| 4. In which ways is the initiative creative and innovative?
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The above led to the development of the following strategy documents and/or plans;
ESSP Concept Document.( copy attached), and
Management Plan For The Extra school Support Programme (see attached copy)
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| 5. Who implemented the initiative and what is the size of the population affected by this initiative?
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Schools (Principals & School Governing Bodies) especial for recruitment and selection of ESSP workers.
FET’s Colleges( for Training and Development and provision of bursaries)
Labour formations & the Education Labour Relations Council (for discussions on conditions of service of workers)
SETAs ( for accreditation of courses conducted for all the workers and provision of bursaries
Universities ( for provision of tuition and bursaries for the exit strategy)
Private Companies.e.g. ABSA, Standard Bank, Clientel Life
Other Government Departments e.g. Department of Infracture Development (DiD), Health, Social Development, Community Safety etc.
GDE Districts
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| 6. How was the strategy implemented and what resources were mobilized?
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• Stipend for the Workers
• Stationery & Office Furniture (GDE Budget)
• First Aid Kits for all the schools (GDE Budget)
• Modified Sports Equipment (GDE Budget)
• ICTs for use in the offices
• Training budget
• Sports Arts & Culture Facilities
• Human Resources and Monitoring resource
The GDE contributed R 250 000 000 towards the Project and DPW contributed R 25 000 000 as an Incentive grant
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| 7. Who were the stakeholders involved in the design of the initiative and in its implementation?
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• Creation of more than 17 000 job opportunities as some people got jobs and others replace them.
• Development of documents mentioned in paragraph two.
• Schools are resourced
• Homework documents are available and learners are monitored when doing it.
• All beneficiaries got accredited certificates that can be used for further skills development or job acquisition.
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| 8. What were the most successful outputs and why was the initiative effective?
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The National Department of Public Works has the Integrated Reporting System in place. This system is used to monitor progress and the actual number of Job Opportunities created. The National Coordinator also does site visits to monitor implementation.
All Districts have transversal teams that monitor the day to day running of the activities in schools. Monitoring tools were developed.
The Quality Assurance Directorate in the Department assists with the monitoring and Evaluation at school level.
Gauteng Department of Education also implemented the GPLMS whose main focus is to help improving teaching and learning and this Programme employed Coaches who also assist in monitoring of the work done by Homework Assistants.
The GDE Research Directorate also did the evaluation and Customer satisfaction survey.
Presently, the Policy and Planning Directorate is doing an impact assessment and this will be completed soon.
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| 9. What were the main obstacles encountered and how were they overcome?
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• Payment of stipend of the workers as the systems used was not efficient. The PERSAL System used to pay all the government employees is presently being used and this has brought a lot of efficiency in the programme.
• School Managers saw the programme as and add on and initially did not want to subscribe to it, but with continuous stakeholder consultations, there has been a change of heart.
• Time tabling at the schools was a challenge, but this was resolved when different models were drawn and mediated to the Principals. This led to efficiency during the implementation.
• Teacher Unions and Public Service Unions were not happy with the Programme but after their engagement at the ELRC, we got the buy-in.
• A clearly defined reporting structure was developed
• Initially when recruitment was done there was no emphasized system of vetting but this was corrected all workers were vetted.
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