WCED Annual Report 2005/06 Reflects Concrete Achievements, Yet Tough Challenges

The Annual Report 2005/06 of the WCED provides a record of concrete achievements, a record of work in progress and the challenges we still face as we seek to provide quality education for all in the Western Cape.

The period under review has seen:

• the launch of the Human Capital Development Strategy of the Western Cape, which is a pillar of the provincial government's Ikapa Elihlumayo programme to grow and share the economy of the Cape;
• the launch of the Literacy and Numeracy Strategy, which saw the appointment of 510 Teaching Assistants in 163 schools, to assist with reading and writing in the Foundation Phase;
• the establishment of 28 Focus Schools, which provide historically disadvantaged learners with fresh opportunities to study Arts and Culture; Business, Commerce and Management; and Engineering and Technology;
• the extension of the Dinaledi Maths, Science and Technology focus schools to increase the number of learners taking Maths, Science and Technology;
• the introduction of the new Learning Tracking System, to capture learner data, which will enable WCED to monitor the movement and profile of the almost one million learners, to improve service delivery and the quality of education outcomes;
• our Khanya and related programmes continue to provide international examples of best practice in using information and communication technologies (ICT) to enhance teaching and learning;
• as part of the Premier's Krismisbox Delivery Campaign, 14 schools and 35 additional classrooms have been built, providing access to education to more then 14,000 learners, which was a record for any financial year;
• the completion of 17 access ramps at focus schools to improve access for learners with special needs;
• the launch of an interim provincial structure of the Representative Council of Learners (RCLs) as part of building social capital in education; and
• improved access to Grade R with the introduction of an increased subsidy for poor communities - from R3 to R7.

The Annual Report reflects an energetic department that is setting the standard for innovation and achievement countrywide. The report reflects thorough preparation for the continued implementation of the national curriculum.

But the challenges remain. For example, whilst our 2005 matric pass rate was the best in the country (84.4%) we remain concerned with the high drop-out rate, the low number of endorsements, and the performances of our learners in maths, science and accountancy.

Thanks to our Grade 3 and 6 studies, and other research, we have a better idea of what interventions are required to ensure that more learners in our poorest communities perform at the level required from the National Curriculum.

These are just a few of the examples of how we engaged with the task before us in the period under review. Our schools and officials shouldered an enormous load to achieve what we have achieved, and we need to acknowledge them for this.

However, our organisation is feeling the strain, and this is reflected in some of the findings the Auditor General listed in part 4 of this report. While some of the findings relate to technical issues around auditing processes, we are pleased to note that they do not involve any financial mismanagement, over-expenditure or financial losses.

We are committed to ensure an unqualified report for the 2006/07 year. A vigorous programme is in place to achieve this in line with a resolution of the Provincial Cabinet.

Some findings have identified weaknesses in our systems and we have already taken various steps to address them, the details of which we would make available to Scopa next week.

Meanwhile, the WCED is currently engaged in redesigning the department to ensure that it has the capacity to meet the requirements of the Human Capital Development Strategy, improve service delivery and advance equity.

While any redesign process will not address all our challenges in the short term, it will assist in creating the capacity and organisational culture required to advance towards quality education for all.

We are confident that once our new structures are in place, the department will be even better positioned to provide a Learning Home for All.