18 FEBRUARY 2014 Parliament, Cape Town

SECOND QUARTERLY REPORT ON THE PERFORMANCE OF THE DEPARTMENT IN

MEETING ITS STRATEGIC OBJECTIVES FOR 2013/14

Presentation to the Portfolio Committee on Basic Education

18 FEBRUARY 2014

Parliament, Cape Town.

2

PART ADetailed presentation on Performance Indicatorsand Targets

• Context - Slides 3-9• Programme 1 - Slides 10-16• Programme 2 - Slides 17-33• Programme 3 - Slides 34-45• Programme 4 - Slides 46-60• Programme 5 - Slides 61-68

PART BFinancial Report for the Second Quarter

Presentation Outline

PART ADetailed presentation on Programme

Performance Indicatorsand Targets

3

SECOND QUARTER CONTEXT

The Second Quarterly Report on the performance of the DBE in meeting its strategic objectives for 2013/14 is presented in the context of the following key developments in the sector :• The main activity in the sector during the second quarter was the

administration of the Annual National Assessments (ANA). The implementation of ANA was a collaborative effort involving the participation of the provincial education departments (PEDs), district officials, principals, teachers, parents and most importantly millions of learners who sat for the tests. The ANAs have become a method of providing overall system feedback to inform the education sector of literacy and numeracy levels. The ANA allows teachers to reflect on their performance and to identify areas that require additional support to ensure that effective learning and teaching takes place. The results were released in the third quarter.

4


• Education White Paper 6 – Special Needs Education: Building an Inclusive Education and Training System outlines how the state will support all learners to participate and achieve optimally in schools that are welcoming, that respect the dignity of all and do not discriminate on the basis of difference, language, cultural background, disability, learning difficulties or giftedness. In this regard, the Draft South African Sign Language Curriculum was released for public comment on 5 September 2013 by the issuing a government gazette by the DBE.

• The Minister approved a set of Draft Regulations Containing Minimum Uniform Norms and Standards for School Infrastructure. These draft regulations were published in a Government Gazette for public comment on 12 September 2013.

• A total of 6 500 Principals and their Deputies have signed-up for participation in the SACE Continuing Professional Teacher Development system.

• The DBE commenced its ASIDI one-school-a-week handover schedule, on in July 2013, when the Deputy Minister officiated over the formal handing over ceremony of Ndlovayiphathwa Senior Primary School in Libode district.

5


• The National Education Collaboration Trust (NECT) was launched on 16 July 2013, as the first practical embodiment of the National Development Plan (NDP) in education. The NECT will bring together the key stakeholders in education to work together to address the many challenges we continue to confront in the basic education sector. Government, business, labour and civil society have all committed to work together to improve learning outcomes for all our children.

6

PROGRAMMES OF THE DBE

The ANNUAL PERFORMANCE PLAN summarises the priorities of the DBE as aligned to the Delivery Agreement of OUTCOME 1: Improving the quality of Basic Education and the Action Plan to 2014: Towards the Realisation of Schooling 2025 .The activities of the DBE have been structured into five programmes as elaborated in the Annual Performance Plan:

o PROGRAMME 1: ADMINISTRATION

o PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING

o PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND

INSTITUTIONAL DEVELOPMENT

o PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT

o PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES

7

Targets of DBE programmes – quarter specific

TARGETS NUMBER PERCENTAGEQuarterly Targets 2 4%Bi-annual Targets 3 5%Annual Targets 52 91%Total No. of Programme Performance Indicators

57 100%

4% 5%

78%

Quarterly Targets Bi-annual Targets Annual Targets

8

NUMBER OF INDICATORS PER PROGRAMME

Targets Number of indicators Percentage

Programme 1 7 12%Programme 2 21 37%Programme 3 10 18%Programme 4 14 24%Programme 5 5 9%Total No. of Programme Performance Indicators

57 100%

9

PROGRAMME ONE: ADMINISTRATION

The purpose of Programme One is to manage the Department and provide strategic and administrative support services.

SUB-PROGRAMMES :Ministry, Department Management Corporate Services, Office of the CFO, Internal Audit and Risk Management, Office Accommodation. Also includes the Branch R sub-programmes : – Strategic Planning, Research and Coordination– Media Liaison and National & Provincial coordination– International Relations and Grant Monitoring & Reporting

10

STRATEGIC OBJECTIVES

• To ensure the provision of suitable human resource capacity to support a high performing organization.

