Description
Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine, that a child of farmworkers can become the president of a great nation. It is what we have, not what we are given, that separates one person from another.
Deloitte Education
“Education is the great engine of personal
development. It is through education that the
daughter of a peasant can become a doctor,
that the son of a mine worker can become the
head of the mine, that a child of farmworkers
can become the president of a great nation. It
is what we have, not what we are given, that
separates one person from another.”
- Nelson Mandela
1
Deloitte Education
Deloitte brings world-class best practice, on the ground experience, an impeccable
track record of delivering success in the Education sector, intimate knowledge of the
institutional and sector challenges, proven tools and methodologies - such as the
implementation of the Education Enterprise Value Map, and a market-leading team.
Deloitte in Africa
Deloitte has one of the largest professional services footprint in Africa, with over
5500 professionals in Southern Africa and providing services to 51 countries.
The Deloitte Africa Desk
The Deloitte Africa Desk is equipped to help with the challenges and opportunities of
operating across this vast African continent. Africa is an exciting place to grow; but
also poses its unique challenges. Africa offers the most sustainable real GDP growth
prospects of all emerging markets, according to forecasts by the World Bank among
others. The size and diversity of continental African markets present unique challenges
for local, national and international organisations.
A number of our clients acknowledge that the support provided by the Deloitte
Africa Desk, coupled with the fact that we stay close to them throughout the
investment and implementation phases, have played a key role in enabling them to
grow their organisation in Africa.
2
Education challenges in South Africa
An educated population remains the fundamental platform for economic growth
and social development as underpinned by an effective education system. The South
African basic education population consists of 12 283 875 learners in ordinary
public and independent schools that attended 25 851 schools and were served by
420 608 educators as per Education Statistics in South Africa 2011.
The table indicates the spread of learners, teachers and schools per province with
KwaZulu-Natal being the largest serving province:
Education is South Africa’s single biggest budget item, as re?ected by the
National Budget. The percentage spend on education is higher than the average
of developing countries and spending per learner is on par with international
standards.
Despite Government’s apex priority in terms of monetary commitment and policy
framework, a number of national and international studies in recent years have shown
that the educational achievement of learners in South Africa is unacceptably poor.
16%
5%
15%
24%
14%
9%
2%
6%
8%
17%
6%
15%
23%
14%
8%
2%
6%
8%
23%
6%
8%
24%
16%
7%
2%
7%
6%
E
a
s
t
e
r
n
C
a
p
e
F
r
e
e
S
t
a
t
e
G
a
u
t
e
n
g
K
w
a
Z
u
l
u
-
N
a
t
a
l
L
i
m
p
o
p
o
M
p
u
m
a
l
a
n
g
a
N
o
r
t
h
e
r
n
C
a
p
e
N
o
r
t
h
W
e
s
t
W
e
s
t
e
r
n
C
a
p
e
Learners Teachers Schools
3
Four independent studies con?rm the poor performance of South African
learners, according to the World Data on Education report as published by
UNESCO (2010/2011). All these studies indicate that South African learners have
exceptionally low levels of basic literacy and numeracy skills compared to learners in
other countries that participated.
The Global Competitiveness Report for 2011/2012, from the World Economic
Forum, outlines a detailed country pro?le including global rankings. The following
indicators show South Africa’s ranking in terms of education:
Indicator Ranking (out of 142 countries)
Secondary education enrollment 51
Tertiary education enrollment 97
Quality of the educational system 133
Quality of math and science education 138
Quality of management schools 13
Internet access in schools 100
Availability of research and training services 47
Extent of staff training 27
Quality of primary education 127
Primary education enrollment 118
The poor performance spanning across the education sector suggests a poorly
functioning education system and many assessments have been done to understand
the reasons for the failures.
There is a need for government, society and business to join forces in implementing
sustainable solutions to address the weaknesses in the education system. As
Deloitte, we are committed to contributing our skills and wealth of experience in
education to work together with national and provincial departments in improving
the quality of basic education.
