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 serves as a call for comments on the Action plan for 2014. The plan is a draft document of the Department of Basic Education intended to elicit public input.

This represents the white paper on special needs education in South Africa, towards building an inclusive education and training system. It highlights the resolve of the national government to audit special schools, develop investment plans to improve their quality of education and accommodate learners with severe disabilities. It overhauls the process of admitting learners, and it makes provisions for structures acknowledging the central role played by specified stakeholders, as a form of replacement. The white paper, together with the white paper on early childhood development (ECD), serves as the completion of seven years of post-apartheid policy development and policy-making on education and training.

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 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 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 document provides a general framework for higher education in Tanzania.

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.

This Plan aims to provide guidance and regulation to the growth and sustainable development of higher learning institutions in Tanzania.

An Act to make provisions for the establishment, composition and functions of the Commission for universities, the coordination and rationalization of the types and categories of universities, the promotion and financing of higher education, establishment and governance of universities, and for other related matters.