• To ensure that the basic education sector and the country benefit from targeted support to the education department.

• To improve inter-governmental planning, communication, education policy and legislative development.

11

PROGRAMME ONE: HIGHLIGHTS & ACHIEVEMENTS

HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT. The DBE advertised 20 posts during the quarter. Overall 53 appointments were made during the quarter including posts advertised during the previous quarters. The key posts of Chief Director: Curriculum Implementation and Monitoring, Director: Internal Audit and Director: Strategic Planning was filled.

MPAT. A presentation was made to Broad Management members on 26 September 2013 to discuss the scores that have been allocated for each standard and the evidence thereto. Internal Audit will certify the evidence and recommend any necessary changes be effected by the MPAT coordinator, after which the self-assessment was submitted to the DG for approval, and thereafter forwarded to DPME by 15 October 2013.

12


RESEARCH and EVALUATION STUDIES. • The final draft of the Macro Indicator Report on Trends in

education Indicators was completed during the quarter.• A report based on statistical and data research on system

inefficiencies within the basic education sector has been completed. The report analyses trends in access, enrolment, drop-out, post-schooling and employment as well as possible methods to improve outputs in these key areas using improved accountability mechanisms such as the ANAs.

• Provincial quarterly reports based on the Delivery Agreement using a standardised national template were analysed and collated for the fourth quarter. An analysis and summary document has been compiled to provide feedback to provinces, highlight urgent and emerging priorities for the DBE, as well as develop reporting processes between the DBE and provinces.

13


INTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRS• The DBE concluded a draft implementation plan for China’s Cooperation

Agreement in the Field of Basic Education, signed on 26 March 2013. The implementation plan will be signed during the Minister’s visit to China. (The visit will happen in Quarter 4)

• The DBE concluded a Cooperation Agreement (referred to as the Declaration of Intent) between the Government of the Republic of South Africa and the Government of the United Kingdom of Great Britain and Northern Ireland on the field of English language in education. The Declaration was signed in January 2014 during the Education World Forum in London.

• The DBE concluded the development of a bilateral agreement with Namibia, on sharing of certification data for Grade 12. The agreement is now ready for submission to the Presidency in order for the President to authorize the Minister of Basic Education to sign it with her counterpart.

14

PROGRAMME ONE OUTPUTS

15

PROGRAMME ONE OUTPUTS

16

PROGRAMME TWO: CURRICULUM POLICY, SUPPORT AND MONITORING

The purpose of Programme Two is to develop curriculum and assessment policies and monitor and support their implementation.

SUB-PROGRAMMES :

• Programme Management : Curriculum Policy, Support and Monitoring; Curriculum Implementation and Monitoring; Curriculum and Quality Enhancement Programmes; and, the Kha Ri Gude Literacy Project.

17


• To increase the availability of e-Education learning and teaching resources amongst teachers.

• To bring about stability and coherence with respect to the national school curriculum

• To pay special attention to improvements in mathematics, physical science and technical subjects.

• To promote adequate access to quality learning materials by means of better national specifications on what every learner requires and a more proactive approach towards the cost-effective development, reproduction and distribution of materials such as workbooks and textbooks

• To establish national norms for school libraries• To create a sound basis for quality pre-Grade 1 education through the

promotion of quality learning and teaching materials at this level• To finalise and promote national screening guidelines that provide for an

equitable system of access to special needs support amongst learners

18

PROGRAMME TWO: HIGHLIGHTS & ACHIEVEMENTS

CURRICULUM IMPLEMENTATION• The Incremental Introduction of African Languages(IIAL) policy will

be implemented commencing in Grade 1 in 2015 and will continue until 2026 when it will be implemented in Grade 12. Full implementation of the IIAL will be preceded by a pilot. In readying the system for the implementation of the pilot in 2014, the Department made available the following resources: – CAPS available in all languages (Home and FAL levels)– FAL Workbooks are available for all languages – Grade 1.– National Catalogue of textbooks developed for Grades 1-12– Exemplar ANA items for drill-and-practice have been developed

for distribution.– Special call for submission from publishers – FAL readers and

textbooks in African languages.– Ongoing engagements with NGOs

19


CURRICULUM IMPLEMENTATION• Two hundred and twenty-four (224) teachers and subject advisors were

trained in multi-grade teaching by the Centre for Multi-grade Education of the Cape Peninsula University of Technology in 7 provinces namely, Eastern Cape, Northern Cape, Mpumalanga, Free State, North West, KwaZulu-Natal and Gauteng during the quarter.