4
Our services
Improving learning outcomes requires leadership and vision on the part of
government, but international experience shows that this is not enough. There
must be a suf?cient degree of agreement and commitment amongst the various
stakeholders.
Our services focus on the improvement of core processes and systems to provide a
sustainable solution within a holistic approach.
Our approach is systemic; with a focus on the integration of national and provincial
systems and the alignment of strategies and goals ensuring the improvement of
learner outcomes is placed at the centre.
We focus mainly on three cycles within the education system namely planning,
functional area execution and data management.
Centralised Education Management Information System (CEMIS)
CEMIS is an online learner tracking system that monitors and tracks learner
movements, including the enabling of online transactions for schools and enabling
them to use the CEMIS database. This is the ?rst learner tracking system that has
been implemented in Africa and favourably compares to the best in the world.
One of our provincial clients had a goal to have an online learner tracking system in
place that could monitor and track learner movements in the whole of the province.
The challenge was to train, up-skill and collect the data of approximately 1 500
schools and 1 million learners. The project began with an advocacy campaign and
followed a rigorous, deployment and collection programme. Deloitte pulled in all the
stakeholders in the department and managed to get the buy in of all the schools.
Online transactions were effected and learner tracking was rolled out across the
province. All 1 500 schools were enabled to upload and successfully use the data in
the CEMIS database. All surveys and promotions were done online.
Turnaround Strategies for Provincial Departments
We develop and implement turnaround strategies spanning across all programmes
with a focus on the Department’s planning activities, performance gaps in functional
areas and data management. Our approach incorporates a skills transfer model to
ensure that a long-term sustainable solution is achieved. This model is integrated
with a performance management system to ensure accountability.
Deloitte is currently leading the turnaround strategy and implementation for one of
the provincial Departments of Education. The project is focused on the closing of
performance gaps in targeted areas of the Department, including the continuous
on-site work in achieving a clean audit through resolving the Auditor-General’s
quali?cations and ?ndings and to provide assistance with the improvement of the
overall internal control environment through the implementation of feasible and
practical systems.
Data management also forms one of the core solutions incorporating the integration
of a reporting framework.
5
Learner and Educator Audits
A learner and/or educator audits enables the leadership team to understand the
impact of ineffective data management on the quality of service delivery to schools
in the province. We provide a quantitative analysis of existing data management and
how it impacts on decisions such as post provisioning, transfer payments and school
support. These audits are normally performed by following a scienti?c approach to
sampling and unannounced school visits.
A learner audit was conducted at 100 schools across a province during 2012 and
key learnings from this exercise assisted the department to understand the impact
of inaccurate information on the quality of service delivery to schools in the province
and to identify weaknesses in data management processes.
Post Provisioning System
Our solution is based on the development, management and support of an online,
web-based Post Provisioning Management Solution and the building of capacity
in Education Planning, Provisioning and Management (at Head Of?ce, District and
School levels) which are aligned with national policy. This solution is also aligned to
National Outcome 1: Improve the quality of learning and the sub-output, referring
to the strengthening of school management and promotion of functional schools as
outlined in the following diagram:
Customised reporting
Integrated data
Stakeholder engagement
Develop
Parameterised
Reports
Develop
Scenarios
Print School Staff
Establishment
Update PERSAL
Manage
Growth and
Curriculum
Posts
Determined Provincial
Indicators
Import key PPM
tables from
EMIS/SASAMS
Online web-based
solution
6
National Education Infrastructure Management System (NEIMS)
and Asset Management
Assessments of capital infrastructure at schools are done by including the capturing
of data onto the NEIMS database and development of norms and standards for
work inspectors. We provide support in asset management through planning,
budgeting, asset counts, reconciliations and accounting support. We provide project
management support in the rolling out and monitoring of physical facilities projects
and assists with future capital investment plans.
