ACTIONS NEEDED TO ACHIEVE Sample Clauses

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT Output 1: Enhanced African Agenda and Sustainable Development Sub-output and Sub-output Indicators 1. 1. Deepened contribution to Regional and Continental security and stability and sustainable development:  Enhanced contribution to processes, debates and resolutions in the Organs of the UN, the African Union and its Structures and the SADC Organ.  Accelerated implementation of NEPAD programmes related to priority sectors, nationally, regionally and globally.  Enhanced advocacy of the Millennium Development Goals (MDGs).  Enhanced contribution to the operationalisation of the SADC Regional Early Warning Centre (REWC).  Ensured contribution to the operationalisation of the SADC Standby Force as determined in agreements.  Promoted national priorities and African Agenda through strengthened and expanded bilateral & multilateral cooperation with individual countries in Africa and the rest of the world.

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT 4.1 OUTPUT 1: NATION-BUILDING AND DEVELOPING NATIONAL IDENTITY 4.1.1 OUTPUT 1: SUB-OUTPUT 1: CAMPAIGNS TO INFORM AND EDUCATE CITIZENS ABOUT THE RIGHTS AND RESPONSIBILITIES OF THE SOUTH AFRICAN CONSTITUTION It will be necessary to develop multiple and diverse campaigns and educational interventions to educate South Africans about the history of the Constitution, what it says, how it works and what rights and responsibilities it grants to and expects from Citizens. Such interventions will include broad, public campaigns and initiatives to support and strengthen civic education in the schools. Such campaigns need to include information about what forums and processes are available to citizens to exercise their rights in diverse places and at different tiers of government, from parliament and parliamentary forums, across Provincial government right down to ▇▇▇▇ committees at local government level. Despite numerous discussions about launching campaigns to build ‘social cohesion’, few such initiatives currently exist. More especially, there have been few public initiatives aimed at educating South Africans about their rights and responsibilities as Citizens. Given that radio is the major medium of news and information in South Africa, it will be necessary to design programmes for all media types, especially radio. Recipients of social grants will need to participate in educational workshops designed to inform them about the responsibilities that attach to citizenship, the norms and values that underpin the benefits that they receive. Citizenship education must be included in the training and preparation of public servants. Here PALAMA has an important role to play. Currently, too little focus is given to this aspect of the education and training of public servants. Moreover, the emphasis must not simply on understanding laws and regulations and how to apply them and/or operate within them. Public servants must come to understand the rights of citizens and the responsibilities that public servants have towards them as part of a broader focus on the meaning of South Africa’s democracy and the challenges of development.

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT (1) What will be done differently; (2) Legislative, regulatory and institutional issues that must be taken into account; (3) Management and human capacity issues that pose particular challenges; (4) Funding issues. Further details, for instance important details relating to evidence of where the problems lie and what solutions work, can be found in the Action Plan. 4.1 OUTPUT 1: IMPROVE THE QUALITY OF TEACHING AND LEARNING 4.1.1 output 1: SUB-OUTPUT 1: Improve teacher capacity and practices

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT Output 1: Reduced the overall levels of serious crimes in particular contact and trio crime Output and Sub-Output Descriptions 1.1 Overall Crime: Reduction of the total number of reported serious crimes registered per annum (measured as the number of crimes reported per 100,000 people).

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT 4.1 OUTPUT 1: ESTABLISH A CREDIBLE INSITUTIONAL MECHANISM FOR SKILLS PLANNING Consultation meetings will be held with key managers within the DHET and its entities to find ways and means of interfacing or integrating databases of the Higher Education Management Information System (HEMIS), Further Education and Training Information System (FETMIS), Adult Education and Training Information System (AETIS), Sector Education and Training Authorities (SETAs), South African Qualifications Authority (SAQA), General and Further Education and Training Quality Council (UMALUSI), Quality Council to Trades and Occupations (QCTO) and Higher Education Quality Committee (HEQC). While some of these systems are unit record based systems, others still need to be developed as unit record based systems. Consultations will also be undertaken with selected Universities, Colleges and SETAs. In addition, consultation and cooperation needs to take place between the DHET and other government departments to create a standardised framework for the provision of information on skills demand in the country. A mechanism for skills planning can only be developed via collaboration with a number of key delivery partners.

