Delayed schools infrastructure in the spotlight
The Department of Basic Education and all provincial departments must build in penalty mechanisms to hold implementing agents accountable for delays in infrastructure projects. This is the view of Parliament’s Portfolio Committee on Basic Education during an infrastructure roundtable held with the Department of Basic Education (DBE) and all nine provincial education departments on Tuesday 4 May.
The committee was on an oversight visit to the DBE’s office in Pretoria. Lasting solutions to challenges within the sector, and accountability from the department were top of the agenda.
The provincial education departments’ failure to deliver much-needed infrastructure was because implementing agents were not being accountable. The committee resolved that the DBE and all provincial departments must strengthen and standardise their service level agreements, and buildin penalty mechanisms.
Testing the ‘glass cliff’ theory at school
16 Mar 2021
“When an organisation is in crisis women are often seen as being able to come in and take care of the problem. They’re effectively handed the mess to clean up.”
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“When an organisation is in crisis women are often seen as being able to come in and take care of the problem. They’re effectively handed the mess to clean up,” says Anna Beninger, senior director of research and corporate engagement partner at Catalyst, a nonprofit focused on promoting women in business. Research shows that in many instances, women are put in charge when organisations are in trouble. Although this “glass cliff” has shown propensity for setting them up to fail, in many instances many women have proven to be successful at orchestrating a turnaround.
Good afternoon Programme Director, Ladies and Gentlemen!
Today, we are gathered here to announce the 2020 National Senior Certificate (NSC) examination results. We are announcing these results in the context of what the NDP 2030, enjoins us to do, that “by 2030, South Africans should have access to education and training of the highest quality, leading to significantly improved learner outcomes. The performance of South African learners in international standardised tests, should be comparable to the performance of learners from countries at a similar level of development and with similar levels of access”.
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It is without doubt that the 2020 academic year, will be remembered as the year that, not only presented major health challenges, but a year when the entire world was engulfed by the by the novel COVID-19 pandemic. Government, with its education departments and its strategic partners, worked very hard to strike a balance between saving lives and the 2020