An illustrative project was developed for the a national department which started
with the mobilisation and inception phase where a detailed assessment of 30,130
public institutions began in 2005.
The project outcomes achieved were as follows:
• A national master list was issued and assessed.
• All sites were captured on the NEIMS database.
• Norms and standards were developed.
• A capital investment plan was developed.
• A facilities management system was developed.
We further assisted the Department to update and technically enhance the
School Register of Needs (SRN) as per the Public Finance Management Act. As a
team, we visited and accurately assessed 30,130 public institutions, captured the
data, developed norms and standards and developed and implemented a capital
investment plan to guide capital investments in education facilities. The project
consisted of a national project team with ?ve provincial project of?ces including
180 assessors.
We provide support in asset
management through
planning, budgeting, asset
counts, reconciliations and
accounting support
7
South African School Administration and Management System (SASAMS)
We developed a training methodology for the SASAMS software solution and have
delivered it successfully in two provinces.
We assisted the Department with a project that entailed the provision of training to
100 schools in SASAMS across seven education districts where training was provided
to schools and of?cials. The Department has subsequently developed, an online
iSAMS solution based on the SASAMS software.
Following the SASAMS training, Deloitte rolled-out SASAMS to 5,600 schools in
the another province including training to schools and of?cials. In addition, a Data
Warehouse was developed, consolidating data extracted from the schools as they
become operational on SASAMS. This ensured that business intelligence can now be
extracted from the system, facilitating data driven policy and decision making. Our
team also conducted a learner audit, which yielded critical results to inform policy,
and improved internal control.
8
Performance Information (Planning and reporting on pre-determined
objectives)
Our understanding of national objectives and Action Plan 2014 (that outlines the
realisation of schooling 2025) enables us to assist with a process whereby broader
national objectives are aligned with the Strategic Plan and Annual Performance Plan
with speci?c reference to performance indicators, data sources, quarterly reporting
templates and performance management contracts. We developed a performance
assessment tool to analyse the Department’s performance against National
requirements based on current performance. This process is focused on statutory
compliance to achieve clean audits as it relates to the planning and reporting cycles
of pre-determined objectives.
We assisted the Strategic Management Unit of two provincial departments to verify
the accuracy and validity of its performance data prior to inclusion in the Department’s
Annual Report. We also assisted another provincial department with the veri?cation of
performance information and aligning the performance information documents with
national objectives and performance management contracts. We provided assistance
in ensuring compliance with statutory requirements.
The following diagram indicates our approach to the integration of the delivery
agreement of the MEC with the rest of the Department.
Improve the quality of basic education
Improve quality of
teaching and
learning
1.1
Improve
teacher
capacity
and
practices
1.2
Increase
access to
high quality
learning
materials
Undertake regular
assessments to
track progress
2.1
Establish a
world class
system of
standardised
national
assessments
2.2
Extract key
lessons from
on-going
participation in
international
assessments
Improve early
childhood
development
3.1
Universalise
access to
Grade R
3.2
Improve the
quality of early
childhood
development
Ensure a credible
outcomes-focused
planning and
accountability system
4.1
Strengthen
school
management
and promote
functional
schools
4.2
Strengthen the
capacity of
district offices
Indicators 27 Goals
Outcome 1
Output
1
Action Plan 2024
Output
2
Output
3
Output
4
Sub-
Outputs
Strategic Plan (Goals and Strategic Objectives)
Annual Performance Plan (Strategic
Objectives, Indicators and Quarterly Targets)
9
Assessment of the Quality and Safety of Learner Transport
Deloitte assisted a provincial department with the overhaul of their transport
management system that included the assessment of all relevant systems and
processes within the learner transport system, an analysis and simulation of optimal
transport routes, drivers and parameters, assessing all Service Level Agreements
(SLA’s) and procurement requirements relating to the learner transport industry in
the Western Cape and proposing a new operating model and learner transport
system for the sustainable management of the industry and service providers.
