson, was requested to inform the DoE whether the funds allocated to his project were to be transferred to another project.
Ms Samuels, Director: ECD at the DoE , should be consulted on matters raised concerning the ECD project.

Section 3 - Assessment of impact
Introduction
The Report includes information on the type of grant, total allocations and transfer trends. It also contains a summary of projects per province, the extent to which the projects have been achieved and their impact. This information is provided in the tables in paragraph 3.3. The main focus is on the Assessment of impact and the information which appears in the Report on the Monitoring of the Utilisation of Conditional Grants Project in paragraph 2.2 of this document is repeated in this Section to contextualise statements on impact assessment.
Processes
The task of producing the report was carried out according to a formal approach. The Directorate: Development Support involved all nine provincial education departments in drafting and producing the Report on the Assessment of the Impact of the 2001/2002 Conditional Grants Projects. In compiling the report the following processes were followed:
Letters were sent to provincial coordinators in June 2002, requesting them to submit conditional grants 2001/2002 Annual Reports.
Provincial coordinators were requested to present their reports at the inter-provincial workshop of 2 July 2002 for critical analysis.
Coordinators were requested to submit the revised copies of the Annual Reports.
The Draft Annual Report was sent to provinces on 18 September 2002 for comments.
Amendments were made and the report was forwarded to coordinators on 24 October 2002.
The report was presented and approved by the Sub-Committee on Conditional Grants at the inter-provincial meeting of 30 October 2002.
The Reports provided by the provincial coordinators contain insufficient information on the assessment of impact, even though the coordinators were requested several times to revise their report in order to include information on the impact of the conditional grant project. Some coordinators indicated that they could not provide such information, as they were new coordinators, and others indicated that it would take them a long time to gather such information, as the process required a systematic study.
Expenditure trends for 1988/99, 1999/2000, 2000/01, 2001/02
The table in paragraph 3.2 presents the allocations and expenditure on the conditional grant project implemented in the 2001/2002 financial year. The report was compiled in accordance with a requirement of the DORA, 2002, namely that, together with their Annual Reports and Financial Statements, the transferring and receiving departments must also submit information on conditional grants to National Treasury.

Table 3.1: Expenditure trends

YEAR	ALLOCATION	EXPENDITURE	% SPENT	AMOUNT UNSPENT	% UNSPENT
1998/99	R149,541,000	R26,029,000	17,4%	R123,512,000	82,6%
1999/00	R192,000,000	R96,790,000	50,4%	R95,210,000	49,6%
2000/01	R253,987,000	R133,042,000	52,4%	R120,945,000	47,6%
2001/02	R213,000,000	R161,374,000	75,76%	R 51,626,000	24,24%

The DoE monitored compliance through financial and narrative reports that were received on the 15^th of every month. In instances where provinces deviated from the conditions of the grant, they would seek approval for deviation from the Director-General. In most cases the deviation requested would entail replacing an activity by another as a result of changed circumstances in the province.
The DoE also monitored compliance through the inter-provincial meetings that were held once every quarter. In these meetings provinces submit reports on progress and difficulties encountered while implementing projects using the conditional grants.
In most cases the difficulties encountered had to do with developing tender specifications. The DoE would support the provinces by presenting workshops on how to draw up tender specifications and would also help them to develop implementation plans. The DoE also monitor compliance through on-site visits to provinces.
Provincial projects
Eastern Cape Department of Education

Priorities	Project	Extent of achievement and impact
School effectiveness and educator professionalism	District-based Inset	All Grade 5 and Grade 9 teachers were taken through a training programme that introduced them to the Revised Curriculum framework. A tender was awarded for the design of a management support training and communication strategy. A consolidated external evaluation was carried out to measure the impact of training. IMPACT The grant provided a leverage for starting a discussion on a Policy Framework for the provision of in-service training and professional development of teachers. Through DFID support the province has been able to produce a policy document.
	GETC	All Grade 9 teachers were taken through training that familiarised them with the legal requirements of the new certificate. Support materials were designed and sent to schools. All supporting policy documents were sent to schools. IMPACT Guidelines and policy support framework.
	EMGD	Design and delivery of modules in areas of Financial Management and Leadership Training for all schools in the province. Design and delivery of a composite manual on school management and leadership. IMPACT The province has a set of standard manuals for both the induction and functioning of school management
	Focus Schools	Training modules for teachers were designed and delivered to the pilot schools. 40 school principals were trained in leadership. Revival of Healdtown Missionary School as a Centre of Excellence in Business Studies in collaboration with the private sector. IMPACT A model of excellence has begun to emerge, involving ex-missionary schools that used to be models of excellence, e.g.: St. John’s College, Healdtown Missionary School, Mt. Auther Girls School
Organisational effectiveness of the national and provincial Education Departments	EMIS	Staff were trained in GIS. Software for the district was purchased and Annual Survey forms were printed. A new referencing system for EMIS was developed.
	Matric Improvement Project	All MIP schools were provided with learner support material in the form of guides and exemplar papers. Teachers received basic training in best teaching methods in their subject areas. A strategy document has been evolved.
	Quality Assurance	A main study on the performance of Grade 3 learners was carried out. Coding and scoring of public schools performance in the nodal districts was completed. A whole school evaluation pilot was carried out in three public schools. A system is beginning to emerge.
	School Safety	Workshops on awareness-raising were organised for teachers and parents in the nodal districts. School Safety Plans were developed. Training in basic self-defence skills was presented, especially for girls and female staff. Levels of safety in nodal districts are beginning to rise.
	Special Subject Kits	A Tender was awarded very late and the kits could not be procured in the 2001/2002 financial year.
	Farm Schools	Policy on farm schools. Strategy for amalgamation. Lease Agreements. IMPACT The Department has emerged with a strategy for the rationalisation of small schools and a policy framework for the management of farm schools

