KEY TRENDS IN EDUCATION SPEND
SAFETY
Several provinces refer to initiatives in rela- tion to safety. These are generally not ac- companied by specified budget allocations. Some of the initiatives might have very small budget implications, but are never- theless important given the levels of per- sonal and property crime in South Africa. For the most part these initiatives prob- ably fall within the ordinary public schools programme, but this will not always be the case.
The following examples give an idea of the activities engaged in:
n In Eastern Cape schools in all 23 districts participate in the Promotion of School Safety programme. Schools are encour- aged to form school safety committees, and it is estimated that about four-fifths have such committees.
n North West records that most schools participate in their Adopt-a-Cop pro - gramme. Schools have also elected school
safety teams and coordina-
tors. The province notes that increas- ing substance abuse contributes to the problems experienced.
n Northern Cape notes plans to consoli- date implementation of its Integrated School Safety Plan during 2010/11. Two hundred schools will participate in the School Safety Emergency Readiness programmes and 100 will participate in the Anti-vandalism programme. The department will also continue to collab- orate with South African Police Services, among others, to ensure that schools operate in safe conditions.
n Western Cape also records collabo- ration with the South African Police Service and metro police, including arrangement of random police inspec- tions and tests at schools for drugs and weapons.
SPECIAL NEEDS
The Provincial Budgets and Expenditure Review (National Treasury, 2009: 31-2) notes that Western Cape and Gauteng have a disproportionately high number of schools for special needs education, and an associated disproportionately high number of learners.
For example, in 2007 Gauteng accounted for 43 057 (42%) of the total of 102 057 learners in special schools, while Western Cape accounted for a further 16 336 (16%). This is also noted in Gauteng’s budget book, which notes that it has the largest concen- tration of special schools in the country.
The relative lack of special schools in other provinces means that learners with special needs who cannot be adequately catered for in mainstream school are either placed inappropriately in public ordinary schools or remain out of school.
Thus the recent Barriers to Education study found that 63% of caregivers of children whom the caregivers defined as disabled felt that the school their child attended did not cater for their disability (personal communication, Sarah Meny-Gibert, 13 July 2010).
Western Cape’s budget book explains the way in which transfer payment to special schools are calculated, as specified in the Em- ployment of Educators Act, 1998. The trans- fer payments are reportedly based primarily on the number of learners and weightings based on the various barriers to learning.
Eastern Cape’s narrative on 2009/10 illus- trates the range of activities that can be covered. This province’s activities include:
n resourcing 43 special schools in respect of tuition, administration, transport and assistive devices;
n designating four mainstream schools as full service schools with computers
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www.ed.org.za
CHAPTER 2 | GOVERNANCE AND FINANCE
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