Learner Teaching Support Material (LTSM) Tracking System
We implement a project management tool and database for LTSM planning,
tracking, procurement, delivery, optimisation and monitoring reports to ensure that
learner material is obtained, delivered, tracked and reported as per a predetermined
project plan.
Leave Audit
Deloitte provides PERSAL speci?c solutions and assistance in ensuring the accuracy
of personnel data and the assessment of leave credits for educators.
We conducted a leave audit at a provincial department on 32000 ?les in
conjunction with the Auditor-General. The data was captured on a database and
uploaded onto PERSAL and validated to ensure data accuracy.
We were appointed to calculate the leave credits for educators and PSA staff in the
three provinces. As part of these assignments we recruited and trained members
from local communities to undertake the leave credit calculations.
We assisted the Strategic
Management Unit of two
provincial departments to verify
the accuracy and validity of its
performance data prior to
inclusion in the Department’s
Annual Report
10
Project and Programme Management
Deloitte uses PMM4/ Prince II project management tools to set-up and operate
a Programme Management (PM) Of?ce. This would typically include the de?ning
and setting up of the PM Of?ce including programme management processes,
procedures and tools and providing project management services through the
integration of a Risk Sharing Model.
The Deloitte value proposition
Deloitte has a wealth
of knowledge,
expertise and
experience in the
South African
education
environment
Extensive experience in
the management and
implementation of
large, complex
projects in the
public sector,
and specifically in
the education sector
Deloitte has
established itself
as the pre-eminent
consultancy on
education and
training matters
in South Africa
Knowledge of
best practices in
the areas of
expertise as
required by each
assignment
Extensive
knowledge, and
experience in
project
management,
audits, research,
information systems
and technology
A
multidisciplinary
team who has
successfully
delivered
education
projects in the
past
World class
project
management
methodologies
with a highly
practical
approach to
implementation
Competitive pricing
and value for money
service offering
Excellent
communication skills
with a highly
collaborative and
consultative working
style, both with internal
and external
stakeholders
Contact Us:
Corne Oberholzer
Director
E-mail: [email protected]
Tel: +27824157142
Omri van Zyl
Associate Director
E-mail: [email protected]
Tel: +27824175724
11
Corné Oberholzer
Director
E-mail: [email protected]
Tel: +27824157142
Gaba Tabane
Director
E-mail: [email protected]
Tel: +27828916429
Omri van Zyl
Associate Director
E-mail: [email protected]
Tel: +27824175724
For more information please contact:
Deloitte refers to one or more of Deloitte Touche Tohmatsu Limited (DTTL), a UK private company limited by
guarantee, and its network of member ?rms, each of which is a legally separate and independent entity. Please
see www.deloitte.com/about for a detailed description of the legal structure of Deloitte Touche Tohmatsu Limited
and its member ?rms.
Deloitte provides audit, tax, consulting and ?nancial advisory services to public and private clients spanning
multiple industries. With a globally connected network of member ?rms in more than 150 countries, Deloitte
brings world-class capabilities and high-quality service to clients, delivering the insights they need to address
their most complex business challenges. Deloitte has in the region of 200 000 professionals, all committed to
becoming the standard of excellence.
This communication contains general information only, and none of Deloitte Touche Tohmatsu Limited, its
member ?rms, or their related entities (collectively, the “Deloitte Network”) is, by means of this publication,
rendering professional advice or services. Before making any decision or taking any action that may affect your
?nances or your business, you should consult a quali?ed professional adviser. No entity in the Deloitte Network
shall be responsible for any loss whatsoever sustained by any person who relies on this communication.
© 2012 Deloitte & Touche. All rights reserved. Member of Deloitte Touche Tohmatsu Limited
Designed and produced by Creative Solutions at Deloitte, Johannesburg. (804648/ryd)
doc_695346015.pdf
Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine, that a child of farmworkers can become the president of a great nation. It is what we have, not what we are given, that separates one person from another.
