4 th Sept 2014 The Five Year 10 Pillar Education Programme Presentation for the MEC’s Consultative Meetings

4th Sept 2014

The Five Year 10 Pillar Education Programme

Presentation for the MEC’s Consultative Meetings

The Consultation Cycle• Gauteng Executive Committee (Cabinet)• The Ruling Party• Gauteng Caucus• Legislature• Teacher Unions• Learner Formations• Non Governmental Organizations and Faith Based Org.• Opposition Parties• National Minister• National Minister and MEC’s • GDE Management and Staff• School Principals• School Governing Bodies• School Governing Body Associations

• Society

Our Vision

Ensuring every learner does well at school and leaves our institutions with the knowledge, skills and qualifications that will give them the best

chance of success in adult life.

Our MissionTo ensure quality learning and teaching take place in the

classroom every day

3

Situational Analysis

Growth in Enrolment: Public Schools - Gr 1 to 12

5

900 000

1 000 000

1 100 000

1 200 000

1 300 000

1 400 000

1 500 000

1 600 000

1 700 000

1 800 000

1 900 000

2 000 000

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Lear

ners

Gr

1-12

-10

-5

0

5

10

15

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Percentage Growth in public schools grades 1 to 12

Size and Shape – Number of Learners

Numbers of learners Public Indep subs Indep non-subs Total In ordinary schools 1,944,486 1,02,268 144,721 2,191,475 in grade R/pre-primary level 102,020 5,683 17,731 125,434 in primary level (grades 1 to 7) 1,139,336 58,364 78,017 1,275,717 in secondary level (grades 8 to 12) 696,884 38,200 48,350 783,434 in special or other grades 6,246 21 623 6,890 In special schools(2014) 41,279 489 2,081 43,849 In FET Institutions (2011) 97,953 - - 97,953 In ABET centres (2013) 88,498 - 2,808 91,306

6

Size and Shape – Number of Educators

Numbers of educators (including SGB paid)

Public Indep subs Indep non-subs Total State Pd SGB Pd

In Ordinary Schools 54,803 5,979 5,043 11,440 77,265 Of which Primary Schools 30,300 3,922 928 2,364 37,514 Of which Secondary Schools 24,503 2,057 4,115 9,076 39,751 In Special Schools 3,059 159 36 296 3,550 In FET Institutions (2011) 1,663 410 - - 2,073 In ABET centres (2013) 2,355 2 - 73 2,430

7

Overall Grade 12 Pass rate: 2003 - 2013

Provincial and National Grade 12 pass rates

40

45

50

55

60

65

70

75

80

85

90

94 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13

% P

ass

Rate

Year

8

Performance by Quality of Pass - Bachelors

- 5 655 learners passing with Bachelors than in 2012- 3 294 learners passing with Diplomas than in 2012

38.934.4

13.6

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

Bachelors Diploma Higher Certificate/NCS

2010 2011 2012 2013

9

1 1 4 2 830

61

127

197

375

0

40

80

120

160

200

240

280

320

360

400

0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100

Nu

mb

er

of

Sc

ho

ols

Deciles

2013 All Schools 2012 All Schools 2011 All Schools 2010 All Schools 2009 All Schools

Schools by Performance – 2009-13

10

Overall District Performance – Average Achievement

90.790.1 89.6

88.6 88.2 88.1 87.9 87.9 87.587.0 86.8 86.4

84.7 84.6 84.5

82.9

78

80

82

84

86

88

90

92

SE GW JW GN EN JE TN TS GE GP JN TW JC JS ES SW

Pass

Rat

e

11

Performance by Fee Paying and No Fee Schools (1)

No Fee and Provincial Average

No Fee Status 2009 2010 2011 2012 2013

No fee 60.1 69.0 71.4 76.6 81.4 Provincial Average 71.8 78.9 81.1 83.9 87.0 Gap 11.8 9.9 9.7 7.3 5.5

No Fee and Fee Paying

No Fee Status 2009 2010 2011 2012 2013

No fee 60.1 69.0 71.4 76.6 81.4 Fee Paying Average 84.2 87.0 88.6 88.8 90.7 Gap (Fee/No Fee) 24.1 18.0 17.2 12.2 9.3

12

Performance of SSIP Schools: 2009 and 2013

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

1526

9440

0102

2614

2040

0139

3506

8632

1521

3213

0733

0019

1330

7422

1192

3205

1532

1372

9102

5335

9001

1401

3711

1450

2613

6234

1511

3216

3840

0098

3407

5212

1798

2705

9540

0075

3108

6232

0432

1214

9133

1413

9117

0913

9001

9120

6413

2902

2405

0714

0087

3115

8992

0186

3508

4335

0959

1320

4311

1252

9115

5625

1736

2519

9131

2075

3318

7614

1143

3214

3034

1123

4000

5535

0793

1103

2025

1835

2522

6223

2215

3215

5491

1026

1216

6591

3607

3300

43

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

4003

3513

2431

9110

8440

0366

4003

9640

0274

1217

1523

1746

2413

1522

0749

4003

2513

1979

3404

0640

0350

4003

5533

1405

4003

3014

0426

2409

6035

9001

4003

9511

0023

3205

5634

0711

4002

7131

0979

9142

5116

1802

2700

2515

2181

2211

9231

1092

2417

7940

0122

2412

3224

0895

2715

2823

0078

3108

7035

0934

2709

3431

1142

3403

2391

1589

3114

3126

0646

3100

2911

0072

2518

9231

1258

4002

6340

0182

3316

6012

0568

2613

0591

0553

2303

1840

0216

1332

4912

1665

4001

8632

1430

13

Learner Performance - Grade 3

• Grade 3 learners achieved a pass percentage of 55% in literacy, exceeding the annual target of 46% and 59% in mathematics exceeding the annual target of 57%.

• There was an increase in literacy from 2011 to 2012 but a slight decrease was noted in 2013. However, in numeracy a constant increase was observed.

14


• Grade 6, learners achieved a pass percentage of 61% for Home Language and 52% for First Additional Language this exceeds the annual target of 51%

• 45% for Mathematics which exceeds the national average of 40%.• In 2013, an increase is clearly evident in Eng FAL, Home Lang as well as in Mathematics when compared to

2011.

15


0

5

10

15

20

25

30

35

40

45

50

Maths HLang FAL

% A

vera

ge

2012_GP 2013_GP 2013_NatAve

• Grade 9 learners achieved a pass percentage of 44% for Home Language and 40% for First Additional Language.

• Mathematics is a focal point for the coming academic year as learners achieved a pass percentage of 15%.

• A decrease in language is evident and an increase in Mathematics although the score for maths is extremely low. However, the Gauteng Average is higher than National Average.

16

Learner Performance – Improvement in TIMSS

17

School Support• No-fee Schools

– The Department successfully increased the number of no-fee schools to 1310 schools, supporting 1 112 605 learners.

• NSNP– The Department successfully extended the NSNP to all no-fee schools in

the province.– The Department provided nutrition to a total of 1 112 605 learners.

• Scholar Transport– The Department provides scholar transport to 70 207 learners in the

province. • School Safety

– Through the ESSP, 5887 patrollers were appointed at 1 300 schools. – A total of 1 408 schools have been linked to Police Stations across the

province. – Safety Committees have been established in all 1 408 schools.

18

Skills Development• Public Sector Training

– The Department has, since 2009, trained a total of 97 242 public servants across all Gauteng Provincial Government (GPG) departments.

• Learnerships and Internships– 8133 learners benefitted from workplace experience facilitated by the Department.– In 2012 and 2013, 11675 community members and unemployed youth were

employed as patrollers in schools – 18 326 unemployed youth, that had completed matric, were provided with

employment opportunities to assist learners with homework and sports, arts and culture afterschool activities.

– 22 567 unemployed youth applications have been scanned and captured on the database.

• Bursaries and Career Guidance– Bursaries: 13 555 bursaries have been issued to learners from no-fee schools.– Career Guidance: Since 2009 career guidance programmes was provided to more

than 284 000 learners.

19

KEY CHALLENGES• Rapid urbanisation – sporadic growth• Expansion in infrastructure – demand for classroom space,

laboratories, ICT infrastructure and administrative blocks at schools.

• Improve quality learning outcome– Language , mathematics and science for teaching and learning– Introduction of African languages in schools

• Key budget shortfalls – Personnel– LTSM for universal access (including ICT in schools)– School funding for municipal services– School Sport, Arts and Culture activities– School Health– Quality improvement programmes into the District Model.– Scholar Transport 20

Overview of the 2014-19 Vision and Plan

Game-changers (1) • Improving performance of township schools

– Improving quality of education – Grade 12 passrate 90%, increase bachelor passes and improve ANA performance (75% of learners achieving the required performance)

– Improve performance in mathematics and science - 75%– Mainstreaming of SSIP and GPLMS– Expand Grade R and strengthen ECD Services

• ICT – Building the Classroom of the Future– Connectivity in each classroom, create an information hub, ensure infrastructure

, equipment and support to schools.– Smart classrooms with access to computers and broadband internet

• Improve basic infrastructure making schools clean and safe– Pilot the 21 Schools Model – improve performance, schools of the future and

development and support to schools (Model C ) to compete with the Best Independent (private) schools.