Free State Department of Education

Priorities	Project	Extent of achievement and impact
School effectiveness	Integrated provincial and district planning	The Five-year Strategic Plan was reviewed. Achievements were noted and outstanding issues to be carried into the new Three-year Strategic Plan were highlighted. The first draft of the Three-year Strategic Plan in terms of MTEF Budget Cycle was produced. The Public Service Delivery Improvement Plan and the Customer Care Operational Plan were reviewed.
	Development of Anti – Biased Schools and Classrooms	A debate was conducted regarding anti-racism and anti-sexism in all areas of the education sector in the province. Districts were able to advance the process of engaging schools in matters of anti-racism, anti-sexism and good practice. Subtle racism, sexism and various mutations were arrested. Schools were engaged to set numeric targets in terms of admissions. The department and schools were engaged to set transformation agendas that included and extended beyond issues such as affirmative action, recruitment based on employment equity and the inculcation of sound values.
	School Management and Governance Development	Intensive training sessions for the SGBs and RCLs using the Canada/SA model of leadership training and National Guides were conducted. Youth Leadership Courses were developed.
	Induction	An Induction Manual for newly appointed staff was developed.
	Systemic Evaluation	Data on the performance of the education system at specified levels was collected. A mini pilot in two schools and a main study in eight schools were conducted.
	Whole School Evaluation	Officials were trained on WSE Policy. WSE Policy and policy on schools’ self-evaluation were advocated.
	Teacher Training for Maths and Science	150 educators were trained for strengthening implementation of Curriculum 2005 in Maths and Science in the senior phase. Classrooms were resourced for maintenance of the subject. One key achievement of this specific project is that the province has been able to capacitate a substantial number of people in the districts to offer ongoing classroom-based support to educators. Educators who have gone through these programmes are more confident with the new teaching methodologies and content. The district support teams have been and continue to be instrumental in the unfolding of the overall projects covered by the grant. The district officials largely do the implementation monitoring of this project through visits to school and their findings inform all future interventions required by educators.
	Matric Improvement	Photocopiers and Maths, Science and Biology Kits were purchased for dysfunctional schools. Two Resource Centres were established in Thabo Mofutsanyane, which is one of the nodal areas. The total number of schools that obtained below 50% in their overall matric results has dropped significantly. Only two schools obtained below 50% in the 2001 examination; this improvement can largely be attributed to interventions funded by the grant.
	Safe Schools	The programme inculcated a strong sense of community ownership of schools, with the results that acts of vandalism decreased in many communities. Created a safe and tolerant learning environment that celebrates innocence and values human dignity. Workshops were held for the SGBs and other community leaders to address the above. An adopt-a-Cop Campaign was launched provincially in March 2002 as a sequel to District Launches. Posters and brochures were developed and circulated. Alarm systems were installed in schools in hot spots. A toll free number (0800 00 62 66) was created for reporting incidents of vandalism, crime and corruption and for offering support to the victims.
	Masifunde Sonke (Year of the Reader)	Created awareness of the importance of reading amongst learners, educators and parents. Awarded Book Prizes and Certificates during the International Literacy Day celebrations. Celebrated National Library Week. Resourced Foundation Phase classes with relevant reading material. Produced a training video.