• The DBE has developed study guides in Accounting and Economics (South African Economic Growth and Development Policies and Approaches). The two study guides on CDs were distributed to provincial Curriculum and Teacher Development heads during the HEDCOM subcommittee meeting. The study guides were also uploaded on the Thutong portal.

• The DBE has conducted CAPS orientation in Religion Studies, Agricultural Management Practice and Agricultural Technology in Grade 12. The orientation was held on the 23-26 September 2013 and was attended by 25 subject advisors from different provinces

20


INCLUSIVE EDUCATION• An audit of 39 Schools for the Deaf was conducted using a survey form.

The information gained from the Audit will inform preparation of the system for the implementation of the Curriculum in 2014.

• The National Training Programme on the Guidelines for Full Service Schools, Special Schools and Curriculum Differentiation was conducted on 24 – 26 July and attended by 108 Provincial Officials and 36 Unions, DBE and other delegates. The Training Manuals were refined and made available to provinces for their Provincial Training Programme.

• The Draft South African Sign Language curriculum was presented to the Minister and gazetted for public comment during the second quarter.

21


INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)• The development of 8 interactive workbooks was approved by the Bid

adjudication Committee on 21 August 2013.

• A total of 447 Digital Content Packs (including interactive workbooks) were distributed to PEDs.

• A new landing page of the DBE Educloud was developed that incorporates the Thutong portal and the Vodacom teacher website.

• Connectivity. A list of 3 299 schools to be connected through the License obligation project has been compiled and submitted to ICASA through the Department of Communications. This list includes 511 schools from Gauteng, 412 schools from KwaZulu-Natal, 752 schools from Eastern Cape, 350 schools from North West, 263 schools from Northern Cape, 119 schools from Free State, 418 schools from Limpopo and 473 schools from Mpumalanga.

22


LEARNING AND TEACHING SUPPORT MATERIALS • The DBE has consolidated data on learner numbers from provinces to

inform printing and distribution of 2014 workbooks. Printing of workbook 1 was completed at the end of August 2013. Printing of 2014 workbook 2 will commence in October 2013 and is planned to be finished by the end of November 2013. Delivery of volume 1 of the 2014 workbooks commenced at the beginning of September.

• The development of the following resources, in support of improving Mathematics and Science, is complete and are print ready: – English Grades 12 Mathematics and Physical Sciences textbooks; – Grades 7-9 (English Book A) Natural Sciences, Technology and

Mathematics work/textbooks; and– Grade 4-6 Natural Science and Technology has been reviewed

23

PROGRAMME TWO OUTPUTS

24


Grade 12 Senior Phase TotalJan – March 2013 1525 534 2059April – May 2013 646 1346 1992

Total 2171 1880 4051

25


26


27


28


29


30


31


32


33

PROGRAMME THREE : TEACHERS, EDUCATION HUMAN RESOURCES AND INSTITUTIONAL DEVELOPMENT

The purpose of Programme Three is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources.

SUB-PROGRAMMES : Programme Management : Teachers, Education Human Resources and Institutional Development ; Education Human Resources Management and Education Human Resources Development; and Curriculum and Professional Development Unit.

34

• To ensure the new teacher development plan is translated into a wide range of teacher training materials, collaborative professional development activities within the schooling system and agreements with the relevant service providers

• To establish the National Institute for Curriculum and Professional Development (NICPD) in order to promote best practices in classroom teaching and teacher development

• To establish an ongoing national campaign for choosing teaching as a career, based on research into who becomes a good teacher and focusing on giving the necessary information and bursaries to interested youths

• To bring about a set of planning, management and accountability tools at the school level that cater for South African needs and make quality education more realisable

• To develop training strategies and materials aimed at parents that can bring parents more integrally into the new accountability mechanisms being established for schools

• To establish better and evidence-based practices and procedures for the country’s 82 education district offices, including models for school interventions designed to tackle specific school shortcomings


35

PROGRAMME THREE: HIGHLIGHTS & ACHIEVEMENTS

TEACHER SUPPLY AND UTILISATION • A strategy to improve teacher recruitment and reduce teacher

shortages in schools is finalised. In April 2013, CEM approved a strategy document detailing the strategy on recruitment and deployment of educators which was developed in conjunction with the PEDs. During the months of August and September 2013, implementation support workshops were held in KwaZulu-Natal, Mpumalanga, Gauteng Limpopo and Western Cape. Four remaining PEDs will be visited in the third quarter.