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT 4.1 OUTPUT 1: ……………….. 4.1.1 OUTPUT 1: SUB-OUTPUT 1: ……………………………. <This section describes what we will do to improve the results we are achieving. What things will we do differently or do we need to change? What will we stop doing? What new things must we start doing? It sets out the assumptions behind choices about what the key levers of change are and where we should focus our efforts on. This is our “theory of change” based on the best available knowledge about causes and effects. It needs to be clearly stated so that we can use evidence from M&E to test it though experience and build reliable knowledge about what works in which circumstances.> <This section identifies briefly which legislation impacts on the sub-output. Are any legislative changes required to achieve the output? If so, they should be described briefly.> <This section identifies briefly which regulations impact on the sub-output. Are any regulatory changes required to achieve the output? If so, they should be described briefly. > <This section should consider the following issues: What changes do we need to make to the current institutional structures to deliver this output? Who needs to be empowered to make which decisions if we are to be successful? Which powers may need to be reallocated or delegated? What new institutions may need to be created? What mandate may need to be added or amended to facilitate delivery?> <This section should look at whether the management systems and processes are currently in place to achieve the output, or whether they need to be improved or put in place. It should also look at human resources i.e. what are the right skills to achieve the output/sub-output? In which areas will capacity have to be built?> <This section identifies the funds required for the identified activities. It indicates where funds are available in existing budgets, where funds which can be reallocated by changing focus and stopping activities which are not resulting in the desired outputs and outcome, and how funds can be mobilised from other sources. (Note: the expectation is that there will be limited additional funding) Use the following questions to guide your work on this task. What is the total budget required? Compile a detailed cost analysis explaining costs for each major item/activity. How much of this will come from reallocating the existing budget? What real contributions will come from provinces and municipalities?> 4.1.2 OUTPUT 1: SUB-OUTPUT 2: ……………………………....

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT 15 4.1 output 1: enhanced quality and quantity of water resources 15 4.2 output 2: reduced greenhouse gas emissions, climate change impacts and improved air/atmospheric quality 20 4.3 output 3: sustainable environmental management 30 4.4 output 4: protected biodiversity 37 5 INDICATORS, BASELINES AND TARGETS FOR OUTCOME 40 6. SYNOPSIS OF KEY ACTIVITIES 41 7. RISKS, CONSTRAINTS AND MITIGATION STRATEGIES 41 8. GOVERNANCE AND REPORTING ARRANGEMENTS 41 APPENDIX A: RESULTS CHAIN 44 APPENDIX B: HIGH LEVEL IMPLEMENTATION PLAN BY SUB- OUTPUT 45 APPENDIX C: PROVINCIAL DELIVERABLES 46 Government has agreed on 12 outcomes as a key focus of work between now and 2014. Each outcome has a limited number of measurable outputs with targets. Each output is linked to a set of activities that will help achieve the targets and contribute to the outcome. Each of the 12 outcomes has a delivery agreement which in most cases involve all spheres of government and a range of partners outside government. Combined, these agreements reflect government’s delivery and implementation plans for its foremost priorities. This delivery agreement is a negotiated charter which reflects the commitment of the key partners involved in the direct delivery process to working together to undertake activities effectively and on time to produce the mutually agreed-upon outputs which in turn will contribute to achieving outcome 10. The delivery agreement provides detail to the outputs, targets, indicators and key activities to achieve outcome 10, identifies required inputs and clarifies the roles and responsibilities of the various delivery partners. It spells out who will do what, by when and with what resources. The outcomes apply to the whole of government and are long term. While the delivery agreement may contain longer term outputs and targets, it also includes outputs and associated targets that are realisable in the next 4 years. It also considers other critical factors impacting on the achievement of outcome 10 , such as the legislative and regulatory regime, the institutional environment and decision-making processes and rights, the resources needed and re-allocation of resources where appropriate.

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT 6.1 Output 1: Sustainable agrarian reform, with a thriving small and large farming sector 6.2 Output 2: Improved access to affordable and diverse food

ACTIONS NEEDED TO ACHIEVE. EACH OUTPUT 4.1 OUTPUT 4: INCREASE ACCESS TO HIGH LEVEL OCCUPATIONALLY-DIRECTED PROGRAMMES IN NEEDED AREAS In March 2007, the Minister of Education approved unique, differentiated enrolment as well as output targets for individual institutions to be reached in 2010. This enrolment planning model recognises the diversity of the university education system and accepts that a uniform set of planning goals and targets cannot be applied across all institutions since the circumstances of each university vary in terms of the types of students they attract, the preparedness of the students to successfully participate in the teaching and learning experience, the qualifications and the experience of academic staff as well as the teaching and research infrastructure and equipment. During this process, additional funding allocations in the form of earmarked funding were made available to assist the institutions to reach their specified approved set of targets. A strategy of differentiated growth in line with the individual capacity of universities, supported through specific funding allocations, was implemented. The principle adopted was one of “differentiated growth within the availability of planned resources”. This approach required universities to contribute through individual targets to the planned 2.1% systemic growth for the university education system. A process to determine universities’ enrolment targets for the academic year 2013 has been initiated, based on the same principles applied in the previous cycle. However, the current process has been strengthened and is nuanced to take into account a) success rates, b) graduate rates, c) the PQM of the institution, d) infrastructure spend, e) need and demand in specific programmes. The importance of this process is the determination of future enrolment and output targets for the academic years 2011, 2012 and 2013. The enrolment targets will impact on universities’ teaching input funding for the financial years 2013/14, 2014/15 and 2015/16. It is envisaged that this cycle (for determining enrolment targets) will commence in August 2010. It is imperative that the enrolment planning process takes cognisance of the country’s human resource development requirements and institutions align their targets with national priorities to address high level skills shortages. The current differentiated targeted approach to enrolment planning allowed institutions to set their own and unique enrolment targets appropriate to their...