• Provide to ensure a non-racial education system – Twinning and acquisitions of schools so that all learners irrespective of their

background can share resources and experiences. 22

Game-changers (2) • Strengthen educator recruitment and provisioning• Intensify and promote skills for the economy

– Manufacturing and related skills– Business and Financial Related Skills– Engineering Skills– Creative Industry and related skills

• Bridge between formal education/training and the work place - Response of education to incubate skills:– Investment in maths and science and related fields of study– Improve the quality of passes in all phases– Bursaries to deserving learners– Eradicate illiteracy through AET– Synergy between the Province and FET/HEI through GCRA– Investment in Technical High Schools– Massified career counselling and education intervention– Greater partnership between the education sector and industry to build

skills required for the economy 23

2014 – 19 Education Plan for Gauteng

Key Principles

• Strategic Thrust– Integrity, Honesty and Trust– Activist Department – Ensuring High Standard Service Delivery

• Mandate: – NDP– G2055– ANC Manifesto– Service Delivery Model/ Delivery Agreement, Education

Action Plan

25

1. Government’s Planning Framework

How the sector plan relates to other plans (and reports):

Sector planAction Plan to 2019:

Towards the realisation of Schooling 2030

Medium Term Strategic

Framework

NATIONAL DEVELOPMENT

PLAN

DBE and PED five-year strategic

plans

DBE and PED annual

performance plans

Periodic reports on progress in the sector (see e.g. 2011 and 2013

reports on DBE website)

DBE and PED annual reports

Presidency

Independent analysis

conducted by DBE

Key documents

which should become more

crediblePED quarterly sector reports

Processes and formats for these still not sufficiently clear

2. The NDP

• Expanded access to ECD• Provide inclusive education: all children with disabilities have

access to quality education• Encourage sports and physical education• Revitalise arts and culture in schools• Learners’ home language should be used as a medium of

instruction for a longer period • 90% of learners in grades 3, 6 and 9 must achieve 50% or more

in the ANA• Increase the number of enrolments in Maths and Science• 450 000 learners being eligible for a Bachelors programme with

Maths and Science

2. The NDP…

• Introduce performance contracts for principals and deputy principals• Change the pay structure of teachers• Deployment of teachers to teach where they are needed• Teacher development: Expose teachers to the use of technology in their

training• Placement of Funza Lushaka graduates• Eradicating inappropriate infrastructure • Tracking of learner performance through ANA• Keeping curriculum changes to a minimum • Support to School Governing Bodies• Successful completion of grade 12 • QLTC to be more focused

3. Mangaung Resolutions

• Accelerate the implementation of the ECD programme through:– Ensuring universal access for at least four (4) years of ECD; and Training of

qualified teachers for Grade R • Strengthen and implement policies and programmes on:

– Eradication of drug abuse and alcohol in use; Sexuality education in schools; provision of Sexual and Reproductive Health Services and family planning for the youth; and reduction of Learner Pregnancy; drop-out rates, gangsterism, and vulnerability, including incidence of bullying

• Promote school sport; focus on indigenous and grassroots sport development; and ensure access to sport facilities by people with disabilities

• Continue mainstreaming disabled people in schools and establishing full services• Development of an indigenous language policy

• Improving the performance of learners in Maths and Science

3. Mangaung…

• Increase the number of Grade 12 and University entrance passes • Accelerate the uptake and usage of the ICT tools• Review the remuneration and conditions of employment of education

professionals• Match teaching skills and competencies• Develop post provisioning norms informed by socio-economic context and

curricula needs• Profile all educators on the basis of their qualification and experience• Establish a stable system to avoid yearly movements of teachers• Adopt a centralized approach in the procurement of LTSM• Expand the capacity to print text books and workbooks and own their

intellectual property• Deal with school Infrastructure urgently and in an integrated manner

3. Mangaung…

• A rigorous monitoring and evaluation of performance in the education sector• Assess and evaluate all teachers, principals and deputy principals • Refine, improve and enhance IQMS• Address both content knowledge and methodology when training teachers• Teachers, principals and all officials in the system must be held accountable• The funding model is endorsed with special emphasis on a bias toward poor

communities • Both government and unions to cooperate to stamp out ill-discipline• Review of the matric pass requirements and the ANA results• Review SGB’ policies and legislation to avoid exclusion• Support must be provided to multi-grade schools • Increase retention, progression, and completion rates in the sector• Job Creation Initiatives

4. Manifesto 2014 Priorities

• We will work towards realising two years of compulsory pre-school education and strive for fuller integration of Grade R educators in the post and remuneration structure

• We will strengthen coordination between departments responsible for early childhood development, and the non-profit and private sectors. School safety programmes will be implemented to ensure learner well-being

• A phased-approach to the introduction of compulsory African languages in schools will be adopted

• We will continue to work towards the eradication of illiteracy through the Kha Ri Gude Mass Literacy programme

• We will introduce mobile devices like tablets into schools to distribute learning content

• Connect all schools through broadband by 2020

4. Manifesto…

• We will introduce mobile devices like tablets into schools to distribute learning content.

• We aim to ensure that every child has a textbook for every learning area, and that the retrieval of textbooks is improved

• 1000 new schools will be built to expand access to education • We will provide interventions, through curriculum and

assessment policies, to improve performance in our schools.• We will continue our campaign to ensure good discipline and

accountability in our schools• Teacher development will receive ongoing attention• We will maintain the upward trend in the Mathematics pass rate

while improving the quality of those passes• Access to an early learning stimulation programme before the

foundation phase of formal schooling for a million families

5. Sector Plan

• In early 2014 Action Plan to 2019: Towards the realisation of Schooling 2030 was completed– (goals and targets kept the same or similar to those in the previous sector

plan). Overall purpose of the plan:• Take forward the goals and spirit of the NDP.• Provide a coherent and evidence-based account of the challenges and

opportunities facing the sector, aimed at all stakeholders.• Provide strategic guidance, drawing from the NDP, to provincial and DBE

planners, also non-government actors working with the sector.• Provide evidence to South Africa and the world that we take the

development of the country’s human resources seriously, that we know what it takes to build a prosperous and poverty-free future.

6. MTSF

• The MTSF is a strategic plan of national government for the 2014 – 2019 electoral term

• It reflects the actions outlined in the NDP, and key actions from other government plans, such as the New Growth Path (NGP), the Industrial Action Plan Policy (IPAP), and the National Infrastructure Plan.

• The MTSF is a plan which links the five year strategic plans of individual national and provincial departments, municipalities and public entities, and aims to achieve a clear line of sight between plans across all spheres.

• This five years’ focus will be built around the MTSF outputs

6. MTSF…

• The MTSF therefore includes measures to:

- Improve capacity in government in key areas of weakness.- Strengthen coordination within government and to make

sure that government policies and programmes are better aligned.

- Strengthen performance management.- Improve implementation-level planning, including using

the Malaysian Big Fast Results methodology.

7. MTSF: Performance Management

• The President will enter into new Performance Agreements with each Minister.

• These will contain the key indicators and targets from the MTSF relevant to each Minister.

• The same indictors and targets will be put into the performance agreements of DGs and senior officials.

• Performance assessments of Ministers and senior officials will be based on the degree to which these targets have been achieved.

• The Minister and MECs will sign a Delivery Agreement for the sector.

6. MTSF Outputs in the next five years• Output 1: Improved quality of teaching and learning through development, supply

and effective utilisation of teachers.

• Output 2: Improved quality of teaching and learning through provision of

adequate, quality infrastructure and Learning and Teaching Support Materials

(LTSM).

• Output 3: Improving assessment for learning to ensure quality and efficiency in

academic achievement

• Output 4: Expanded access to Early Childhood Development and improvement of

the quality of Grade R, with support for pre-Grade R provision

• Output 5: Strengthening accountability and improving management at the school,

community and district level.

• Output 6: Partnerships for education reform and improved quality.

GDE Strategic Drivers

• Pillar 1: Curriculum and Assessment Development• Pillar 2: Teacher Provision and Support• Pillar 3: Leadership and Management • Pillar 4: Infrastructure Development and maintenance• Pillar 5: Planning, finance and resourcing• Pillar 6: ICT in Education • Pillar 7: Social Cohesion • Pillar 8: School functionality including community

involvement• Pillar 9: Skills Development• Pillar 10: Access to quality Early Child Development (ECD)

39

Strategic Framework for 2014-2019

Planning, finance and resources

Curriculum and Assessment Development

Teacher Provision and Support

Leadership and Management

School functionality including community involvement

ICT in Education

Make Schools Attractive

Partnerships

Social Cohesion

Support from

Parents

Effective classroom Practice

Learner Performance grades 3, 6, 9,

12

Improved Learner

Attainment

Infrastructure Development and

maintenance

Post Schooling Training

and Education

Access to quality Early Child

Development (ECD)

40

Pillar 1: Curriculum and Assessment Development

• Core pillar and priority of the Department - Oversight and support in the delivery of curriculum in the classroom.

• The Department will consolidate the achievements made but ensure that there is consistency and progress.– Improve on learner performance in Grade 12 (90% pass rate)– Improve in all ANA scores – 75% of learners performing at the

required level)– Improve performance in mathematics and science– Accountability sessions with school management

• Strengthened Subject Advisors to support schools.

41

Pillar 2: Teacher Provisioning and Support• It’s to strengthen and solidify the direct support to teachers, by using

coaches.• Enhance Teacher Development – in realising the goals of the curriculum

and improving learner attainment. • Recruitment policy that ensures the Best Teachers are in Gauteng.• We will make certain that teachers are in attendance. • Take swift action against teachers who have been absent for a long time,

for disciplinary issues, etc.– Create Permanent Labour Dispute Office.– 90 Day turnaround on all labour dispute matters.

• Personnel in excess will be resolved and cleared.• Fill vacant posts, especially in Finance, HR and ICT.• Appointment on merit – competence, trust and integrity.

– Panel for Appointments – selection process and monitoring:• monitor principal posts• Appointment of all Deputy Director and Chief Education Specialist posts

42

Pillar 3: Leadership and Management • Virtual Districts: The district office/support will be repositioned to give

deepened support to school management:– Good District Management as districts are solely responsible for

curriculum and core issues in support of schools.– The role of HR and Finance should be a central function enhanced

by ICT• Managers take responsibility of their functions in supporting schools –

resources to schools are provided timeously.• Work with integrity and honesty – in all aspects including recruitment,

appointments, procurement.– Any unsavoury involvement in appointments needs to be

confronted and action taken against the perpetrators.• Statutory and policy compliance are non negotiable.

43

Pillar 4: Infrastructure Development• Ensure that the Basics are available and functioning in all schools in Gauteng.

– Functional Toilets - will ensure that all block toilets are cleared with immediate effect,– All schools have running water and electricity,– development and maintenance.

• A change of focus is required on how Infrastructure Development and Maintenance is rolled and prioritised, that includes the former Model C schools so that they can compete with successful Independent Schools but critically ensuring that all parents and learners have access to these schools.