Deloitte Education
“Education is the great engine of personal
development. It is through education that the
daughter of a peasant can become a doctor,
that the son of a mine worker can become the
head of the mine, that a child of farmworkers
can become the president of a great nation. It
is what we have, not what we are given, that
separates one person from another.”
- Nelson Mandela
1
Deloitte Education
Deloitte brings world-class best practice, on the ground experience, an impeccable
track record of delivering success in the Education sector, intimate knowledge of the
institutional and sector challenges, proven tools and methodologies - such as the
implementation of the Education Enterprise Value Map, and a market-leading team.
Deloitte in Africa
Deloitte has one of the largest professional services footprint in Africa, with over
5500 professionals in Southern Africa and providing services to 51 countries.
The Deloitte Africa Desk
The Deloitte Africa Desk is equipped to help with the challenges and opportunities of
operating across this vast African continent. Africa is an exciting place to grow; but
also poses its unique challenges. Africa offers the most sustainable real GDP growth
prospects of all emerging markets, according to forecasts by the World Bank among
others. The size and diversity of continental African markets present unique challenges
for local, national and international organisations.
A number of our clients acknowledge that the support provided by the Deloitte
Africa Desk, coupled with the fact that we stay close to them throughout the
investment and implementation phases, have played a key role in enabling them to
grow their organisation in Africa.
2
Education challenges in South Africa
An educated population remains the fundamental platform for economic growth
and social development as underpinned by an effective education system. The South
African basic education population consists of 12 283 875 learners in ordinary
public and independent schools that attended 25 851 schools and were served by
420 608 educators as per Education Statistics in South Africa 2011.
The table indicates the spread of learners, teachers and schools per province with
KwaZulu-Natal being the largest serving province:
Education is South Africa’s single biggest budget item, as re?ected by the
National Budget. The percentage spend on education is higher than the average
of developing countries and spending per learner is on par with international
standards.
Despite Government’s apex priority in terms of monetary commitment and policy
framework, a number of national and international studies in recent years have shown
that the educational achievement of learners in South Africa is unacceptably poor.
16%
5%
15%
24%
14%
9%
2%
6%
8%
17%
6%
15%
23%
14%
8%
2%
6%
8%
23%
6%
8%
24%
16%
7%
2%
7%
6%
E
a
s
t
e
r
n
C
a
p
e
F
r
e
e
S
t
a
t
e
G
a
u
t
e
n
g
K
w
a
Z
u
l
u
-
N
a
t
a
l
L
i
m
p
o
p
o
M
p
u
m
a
l
a
n
g
a
N
o
r
t
h
e
r
n
C
a
p
e
N
o
r
t
h
W
e
s
t
W
e
s
t
e
r
n
C
a
p
e
Learners Teachers Schools
3
Four independent studies con?rm the poor performance of South African
learners, according to the World Data on Education report as published by
UNESCO (2010/2011). All these studies indicate that South African learners have
exceptionally low levels of basic literacy and numeracy skills compared to learners in
other countries that participated.
The Global Competitiveness Report for 2011/2012, from the World Economic
Forum, outlines a detailed country pro?le including global rankings. The following
indicators show South Africa’s ranking in terms of education:
Indicator Ranking (out of 142 countries)
Secondary education enrollment 51
Tertiary education enrollment 97
Quality of the educational system 133
Quality of math and science education 138
Quality of management schools 13
Internet access in schools 100
Availability of research and training services 47
Extent of staff training 27
Quality of primary education 127
Primary education enrollment 118
The poor performance spanning across the education sector suggests a poorly
functioning education system and many assessments have been done to understand
the reasons for the failures.
There is a need for government, society and business to join forces in implementing
sustainable solutions to address the weaknesses in the education system. As
Deloitte, we are committed to contributing our skills and wealth of experience in
education to work together with national and provincial departments in improving
the quality of basic education.