Gauteng Department of Education

Priorities	Project	Extent of achievement and impact
School Effectiveness	School Effectiveness	200 educators in Katlehong were trained on time management. 120 Educators in Katlehong and Thokoza received training in all eight learning areas, including high-risk subjects. Grade 12 learners from 20 secondary schools were supplied with previous exam question papers. Common tests were written, exam techniques were improved and a data bank of question papers was made available. 160 parents were trained in family literacy, in the ratio of four sessions per group of 40 parents. 16 schools in Thokoza received free training in Numeracy. 16 schools in Thokoza were given family literacy apparatus (packages) worth R100 000 in total. 15 schools were identified for the School Beautification Project, i.e.; paving, painting, tree planting and food gardens. The improved physical conditions of the 14 schools contributed to building pride in and promoting ownership of the schools among the communities. 55 schools received training on organic food garden skills. 721 trees were planted at the 55 schools in Katlehong. 12 Schools in Katlehong received slab paving. IMPACT The activities improved teaching and learning in secondary schools. Eqinisweni Secondary School in Ivory Park, achieved a significant improvement in its pass rate from 2000 to 2001. For the first time Foundation Phase educators in Katlehong and Alexandra are able to organise themselves efficiently by drawing up plans and developing teaching aids together. The culture of teaching and learning has been re-inculcated in the schools that were previously disorganised. The physical conditions of the previously dilapidated schools in Katlehong have improved and the educators, learners and community take pride in making sure that those schools are kept clean, which contributes to promoting ownership of schools. The food garden project, which was initiated at the 15 schools, has now spread to other neighbouring schools. Learners are able to use the concept used by the Food Garden Foundation of using minimum space with maximum productivity, or the "knee-deep" concept, at home. Parental involvement and participation in school matters has improved greatly and the rate of absenteeism has decreased drastically. Gauteng registered position number two in the 2001 Matric results.
	Talent search and Development (RMIP)	Three schools in Alexandra and in Ivory Park were identified for the RMIP project. Nine high-risk subjects were concentrated on at these schools. 120 female learners at Roodevallei were trained in learning and study skills. 180 female learners at Star Schools were also involved in the RMIP project. 440 female learners in Alexandra and Ivory Park also participated in the RMIP project. IMPACT The programme contributed to increasing the number of African female learners and female educators in Mathematics and science subjects. This led to an improvement in learner performance. Eqinisweni School in Ivory Park obtained a significant improvement in its pass rate from 2000 to 2001. The general Matric pass rate in Katlehong and Ivory Park has improved, although the pass rate in Alexandra has not improved significantly. More female learners show interest in the high-risk subjects.
	EMDG: SGB and SMT Training Academy	66 SMTs from 18 schools in the Johannesburg East District were trained in policy development and financial management. 262 SGBs attended training sessions in Financial Management. 64 principals at Alexandra and Ivory Park were also trained in skills development. IMPACT There is a visible improvement in school management systems, as meetings are properly run and minutes taken. The majority of schools in Katlehong and Alexandra have started the process of applying for Section 21 status.
	DIP (District Improvement Projects)	Different teaching and learning methodologies were implemented. Specific aspects not covered before were addressed and teachers are empowered to implement curriculum 2002. Learners’ performance and educators’ knowledge of content have improved and the results were improved and learners are conversant in different fields, particularly technology. Support programmes have been put in place. IMPACT There is a distinctly higher level of capacity for delivering effective teaching in the nine high-risk subjects. The results have improved dramatically. Learners are exposed to a variety of fields, e.g. technology.
	Management Systems District Capacity Building Administration and Research	District officials were trained and empowered to render effective support to schools/institutions. Regular visible intervention improved delivery and the effective functioning of administrative offices. There was an improvement in expenditure levels. IMPACT An improved mechanisms/structures for recording and reporting on service delivery.
	Quality Assurance	Continual reporting, monitoring and evaluation of performance of schools were conducted through regular first-hand contact/assessment. Improved structures/mechanisms for recording and reporting on service delivery were developed. IMPACT There is a vast improvement in structures /mechanisms for recording and reporting on service delivery.
	Systemic Evaluation	A database for reference and intervention strategies was developed. Mechanisms for reporting, monitoring and evaluation of school performance were put in place. IMPACT Regular first-hand contact/assessment of functionality of institutions.
	Safe Schools	Committees, policies and safe school procedures were established. The schools have formed partnerships with the provincial Department of Health, Safety and Welfare. IMPACT There are improved relationships with stakeholders (Safety/Health/ & Welfare). Improved tolerance and a decrease of abuse in targeted areas.
	Matric Improvement Projects	Matric improvement classes were attended by: 87 Learners from Minerva High School. 136 Grade 11 learners from Eastbank . 103 Grade 11 learners from Kwabhekilanga Sec. School. 33 Grade 12 learners from Alexandra High. 47 Grade 12 learners from Eastbank. 44 Grade 12 learners from Kwabhekilanga. 160 Grade 12 learners from Umqhele Comprehensive School in Ivory Park. 153 Grade 12 learners from Sizwe Secondary School. 90 Grade 11 learners from Alexandra High School attended the nine High-Risk Subjects programme conducted by Dishumeleni Educational Consultancy. 78 Grade 11 learners from Realogile Secondary School. IMPACT Improved Matric results. Increase number of learners doing high-risk subjects. Increased enrolment for Mathematics, Science and Technology subjects.