• Placement of Funza Lushaka Bursary Scheme beneficiaries. As at the end of June 2013, 80% of graduates had been placed in PEDs.

36


INTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS) • During August and September, external moderators visited 2 411 schools

to monitor the implementation of the IQMS as well as other school aspects that have a bearing on IQMS implementation.

• The provincial and district breakdown of the 2 411 schools visited for IQMS monitoring is reflected below:

PROVINCE Number of schools monitored

Eastern Cape 715

Gauteng 11

KwaZulu-Natal 1 149

Limpopo 496

Mpumalanga 13

North West 27

Total 2 411


• Schools monitored for “Race to the Top”. Furthermore, external moderators simultaneously profiled 4 452 as part of the Education Collaboration Framework (ECF) initiative in the Eastern Cape, KwaZulu-Natal, Limpopo, Mpumalanga and North West. This initiative is a holistic and urgent response to the National Development Plan (NDP).

PROVINCE Number of schools profiled

Eastern Cape 850

KwaZulu-Natal 1 120

Limpopo 1 593

Mpumalanga 379

North West 510

Total 4 452


TEACHER DEVELOPMENT • PEDs conducted CAPS orientation sessions for Grade 12 and Senior Phase

teachers. The DBE provided planning support to PEDs and monitored the sessions in Eastern Cape, Free State, Gauteng, Mpumalanga and North West provinces.

• Workbook Training on the use of Teacher Guides. Workshops to train subject advisors on how to help teachers use workbooks have taken place in Eastern Cape, Mpumalanga, Northern Cape, North West and Western Cape provinces.

• CPTD Management System Development. A total of 6 500 Principals and their Deputies got signed-up for participation in the SACE Continuing Professional Teacher Development system (CPTD). Also, the development of the CPTD Management System Guide has been completed and a total of 150 courses have been endorsed by SACE.

39


TEACHER DEVELOPMENT • Development of courses - Certificate in English First Additional

Language. The DBE, in collaboration with the British Council, provided training to 61 provincial Intermediate Phase English First Additional Language (EFAL) Specialists/Subject Advisors in the effective delivery of EFAL across all 9 provinces.

• Teacher Centres. A meeting with Teacher Centre Managers was hosted by the Deputy Minister at which partners (Vodacom, UNISA, Mindset, Cisco) committed to strengthening 82 centres. Approximately 20 potential sites were visited by the partners to identify suitability for equipping with ICT and broadcast facilities. Approximately 15 centres are targeted for upgrade in the next quarter.

40


INITIAL TEACHER EDUCATION • District-based Recruitment Campaign. Selection meetings were held based on the Grade 11 final

results or Grade 12 half-yearly results of applicants. The selection meetings ran from the 23 July to 11 September 2013. About 2 000 learners were provisionally selected to be awarded the bursary in 2014 pending the outcome of the final year Grade 12 results at the end of the year. The selected learners are also given provisional admission by all the 22 Higher Education Institutions participating in the bursary programme.

DISTRICT DEVELOPMENT• After the gazetting of the district policy on the Organisation, Roles and Responsibilities of

Education Districts on 3 April 2013, HEDCOM resolved that the DBE should visit all provinces education departments (PEDs) to get a picture of their activities and good practice to strengthen the District Strategy to Support Schools. In line with HEDCOM recommendation, and to ensure the proper implementation of the Policy, the DBE conducted provincial workshops in the form of Roadshows to mediate the policy and to ensure a common understanding for its proper implementation as envisaged. The road show started on 23 July 2013 until 31 August 2013. All nine provinces were visited. The road show exposed gaps between what existed in districts against policy expectations. Clear activities were outlined for districts to begin addressing their short falls to strengthen strategies to support schools.

41

PROGRAMME THREE OUTPUTS

42


43


44


45

PROGRAMME FOUR: PLANNING, INFORMATION AND ASSESSMENT

The purpose of Programme Four is to promote quality and effective service delivery in the basic education system through planning, information and assessment.

