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.

The 2007-2011 strategic plan represents the department of education’s reaffirmation and commitment towards the transformation of the education system in South Africa. The 4-year plan focuses on improving support to schools, educators, and district offices. The strategic plan is anchored to the broad priorities of the department: dealing with poverty, skills development, quality improvement, health and education, and institutional development.

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 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 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 document provides a general framework for higher education in Tanzania.

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.

This document constitutes the proposed Technical and Vocational Education and Training Development Programme (TVETDP), which is aimed at providing efficient and effective TVET sub-sector strategies and implementation mechanisms for achieving the desired impact.

The overall objective is to ensure partnership with the civil society so that out-of-school children, youth and adults, especially girls, women, disadvantaged groups and nomads would have access to quality basic learning opportunities. The target is to improve the literacy rate by 20 per cent and reduce the backlog of out-of-school children by mainstreaming at least the 11-13 years old of the targeted groups.

The Education Management Information System (EMIS) Development Plan aims at developing the capacities in the Ministry of Education and Culture (MOEC) to make it more efficient in executing its core functions of policy formulation, monitoring and evaluation, standards-setting, providing regulatory frameworks, coordination and optimization of resource use through improved access to and use of EMIS at all levels of education.