KwaZulu Natal Department of Education

Priorities	Project	Extent of achievement and impact
School Effectiveness	COLTS	School Safety Committees were established in schools. A team of the district coordinating committee was establishment for monitoring. A partnership with Ukhozi FM and the South African Police Service, Metro Local Council and the Department of Correctional Services was strengthened. An advocacy campaign was a success.
	SGU	Successful training workshops on empowering and developing SGBs were conducted. Seven training manuals were upgraded with the help of USAID. 89 officials attended Financial Management training courses. A database was developed of SGB members who attended training sessions. A provincial School Governance Conference was held with the support of the DoE Legal Section educators and learners. Training materials for SGBs were upgraded and distributed.
	Financial Management	Manuals for Financial Management for school governing bodies were distributed to schools.
	Quality Assurance	18 schools were evaluated. Advocacy was done on WSE evaluation for senior management, teacher unions and SGB in all regions. Training manuals were developed in collaboration with DoE officials.
	School Effectiveness	Successful advocacy campaign. Successful meetings were conducted between school principals and School Governing Bodies.
	EMGD	Workshops on Women in and into the Programme, Norms and Standards, Financial Management and HIV/AIDS were conducted.
Further Education and Training	Further Education and Training	Advocacy campaigns were successful. Student forums were established and met quarterly. Workshops and meetings on Educator Development were held. A macro plan for FET was drawn up. Advocacy for Learnerships, an RPL and college partnership was done.
	Matric Intervention	Common test projects were conducted at the schools that achieved below 50% in Grade 12. Focused visits were conducted. Subject committees were established. Partnership with Ukhozi FM, in which the programme was allocated a time slot to present various subjects and topics. 41 schools were piloted to assess the impact of the matric intervention strategies used in the province.
	Whole School Evaluation	Successful advocacy campaign. Successful meetings were conducted between school principals and School Governing Bodies. SGBs were trained in Financial Management.
	Coordination	The KwaZulu-Natal Department of Education was able to spend 94% of its allocated funds.
	Transformation and Gender Equity	About 4 000 educators and learners were trained on issues of gender sensitisation and sexual harassment. Service providers were involved in the training of 450 office-based staff at both provincial and district offices. Officials cascaded the training further.
	Curriculum 2005	69 farm school educators attended the workshops for C2005. Grade 1, 2, 3 and 7 educators attended support workshops on C2005. A significant number of Grade 4 educators received training on C2005 800 district facilitators were trained. A significant number of Grade 9 educators attended pre-implementation workshops. Educators were supplied with assessment documents, policy documents and learner support materials. Monthly meetings were held with regional curriculum coordinators. Quarterly meetings were also held with stakeholders and learning area committees.