SUB-PROGRAMMES :

Programme Management : Planning, Information and Assessment; Information Management Systems; Financial and Physical Planning; National Assessments and Public Examinations; and, the National Education Evaluation and Development Unit; and Planning and Delivery Oversight Unit.

46


• To establish a quality system of standardised and benchmarked learner assessments

• To ensure that all children complete a quality readiness programme in Grade R before they enter formal education in Grade 1

• To put into place support systems for provinces and schools to improve the physical environs of the school and create enabling conditions for successful teaching and learning

• To ensure that districts can use quality information and data about the level and quality of learning in schools to plan and implement school-based improvement programmes

47

PROGRAMME FOUR: HIGHLIGHTS & ACHIEVEMENTS

NATIONAL SENIOR CERTIFICATE• A total of one hundred and thirty (130) question papers required for the

2013 National Senior Certificate (NSC) examinations as well as 65 question papers for the blind and 55 question papers for the deaf and 66 non-official languages question papers have been handed over to PEDs for printing.

• The ‘Exemplification of Standards of learner Evidence’ in Business Studies, History, Geography and EFAL has been released to provinces for distribution to all Grade 12 teachers and learners in the schools.

• The national School-Based-Assessment (SBA) moderators have successfully completed the audit of the Provincial SBA moderation systems, and the first round of moderation of SBA tasks and learner evidence.

48


ANNUAL NATIONAL ASSESSMENTS• Test administration: The test administration took place from 10 – 13 September

2013 in all public and State-Funded Independent schools. The test administration process was a resounding success as most schools wrote according to plan. A total of 75 monitors inclusive of DBE officials and part-time monitors were deployed to monitor 300 schools nationally.

• Verification ANA: A consortium of service providers (SAB&T and Deloitte) was appointed to conduct independent verification of ANA 2013. The first phase of the project involved the deployment of field workers in the 2 164 sampled schools for data collection from 9-13 September 2013 during test administration.

49


INFRA-STRUCTURE • Education Infrastructure Grant (EIG). Education Infrastructure Grant (EIG). The

total allocation for Education Infrastructure Grant (EIG) is R 6.630 billion with tranche transfers standing at 52.9 % as at 30 September 2013. To date three (3) transfers amounting to R3, 509, 181 billion have been made to respective PEDs. The first and second tranches were transferred on 19 April and 24 May 2013. The third transfer was due on 23 August 2013 and necessary conditions were met. The transfer of tranche payments is dependent on submission of Monthly Infrastructure Reports for the preceding months up to and including September 2013 captured on the IRM.

• Accelerated School Infrastructure Development Initiative (ASIDI) : Inappropriate structures. A total of 38 schools (out of 49) have been completed and are in use. 11 schools are between 60% and 95% complete. A total of 158 water supply, 191 sanitation and 118 electrification projects have been completed.

50


PROVINCIAL BUDGET MONITORING AND ECONOMIC ANALYSIS• The DBE collected, consolidated and analysed the PEDs expenditure reports for July

and August 2013. The analysis revealed that the total expenditure incurred by PEDs for the reporting period ended 31 August 2013 was at 41.8 percent of the adjusted budget.

• The DBE collated and analysed the 2013/14 Annual Performance Plans of provincial education departments. The analysis report was submitted to the Director-General, Deputy Minister, Minister and the provincial education departments.

Financial Planning. The Minister approved the publication of 2013 No-Fee schools lists in July and these were published and placed on the Departmental website.

Publication and general dissemination of EMIS information. The School Realities 2013 was published on 30th September 2013 and final school data of 2013 was submitted to National Treasury.

51


PLANNING AND DELIVERY OVERSIGHT UNIT• The Minister’s quarterly meetings with District Directors entrenched the

culture of sharing good practices among districts. This quarter’s meeting with District Directors was held on 5 August 2013. The primary objective was to share best practice on managing structured interventions towards improving the NCS and ANA results in 2013.

• Education Collaboration Framework. The Education Collaboration Framework which was initiated by the Minister in response to the National Development Plan priorities in support of quality basic education has proceeded well and profiling of schools and districts completed in twelve of the twenty priority districts. This high impact, high visibility, integrated response to challenges faced by schools and education districts, aims to implement a collaborative partnership response in addressing challenges facing basic education.