• 21 Schools Model - Prove necessary resources and support:– 11 Dysfunctional Schools – in 9 focus areas are provided the support, resources and model to

achieve high learner attainment– 6 Schools: Becoming the Model School of the Future– 6 Schools with high admission enrolment - that competes with and performs better than the top

Independent Schools– These public schools in the suburbs with high application will be given the necessary resources to

admit more learners and compete effectively.• Model all new schools on this Smart Model School design.• Prioritisation and addressing backlogs such as classrooms and laboratories .• Norms and standards for infrastructure is implemented and monitored.

44GDE Plan v4

Pillar 5: Planning, Finance and Resourcing

• The Department will reprioritise the NPNC budget and resourcing to schools to ensure that 80% of the budget and resourcing go to schools and 20% at office level.

• The department will ensure that it provides resources where it is needed.

• Information for planning and decision making - Data Systems responsiveness and sufficiently supportive of business processes, provisioning needs and planning.

• Strengthened the 30 Day payment process. 45

Pillar 6: ICT in Education Implement an ICT in Education Solution:1. Connectivity – All schools have connectivity through State

Infrastructure at the classroom level – all learners in the classroom have access to connectivity.

2. eLearning Solution – create a hub of information, – Content knowledge that will assist teachers in curriculum delivery – Learners have access to learning material, workbooks and other subject

matter.

3. ICT Infrastructure and Equipment to schools, namely iPads/ Tablets/ Desktops that will be utilised by learners in the classroom.

4. Support of equipment/procurement will be done by a centralised procurement agency to ensure the smooth and efficient process of support to schools.

5. Teacher Development in the ICT sphere – Training of educators in the use of the equipment .

46

Pillar 7: Social Cohesion • The need to ensure a non-racial education system, not two quasi systems.

It is a fundamental driver that all learners have equal and fair access to any public school in the province

– There will be twinning and acquisitions of schools so that all learners irrespective of their background can share resources and experiences.

• School Sports – Prioritise Soccer, Rugby, Cricket and Netball – however athletics and other sporting codes will still be given the necessary support.

– Gauteng School Sports league– Agreement with municipalities to maintain playing fields.

• School Psych-Social Support – Introduce Medical Wednesdays at schools – social workers/nurses at schools to assist learners.

– The HIV/AIDS Grant must respond to these challenges.– All learners in Q1-3 school have access to dignity packs.

• NSNP – explore the possibility of providing learners with Nutrition in non contact time feeding (weekend/school holidays)

• School Safety – introduce a Direct Line for emergency calls that will direct the Rapid Response Team to address emergency issues.

47

Pillar 8: School Functionality including community Involvement

• School Functionality will deal with stakeholders, especially SGBs and support from community.

• A proposal that every Executive Member to be linked (adopt) to a school for year.

• Strengthen the stakeholder and community involvement in education and their support to schools.

• Partnerships with various organisations and stakeholders to strengthen education in the province.

48

Pillar 9: Skills Development

• The Plan is to significantly upscale skills development in the province in partnership with the Gauteng Department of Economic Development, SETAs and the private sectors in line with the Gauteng Economic Development Strategy. This will be undertaken through:• The Master Skills Plan, FET and AET Sectors and the technical high schools . • The department will develop management and leadership competencies in the

provincial government departments to ensure skilled public servants who are committed to public good and prioritise national development and therefore realising the Gauteng City Region, e.g. partnering with CELAP (China) to realise this.

• Delivering priority skills programmes, to respond to the skills needs of Government in Gauteng and the economy.

• Provide bursaries to the top learners from poor backgrounds and intensify career counselling through Life Orientation lessons.

• Ensure capacity and skills strengthened that adressed the skill needs of the economy 49

Pillar 10: Access to quality Early Child Development (ECD)

The priority will focus on:• All learners have access to Grade R.• Increasing access to quality Grade R and work with the

Department of Social Development to introduce Pre-Grade R• Social Development to maintain and expand on Pre Grade R

• Improving the quality and effectiveness of Grade R and pre-Grade R practitioners.

• The Department will strive to ensure that ECD services within the province are effectively planned, managed and coordinated.

50

2014/15 MTEF Budget Priorities

Our Vision

Ensuring every learner does well at school and leaves our institutions with the knowledge, skills and qualifications that will give them the best

chance of success in adult life.

Our MissionTo ensure quality learning and teaching take place in the

classroom every day

52

GDE GoalsCurrent 2014/15 APP Goals PillarsGoal 1: Ensuring that Gauteng has effective schools and learning institutions

Pillar 1: Curriculum and AssessmentPillar 2: Teacher provisioning and supportPillar 6: ICT in EducationPillar 10: Access to quality Early Child Development

Goal 2: Ensuring that GDE Head and District Offices –provide relevant, coordinated and effective support.

Pillar 3: Leadership and ManagementPillar 4: Infrastructure Development and MaintenancePillar 5: Planning Finance and ResourcingPillar 7: Social Cohesion

Goal 3: Enabling young people to make the transition from school to further education and/or work that provides

further training opportunities.

Pillar 9: Skills Development

Goal 4: Strengthening partnerships with all stakeholders, resulting in education becoming a societal priority.

Pillar 8: School functionality including community involvement

Key impacts to be achieved – 2014/15• Quality Basic Education

– Improve quality of learning:• Literacy and Numeracy (Grades 1-3)• Language and Mathematics (Grade 4 -9)• mathematics and science (Grades 10-12)• Increase the number of passes in Grade 12• Increase the number of passes with Bachelors

54

Goal 1: Ensuring that Gauteng has effective schools and learning institutions.

• Gauteng Primary Language and Mathematics Strategy• Grade R expansion• Improving Literacy and Numeracy in the Foundation Phase• Improving Language in the Intermediate Phase• Improving Mathematics in the Intermediate Phase• Improving Language in the Senior Phase• Improving Mathematics in the Senior Phase• Improve Mathematics and Science in the FET Phase• Improve the Grade 12 pass rate• Annual National Assessment• Teacher Development

o Pillar 1: Advocacy and support of Pre-Service Education and Trainingo Pillar 2: Teacher development through In- Service Education and Training o Pillar 3: Teacher Development through Communities of Practice (COP)o Pillar 4: Teacher development through Circuit Support Teams and Teacher

Development Centres55

Goal 2: GDE Head Office and Districts – Providing relevant, coordinated and effective support.

• Improving Nutrition• Increasing access to schooling• Improving the condition of learning• Extra School Support Programme• School Safety Programme• School Sport• Access to LTSM• E-Learning• The integrated strategy outlines GDE’s endeavours to upgrade its ICT capacity to:

o Improve curriculum delivery in classroomso Improve school management o Build teacher capacity to use ICTo Improve digital literacy and ICT skills in all school leaverso Embed a strong and integrated ICT System

• Inclusive Educationo Early identification and support provisioningo Teacher and staff developmento School Management and governance development o Stakeholder participation

• Improved school infrastructure 56

Goal 3: Enabling young people to make the transition from school to further education...

The Master Skills Plan is covered as follows:• Strengthen the Capacity of the Education System in Gauteng• Develop targeted interventions for responding to the skills

needs of Government in Gauteng. • Enable the Economic Growth of the Province through

education, training and skills development. • Partner with sector organisations to respond to the skills

needs and provide access to work experience

57

Goal 4: Strengthening partnerships with all stakeholders, resulting in education becoming a societal priority.

• The Quality Learning and Teaching Campaign (QLTC)o The Quality Learning and Teaching Campaign (QLTC) will continue to call on individuals

and organisations to assume responsibility for improving the quality of education. • SGB and RCL development

o The Department will continue to support and develop elected SGBs and RCLs with the emphasis on improving management and leadership capacity in schools across the province.

• Extra School Support Programmeo The Department is extending the Extra School Support Programme with the intention of

maximizing learner participation, as well as access and development in sports, especially in codes that schools were not previously exposed to.

58

Gauteng’s Quality Education Improvement Programmes

• Four targeted intervention programmes:o Foundation phaseo Senior primary phaseo Transition from primary to secondary schoolo Senior secondary intervention programme

• Focus is on aligning the whole system to support these interventions and to ensure that we use our scarce resources in a targeted school based-approach that supports classroom practice.

• The interventions of the Department commits it to ensure that schools become centres of excellence through the building of a social compact for quality learning and to improve the quality of the public schooling system through training and skills development.

• This includes a strong focus on Early Childhood Development (ECD), creating universal access to Grade R, to improving learner performance through the promotion of SSIP, including Maths, Science, Technology and Languages (GPLMS) as well as improving human resources, increase skills development and closing the skills gap. 59

Pillars underpinning delivery of quality education

• Improving Teaching – We must make the teacher the focus of sustainable education change.

• Improving Resources – We must focus on the role of resources in improving the quality of learning.

• Improving Learner Achievement – We must focus on Learners and by implementing a sustainable strategy for improving Learner Achievement.

• Improving Curriculum and School Management through building the capacity of the system, schools, districts and head office, to ensure the learning if effectively managed to ensure quality learning takes place optimally.

• Standardised testing for grades 3, 6, 9 so that we are all clear of the standard and how we are doing

• Parental support to assist with homework60

• The Gauteng Primary Language and Mathematics Strategyo The Gauteng Primary Language and Mathematics Strategy trains teachers to improve

their delivery in the classrooms. Schools are provided with graded readers, workbooks and phonic programmes. Teachers also receive on-site support from coaches and mentors. Provide library services and library books to the underperforming schools in support of the strategies.

• The Secondary School Improvement Programmeo The SSIP programmes provides Grade 10, 11 and 12 learners in underperforming

schools with supplementary tuition in ten subjects. over Saturdays and Holidays. We support Grade 10,11 and 12 learners in priority secondary schools. In addition, we are providing teachers from these underperforming schools with in-service training in subject areas where learners perform poorly. The SSIP programme also incorporates the Maths, Science and Technology Strategy which is designed to improve learner performance in MST subjects across all phases, especially in the FET phase.

• Grade R Strategy o The Strategy is a major breakthrough in improving the health, well-being and life

opportunities of the children of our province. This strategy will ensure well targeted interventions to address social inequality that will give poorest children a better start in life. This will ensure that Grade R programmes benefit all children

Strategies to support quality education

61

• School Safety Strategyo We have put into place preventative programmes to ensure that all school are safe

and conducive for learning . The programmes focuses on standardising school policies and procedures for dealing with threats, installation of adequate fencing and preventative programmes dealing with bullying and substance abuse . In collaboration with other security agencies ,we are closing illegal sheebeen near schools and undertaking search and seizure programmes in schools to control for weapons and drugs.

