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2018 EDUCATION INDABA
KEY PRIORITIES FOR THE SECTOR
MR HM MWELI
DIRECTOR-GENERAL
DEPARTMENT OF BASIC EDUCATION
PRESENTATION OUTLINE1. Introduction
2. Size and Shape of the Basic Education Sector
3. Strategic Direction
4. Priorities of the Sector
5. Progress
6. Conclusion2
INTRODUCTION
“By 2030, South Africans should have accessto education and training of the highestquality, leading to significantly improvedlearning outcomes. The performance ofSouth African learners in internationalstandardised tests should be comparable tothe performance of learners from countriesat a similar level of development and withsimilar levels of access.”
National Planning Commission: National Development Plan, November 2011)
3
SIZE & SHAPE OF THE BASIC EDUCATION SECTOR
4
Provincial Education
Departments (9)
Education Districts (70+5 in LP)Circuit Offices (864)
Schools (25 762)
Public schools (23 796)Independent (Private)
schools (1 966)
Section 20
Public schools
Section 21 Public Schools
(former Model C)
Registered
independent schools
Unregistered independent
schools (illegal)
Non-subsidised
independent schools
Subsidised
independent schoolsGreater financial autonomy
Department of Basic
Education (national)
BASIC EDUCATION SECTOR
7
5
NUMBER OF LEARNERS, EDUCATORS AND SCHOOLS IN
THE ORDINARY SCHOOL SECTOR BY PROVINCE IN 2017
6
EDUCATION STATISTICS AT A GLANCE, 2017
Size of the Schooling System:
Learners: 12 892 273
Educators: 433 320
Schools: 25 762
Official languages
English, isiZulu, isiXhosa, isiNdebele,
Afrikaans, siSwati, Sepedi, Sesotho,
Setswana, Tshivenda, Xitsonga
Sector Learners Educators Schools
Public 12 490 132 399 156 23 796
Independent 402 141 34 164 1 966
Total 12 892 273 433 320 25 762
Learners
Public Independent
Educators
Public Independent
Schools
Public Independent
7
STRATEGIC DIRECTION
8
How the sector plan relates to SDGs and other plans (and reports)
Sector plan
Action Plan to 2019: Towards the
realisation of Schooling 2030
(access, redress, equity,
inclusivity, quality, & efficiency)
Medium Term Strategic
Framework (MTSF)
NATIONAL
DEVELOPMENT
PLAN (NDP)
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
PED quarterly
sector reports
UNESCO 2030
AGENDA & CESA
2016-25 on the
AFRICAN AGENDA
2063
External
evaluations
of key
programmes
8
PRIORITIES OF THE
SECTOR
9
PRIORITIES OF THE SECTOR• Improved quality of teaching and learning through the
development, supply and effective utilisation of teachers;
• Improved quality of teaching and learning through theprovision of adequate, quality infrastructure and Learning andTeaching Support Materials (LTSM);
• Improving assessment for learning to ensure quality andefficiency in academic achievement;
• Expanded access to Early Childhood Development andimprovement of the quality of Grade R, with support for pre-Grade R provision;
• Strengthening accountability and improving management atthe school, community and district levels; and
• Partnerships for education reform and improved quality.
10
PROGRESS
11
EARLY CHILDHOOD
DEVELOPMENT (ECD)
12
NATIONAL DEVELOPMENT PLAN – EARLY
CHILDHOOD DEVELOPMENT (ECD)
• Grade R is currently the strongest element of preschool
learning and support. It links ECD services to primary
schools;
• Make two years of quality pre-school enrolments for 4and 5 year olds compulsory before Grade 1;
• There should be a policy and programme shift to ensure
that the Department of Basic Education takes core
responsibility for the provision and monitoring of ECD;
• Other departments should continue to provide services in
a supportive capacity; and
• Resource allocation should gradually reflect the changesin institutional responsibility for ECD.
13
RESPONSIBILITIES OF KEY DEPARTMENTS
DEPARTMENT RESPONSIBILITY
Social
Development
❖ Ensuring universal availability and adequate quality of,
and equitable access to, inclusive learning opportunities;
❖ Development, delivery, regulation, registration, quality
monitoring, improvement and evaluation of ECD
programmes.
Health Provision of health and nutrition programmes for
pregnant women, infants and children, parenting support
programmes, opportunities for learning and play through
health facilities and home visits for children at risk of poor
development outcomes.
Basic Education ❖ Development of early learning curriculum;
❖ Continuity and synergy between early learning and
Grade R;
❖ Integration of key health messages in school curriculum;
❖ Training, implementation and monitoring relating to
curriculum implementation for birth to four-year-olds.