52


PLANNING AND DELIVERY OVERSIGHT UNIT• Support to poor performing districts. A very successful workshop with 18

districts whose performance fell below 65% in the 2012 National Senior Certificate examinations was held in August 2013. The workshop explored good practices in districts that have effectively used their ANA and NCS results to inform their support to schools. The use of commissions enriched discussions and allowed for cross pollination of ideas from various provinces.

• Advocacy and mobilization on QLTC matters. The QLTC resource document has been distributed to all districts. The document includes pamphlets to assist parents on various issues, e.g. Helping children with homework, familiarizing them with ANA as well as their role in supporting their children.

• School Calendars. The School Calendar for 2015 was already published in the national papers: on 8 September 2013 and in the Government Gazette Notice No. 36841 on 13 September 2013.

53

PROGRAMME FOUR OUTPUTS

54

2013 ANA average percentage achieved by learnersGRADE Mathematics Home Language First Additional

Language1 60 602 59 573 53 514 37 49 395 33 46 376 39 59 469 14 43 33


55


56


57


58


59


60

PROGRAMME FIVE : EDUCATIONAL ENRICHMENT SERVICES

The purpose of Programme Five is to develop policies and programmes to improve the quality of learning in schools.

SUB-PROGRAMME :• Programme Management : Educational Enrichment Services;

Care and Support in Schools; Partnerships in Education; and Grant Implementation, Monitoring and Reporting.

61


• To enhance the current basket of education support services to learners from poor communities

• To ensure the involvement of stakeholders in exercising involvement in schools in a manner that adds value to the attainment of the core outcomes

62

PROGRAMME FIVE : HIGHLIGHTS & ACHIEVEMENTS

• Health Promotion. Educators trained to implement sexual and reproductive health programmes for learners: The annual target for training of educators on sexual and reproductive health for learners is 18 500. The target for the reporting period was to reach 7 650 educators through training. The reach of this focal area was 8 119, as at the end of August 2013.Number of LTSM on sexual and reproductive health distributed to schools: The target for distribution of LTSM sets to schools for this financial year is 450 000. The target for the reporting period was to distribute 50 000 sets of LTSM to schools. By end August 2013, provinces procured 26 106 sets of LTSM that was distributed to schools.

• National School Nutrition Programme. For the period under review, the NSNP

officials undertook monitoring visits to seventy-six schools in eight provinces. In addition, eighteen capacity building workshops on school food gardens were conducted.

63


• Social Cohesion Programme. In this quarter, Social Cohesion workshops were conducted in the following provinces, North West, Gauteng, Northern Cape, KwaZulu Natal, Western Cape and the Eastern Cape. The purpose of these workshops was to create effective and enduring linkages among the key stakeholders in education. The social cohesion workshops aim to orientate stakeholders about ways and methods they can employ in creating an enabling environment that would foster social cohesion within the school community and beyond.

• Nkosi Albert Luthuli Oral History Competition. Eight provinces held their Nkosi Albert Luthuli Oral History Competition Provincial Elimination rounds in August and September.

• Promoting understanding of the Constitution of the country: National Schools Moot Court Competition. National Moot Court workshops were held in July for the four qualifying teams in each province. These workshops were conducted to prepare the learners for the semi-finals in Pretoria.

• A total of 97 new GEM-BEM schools were registered during this reporting period. GEM/BEM provides a dialogic platform to promote Citizenship, Rights and Responsibilities, Gender Equity and Constitutional Values amongst learners.

64


• Training workshops: Prevention and Management of Bullying in schools: The DBE in collaboration with Centre for Justice and Crime Prevention (CJCP), supported by UNICEF, conducted training workshops for identified master trainers, comprising of provincial and district officials, in all nine provinces on the prevention and management of bullying in schools. A total number of 1 208 provincial master trainers have been trained.

• Symbolic Signing of the Partnership Protocol between the Department of Basic Education and SAPS. The symbolic signing of the Partnership Protocol between the DBE and SAPS took place at Sakhisizwe Secondary School (Orange Farm) on 6 August 2013.

• The national South African Schools Choral Eisteddfod (SASCE) was successfully held in Randburg from 2 to 5 July 2013. The theme of the Eisteddfod was “Making All Schools Inclusive”.