• Teacher Developmento The strategy addresses the need to leverage Teacher development to effect

qualitative improvements in MST, Literacy, School Safety, Inclusion and Grade R whilst not detracting from long range policy obligations such as IQMS, PMDS and the WSP.

• Parental and Community Supporto Creating a supportive environment at home through the Parent/family support

programme in underperforming primary and secondary schools. We are increasing after-school support for learning through the Extra School Support Programme in the underperforming primary schools. The aim is to create a supporting the holistic development of children through the by involving learners across the province with emphasis on highly depressed communities.

Strategies to support interventions

62

Educational Priorities and Improvement Programmes2014/15 2015/16 2016/17

GPLMS 239 193 251 653 265 048 SSIP including MST 298 512 443 715 467 549 Intersen Strategy 141 395 147 900 150 739 Educational Inputs – LTSM and Other Support 73 110 76 473 80 526 Grade R 304 156 342 952 361 666 Teacher Development 165 690 173 312 182 498 ABET 33 668 35 217 37 083

School Safety 120 612 126 160 132 846Scholar Transport 338 255 461 206 485 896 After School Services, Psycho-social Services & Parental Involvement 69 355 166 927 175 915Homework Programme 120 946 126 510 133 215In School Sport 1 711 1 790 1 885Inclusive Education 34 506 36 093 38 007

GCRA 326 455 381 612 382 095

Parental Involvement 21 945 22 955 24 172

Goal 1 : Ensuring that Gauteng has effective schools and learning institutions.

Goal 2: GDE Head Office and Districts - Providing relevant, coordinated and effective support.

Goal 3: Enabling young people to make the transition from school to further education and or work that provides furthertraining opportunities.

Goal 4: Strengthen partnerships with all stakeholders, resulting in education becoming a societal priority.

63

Overview of the Education Sector

Budget Summary

• The projected spending on the total education budget in the last financial year was R29.2 billion, and this has increased to R32.8 billion for the 2014/15 financial year.

• The education budget is projected to grow at a real average rate of 8.6 percent between 2014/15 and 2016/17. By the end of the 2014/15 MTEF, the education budget is projected to increase to R37.4 billion.

Provincial Education Sector - Key Trends Main Appropriation

Financial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Total Payments and Receipts 22,250,711 26,119,954 28,500,824 29,275,841 32,845,229 36,360,639 37,444,016

Audited Medium-Term Estimates

65

Growth in Budget

The graph shows an over-all analysis of the precise flow of educational Budget from 2010/11 to 2016/17 providing a comparative overview of the expansion of education expenditure over a series of 7 years.

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 -

5,000,000

10,000,000

15,000,000

20,000,000

25,000,000

30,000,000

35,000,000

40,000,000 Growth in Budget Allocation from 2010/11 to 2016/17

Budget Allocation Financial Year

Allo

catio

n in

R'0

00

Overview of 2014/15 Budget and MTEF EstimatesProvincial Education Sector - Key Trends Main

Appropriation

Financial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17ADMINISTRATION 1,791,245 2,138,930 2,411,136 2,422,979 2,516,919 2,608,055 2,743,066 PUBLIC ORDIRNARY SCHOOL EDUCATION 16,246,553 18,037,942 19,510,720 20,379,583 22,912,346 25,574,344 27,026,145INDEPENDENT SCHOOL SUBSIDIES 353,036 409,004 461,757 490,304 514,329 537,988 566,502 PUBLIC SPECIAL SCHOOL EDUCATION 1,278,410 1,290,621 1,458,767 1,612,043 1,817,476 1,873,716 1,948,443 FURTHER EDUCATION AND TRAINING 785,196 1,113,444 1,133,245 673,887 725,809 777,452 820,320 ADULT BASIC EDUCATION AND TRAINING 261,225 347,706 379,875 388,983 403,471 421,962 444,326 EARLY CHILDHOOD DEVELOPMENT 161,056 340,828 410,093 635,631 733,958 923,212 972,835 INFRASTRUCTURE DEVELOPMENT 726,055 1,529,609 1,588,422 1,259,194 1,686,635 1,967,442 1,175,416 AUXILIARY AND ASSOCIATED SERVICES 647,935 911,870 1,146,809 1,413,237 1,534,286 1,676,468 1,746,964 Total 22,250,711 26,119,954 28,500,824 29,275,841 32,845,229 36,360,639 37,444,016Payments by Economic Classification (R'000)Current payments 19,450,070 21,919,296 23,983,594 25,198,224 27,619,627 30,686,442 32,497,643Compensation of employees 17,355,058 19,370,174 21,074,297 22,082,190 24,703,031 27,291,025 28,801,339Salaries and wages 14,829,668 16,575,496 18,154,550 19,019,170 21,329,354 23,576,812 24,887,526Social contributions 2,525,390 2,794,678 2,919,747 3,063,020 3,373,677 3,714,213 3,913,812 Goods and services 2,091,820 2,548,975 2,909,287 3,116,034 2,916,596 3,395,417 3,696,304 Transfers and subsidies 2,055,298 2,814,261 3,051,078 3,033,264 3,724,634 3,863,161 4,060,185 Payments for capital assets 726,580 1,378,981 1,466,152 1,044,353 1,500,968 1,811,036 886,188 Payments for financial assets 18,763 7,416 - - - - - Total economic classification 22,250,711 26,119,954 28,500,824 29,275,841 32,845,229 36,360,639 37,444,016


67

Budget by programmes 2014/15

ADMINISTRATION, 2,516,919 , 8%

PUBLIC ORDIRNARY SCHOOL EDUCATION, 22,912,346 ,

70%

INDEPENDENT SCHOOL SUB-SIDIES,

514,329 , 2%

PUBLIC SPECIAL SCHOOL ED-UCATION, 1,817,476 ,

5%

FURTHER EDUCATION AND TRAINING, 725,809 ,

2%

ADULT BASIC EDUCATION AND TRAINING, 403,471 ,

1%

EARLY CHILDHOOD DEVEL-OPMENT, 733,958 ,

2%

INFRASTRUCTURE DEVEL-OPMENT, 1,686,635 ,

5% AUXILIARY AND ASSOCIATED SERVICES, 1,534,286 ,

5%

68

Budget by Economic Classification 2014/15

Compensation of Employees,

24,703,031 , 75%

Goods and Services, 2,916,596 ,

9%

Transfers and Subsidies,

3,724,634 , 11%

Payments for Capital Assets, 1,500,968 ,

5%

69

Overview of 2014/15 Budget and MTEF Estimates• The projected spending on the total education budget in the last financial year was R29.2 billion,

and this has increased to R32.8 billion for the 2014/15 financial year. The education budget is projected to grow at a real average rate of 8.6 percent between 2014/15 and 2016/17.

• The Department’s total allocated budget for the 2014/15 financial year amounts to R32.8 billion. The budget grew by 12.2 percent from a main appropriation of R29.2 billion in 2013/14; the percentage growth translates to a nominal rand value increase of R3.5 billion.

• A large portion of the recurrent expenditure is committed to employee compensation which amounts to R24.7 billion, an increase of 11.9 percent in payments for compensation.

• Transfers and subsidies to schools and other educational institutions amount to R3.7 billion whereas payments for capital assets increased from R1 billion in 2013/14 to R1.5 billion in 2014/15.

• Expenditure on goods and services decreased by 6.4 percent and still remains the second largest classification in the total allocated budget. The decrease in goods and services translates to a rand value of R199 million, from R3.1 billion to R2.9 billion.

Conditional Grants - BudgetsDepartment Conditional Grants Main

AppropriationFinancial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Basic EducationDinaledi Schools Grant 14,140 16,112 21,244 22,458 23,491 24,736Education Disaster Management GrantEducation Infrastructure Grant 181,466 461,011 384,649 537,892 - - -HIV and Aids (Life Skills Education) Grant 26,202 28,175 23,318 30,012 30,195 30,611 33,388National School Nutrition Programme Grant 388,884 509,798 411,789 585,157 640,541 678,974 714,960Technical Secondary Schools Recapitalisation Grant 17,944 30,596 15,000 26,375 27,958 28,627 30,144EXPANDED PUBLIC WORKS PROGRAMME INCENTIVE GRANT 1,129 25,674 Higher Education and Training Further Education and Training College Sector Grant 894,567 1,023,222 1,015,946 673,887 725,809 777,452 820,320Total National Conditional Grants 1,509,063 2,066,942 1,867,943 1,900,241 1,446,961 1,539,155 1,623,548Conditional Grants as % of Total Budget 4.8 7.8 6.9 6.4 4.4 4.2 4.3


71

Conditional Grant Budget as part of the Budget

Conditional Grant, 4%

Education Budget, 96%

72

Personnel Expenditure - Including Conditional Grants

Financial Year Total Budget Personnel Cost Non - Personnel Cost Personnel Cost %Non - Personnel

Cost % Personnel Cost %

Growth Flow2009/10 20,050,701 15,278,559 4,772,142 76.2 23.8 20.42010/11 22,250,711 17,355,058 4,895,653 78.0 22.0 13.6 2011/12 26,119,954 19,370,174 6,749,780 74.2 25.8 11.6 2012/13 28,500,824 21,074,297 7,426,527 73.9 26.1 8.8 2013/14 29,275,841 22,082,190 7,193,651 75.4 24.6 4.82014/15 32,845,229 24,703,031 8,142,198 75.2 24.8 11.9

2009/10 2010/11 2011/12 2012/13 2013/14 2014/150.0

20.0

40.0

60.0

80.0

100.0

120.0Personnel and non-personnel expenditure (inluding Conditional Grants)

Non-Personnel Expenditure Personnel Expenditure

% E

xpen

dit

ure

73

Personnel Expenditure - Excluding Conditional Grants

Financial Year Total Budget Personnel Cost Non - Personnel Cost Personnel Cost %Non - Personnel

Cost % Personnel Cost %

Growth Flow2009/10 19,447,377 15,278,559 4,168,818 78.6 21.4 20.42010/11 21,332,423 17,355,058 3,977,365 81.4 18.6 13.6 2011/12 24,212,455 19,370,174 4,842,281 80.0 20.0 11.6 2012/13 26,135,764 21,074,297 5,061,467 80.6 19.4 8.8 2013/14 27,375,600 22,082,190 5,293,410 80.7 19.3 4.82014/15 30,642,601 24,703,031 5,939,570 80.6 19.4 11.9

2009/10 2010/11 2011/12 2012/13 2013/14 2014/150.0

20.0

40.0

60.0

80.0

100.0

120.0Personnel and non-personnel expenditure (exluding Conditional Grants)

Non-Personnel Cost Personnel Cost

% E

xpen

dit

ure

74

DETAIL PROGRAMME BUDGET

Programme 1: AdministrationKey outputs and activities

Strategic and Operational Planning• Facilitate the macro education planning; Monitoring and Evaluation of the

2009 – 2014 Plans and Performance Reviews; Evaluate the Quality of Education and Service Delivery; Provide decision support to the Executive Management; Knowledge Management

Financial Management• Ensuring expenditure according to plan and cash flow requirements;

Monitoring programme spending; ensuring Transfers are made timeously to schools; Monitoring Conditional Grant expenditure; Improve on procurement practices and ensuring timeous payment periods; Increase business that are owned by females, youth and people with disabilities.