Limpopo Department of Education

Priorities	Project	Extent of achievement and impact
School effectiveness and educator professionalism	Education Management and Governance Development (EMGD)	In 2001, 150 principals were trained in the development of vision and mission statements. Materials on discipline in labour relations were prepared in files and distributed to 70% of the schools in the province. 30 conditional grant managers and 90 district officials were trained in Basic PFMA. The training was conducted by SAIGA and was completed in March 2002. 22 senior managers and 90 regional and district officials were trained in the Provisioning Administration System (PAS). The training was conducted by SAIGA and was also completed in March 2002. IMPACT 80% of these schools have developed their strategic plans and are implementing them. District officials understand their responsibility of accounting for public money. The regional and district officers are using the PAS now without difficulty.
	Quality Assurance (DAS)	360 educators from 195 schools were trained in DAS. The training was conducted during September and October 2001. Management Plans for DAS were developed and implemented at schools. IMPACT Trained educators have started conducting DAS at schools. Consultative meetings were held with district managers and regional coordinators. 35 data collectors were trained in August 2002. Instruments were translated in August 2002.
	Whole School Evaluation.	1 088 educators participated in the working sessions. Bushbuckridge, Mutale, Sekhukhune, Warmbaths and Bakenburg Districts were reached in July and August 2001. In 2002 ± 734 schools were engaged in the WSE process. In September 2001, 254 schools were trained in self-evaluation; Retraining and working sessions for supervisors were conducted on 18 and 19 February 2002. IMPACT The training of district staff led to other districts voluntarily inviting the WSE team to conduct training in their districts, e.g. Bohlabela, Nebo, Vuwani, Malamulele, Zoutbansberg. More district staff were trained in WSE policy (± 104 DSS). Schools are beginning to invite WSE teams to guide them in SSE and SIP on the basis of WSE policy. There is a high demand on the ground for WSE despite the negative attitude of Teacher Unions. This adds lot of pressure to the WSE team, owing to their heavy workload and the many functions that they are expected to perform. Schools are able to self-evaluate and design SIP to address areas of need.
	Further Education and Training.	A sample of 3 500 learner portfolios and 180 teacher portfolios was looked at. Quotations were sought from suppliers of study guides for Mathematics, Biology and Physical Science. An order was secured and arrangements for printing were in progress with the Government Printing Works for the printing of CASS guidelines and memoranda. 350 Grade 12 Saturday classes were conducted in the province from April to September 2002 and 1 620 tutors were employed to teach 35 000 learners. 1 250 tutors conducted 286 Grade 12 winter classes in June 2002, offering Mathematics, Physical Science, Biology, Economics, Business Economics and Accounting subjects. IMPACT The grade 12 results in Mathematics and Science improved at the end of the year. The number of dysfunctional schools has been drastically reduced.
	COLTS.	Over 1 100 schools participated in the festival, held from district up to national level. 106 schools were selected for the pilot and orientation workshops held for 95% of the schools. Three consultative meetings were held and the following stakeholders met and discussed the matters of common concern: Departments of Correctional Services, Justice, and Safety and Security, NICRO, SACC, SAHRC, SANCA and UNIN. Over 20 districts out of 31 have held excellence awards functions since January 2002. IMPACT More schools would like to be part of the programme and establish safe schools committees. 350 schools are in the pilot and beginning to put contingency plans in place to make their schools safe. Partnerships with other government departments are working and already cooperating at local levels is growing. SAPS, Health Department, NICRO & IDASA have strong links with the programme. Members of the public are aware of safety and security problems and of factors that inhibit effective teaching and learning in schools.
	District Improvement Project	Eight managers and eight administrators from eight districts were trained in procurement procedures. Principals, chairpersons of SGBs and financial officers from 200 schools from the eight districts were trained in Whole School Development and Basic Financial Management. 200 schools were granted Section 21 status and transfers were made directly into their accounts so that they could implement the agreed development plans. Hardware to set up computerised administrative systems was purchased for eight districts, including nodal districts. IMPACT Managers & Administration are able to procure goods & services. 200 schools developed plans and have improved their financial management systems. The 200 schools used their funds according to their plans and have spent funds allocated. Plans and systems are in place. The eight districts received and are using the hardware purchased to support schools.
	Curriculum 2005	Schools were provided with Curriculum 2005 resource materials. Trainer facilitators were retrained in common tasks for assessment and in the recording of credits. IMPACT Material distributed enable educators to implement C2005. Universities and Multi-Purpose Centres use these materials during their workshops. Managers are now confident that they can support educators, as they now understand the role they have to play in the C2005 implementation process. GETC pilot provided lessons that enabled the province to plan for the Grade 9 implementation.
	Strategic Planning	The Chief Directorate: Strategic Planning held a workshop to align programmes and activities for effective and efficient coordination. A departmental strategic planning cycle workshop was held to identify priorities and to develop strategies for implementation. IMPACT Four Chief Directorate: Strategic Planning workshops were held and the Department is delivering in terms of its mandate. The Department is supporting regions, districts and schools.

Mpumalanga Department of Education

Priorities	Project	Extent of achievement and impact
School Effectiveness	Education Management Development	An accredited education management course for principals and educators was developed and training was conducted. An integrated Leadership Course for Circuit Managers was developed and training was conducted in 2001.
	School Governing Bodies (SGB)	Qualitative and Quantitative Research: Effectiveness of HRD Training in Mpumalanga. Research was conducted and a report was produced.
	DAS	About 1 200 educators were trained as staff development teams.
	Training of educators for the implementation of C2005	Curriculum implementers and Grade 5 and Grade 9 educators were trained in curriculum implementation.
	Financial Handbook	A handbook was compiled and printed for distribution in schools to train School Management Teams and School Governing Bodies in financial management. Training took place in June/July 2002.
	Inclusive Education	600 educators were trained in remedial and inclusive education. Regions were supplied with 10 cassettes as learning aids for severe disability.
	School Beautification	About 20 schools were painted and instant grass was planted at 25 schools. 25 schools were provided with cleaning materials.
	Human Resource Management	Schools were trained on Employment Equity plan.
	Whole School Evaluation (WSE)	Administrators trained in WSE.
	Mathematics, Science and Technology	Glassware and chemicals were supplied to 300 targeted schools. Teachers were trained in CASS. A Science and Technology Educator’s Association was launched.
	HIV/AIDS	300 Traditional Healers were trained. 85 Traditional Leaders were trained. 600 SGBs and principals were trained. 22 Top Managers were trained. 200 schools were supplied with First Aid Kits. 90% of schools were supplied with LSM. Life Skills Programmes were implemented at all schools.
	TIRISANO Schools Choral Eistedford	Workshops were run for adjudicators and conductors. 50 schools participated in Mpumalanga and the talents of learners were displayed.