4
Our services
Improving learning outcomes requires leadership and vision on the part of
government, but international experience shows that this is not enough. There
must be a suf?cient degree of agreement and commitment amongst the various
stakeholders.
Our services focus on the improvement of core processes and systems to provide a
sustainable solution within a holistic approach.
Our approach is systemic; with a focus on the integration of national and provincial
systems and the alignment of strategies and goals ensuring the improvement of
learner outcomes is placed at the centre.
We focus mainly on three cycles within the education system namely planning,
functional area execution and data management.
Centralised Education Management Information System (CEMIS)
CEMIS is an online learner tracking system that monitors and tracks learner
movements, including the enabling of online transactions for schools and enabling
them to use the CEMIS database. This is the ?rst learner tracking system that has
been implemented in Africa and favourably compares to the best in the world.
One of our provincial clients had a goal to have an online learner tracking system in
place that could monitor and track learner movements in the whole of the province.
The challenge was to train, up-skill and collect the data of approximately 1 500
schools and 1 million learners. The project began with an advocacy campaign and
followed a rigorous, deployment and collection programme. Deloitte pulled in all the
stakeholders in the department and managed to get the buy in of all the schools.
Online transactions were effected and learner tracking was rolled out across the
province. All 1 500 schools were enabled to upload and successfully use the data in
the CEMIS database. All surveys and promotions were done online.
Turnaround Strategies for Provincial Departments
We develop and implement turnaround strategies spanning across all programmes
with a focus on the Department’s planning activities, performance gaps in functional
areas and data management. Our approach incorporates a skills transfer model to
ensure that a long-term sustainable solution is achieved. This model is integrated
with a performance management system to ensure accountability.
Deloitte is currently leading the turnaround strategy and implementation for one of
the provincial Departments of Education. The project is focused on the closing of
performance gaps in targeted areas of the Department, including the continuous
on-site work in achieving a clean audit through resolving the Auditor-General’s
quali?cations and ?ndings and to provide assistance with the improvement of the
overall internal control environment through the implementation of feasible and
practical systems.
Data management also forms one of the core solutions incorporating the integration
of a reporting framework.
5
Learner and Educator Audits
A learner and/or educator audits enables the leadership team to understand the
impact of ineffective data management on the quality of service delivery to schools
in the province. We provide a quantitative analysis of existing data management and
how it impacts on decisions such as post provisioning, transfer payments and school
support. These audits are normally performed by following a scienti?c approach to
sampling and unannounced school visits.
A learner audit was conducted at 100 schools across a province during 2012 and
key learnings from this exercise assisted the department to understand the impact
of inaccurate information on the quality of service delivery to schools in the province
and to identify weaknesses in data management processes.
Post Provisioning System
Our solution is based on the development, management and support of an online,
web-based Post Provisioning Management Solution and the building of capacity
in Education Planning, Provisioning and Management (at Head Of?ce, District and
School levels) which are aligned with national policy. This solution is also aligned to
National Outcome 1: Improve the quality of learning and the sub-output, referring
to the strengthening of school management and promotion of functional schools as
outlined in the following diagram:
Customised reporting
Integrated data
Stakeholder engagement
Develop
Parameterised
Reports
Develop
Scenarios
Print School Staff
Establishment
Update PERSAL
Manage
Growth and
Curriculum
Posts
Determined Provincial
Indicators
Import key PPM
tables from
EMIS/SASAMS
Online web-based
solution
6
National Education Infrastructure Management System (NEIMS)
and Asset Management
Assessments of capital infrastructure at schools are done by including the capturing
of data onto the NEIMS database and development of norms and standards for
work inspectors. We provide support in asset management through planning,
budgeting, asset counts, reconciliations and accounting support. We provide project
management support in the rolling out and monitoring of physical facilities projects
and assists with future capital investment plans.