14
35,8
4,2
49,8
8,7
0,1
1,3
0,2
Formal
Day mother
At home -parent
At home - adult
At home - <18
At anotherdwelling
Other
CARE ARRANGEMENTS FOR CHILDREN
BIRTH TO 4 (GHS, 2016)
15
TYPE OF ECD STIMULATION PROVIDED TO
CHILDREN AGED 0-4, (GHS, 2016)
37,3
13,5
36,2
29
33,1
21,6
12,6
18,4
13,9
21,1
35
28,2
0
5
10
15
20
25
30
35
40
Read a story Sing Imitate
Never Sometimes Often Daily
16
STAFF NUMBERS IN ECD CENTRES (2013-14)
Principal
or matron
in 2013-14
ECD audit
Supervisor
in 2013-14
ECD audit
Practitioner
in 2013-14
ECD audit
Assistant
practitioner
in 2013-14
ECD audit
Support
staff in
2013-14
ECD audit
Total staff
in 2013-14
ECD audit
EC 605 347 1 339 308 1 018 3 616
FS 918 42 3 145 173 1 478 5 757
GP 1 539 153 6 363 554 2 258 10 868
KN 484 589 3 083 324 2 411 6 890
LP 2 229 277 4 010 290 4 062 10 867
MP 1 146 70 2 910 254 1 891 6 271
NC 287 121 754 105 541 1 807
NW 202 488 1 346 53 836 2 924
WC 1 702 173 4,414 965 1 392 8 646
SA 9 112 2 260 27 364 3 026 15 887 57 646
17
ECD PRACTITIONERS (Birth to 4)
Province Number of
Registered
Centres
Estimated
number of ECD
practitioners (x5
per centre)
Practitioners'
qualifications
below Grade
12
Pratitioners’
with Level 4
qualifications
& above
Targeted In
training at
Level 4
(2017)
Eastern Cape 1 784 8 920 4 014 4 906 90
Free State 1 843 9 215 4 147 5 068 0
Gauteng 3 706 18 530 8 339 10 192 405
KwaZulu-Natal 1 879 9 395 4 228 5 167 428
Limpopo 2 927 14 635 6 586 8 049 91
Mpumalanga 1 603 8 015 3 607 4 408 700
Northern Cape 787 3 935 1 771 2 164 50
North West 471 2 355 1 060 1 295 1 000
Western Cape 3 190 15 950 7 178 8 773 707
TOTAL 18 190 90 950 40 930 50 022 3 471
Based on information from DSD Audit of ECD Centres (2014)
18
PROCESS TO DATE
• Developedtheframeworkfor plan for:
• 4-5 year-olds; &
• Birth – 4year-olds forpresentationto DDGs on20 July 2018
Meetings of Directors & CDs
• DSD toprovideinformationon legislative,policy &politicalmandate forECD
Develop ajointpresentationincl. thedelivery &co-ordinationfor 4-5 year-olds to be inschools; & 0-4 year-olds
Meetings of DDGs
• Commonunderstanding of the brief;
• Develop aTechnicalproposal forpresentation toDGs andMinisters.
• Consider ajointcommuniqueto provideinformation oncurrent statusto avoid anymisrepresentations
Meetings of DGs
• Endorsed therecommendations made byHEDCOM; and
• All provincialMembers ofthe ExecutiveCouncils(MECs) forEducationwould be ECDchampions,led by MinisterAngieMotshekga.
