The amendment operates under the South African Schools Act of 2006. It sets out the national norms and standards for school funding, it deals with the procedures to be adopted by Provincial Education Departments (PEDs) in determining resource allocations to schools, and it replaces all previous school funding norms issued in terms of sections of the South African Schools Act. The norms and standards deal with the public funding of public schools, the exemption of parents who are unable to pay school fees, and public subsidies to independent schools. They apply uniformly in all provinces.

The Strategy forms part of the implementation of education white paper 6 – Special Needs Education: Building an Inclusive Education and Training System. The strategy allows children facing educational barriers to exercise their basic education rights, and access to support services. It introduces new roles, and responsibilities for the
education support system in the country: the district-based support teams, special school resource centers, full-service schools, and the institution-level support teams.

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 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 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 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 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 document provides a general framework for higher education in Tanzania.

This Plan focuses on the following critical issues: advocacy and sensitization, access and equity, quality enhancement, capacity enhancement and development, monitoring and evaluation, administration and coordination, financing and sustainability of the adult, non-formal and continuing education.

This programme was designed by the government to transform the education sector into an efficient, effective, and outcome-based sector.

The broad policy objectives of education and training in Tanzania are to Enhance partnership in the provision of education and training, through the deliberate effort of encouraging private agencies to participate in the provision of education and to establish and manage schools and other educational institutions at all levels.

This Plan focuses on ensuring equitable access to education and training for all, including the most disadvantaged. Progress towards achieving all of the targets will be tracked through a rigorous Monitoring and Evaluation Framework, which is a separate document annexed to this plan, and this will disaggregate results by gender and by geographical location, as well as having a particular focus on disadvantaged groups such as orphans and vulnerable children, and children and adults with learning disabilities including physical disabilities.

This MTSP is primarily aimed at availing a mechanism and basic tool for engaging and negotiating financing of education and training with key stakeholders; presenting the Government with an instrument for continuous critical evaluation of sectoral activities and priorities, strategic interventions and programme implementation; and setting a basis for resource allocation and targeting.