An illustrative project was developed for the a national department which started
with the mobilisation and inception phase where a detailed assessment of 30,130
public institutions began in 2005.
The project outcomes achieved were as follows:
• A national master list was issued and assessed.
• All sites were captured on the NEIMS database.
• Norms and standards were developed.
• A capital investment plan was developed.
• A facilities management system was developed.
We further assisted the Department to update and technically enhance the
School Register of Needs (SRN) as per the Public Finance Management Act. As a
team, we visited and accurately assessed 30,130 public institutions, captured the
data, developed norms and standards and developed and implemented a capital
investment plan to guide capital investments in education facilities. The project
consisted of a national project team with ?ve provincial project of?ces including
180 assessors.
We provide support in asset
management through
planning, budgeting, asset
counts, reconciliations and
accounting support
7
South African School Administration and Management System (SASAMS)
We developed a training methodology for the SASAMS software solution and have
delivered it successfully in two provinces.
We assisted the Department with a project that entailed the provision of training to
100 schools in SASAMS across seven education districts where training was provided
to schools and of?cials. The Department has subsequently developed, an online
iSAMS solution based on the SASAMS software.
Following the SASAMS training, Deloitte rolled-out SASAMS to 5,600 schools in
the another province including training to schools and of?cials. In addition, a Data
Warehouse was developed, consolidating data extracted from the schools as they
become operational on SASAMS. This ensured that business intelligence can now be
extracted from the system, facilitating data driven policy and decision making. Our
team also conducted a learner audit, which yielded critical results to inform policy,
and improved internal control.
8
Performance Information (Planning and reporting on pre-determined
objectives)
Our understanding of national objectives and Action Plan 2014 (that outlines the
realisation of schooling 2025) enables us to assist with a process whereby broader
national objectives are aligned with the Strategic Plan and Annual Performance Plan
with speci?c reference to performance indicators, data sources, quarterly reporting
templates and performance management contracts. We developed a performance
assessment tool to analyse the Department’s performance against National
requirements based on current performance. This process is focused on statutory
compliance to achieve clean audits as it relates to the planning and reporting cycles
of pre-determined objectives.
We assisted the Strategic Management Unit of two provincial departments to verify
the accuracy and validity of its performance data prior to inclusion in the Department’s
Annual Report. We also assisted another provincial department with the veri?cation of
performance information and aligning the performance information documents with
national objectives and performance management contracts. We provided assistance
in ensuring compliance with statutory requirements.
The following diagram indicates our approach to the integration of the delivery
agreement of the MEC with the rest of the Department.
Improve the quality of basic education
Improve quality of
teaching and
learning
1.1
Improve
teacher
capacity
and
practices
1.2
Increase
access to
high quality
learning
materials
Undertake regular
assessments to
track progress
2.1
Establish a
world class
system of
standardised
national
assessments
2.2
Extract key
lessons from
on-going
participation in
international
assessments
Improve early
childhood
development
3.1
Universalise
access to
Grade R
3.2
Improve the
quality of early
childhood
development
Ensure a credible
outcomes-focused
planning and
accountability system
4.1
Strengthen
school
management
and promote
functional
schools
4.2
Strengthen the
capacity of
district offices
Indicators 27 Goals
Outcome 1
Output
1
Action Plan 2024
Output
2
Output
3
Output
4
Sub-
Outputs
Strategic Plan (Goals and Strategic Objectives)
Annual Performance Plan (Strategic
Objectives, Indicators and Quarterly Targets)
9
Assessment of the Quality and Safety of Learner Transport
Deloitte assisted a provincial department with the overhaul of their transport
management system that included the assessment of all relevant systems and
processes within the learner transport system, an analysis and simulation of optimal
transport routes, drivers and parameters, assessing all Service Level Agreements
(SLA’s) and procurement requirements relating to the learner transport industry in
the Western Cape and proposing a new operating model and learner transport
system for the sustainable management of the industry and service providers.