Human Resource Management• Teacher development in the province across all 12 grades; GPG Leadership

Training and Development; Managing Human Resource matters; Legal and labour Services; Transformation; Employee health and wellness; The district model and improved business processes.

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Programme 1: BudgetProgramme 1: Administration

Main Appropriation

Financial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*OFFICE OF THE MEC 2,753 3,986 2,940 3,686 3,838 4,015 4,228 CORPORATE SERVICES 960,173 1,179,179 1,408,962 1,347,397 1,411,137 1,472,274 1,547,089 EDUCATION MANAGEMENT 762,233 856,165 871,460 1,033,959 1,057,149 1,084,911 1,142,411 HUMAN RESOURCE MANAGEMENT 14,093 28,512 18,976 20,873 26,895 28,132 29,623 EDU MNGMNT INFORMN SYS(EMIS) 51,993 71,088 108,798 17,064 17,900 18,723 19,715 Total 1,791,245 2,138,930 2,411,136 2,422,979 2,516,919 2,608,055 2,743,066 Payments by Economic Classification (R'000)Current payments 1,757,824 2,045,569 2,368,358 2,399,985 2,490,640 2,580,568 2,714,124 Compensation of employees 1,317,323 1,635,981 1,890,852 1,962,478 2,043,237 2,112,586 2,221,337 Salaries and wages 1,128,641 1,398,583 1,617,869 1,684,985 1,748,840 1,805,085 1,897,957 Social contributions 188,682 237,398 272,983 277,493 294,397 307,501 323,380 Goods and services 440,473 409,577 477,496 437,507 447,403 467,982 492,787 Transfers and subsidies 5,241 11,338 13,215 5,258 4,767 4,987 5,251 Payments for capital assets 9,417 74,607 29,563 17,736 21,512 22,500 23,691 Payments for financial assets 18,763 7,416 - - - - - Total 1,791,245 2,138,930 2,411,136 2,422,979 2,516,919 2,608,055 2,743,066

Audited outcome Medium-Term Estimates

The Administration budget for the 2014/15 financial year amounts to R2.5 billion. Compensation of employees amounts to R2 billion showing an increase of 4.1 percent. Goods and Services is the second largest item under current payments. The 2014/15 allocation indicates an increase of 2.3 percent, a growth of R9.8 million. Payment for capital assets increased by R3.7 million.

77

Prog 1: Provincial Specific Indicators

78

Estimated Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17To develop effective approach to the use of ICT in schools

Number of learners provided with Tablets

88,000 - - - - 88,000 88,000 88,000

To have a safe school environment that is conducive to effective quality teaching and

Number of patrollers provided to priority underperforming schools

4,500 - - 6,041 4,500 4,500 4,500 4,500

Number of homework assistants provided to priority schools

4,300 - - 4,804 4,300 4,300 4,300 4,300

Number of sports assistants provided to priority schools 4,300 - - 4,805 4,300 4,300 4,300 4,300

Young learners to participate actively in schools programmes in order to change their attitudes

Number of schools in the Foundation Phase providing sports programmes

- - - - 1,411 1,411 1,411 1,411

Number of learners having access to no-fee schoolsNumber of learners being fed in public schoolsNumber of learners having access to scholar transport and bussed to the nearest school.

Strategic Objectives

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

Expanding poverty measures that improve the environment for learning and teaching

Audited/ Actual Performance Medium-Term Target

Refer to PPM 204 under Programme 2: Public Ordinary School Education



Performance IndicatorStrategic

Plan Target

Programme 1 Performance MeasuresEstimated

Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 1: Administration

►PM101: Number of public schools that use the school administration management systems (electronic) to provide data to the national learner tracking system.

1,287 1,288 1,736 1,939 2,000 2,060 2,065

►PM102: Number of public schools that can be contacted electronically (e-mail).

1,680 1,697 2,143 1,800 1,900 2,000 2,060

►PM103: Percentage of education current expenditure going towards non-personnel items.

26%(4,895,653)

24%(7,106,346)

24.5% (7,051,417)

24% (7,208,888)

24,5%(8,301,850)

25%(9,281,154)

25%(9,773,055)

►PM104: Number of visits to schools by a Circuit Manager.

N/A N/AAll Schools in a circuit

All Schools in a circuit




Programme Performance MeasuresAudited/Actual Performance Medium-Term Targets

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Programme 2: Public Ordinary School Education (1)Key outputs and activities

• Improving the quality of Education in the Foundation PhaseThe Department will improve the quality of education in the Foundation Phase (Grades 1 – 3) by improving learner performance in Literacy and Numeracy. The implementation of First Additional Language in the Foundation Phase in Grades 1 – 3 (with an English Focus) and the new content areas in Life Skills have implications which will improve the quality of learning in the Phase.

• Improving the quality of education in the Intermediate PhaseThe GPLMS strategy in the Intermediate Phase will focus on language and mathematics assessment, teaching and learning, learner support and management support. Additional focus will be placed on the assistance and support of language and mathematics.

• Improve the quality of education in the Senior PhaseThe Intersen Strategy and the Secondary School Improvement Programme are implemented in the Senior Phase to improve the quality of Language, Mathematics, Science and Technology. Both strategies will offer support to 439 priority schools, and this will include direct support to Grade 8 and 9 learners.

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• Teacher DevelopmentThe Gauteng Professional Teacher Development Strategy is the vehicle that the Gauteng Department of Education will use to respond to national and provincial teacher development initiatives aimed at qualitative improvements in Mathematics, Science and Technology, Literacy, School Safety, Inclusion, Grade R, as well as policy obligations such as the Integrated Quality Management System (IQMS) and Continuing Professional Teacher Development (CPTD).

• Annual National AssessmentThe Department will administer the 2014 ANA common assessments to measure learner performance in Grades 3, 6 and 9. The assessments will establish baseline information on the implementation of the Department’s strategies focussing on the provision of LTSM; teacher development; teacher support; assessments and extra school support programmes. The ANA results will also be used as benchmark to measure and track learner attainment in Grades 3, 6 and 9.

• Secondary School Improvement Programme (SSIP)The Secondary School Improvement Programme will include Grade 8-12 learners from 385 schools. The programme will focus on assessment as a core element in Mathematics, Life Science, Physical Science, Accounting, Geography, Economics, Mathematical Literacy, History, Business Studies and English FAL. The SSIP programme will also offer direct support to teachers by restarting of the Teacher Training & Support Programme and Expanded use of Broadcast Technology.

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• Education Support Services

o Improving NutritionThe Department will continue to provide a hot nutritious meal to all learners in no-fee primary and secondary schools.

o Increasing access to schoolingTo increase access to schooling the Department will expand its no-fee schools policy with an allocated budget that will increase to more than a R1 billion for the 2014/15 financial year. The Department will continue to provide scholar transport to 66,000 learners transporting them to 360 schools across the province.

• Improving the condition of learningThe Department’s infrastructure programme will focus on school maintenance, building of schools and the provision of mobile classrooms in high pressured areas.

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• Extra School Support Programme The Extra School Support Programme (ESSP) will provide Grade 1-7 learners in no-fee schools

with after-school support for homework and school sports beyond normal contact time.

• School Safety ProgrammeThe Department has identified 270 High Risk schools as priority schools for the 2014/15 financial year. Any type of intervention considered for schools should first be directed to these schools before others are included. The school safety programme will employ patrollers in all public schools to ensure the safety of the school environment.

• School SportSchool sport, arts and culture will continue in no-fee primary schools as part of the Extra School Support Programme (ESSP). The Department will be responsible for scheduling the employment of sport coordinators and the Department of Sports, Arts, Recreation and Culture (DSARC) will be responsible for the equipment, training and competitive sporting events.

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Programme 2: Budget

• Spending on public ordinary school education grew from R20.3 billion to R22.9 billion in 2014/15 representing an increase of 12.4 percent.

• Compensation for the employment budget grew from R17.4 billion in 2013/14 to R19.4 billion in 2014/15, a 11.7 percent growth rate which amounts to R2 billion.

• Goods and Services expenditure indicates a significant increase of 11.7 percent which translates to an increase of R151 million for the 2014/15 financial year.

• Transfers to institutions for the 2014/15 financial year have increased with 23.7 percent.