65

PROGRAMME FIVE OUTPUTS

66

PROGRAMME FIVE OUTPUTS

67

PART BFinancial Report

SECOND QUARTER EXPENDITURE

68

INTRODUCTION

• The total Adjusted Appropriation budget of the Department for the 2013/14 financial year amounts to R17 619.255 million

• The majority of the budget (R13 390.322 million) consists of transfer payments as follows:

– Conditional Grants: R12 370.622 million– Transfers to Public Entities: R1 006.529 million– Other Transfers: R13.171 million

• The remainder of the budget (R4 228.933 million) consists of the following:

– Compensation of Employees: R267.212million– Examiners and Moderators: R18.440 million– Earmarked Funds: R1 640.351 million– Office Accommodation: R149 824 million– Specifically and Exclusively Appropriated: R1 955.981 million– Departmental Operations: R138.303 million– Departmental Projects: R58.822 million

INTRODUCTION (cont.)

• The total actual expenditure of the Department for the 2013/14 financial year third quarter amounts to R8 548.760 million

• The majority of the expenditure (R7 634.435 million) consists of transfer payments as follows:

– Conditional Grants: R6 690.740 million– Transfers to Public Entities: R942.697 million– Other Transfers: R998 million

• The remainder of the expenditure (R914.325million) consists of the following:

– Compensation of Employees: R133.316 million– Examiners and Moderators: R2 169 million– Earmarked Funds: R238 .389 million– Office Accommodation : R 72 924 million– Specifically and Exclusively Appropriated: R351.834 million– Departmental Operations: R71.172 million– Departmental Projects: R44.521 million

ALLOCATION AGAINST ACTUAL EXPENDITURE PER PROGRAMME FOR THE 2013/14 FINANCIAL YEAR

PROGRAMMES

2013/14Expenditure as % of Adjusted Appropriation

FINAL APROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Administration 343 151 168 745 174 406 49.18%

Curriculum Policy, Support and Monitoring 1 524 148 218 976 1 305 172 14.37%

Teachers, Education Human Resources Development and Institutional Development 979 755 960 020 19 735 97.99%

Planning, Information and Assessment 8 994 075 3 999 112 4 994 963 44.46%

Educational Enrichment Services 5 778 126 3 201 907 2 576 219 55.41%

Total 17 619 255 8 548 760 9 070 495 48.52%

ALLOCATION AGAINST ACTUAL EXPENDITURE PER ECONOMIC CLASSIFICATION FOR THE 2013/14 FINANCIAL YEAR

PROGRAMMES

2013/14Expenditure as % of Adjusted Appropriation

FINAL APROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees 388 445 179 653 208 792 46.25%

Goods and Services 1 889 402 608 606 1 280 796 32.21%

Transfers and Subsidies 13 390 322 7 634 435 5 755 887 57.01%

Payment for Capital Assets 1 951 086 126 066 1 825 020 6.46%

Total 17 619 255 8 548 760 9 070 495 48.52%

ALLOCATION OVER THE 2013/14 FINANCIAL YEAR

SERVICE

2013/14

Expenditure as % of Adjusted Appropriation

FINAL APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees1 267 212 133 316 133 896 49.89%

Examiners and Moderators 18 440 2 169 16 271 11.76%

Transfers to Public Entities 1 006 529 942 697 63 832 93.66%

Other Transfers 13 171 998 12 173 7.58%

Conditional Grants 12 370 622 6 690 740 5 679 882 54.09%

Schools Infrastructure Backlogs Indirect Grant 1 955 981 351 834 1 604 147 17.99%

Earmarked Funds 1 640 351 238 389 1 401 962 14.53%

Departmental Operations 138 303 71 172 67 131 51.46%

Office Accommodation 149 824 72 924 76 900 48.67%

Projects 58 822 44 521 14 301 75.69%

Total17 619 255 8 548 760 9 070 495 48.52%

DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2013/14 FINANCIAL YEAR

SERVICEExpenditure as % of

Adjusted Appropriation

FINAL APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Earmarked Funds: 1 640 351 238 389 1 401 962 14.53%

Kha Ri Gude Literacy Project 549 695 139 208 410 487 25.32%

EPWP: Kha Ri Gude 59 238 22 112 37 126 37.33%

Workbooks 859 291 31 335 827 956 3.65%

IQMS 39 749 19 637 20 112 49.40%

Systemic Evaluation 22 969 5 340 17 629 23.25%

NEEDU 19 065 10 858 8 207 56.95%

NSNP 15 344 5 780 9 564 37.67%

National Assessment 75 000 4 119 70 881 5.49%

Conditional Grants: 12 370 622 6 690 740 5 679 882 54.09%

Education Infrastructure 6 643 267 3 509 181 3 134 086 52.82%

National Schools Nutrition Programme 5 173 081 3 028 269 2 144 812 58.54%

HIV and AIDS (Life Skills Education)