North West Department of Education

Priorities	Project	Extent of achievement and impact
School effectiveness	Quality Enhancement and Quality Assurance	An official launch of WSE was held in the province and four different posters were printed in order to ensure that the whole school system and department were informed about monitoring and evaluating schools for better performance. The national policy on WSE, school self–evaluation forms, guidelines and criteria documents were distributed to 3 000 schools and 12 district offices. Records of accountability, including attendance registers, were also printed and distributed to 3 000 schools. 18 newly appointed supervisors attended induction courses and training in WSE. 120 district officials and 160 subject advisors were trained as part of the objective of transferring information on WSE and quality assurance. A pilot study on External Evaluation, in which 9 schools took part, was completed in the Mothibistadt District. 7 500 educators in 12 different districts were also trained in WSE policy and related matters. 40 administrators in 118 schools throughout the province were trained in the use of the systemic evaluation instrument for Grade 3.
	School Effectiveness	30 middle and high school managers and 30 clerks and educators were trained in the use of computers as an empowerment objective. 21 high school educators were also trained in Mathematics, Science and Biology. 45 middle school educators were trained in the Technology Learning Area.
	School Safety	A provincial planning workshop on School Safety Teams was held for all districts. A Crime Buster workshop was held and was attended by three educators per school in the Mothibistadt District.
	Outcome-based Education Grades 5 and 9 (OBE)	140 subject advisors and all teachers at school sites were trained during school visits. 2 961 Grade 5 teachers and 2 511 Grade 9 teachers were trained. Monitoring of the implementation of the project took place at 2 292 school sites.
Further education and training	FET Trapped Schools	The pass percentage of trapped schools increased by 15.2% at the end of 2001. The number of trapped schools decreased from 100 in 2001 to 88 in 2002. The pass percentage in the province increased by 4.2% at the end of 2001. All trapped schools received copies of the Rainbow Guides, learning support materials and Oxford Atlases.
	FET Colleges	The merger structure was established at both Head Office and College level. New names for merged colleges were published. A consultative seminar on draft merger plans was held A successful workshop on Environment in Education approaches in the FET Curriculum was held.

Northern Cape Department of Education

Priorities	Project	Extent of achievement and impact
School effectiveness	Whole School Evaluation	A workshop on Whole School Evaluation was conducted and was attended by Senior Management, district officials, service providers and educator sector unions. Advocacy campaign workshops took place and were attended by 1 400 delegates from the schools. Principals, School Governing Bodies and School Management Teams in four districts were trained. A discussion on WSE was organised on the local radio station and advertisements appeared in the local news papers. 1 400 district support personnel, principals, SMTs and SGB members were trained to participate in WSE. A workshop also took place in four districts, in the shape of a consultative working session with schools, district officials and the supervisory unit on the school self-evaluation process. A workshop was also conducted to train and support principals, SMTs, SGBs, RCLs and district officials in school improvement plans.
	Systemic Evaluation	Advocacy workshops on Systemic Evaluation were held for principals and foundation phase educators in four districts. District officials visited schools to evaluate the expected performance of learners and to evaluate the functionality of the education system. A workshop was held to discuss the Systemic Evaluation Grade 3 report. The province trained 10 ECD district officials.
	Teacher Development	OBE planning was achieved in school, phase and classroom. Relevant material was prepared by the Northern Cape Department of Education and reports from trainers were received timeously. Grade 5 and Grade 9 educators were trained in the implementation of Learning Areas Guidelines, Management Assessment and the selection of appropriate content. The province developed a database on a substantial number of people capacitated to offer classroom-based support to educators. Educators gained confidence in new teaching methodologies and content. Advocacy workshops were conducted throughout the province and an advocacy workshop was also conducted for inclusive education at school level.
	School Safety	Alarm system were installed in 14 nodal schools. Joint programmes, e.g. raids on schools for drugs and dangerous weapons. were carried out effectively. Three RCL leadership training workshops were held, which included 600 RCL members from 13 high schools as part of the Joint Programmes objective. The Nodal Creative Arts Festival and Inter-Provincial Arts Festival managed to reach 700 people, including parents, educators and learners. Every school in the nodal areas was trained in the development of school safety policy and schools received copies of the guidelines on school safety. The RCLs of eight schools have been trained in the development of school-based safety programmes.
Organisational effectiveness	District Improvement Programme - EMGD	18 circuit managers and 10 principals were trained in the use of school management team manuals. 85 RCL members were taken through a youth leadership programme, which covered a variety of concepts, e.g. meeting procedures and school project management. 90 RCL members were trained in understanding policy and compliance with departmental guides and team building skills. Four clusters of 40 SGB members were also trained in school policy development and fund raising skills and code of conduct.
Further education and training	Matric Intervention Programme	Grades 10 to 12 were provided with learners’ support materials and Winter and Spring schools were conducted in key high-risk subjects. Capabilities of educators to develop appropriate knowledge, skills and attitude to deliver curriculum were enhanced. A compulsory preparatory examination was conducted for Grade 12 learners. Only two schools obtained below 50% in the 2001 examinations and this was reported to have been largely attributed to interventions funded by the grant.
Organisational effectiveness of the national and provincial Education Departments	Organisational Effectiveness	Training sessions and workshops were held to enhance the capacity of all units to develop and cost their own plans. 94% of schools were granted Section 21 status. Learning support materials were supplied to specific schools and educators. Units and directorates in the province were able to integrate their budgets and planning processes by using the processes and formats that had been learnt at a organisational effectiveness workshop.