Programme 2: Public Ordinary School EducationMain

Appropriation

Financial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*PUBLIC PRIMARY SCHOOLS 9,284,584 10,204,629 10,625,215 11,129,373 12,500,673 13,928,050 14,720,639 PUBLIC SECONDARY SCHOOLS 6,517,714 7,222,701 8,047,308 8,427,841 9,523,120 10,709,489 11,317,895 HUMAN RESOURCE DEVELOPMENT 30,599 60,713 131,000 157,950 165,690 173,312 182,498 SCHOOL SPORT, CULTURE and MEDIA SERVICES 31,063 37,852 14,498 1,631 1,711 1,790 1,885 CONDITIONAL GRANTS 382,593 512,047 692,699 662,788 721,152 761,703 803,228 Total 16,246,553 18,037,942 19,510,720 20,379,583 22,912,346 25,574,344 27,026,145 Payments by Economic Classification (R'000)Current payments 15,242,100 16,776,050 18,141,366 18,729,351 20,924,299 23,490,708 24,830,005 Compensation of employees 14,199,903 15,643,894 16,803,872 17,436,758 19,480,426 21,734,180 22,975,823 Salaries and wages 12,081,499 13,330,849 14,423,395 14,994,447 16,766,945 18,717,554 19,794,178 Social contributions 2,118,404 2,313,045 2,380,477 2,442,311 2,713,481 3,016,626 3,181,645 Goods and services 1,039,033 1,132,020 1,337,494 1,292,593 1,443,873 1,756,528 1,854,182 Transfers and subsidies 937,588 1,217,044 1,337,429 1,583,828 1,959,521 2,054,419 2,165,381 Payments for capital assets 66,865 44,848 31,925 66,404 28,526 29,217 30,758 Total 16,246,553 18,037,942 19,510,720 20,379,583 22,912,346 25,574,344 27,026,145


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Prog 2: Provincial Specific Indicators (1)Estimated

Performance2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Number of learners enrolled in Grade R

140,000 66,403 84,557 127,076 120,000 140,000 150,000 160,000

Percentage of learners functioning at the required 50 % level in Literacy in Grade 3

60% 35% 61.7% 63.1%

55% 60% 60% 60%

Percentage of learners functioning at the required 50 % level in Numeracy in Grade 3

60% 30%47.9% 69.6%

59% 60% 60% 60%

Percentage of learners functioning at the required 50 % level in Language in Grade 6

60% 35%51.6% 71.7%

61% 60% 60% 60%

Percentage of learners functioning at the required 50 % level in Mathematics in Grade 6

60% 37%16.4% 38.4%

45% 60% 60% 60%

Percentage of learners functioning at the required 50 % level in Language in Grade 9

60%- 54.1% 38.6%

44% 60% 60% 60%

Percentage of learners functioning at the required 50 % level in Mathematics in Grade 9

60%- 3.7% 5.2%

16% 60% 60% 60%

Percentage of learners functioning at the required level in Science In Grades 12

50% 57% 57% 70% 76% 50% 60% 60%

Percentage of learners functioning at the required level in Mathematics In Grades 12

60% 61% 61% 71% 74% 60% 60% 60%

Percentage of learners functioning at the required level in Grade 12

80% 78.9% 81% 83.9% 87% 80% 80% 80%

Percentage pass rate difference between no fee and fee paying schools

9 12.2 9.3 9 8.5 8

Audited/ Actual Performance Medium-Term Target

To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET. [Including To conduct and report external tests and assessment of learners based on national and provincial targets to improve learner performance.]

To improve the quality and sustainability of primary and special schooling including grade R. [Including: To conduct and report external tests and assessment of learners based on national and provincial targets to improve learner performance.]

Strategic Objectives Performance IndicatorStrategic

Plan Target

Prog 2: Provincial Specific Indicators (2)Estimated

Performance2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Provide curriculum support and upgraded resources to Technical High Schools

41 Technical Schools

- -41

Technical Schools





Number of Foundation Phase teachers trained on Literacy/Numeracy

4,500 6,453 6,463 6,423 4,500 4,500 4,500 4,500

Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Intermediate Phase

3,000 3,000 6,770 3,500 3,500 3,500 3,500 3,500

Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Senior Phase

2,400 2,000 2,075 2,500 2,400 2,400 2,400 2,400

Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the FET Phase

12,000 - - 12,000 12,000 12,000 12,000 12,000

To strengthen school management and institutional capacity to support learning

Number of school management members trained on the management of Numeracy/ Literacy teaching and learning in the Foundation Phase

1,600 1,600 1,600 1,664 1,600 1,600 1,600 1,600

Number of learners having access to no-fee schoolsNumber of learners being fed in public schoolsNumber of learners having access to scholar transport and bussed to the nearest school

To have a safe school environment that is conducive to effective quality teaching and learning.

Number of patrollers provided to underperforming schools

4,500 - 4500 6,041 4,500 4,500 4,500 4,500

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


4,300 - - 4,804 4,300 4,300 4,300 4,300

Young learners to participate actively in schools programmes in order to change their attitudes and commitment to school work

Number of sports assistants provided to priority schools

4,300 - - 4,805 4,300 4,300 4,300 4,300

Audited/ Actual Performance Medium-Term TargetStrategic Plan Target

Performance Indicator

To enhance teacher and management development that ensures quality learning and teaching





Expanding poverty measures that improve the environment for learning and teaching


Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 2: Public Ordinary School Education►PM201: Number of learners enrolled in public ordinary schools. 1,781,126 1,734,060 1,858,745 1,899,542 1,918,537 1,937,723 1,957,100►PM202: Number of educators employed in public ordinary schools (Quarterly Target).

51,799 52,013 52,793 53,130 53,630 53,950 54,200

►PM203: Number of non-educator staff employed in public ordinary schools (Quarterly Target).

12,845 13,028 12,634 14,143 14,143 14,243 14,343

►PM204: Number of learners in public ordinary schools benefiting from the "No Fee School" policy.

879,161 1,018,267 1,051,362 1,052,627 1,063,153 1,100,000 1,100,000

►PM205: Number of learners with access to the National School Nutrition Programme (Quarterly Target).

856,088 828,507 1,051,362 1,052,626 1,063,153 1,100,000 1,100,000

►PM206 : Number of learners eligible to benefit from learner transport (Quarterly Target).

52,000 52,933 65,472 66,000 66,000 66,000 66,000

►PM207: Number of learners with special education needs that are enrolled in public ordinary schools.

3,332 3,970 3,911 4,366 4,410 4,454 4,498

►PM208: Number of full service schools providing support to learners with learning barriers.

4 12 15 19 45 45 45


87

Programme 3: Independent School SubsidiesKey outputs and activities

The Independent School Strategy encompasses the following broad outcomes:• To ensure that all independent schools and home education learners are registered and

comply with legislation.• To ensure that schools that qualify for subsidy receive it in good time.• To monitor and evaluate all independent schools.

In achieving the broad outcomes of the programme the Department will:• Increase its inspection, audit and oversight capacity to ensure that all subsidised schools

use state funds to achieve the educational outcomes set out in the curriculum framework.

• Monitor the compliance of all independent schools to the conditions of registration.• Enforce the regulation of all relocations to new sites by owners of independent schools.• Process all new applications for registration in good time.• Train all independent schools on CAPS and the writing of the 2014 ANA.• Train and support independent schools with the implementation of the Assessment

Policy Statements and the writing of ANA where required.

88

Programme 3: Budget

• Subsidies to independent schools will increase with R24 million from R490 million in 2013/14 to R514 million in 2014/15 indicating a percentage increase of 4.9 percent.

• The subsidies to independent schools are directly linked to increased expenditure in Programme 2 as the policy is hard-normed, i.e. the budget of independent schools is directly derived from the per capita expenditure of public ordinary schools.

Programme 3: Independent School Subsidies Main Appropriation

Financial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*PRIMARY PHASE 214,352 253,807 269,997 287,038 301,103 314,954 331,647 SECONDARY PHASE 138,684 155,197 191,760 203,266 213,226 223,034 234,855 Total 353,036 409,004 461,757 490,304 514,329 537,988 566,502 Transfers and subsidies 353,036 409,004 461,757 490,304 514,329 537,988 566,502 Non-profit institutions 353,036 409,004 461,757 490,304 514,329 537,988 566,502 Total 353,036 409,004 461,757 490,304 514,329 537,988 566,502


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Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 3: Independent School Education►PM301: Number of subsidised learners in Independent Schools 88,637 90,594 91,665 81,000 85,000 90,000 92,000


90

Programme 4: Public Special School Education• Inclusive education is based on the principles of human rights and social

justice for all learners; participation, social integration and redress; equal and equitable access to education; community responsiveness and cost effectiveness.

• The Gauteng Strategy for Early Identification and Support Provisioning to

Learners experiencing barriers to learning will endeavour to achieve the following outputs: o Screening of learners to identify barriers to learning and developmento Identify learners in need of individualised learning support programmeso Identifying learners in need of alternative placement & find appropriate

placemento Implementation of individualised learning programmes and review of

progresso General governance and management of schools in terms of inclusiono Partnerships with stakeholders

91

Programme 4: Budget

• The budget for special school education grew by R205 million from R1.6 billion in 2013/14 to R1.8 billion in 2014/15, a percentage increase of 12.7 percent.

• The increase in employee compensation amounts to 15.1 percent from the 2013/14 budget to the 2014/15 financial year.

• The budget for goods and services shows a significant decrease of 61.9 percent from R41.2 million in 2013/14 to R15.7 million in 2014/15.

• The budget for transfer payments increased from R275 million in 2013/14 to R310 million in 2014/15; this increase amounts to R35 million.

• The Department has allocated R34.5 million for the expansion of Special Schools which includes the resourcing of 45 Full Service Schools over the 2014/15 MTEF. A further R1.7 million has been allocated to teacher development to improve the performance of educators.