Learner Teaching Support Material (LTSM) Tracking System
We implement a project management tool and database for LTSM planning,
tracking, procurement, delivery, optimisation and monitoring reports to ensure that
learner material is obtained, delivered, tracked and reported as per a predetermined
project plan.
Leave Audit
Deloitte provides PERSAL speci?c solutions and assistance in ensuring the accuracy
of personnel data and the assessment of leave credits for educators.
We conducted a leave audit at a provincial department on 32000 ?les in
conjunction with the Auditor-General. The data was captured on a database and
uploaded onto PERSAL and validated to ensure data accuracy.
We were appointed to calculate the leave credits for educators and PSA staff in the
three provinces. As part of these assignments we recruited and trained members
from local communities to undertake the leave credit calculations.
We assisted the Strategic
Management Unit of two
provincial departments to verify
the accuracy and validity of its
performance data prior to
inclusion in the Department’s
Annual Report
10
Project and Programme Management
Deloitte uses PMM4/ Prince II project management tools to set-up and operate
a Programme Management (PM) Of?ce. This would typically include the de?ning
and setting up of the PM Of?ce including programme management processes,
procedures and tools and providing project management services through the
integration of a Risk Sharing Model.
The Deloitte value proposition
Deloitte has a wealth
of knowledge,
expertise and
experience in the
South African
education
environment
Extensive experience in
the management and
implementation of
large, complex
projects in the
public sector,
and specifically in
the education sector
Deloitte has
established itself
as the pre-eminent
consultancy on
education and
training matters
in South Africa
Knowledge of
best practices in
the areas of
expertise as
required by each
assignment
Extensive
knowledge, and
experience in
project
management,
audits, research,
information systems
and technology
A
multidisciplinary
team who has
successfully
delivered
education
projects in the
past
World class
project
management
methodologies
with a highly
practical
approach to
implementation
Competitive pricing
and value for money
service offering
Excellent
communication skills
with a highly
collaborative and
consultative working
style, both with internal
and external
stakeholders
Contact Us:
Corne Oberholzer
Director
E-mail: [email protected]
Tel: +27824157142
Omri van Zyl
Associate Director
E-mail: [email protected]
Tel: +27824175724
11
Corné Oberholzer
Director
E-mail: [email protected]
Tel: +27824157142
Gaba Tabane
Director
E-mail: [email protected]
Tel: +27828916429
Omri van Zyl
Associate Director
E-mail: [email protected]
Tel: +27824175724
For more information please contact:
Deloitte refers to one or more of Deloitte Touche Tohmatsu Limited (DTTL), a UK private company limited by
guarantee, and its network of member ?rms, each of which is a legally separate and independent entity. Please
see www.deloitte.com/about for a detailed description of the legal structure of Deloitte Touche Tohmatsu Limited
and its member ?rms.
Deloitte provides audit, tax, consulting and ?nancial advisory services to public and private clients spanning
multiple industries. With a globally connected network of member ?rms in more than 150 countries, Deloitte
brings world-class capabilities and high-quality service to clients, delivering the insights they need to address
their most complex business challenges. Deloitte has in the region of 200 000 professionals, all committed to
becoming the standard of excellence.
This communication contains general information only, and none of Deloitte Touche Tohmatsu Limited, its
member ?rms, or their related entities (collectively, the “Deloitte Network”) is, by means of this publication,
rendering professional advice or services. Before making any decision or taking any action that may affect your
?nances or your business, you should consult a quali?ed professional adviser. No entity in the Deloitte Network
shall be responsible for any loss whatsoever sustained by any person who relies on this communication.
© 2012 Deloitte & Touche. All rights reserved. Member of Deloitte Touche Tohmatsu Limited
Designed and produced by Creative Solutions at Deloitte, Johannesburg. (804648/ryd)
doc_695346015.pdf