Western Cape Department of Education

Priorities	Project	Extent of achievement and impact
Beautification of Schools	Beautification of twelve public schools:	The Chief Directorate: Works, which was responsible for project managing the programme on behalf of the Western Cape Department of Education, completed the projects successfully, on time and within the budget . IMPACT Completed projects instilled pride in communities around the schools and encouraged communities to take ownership of schools. The local communities gained experience in managing projects and benefited financially, as they were employed by the contractor. Increased pride and ownership reduced incidents of vandalism at the schools. Improved and positive relationship between community and education department.
Safe Schools	Truancy Reduction	30 learner support officers were employed at 30 high risk schools. Four crime awareness projects were arranged in the Khayalitsha Area. There was integration with the Safe Schools Coordinator and SAPS and Community Safety Forums. Six Back-to-school drives were initiated at community shopping centres to create awareness of and support for school attendance. 30 schools sent letters and flyers to their parent communities to promote learner attendance. The Parent and Governing bodies of 30 schools were informed of what the South African Schools Act of 1996 says about school attendance. Skilled Learner Support Officers networked with the following organisations to achieve desired outcomes; Triple Trust – Entrepreneurial skills; SAPS Youth Leaders Against Crime; Impact Direct – HIV/AIDS life skills; Cape Flats YMCA – Set up comfort rooms and winter and summer camps; Network Opposing Woman Abuse; Social Services; Child and Family Unit; SANCA - Substance Abuse Workshop; NICRO; Mitchells Plain Sport Council - assisted with coaching clinics. 1 758 learners were reached. Grade 11 and Grade 6 learners were trained in Conflict Management. 213 cases of abused learners were supported - Grade 6 learners were targeted at 30 schools; 230 referrals were made. 30 schools actively engaged in after-school programmes as well as holiday programmes. 2 258 learners were supported. IMPACT 50% success rate in returning truant learners to school.
School-based Management	Financial and Administrative Capacity Building at Schools in the Western Cape to enable them to take over functions in terms of Section 21 of the South African Schools Act, 1996	Schools were evaluated with regard to their administrative capacity and financial control measures and systems. A Manual on Basic Financial Systems for Schools was developed and submitted to all schools. The total number of public ordinary schools in the province is 1 461. Initially, 409 schools were granted Section 21 status. 154 schools became Section 21 schools during 2000/01 and a further 100 schools became Section 21 schools during 2001/02, bringing the total number of Section 21 schools to 663. The remaining 798 schools are receiving attention. All schools have been receiving support on an ongoing basis. IMPACT Capacity was sufficiently built at 254 schools to enable them to become Section 21 schools.
Curriculum Development and Support	The Learning School Project: To sustain the general pass rate in the province: To improve the Grade 12 pass rate in targeted schools with pass rate <60%	Conducted a series of cluster workshops analysing the 2000 SC examination results. On-site visits supporting all subjects. Developed and distributed Subject Guidelines and Year Planners. Conducted and moderated common provincial June SC examination. Conducted June teachers’ holiday workshops. Conducted September workshops for learners. Conducted and moderated common provincial September SC examination. General pass rate improved throughout province. Designed subject files and provided them to 60% of the schools. Moderated all schools’ Year Marks. ACE courses in collaboration with tertiary institutions for Biology, Mathematics, Physical Science and English involving 120 teachers were successful. IMPACT 29 Senior Certificate subjects were offered in the seven EMDCs, to which all Grade 12 teachers from +/- 360 high schools were invited. Ongoing visits with, special focus on the identified 57 high schools, took place throughout the year. All 360 high schools were provided with appropriate subject teacher manuals and Year Planner laminated wall charts 84 high schools participated in the workshop to enhance common norms and standards; teachers were empowered by being exposed to common standard setting, marking and moderation processes. EMDCs conducted five-day workshops for selected subjects during the first week of the holiday to improve teachers’ subject-base knowledge. Mass tutoring held for learners in identified cluster areas to prepare for the final Senior Certificate examination. All identified schools were provided with subject files containing syllabi, circulars, copies of recent senior certificate examination papers and relevant subject guidelines. All subjects in all 360 high schools were moderated on a one-to-one ratio. 