Programme 4: Public Special School Education Main Appropriation

Financial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*SCHOOLS 1,277,963 1,289,894 1,454,361 1,609,275 1,720,973 1,841,237 1,945,245 HUMAN RESOURCE DEVELOPMENT 1 712 1,603 1,686 1,769 1,850 1,948 SCHOOL SPORT, CULTURE and MEDIA SERVICES 446 15 2,803 1,082 1,135 1,187 1,250 CONDITIONAL GRANTS - - - - 93,599 29,442 - Total 1,278,410 1,290,621 1,458,767 1,612,043 1,817,476 1,873,716 1,948,443 Payments by sub-programme (R'000)*Current payments 985,901 1,079,645 1,206,397 1,336,329 1,506,697 1,548,641 1,606,138 Compensation of employees 969,401 1,072,783 1,170,861 1,295,030 1,490,961 1,532,182 1,588,807 Salaries and wages 823,867 910,347 996,906 1,115,420 1,298,443 1,325,466 1,372,976 Social contributions 145,534 162,436 173,955 179,610 192,518 206,716 215,831 Goods and services 16,500 6,862 35,536 41,299 15,736 16,459 17,331 Transfers and subsidies 292,509 210,976 252,370 275,631 310,674 324,965 342,188 Payments for capital assets - - - 83 105 110 117 Total 1,278,410 1,290,621 1,458,767 1,612,043 1,817,476 1,873,716 1,948,443


92

Prog 4: Provincial Specific IndicatorsEstimated

Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Early Identification of learners with barriers in Grade R All Priority

schools-

All Priority schools






Number of Full service Schools 45 8 12 15 19 45 45 45Number of new schools that have full access for disabled learners

All new schools

-All new schools

12 12All new schools

All new schools

All new schools

Medium-Term TargetStrategic Plan Target

Audited/ Actual PerformancePerformance Indicator

93


Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 4: Public Special School Education►PM401: Number of learners enrolled in public special schools 36,030 36,933 38,144 40,462 40,867 41,275 41,688►PM402: Number of educators employed in public special schools (Quarterly Target).

2,788 2,815 2,942 2,971 2,990 3,010 3,035

►PM403 Number of Professional non-educator staff employed in public special schools (Quarterly Target).

365 425 512 528 539 550 556


94

Programme 5: Further Education and Training • The budget for this programme is allocated to the Department through a Conditional

Grant regulated by the Division of Revenue Act (2014). • The Department will conduct quarterly meetings with FET Colleges to track progress on

expenditure against targets and to ensure financial accountability and good governance. • The element of dealing with learning barriers at FET Colleges will form part of the

teacher development strategy. • The Department will enrolment an additional 2000 learners from no-fee and LSEN

schools for NC (V) level 2 courses. • Admission to the NC(V) level 2 programme has been opened to learners who have

passed Grade 9 and are interested in technical skills careers. • Career counselling offered at Grade 8 and 9 will ensure that learners are aware of career

choices available to them in FET Colleges. • The Department will ensure improvement in the delivery of targets and improvement of

the certification rate to more than 53% at all levels of the NC (V) course and further improve the placement rate of learnerships, apprenticeships and NC(V) students into workplace experience programmes in order to meet the demands of the labour market.

• The Department will ensure that students who benefitted from government bursaries participate in community projects to contribute to their communities and gain work experience.

95

Programme 5: Budget

• The budget for FET comes as a Conditional Grant and is utilised for compensation of employees and goods and services.

• The total budget for the 2014/15 financial year amounts to R725 million. • The budget for compensation increased from R671 million in 2013/14 to R723

million in 2014/15; 99.6 percent of the budget will be allocated for compensation and 0.3 percent to transfers and subsidies, and goods and services.

Programme 5: Further Education and Training Main

AppropriationFinancial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*CONDITIONAL GRANTS 785,196 1,113,444 1,133,245 673,887 725,809 777,452 820,320 Total 785,196 1,113,444 1,133,245 673,887 725,809 777,452 820,320 Payments by sub-programme (R'000)*Current payments 515,560 551,703 604,628 672,193 724,004 775,647 818,515 Compensation of employees 514,327 550,579 602,871 671,443 723,264 774,907 817,775 Salaries and wages 451,440 480,885 524,659 577,569 622,617 667,241 704,536 Social contributions 62,887 69,694 78,212 93,874 100,647 107,666 113,239 Goods and services 1,233 1,124 1,757 750 740 740 740 Transfers and subsidies 269,636 561,741 528,532 1,694 1,745 1,745 1,745 Payments for capital assets - - 85 - 60 60 60 Total 785,196 1,113,444 1,133,245 673,887 725,809 777,452 820,320


96


Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 5: Further Education and Training

►PM501: Number of students enrolled in NC(V) courses in FET Colleges.

31,750 29,068 29,359 29,652 29,949 30,248 30,551

►PM502: Number of FET College NC(V) students who completed full cources successfully.

5,423 13,084 13,178 13,310 13,443 13,578 13,714


97

Programme 6: Adult Basic Education and Training • The Department will intensify partnerships with FET Colleges and SETAs so as to

continuously improve the quality of programmes and encourage alignment and complementarities between AET programmes and competency based training.

• The Department is preparing itself to register more public and private AET sites in 2014/15, this is informed by the number of students who are interested in skills courses.

• Support to AET centres will also be rendered through infrastructure renovations which may even lead to the provision of mobile classrooms in areas where the demand exceeds capacity, especially towards the implementation of the ICT strategy.

• The registration of more accredited skills courses in partnership with the MARSETA for engineering courses and the Health and Welfare SETA for related courses will be continued based on the demand for those courses and availability of suitable teachers; this is important for up-skilling of the youth and increasing youth employment.

• The Department will continue to provide support for matric re-writes and NSC repeaters to assist learners who experience a break in their studies but wish to complete their certificates.

• As part of the teacher development strategy in 2014, the Department will continue to provide financial support to AET educators who have a qualification below REQV 13 to complete their qualifications with UNISA over a period of five years. 98

Programme 6: Budget

• Adult Basic Education and Training has been allocated a budget of R403 million for the 2014/15 financial year. The budget increased by 3.7 percent which translates to a value of R14.4 million.

• Compensation for employees increased by 3.8 percent from 2013/14 to 2014/15. • Goods and services indicate a slight increase of R499 thousand from R20.1 million in

2013/14 to R20.6 million in 2014/15.

Programme 6: Adult Basic Education and Training Main

AppropriationFinancial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*PUBLIC CENTRES 259,604 346,369 378,988 385,200 399,502 417,811 439,955 PROFESSIONAL SERVICES 1,292 1,035 530 2,385 2,502 2,617 2,756 HUMAN RESOURCE DEVELOPMENT 329 302 357 1,398 1,467 1,534 1,615 Total 261,225 347,706 379,875 388,983 403,471 421,962 444,326 Payments by Economic Classification (R'000)Current payments 260,185 347,021 364,119 371,248 384,976 402,617 423,958 Compensation of employees 183,718 249,862 343,258 351,105 364,334 381,094 401,292 Salaries and wages 175,507 238,433 329,247 281,373 292,060 305,495 321,686 Social contributions 8,211 11,429 14,011 69,732 72,274 75,599 79,606 Goods and services 76,467 97,159 20,861 20,143 20,642 21,523 22,666 Transfers and subsidies 622 271 15,248 15,911 18,332 19,175 20,191 Payments for capital assets 418 414 508 1,824 163 170 177 Total 261,225 347,706 379,875 388,983 403,471 421,962 444,326


99

Programme 6 Performance Measures


2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

►PM601: Number of learners enrolled in public AET Centres

72,799 85,041 85,624 86,750 87,618 88,494 89,379

►PM602: Number of educators employed in public AET Centres

2,047 2,075 2,302 2,088 2,099 2,120 2,141


Programme 6: Adult Education and Training

100

Programme 7: Early Childhood Development

• The Department will focus on the expansion of Grade R by increasing the number of Grade R learners in both public schools and private sites to meet targets set in 2009.

• The Department will provide new registered Grade R sites with additional classrooms and LTSM for Start-Up Kits.

• To improve the quality of learning in the classroom, overall support will be provided to practitioners, training and develop them in the use of LTSM linking teaching material with CAPS learning outcomes and assessment standards.

• In terms of the early identification process Grade R learners with learning difficulties will be identified, such as, dyslexia and psycho-motor disorders and those that need simple assistive devices.

• There will also be a drive to increase the number of girl learners in Grade R.

101

Programme 7: Budget

• The Early Childhood Development budget increased by 15.5 percent which translates to an increase of R98.3 million for the 2014/15 financial year.

• The budget increased from R635 million in 2013/14 to R733 million in 2014/15.• The compensation budget increased from R203 million to R237 million in 2014/15, an

increase of 16.6 percent which amounts to R33.8 million. • Goods and services increased from R269 million in 2013/14 to R315 million in 2014/15.

Programme 7: Early Childhood DevelopmentMain

AppropriationFinancial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*GRADE R IN PUBLIC SCHOOLS 160,821 303,182 359,556 553,753 647,996 833,295 878,152 GRADE R IN COMMUNITY CENTRES - - 26,105 27,126 28,527 29,840 31,422 PRE-GRADE R TRAINING 235 37,646 24,432 41,547 43,583 45,588 48,004 HUMAN RESOURCE DEVELOPMENT - - - 13,205 13,852 14,489 15,257 Total 161,056 340,828 410,093 635,631 733,958 923,212 972,835 Payments by Economic Classification (R'000)Current payments 160,924 247,537 281,658 472,733 553,056 733,988 773,583 Compensation of employees 73,975 114,926 131,076 203,609 237,437 379,046 399,291 Salaries and wages 73,883 114,117 130,980 203,609 237,437 378,941 399,180 Social contributions 92 809 96 - - 105 111 Goods and services 86,949 132,611 150,582 269,124 315,619 354,942 374,291 Transfers and subsidies 95 93,203 127,943 162,898 180,782 189,098 199,120 Payments for capital assets 37 88 492 - 120 126 132 Total 161,056 340,828 410,093 635,631 733,958 923,212 972,835


102

Prog 7: Provincial Specific IndicatorsEstimated

Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17To improve the quality and sustainability of primary and special schooling including Grade R.

Number of learners enrolled in Grade R 140,000 66,403 84,557 127,076 120,000 140,000 150,000 160,000

To enhance teacher and management development that ensures quality learning and teaching [including To strengthen school management and institutional capacity to support learning]

Number of Grade R practitioners trained

750 - 1,217 3,440 750 750 750 750

Strategic ObjectivesMedium-Term TargetStrategic

Plan TargetAudited/ Actual Performance

Performance Indicator

103


Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 7: Early Childhood Development

►PM701: Number of learners enrolled in Grade R in public schools

71,676 72,393 83,308 92,034 95,000 100,000 110,000

►PM702: Number of public schools that offer Grade R

1,183 1,195 1,222 1,286 1,299 1,312 1,325

►PM703: Number of Grade R practitioners employed in public ordinary schools per quarter.