213 507 85 404 128 103 40.00%

Dinaledi Schools 109 235 34 758 74 477 31.82%

Technical Secondary Schools Recapitalisation

231 532 33 128 198 404 14.31%

DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2013/14 FINANCIAL YEAR

SERVICEExpenditure as % of Adjusted Appropriation

FINAL APPROPRIATI

ON

ACTUAL EXPENDITU

REVARIANCE

R’000 R’000 R’000

Transfers to Public Entities 991 529 942 697 48 832 95.08%

NSFAS: Fundza Lushaka Bursaries 893 867 893 867 - 100.00%

Umalusi 97 662 48 830 48 832 50.00%

Other Transfers 13 171 998 12 173 8.00%

ETDP SETA 167 0 167 0.0%

UNESCO Membership Fees 11 896 0 11 896 0.0%

ADEA 30 0 30 0.0%

Childline South Africa 50 0 50 0.0%

Guidance Counseling & Youth Development Centre: Malawi

107 0 107 0.0%

Households1 921 998 -77 108.36%

REASONS WHICH CONTRIBUTED TOWARDS UNDER SPENDING

Programme 1:Administration1.Low spending in other transfers is due to low transfers to foreign institution where invoices are only received in the fourth quarter of the financial year.

Programme 2:Curriculum Policy, Support and Monitoring1.The low spending on the workbooks in this quarter is attributed to the fact that printing and delivery for the 2014 school year only takes place at the end of the third quarter and the beginning of the fourth quarter.

•Kha Ri Gude classes were supposed to start in June 2013 but started 2 months later, the payments of stipends for Volunteer Educators were affected by the late starting of classes. The project has been extended until the end of February 2014, therefore, learning and teaching is not compromised.


Programme 4: Planning, Information and Assessment

Annual National Assessment (ANA)1. The printing of the annual Assessment test start in the third quarter of the financial year , due to

security reasons the assessment only done in September.

Accelerated Schools Infrastructure Development Initiative (ASIDI)

1. At the inception of the programme, insufficient technical capacity affected the planning necessary to align implementation and the budget cycles. This has now been remedied.

2. DBE uses Implementing Agents (IAs) as a mode of ASIDI delivery. It is apparent that the technical capacity of many of the appointed Implementing Agents is not sufficient and this has resulted in longer procurement processes and, in several instances, poor management of professional service providers. This is improving as the programme progresses.

3. Services rendered by some of the Professional Service Providers have been very poor resulting in delayed deliverables and lack of sufficient attention to managing contractors on site. The number of projects per IA has been reduced to manage this risk.

4. Some of the committed funds could not be spent as planned due to some of the following reasons:


Programme 4: Planning, Information and Assessment (ASIDI)i.Poor performance by some contractors necessitated the termination of contracts, replacement turnaround time has been too slow due to a variety of reasons that have to do with following the right processes and litigation. 27 schools were affected by this process.

ii.Majority of the ASIDI backlogs are in the remote rural areas where access to the sites is difficult due to the topography and poor road conditions. This has resulted in difficulty in delivering materials to sites.

iii.These gravel roads are not accessible during the rainy season and this has resulted in valid delays to construction progress and extension of time claims from contractors.

iv.The scale of the investment in a short period of time also meant that critical implementation constraints were experienced particularly in the Eastern Cape because of a shortage of bricks and cement.

CONCLUSION

• DBE’s Statutory role is to :o formulate policy, norms and standards; ando monitor and evaluate policy implementation and impact.

This role is being undertaken in close collaboration with provincial education departments in order make an impact on teaching and learning in the classroom through implementation of key interventions.

• The Department has continued to consolidate the progress made in the second quarter by addressing improved learner performance through key priorities such as Workbooks, ANA, CAPS, ASIDI and Teacher Education during the subsequent quarters of 2013/14.

79

Website: www.education.gov.zaCall Centre: 0800 202 933 | [email protected]

Twitter: @DBE_SA | Facebook: DBE SA

THANK YOU

Documents

18 FEBRUARY 2014 Parliament, Cape Town