The government is using the period covered by the strategic and operational plans to collaborate with provincial governments, NGOs, and social and private partners, to strengthen the monitoring and evaluation of education, so as to ensure that all elements of the system are subjected to rigorous scrutiny. The goals and objectives contained are anchored on the overarching goal of the department: to ensure quality education for all.

The guidelines are premised on the sixth white paper on Special Needs Education Building an Inclusive Education and Training System. They serve as steps towards making all ordinary schools, full-service/inclusive schools. The guidelines contain criteria for schools, districts, and provinces, to measure progress towards inclusion; incentives are also offered, as a form of rewarding excellence.

The strategic plan outlines the building blocks necessary to ensure a strong foundation for the educational system. It strives to ensure that the skills needed to drive South Africa’s economic growth and social development are delivered at an increasing rate for both young people and adults. The revisions apply to the sub-programmed of universities, related to their academic planning and management.

The interim policy is in recognition of the critical importance of Early Childhood Development (ECD) as a fundamental pillar of the foundation for lifelong learning. The government aims to incorporate ECD into the components of the policy framework for education and training in South Africa. It seeks to leverage programmes and strategies to help families and communities meet the needs of children from birth to at least nine years of age. The policy will “holistically cover the development of the young child and ensure an environment characterised by safety, protection, anti-bias and cultural fairness, to ensure that attitudinal and psychological healing, reconciliation and the start of nation-building can take place at a young age”.

This document provides an amendment of the curriculum and policy and policy statement of the national curriculum statement to provide for minimum outcomes and standards and a national process and procedure for the assessment of learner achievement. It also provides an amendment to the national policy pertaining to the programme and promotion requirements for grade R-12.

This plan includes valuable strategic pointers for ensuring that government’s substantial, yet limited, resources are used effectively to accomplish South Africa’s education mission. The emphasis in this Plan of Action is on ensuring that the poorest 40% of learners in South Africa continue to experience improvements in the quality of the schooling they receive and that all barriers to access, such as distance, school fees, or some other barrier, are removed by 2006.

The policy stipulated in this document applies to public ordinary and special schools and those independent schools that offer the National Curriculum Statement Grades R – 12, which comprise; Curriculum and Assessment Policy Statements for all approved subjects listed in this document; National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and National Protocol for Assessment Grades R – 12.

These regulations apply to all schools. The main objective is to provide minimum uniform norms and standards for public school infrastructure.

The purpose of this policy is to promote punctual and regular attendance at public schools and provide public schools and provincial education departments (PEDs) with standard procedures for recording, managing and monitoring learner attendance.

This is an Act for the establishment of the Education Fund, specifying the Powers and Functions of the Fund, management, financial provisions, and other general provisions.

This document is for the preparation of the Zanzibar Education Development Programme (ZEDP), elucidating the fieldwork questions and institutions visited and the type of expenditure in all government schools by districts – 2005 (EMIS).

This four-year plan details all policy objectives and strategies for all levels of education in Tanzania.

The Zanzibar Strategy for Growth and Reduction of Poverty aims to contribute to poverty reduction in Tanzania by continuing from ZSGRP I.

This development plan presents the policy directions and long term objectives for all levels of education in Tanzania.

This policy aims to expand access and equity, improve the quality and effectiveness of the education system, develop scientific and technological competence, expand tertiary education, promote good governance of education, and provide a safe and healthy environment for teaching and learning.

The main policy objective of Vision 2020 is to ensure access to quality education, especially for poor household members, women and people with disabilities, by improving and maintaining high education standards and skills development cost-effectively.

This document provides a general framework for higher education in Tanzania.

This report is organised into seven chapters. The first chapter presents a historical review of the teaching of civics in schools and civic education. The second chapter discusses the methodology used in the preparation of this report and provides a conceptual framework for the National Strategy. The third chapter discusses the attributes of a recommended CE management body. The fourth chapter discusses alternative sources of resources for CE provision. Chapter five presents a discussion of the objectives and contents of CE curricula for different groups, and chapter six presents different CE teaching methods and teaching aids for different social groups. The report ends by presenting a timeline for the implementation of the strategy.

The major objectives of this policy are to achieve increased enrolments, equitable access, quality improvements, the expansion and optimum utilisation of facilities, and operational efficiency throughout the system.

This Plan outlines the framework for achieving greater access to secondary education while simultaneously tackling equity, retention, quality and management issues. Secondary Education Development Plan also addresses the Government’s policy on decentralization of the management of the delivery of social services, including education and focuses also on capacity building for the central government to improve the execution of its core functions of policy formulation, provision of a responsive regulatory framework, quality assurance, and improved monitoring and evaluation.