1,026 1,287 2,149 2,119 2,140 2,162 2,183


104

Programme 8: Infrastructure DevelopmentKey outputs and activities• The increased infrastructure budget will enable the Department to complete current programmes

and to embark on the initiation of a number of new projects. The programme includes the following: o Provision of new infrastructure which includes new schools and the completion of residential

facilities for learners in rural areas;o Additions to and upgrading of existing infrastructure including the provision of new steel

palisade fencing to enhance security at schools as well as classrooms using alternative construction methods for Grade R and ordinary classrooms;

o Major rehabilitation as well as minor repairs and renovations of existing infrastructure;o Maintenance to ensure functionality, a safe and healthy environment and preservation of fixed

assets.• A much bigger financial investment in infrastructure is required to make a tangible impact on

backlogs with regard to the provision of new infrastructure and especially the rehabilitation and preservation of the Department’s massive infrastructure portfolio. An amount of approximately R2 billion has been set aside over the 2014/15 to 2016/17 MTEF period for the construction of 91 new schools and the rehabilitation of 273 existing schools through a Design and Build programme in collaboration with GDID and the Gauteng Fund Agency (GFA).

105

Programme 8: Budget

• Infrastructure Development received a budget of R1.6 billion for the 2014/15 financial year. The budget increased with R427 million, an increase of 33.9 percent.

• Goods and services decreased by R48.7 million from R301 million in 2013/14 to R252 million in 2014/15.

• Payment for capital assets, which includes buildings and other fixed assets, increased by 49.7 percent which translates to an amount of R476 million.

Programme 8: Infrastructure Devlopment Main Appropriation

Financial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*ADMINISTRATION 18,950 21,549 51,230 34,500 22,000 25,000 55,000 PUBLIC ORDINARY SCHOOLS 703,622 1,253,642 1,213,081 1,097,403 1,450,282 1,526,929 961,916 SPECIAL SCHOOLS 18 6,588 70,076 92,114 185,490 262,000 52,000 EARLY CHILDHOOD DEVELOPMENT 3,465 247,830 254,035 35,177 28,863 153,513 106,500 Total 726,055 1,529,609 1,588,422 1,259,194 1,686,635 1,967,442 1,175,416 Payments by Economic Classification (R'000)Current payments 77,721 271,048 203,037 301,000 252,296 228,445 365,072 Goods and services 77,721 271,048 203,037 301,000 252,296 228,445 365,072 Payments for capital assets 648,334 1,258,561 1,385,385 958,194 1,434,339 1,738,997 810,344 Total 726,055 1,529,609 1,588,422 1,259,194 1,686,635 1,967,442 1,175,416


106


107


2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Number of schools under rehabilitation 200 - 20 77 22 200 58 58

Completion of the Fochville hostel facilities - - - 0 1 100% 100% 100%

To develop and maintain infrastructure to create an environment conducive for teaching and learning

Strategic Objectives Performance IndicatorStrategic

Plan TargetAudited/ Actual Performance Medium-Term Target


Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 8: Infrastructure Development

►PM801: Number of public ordinary schools to be provided with water supply.

22 37 21 6 6 6 6

►PM802: Number of public ordinary schools to be provided with electricity supply. 22 37 20 6 6 6 6

►PM803: Number of public ordinary schools to be supplied with sanitation facilities. 22 37 21 6 6 6 6

►PM804: Number of classrooms to be built in public ordinary schools.

1,984 1,527 760 165 165 167 167

►PM805: Number of specialist rooms to be built in public ordinary schools.

593 519 350 369 350 354 354


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Prog 8: Infrastructure Programme Budget 2014/15Education

Main Appropriation

Adjusted Budget

Financial Year 2014/15 2015/16 2016/17

New Infrastructure 407,088 688,686 694,102 917,010 260,000Existing Infrastructure 854,106 1,036,432 994,032 1,051,932 916,996Upgrading and Additions 205,906 450,646 201,444 373,513 207,500Rehabilitation and Refurbishment 345,200 282,786 540,292 449,974 344,424Maintenance 303,000 303,000 252,292 228,445 365,072Total 1,261,194 1,725,118 1,688,134 1,968,942 1,176,996

Medium-Term Estimates

2013/14

In the current financial year, the new infrastructure budgets increased significantly as well as over the 2014 MTEF for the provision of new schools in various areas in the province. The rehabilitation and refurbishment budgets have been steady in the previous three financial years with a decline in the current financial year to a budget of R282 million but increases to R540.3 million in 2014/15 financial year, then decrease to R449.9 million in 2015/16 financial year.

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Programme 9: Auxiliary and Associated ServicesKey outputs and activities

• Grade 12 Examinationso The Department will improve the examinations IT system to ensure the correct upload of

registration information for GET ANA and NSC full-time candidates as well as capturing online Grade 9 AET level 4 , Part-time Senior Certificate and Part-time/repeater NSC candidates on the system.

o The Department will train chief invigilators. Internal and external moderation systems will be improved on a continuous basis so that final matric results are not delayed.

o Learners with disabilities will be provided with material in Braille and special concessions will be made for examinations.

o Security, storage and transportation of question papers will be managed against strict rules and regulations.

• Master Skills Plano Strengthen the Capacity of the Education System in Gautengo Develop targeted interventions for responding to the skills needs of Government in Gauteng. o Enable the Economic Growth of the Province through education, training and skills

developmento Partner with sector organisations to respond to the skills needs and provide access to work

experience

110

Programme 9: Budget

• Auxiliary and Associated Services received an allocated budget of R1.5 billion showing a slight increase of 8.6 percent, R121 million in rand value.

• Compensation for employees indicates an average increase of 44.6 percent over the 2014 MTEF period.

• Goods and Services decreased from R753 million in 2013/14 to R420 million in 2014/15, a decrease of 44.2 percent.

• The 2013/14 budget for transfers and subsidies increased from R497 million to R734 million in 2014/15.

• This increase amounts to R236 million which translates to 47.6 percent.

Programme 9: Auxiliary and Associated ServicesMain

AppropriationFinancial Year 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Payments by sub-programme (R'000)*PAYMENTS TO SETA 14,424 18,886 20,144 21,212 22,251 23,275 24,509 PROFESSIONAL SERVICES 340,625 499,448 580,031 766,360 815,086 964,420 996,694 SPECIAL PROJECTS 163,808 229,621 329,522 369,349 417,551 436,758 460,389 EXTERNAL EXAMINATIONS 129,078 163,915 217,112 230,642 240,932 252,015 265,372 CONDITIONAL GRANTS - - - 25,674 38,466 - - Total 647,935 911,870 1,146,809 1,413,237 1,534,286 1,676,468 1,746,964 Payments by Economic Classification (R'000)Current payments 449,855 600,723 814,031 915,385 783,659 925,828 966,248 Compensation of employees 96,411 102,149 131,507 161,767 363,372 377,030 397,013 Salaries and wages 94,831 102,282 131,494 161,767 363,012 377,030 397,013 Social contributions 1,580 (133) 13 - 360 - - Goods and services 353,444 498,574 682,524 753,618 420,287 548,798 569,235 Transfers and subsidies 196,571 310,684 314,584 497,740 734,484 730,784 759,807 Payments for capital assets 1,509 463 18,194 112 16,143 19,856 20,909 Total 647,935 911,870 1,146,809 1,413,237 1,534,286 1,676,468 1,746,964


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2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Ensure the involvement of stakeholders in exercising involvement in schools in a manner that adds value to the attainment of the core outcomes


4,300 - - 4,804 4,300 4,300 4,300 4,300

Young learners to participate actively in schools programmes in order to change their attitudes and commitment to school work

Number of sports assistants provided to priority schools

4,300 - - 4,805 4,300 4,300 4,300 4,300

Number of Grade 8 and 9 learners that have access to career guidance and counselling through lay career counsellors

16,000 2,000 10,000 133,571 15,000 16,000 15,000 15,000

Number of learners adopted and supported by companies with a view to career pathing and employment.

1,500 1,289 500 1,728 1,500 1,500 1,500 1,500

Number of learners (youth) in formal learnership / internship programmes

4,500 - 4,500 4,808 4,500 4,500 4,390 4,390

Number of bursary allocations to learners in no fee Schools 2,030 - 1,500 1,500 2,030 2,030 1,915 1,915

Number of graduates or students (youth) benefitting from experiential learning and workplace experience

3,000 - 6,800 8,000 2,000 3,000 3,000 3,000


To conduct career counselling to improve the transition from school to further education or place of work [including to fully implement the pipeline talent search in secondary schools].

Performance IndicatorStrategic

Plan TargetAudited/ Actual Performance Medium-Term Target


Performance

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17Programme 9: Auxiliary and Associated Service

►PM901: Number of candidates in Grade 12 who wrote National Senior Certificate (NSC) examinations.

92,241 85,358 89,627 97,897 107,687 118,455 130,301

►PM902: Number of candidates who passed National Senior Certificate.

72,537 69,216 75,234 85,122 86,149 94,764 95,712

►PM903: Number of learners who obtained Bachelor passes in the National Senior Certificate (NSC).

31,327 30,037 32,449 38,104 33,101 33,432 33,766

►PM904: Number of learners who passed Maths in the NSC examinations.

24,226 20,027 23,899 27,150 27,422 27,696 27,973

►PM905: Number of learners who passed Physical Science in the NSC examinations.

19,249 17,069 20,335 22,557 22,783 23,010 23,240

►PM906: Number of Grade 3 learners who passed Language in the Annual National Assessment (ANA).

51,617 52,243 86,885 89,580 98,700 99,687 100,684

►PM907: Number of Grade 3 learners who passed Maths in the Annual National Assessment (ANA).

44,243 44,780 74,247 96,094 98,700 99,687 100,684


50,163 49,250 72,700 86,427 85,860 86,718 87,586


53,030 52,064 45,994 63,757 85,860 86,718 87,586


- - 83,242 68,411 94,221 95,163 96,115


- - 24,972 24,877 62,814 71,372 76,892


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• Thank You .....

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Documents

4 th Sept 2014 The Five Year 10 Pillar Education Programme Presentation for the MEC’s Consultative Meetings