150 teachers were targeted, 139 of which were completing the courses offered by the universities of Stellenbosch, Cape Town and the Western Cape. All +/- 1 340 primary schools were provided with copies of guidelines for Numeracy, Literacy & Life Skills; all +/- 3 500 Foundation Phase teachers were introduced to these guidelines by cluster workshops. Training materials and support guidelines were developed and dry-runs were conducted, involving all 92 Curriculum Advisors for each of the eight learning areas; five-week programme to conclude training during the third and fourth terms involving all +/- 1 400 schools offering the curriculum. IMPACT General provincial pass rate improved by 1%. The identified under-performing schools (< 60%) in 2000 performed well in the 2001 Senior Certificate Examinations, with an average improved pass rate of 4% overall. The performance of the schools varied from < 3% to >20% improvement.
	Foundation for new GETC Professional development of teachers relating to - FP Benchmarks IF Grade 4 support IF Grade 5 training SP Grade 7/8 support IP Grade 9 training IF Grade 4 assessment SP Grade 8 assessment Grade 8 Assessment CASS & EATS pilot LSM Material/ Selection Language policy On-line learning	Appropriate training materials and support guidelines were designed and translated into the three official languages of the province and copies were provided to schools. Norms and Standards booklets were designed and workshops involving all primary schools were conducted. Consolidated implementation by on-site visits and cluster workshops. Designed training materials and conducted workshops for implementation, involving all primary schools. Consolidated implementation by on-site visits and cluster workshops. Training materials were designed and workshops were conducted for all primary and secondary schools for Implementation in 2002. Need identified to train teachers relating to OBA processes. CATS and EATS workshops involving 150 schools were conducted Booklets on LSMs Procurement were designed. IT curriculum support and on-line learning were introduced in schools. Training materials and support guidelines were developed and dry-runs were conducted, involving all 92 Curriculum Advisors for each of the eight learning areas; three-week programme to conclude training during the third term, involving all +/- 360 high and intermediate schools offering the curriculum. Training materials and support guidelines were developed and dry-runs were conducted, involving all 92 Curriculum Advisors to conduct Grade 4 Assessment workshops for each of the eight learning areas; two-week programme to conclude training during the second term, involving all +/- 1 400 schools offering the curriculum. Training materials and support guidelines were developed and dry-runs were conducted, involving all 92 Curriculum Advisors to conduct Grade 8 Assessment workshops for each of the eight learning areas; two-week programme to conclude training during the forth term, involving all +/- 1 400 schools offering the curriculum. Translated national CATS & EATS documents and conducted provincial training sessions for 92 Curriculum Advisors to training. Booklets were distributed to all primary schools and workshops were conducted, relating to WCED procurement practices and procedures with relevant SMTs. A half-hour reading period was introduced in all primary schools. Ongoing Web-centric training of Curriculum Planners at Head Office was completed in April and websites were designed and placed on WCED Curriculum Website.
	Effective teaching of and improved learner participation in Mathematics, Science and Technology	Workshops were conducted for +/- 450 Grade 3 teachers. Relevant LSMs were designed and distributed to schools. Strategies were developed for ongoing support structures in EMDC context. The Thlatloga project was employed to support a very limited number of 23 teachers in rural areas of the province. IMPACT This project showed impressive outcomes and can be regarded as very successful.
	Targeting disadvantaged and female learners in gateway subjects	One workshop was conducted. Training materials were designed and distributed. Relevant LSMs were developed.