CEM
• Strengthencollaborationwith the DSDand DoH;
• Clear plan;
• Inter-BranchManagementMeeting;
• HEDCOM Sub-committee onECD
• Include localmunicipalities
• Present regularreports
HEDCOM
19
INCLUSIVE EDUCATION
20
ACCESS TO EDUCATION FOR LEARNERS WITH
SPECIAL EDUCATION NEEDS (SNE): 2002 - 2015
Growth Area 2002 2015
Number of Special Schools 295 464
(419 Public, 45
Independent)
Learner Enrolment in
Special Schools
64 000 119 559
Number of Full-Service
Schools
30 741
Number of SNE Learners in
Ordinary Schools
77 000 121 461
21
SNE LEARNER ENROLMENT IN SPECIAL
SCHOOLS PER PROVINCE, 2016Province Number of
Schools
Number of SNE
learners
Eastern Cape 43 9 506
Free State 21 6 005
Gauteng 149 47 918
KwaZulu Natal 72 15 051
Limpopo 34 8 638
Mpumalanga 20 3 796
Northern Cape 11 1 505
North West 32 7 427
Western Cape 83 19 713
National 465 119 559Source: SNE SNAP Survey, 2016
22
DISTRIBUTION OF SPECIAL SCHOOLS
NATIONALLY
23
PUBLIC SPECIAL SCHOOLS BUDGET, 2017 MTEF
Provinces
2016/17 2017 MTEF Allocations
Main Budget
Adjusted
Budget2017/18 2018/19 2019/20
R'000 R'000 R'000 R'000 R'000
Eastern Cape 690 280 690 280 736 017 787 428 836 711
Free State 426 878 460 600 474 283 532 624 574 139
Gauteng 2 021 733 2 111 114 2 343 748 2 518 378 2 685 111
KwaZulu Natal 1 020 360 1 035 570 1 089 809 1 162 460 1 229 538
Limpopo 448 754 448 754 488 368 534 903 568 159
Mpumalanga 247 638 247 638 293 303 373 136 398 744
Northern Cape 116 251 116 251 140 181 167 616 177 829
North West 512 311 521 711 561 668 599 768 637 063
Western Cape 1 181 976 1 181 976 1 245 542 1 355 183 1 458 475
TOTAL 6 666 181 6 813 894 7 372 919 8 031 496 8 565 769
24
DESIGNATED FULL SERVICE SCHOOLS
Province Designated Schools
Eastern Cape 30
Free State 175
Gauteng 19
KwaZulu Natal 100
Limpopo 17
Mpumalanga 140
Northern Cape 12
North West 151
Western Cape 40
Total 684
25
DISTRIBUTION OF FULL-SERVICE
SCHOOLS NATIONALLY
26
WAITING LISTS IN SPECIAL SCHOOLSProvince Number
of
Learners
Strategies of Province to deal with Waiting lists
EC 2 160 Added Autism Units to 4 Special Schools.
FS 712 No strategies provided.
GT 1 160 Collaborating with Sci-Bono to develop an online waiting lists system; Opened
3 additional autism specific schools and 13 autism units in Special Schools
KZN 2 769 Assessment, referral, & screening of learners is on-going in special schools;
There is MoU between DoE and DoH on assessment and referrals.
LP 439 Draft Policies on Admissions & Hostels, & Provincial Disability Strategy have
been developed.
MP 2 626 No learners were refused admission as they remain in existing schools until
they find space.
NC 222 Admission to SSs and Full Service Schools (FFSs) is centralised at Head
Office;
Waiting lists are reviewed annually by Head Office.
NW 1 143 The province is busy with research to pilot an autism class/unit
WC 230 Waiting lists for all Special schools have been centralised from 2016; An on-
line electronic Schools Admissions Management Information (SAMI) system is
developed to also track all referrals to Special Schools; 2 Special schools for
Autism were established in July 2017 & 12 units have been established at other
Special schools
Total 11 461
27
SNE TRANSPORT
PROVINCE
Bus Transport Minibus Transport Other Transport
Number
of
Schools
Number of
Buses
Number of
Schools
Number of
Minibuses
Number
of
Schools
Number
of Other
Transport
Eastern Cape 32 65 40 111 28 59
Free State 3 6 6 14 14 150
Gauteng 90 120 90 410 - -
KwaZulu Natal 74 118
Limpopo 34 5 28 28 20 20
Mpumalanga 18 17 18 86 18 9
Northern Cape 1 1 4 11 0 0
North West 32 26 155 18
Western Cape 44 200 31 89 3 3
National 328 558 217 904 83 259
28
SPECIAL SCHOOL HOSTELSPROVINCE Number of Schools with
Hostels
Capacity (Number of
Boarders of Hostels
Eastern Cape 32 3 733
Free State 15 2 213
Gauteng 16 4 180
KwaZulu Natal 41 4 805
Limpopo 25 5 629
Mpumalanga 9 1 315
Northern Cape 5 501
North West 15 1 924
Western Cape 29 2 345
National 187 26 645
29
LEARNER TRANSPORT –
INSTITUTIONAL FRAMEWORKPROVINCE IMPLEMENTING DEPARTMENT
Eastern Cape TransportFree State TransportGauteng EducationKwaZulu-Natal EducationLimpopo EducationMpumalanga TransportNorthern Cape TransportNorth West TransportWestern Cape Education
30
LEARNER TRANSPORT PROVISION 2017/18
Province Total need2017/18
Target
No.
transported
Q1
No.
transported
Q2
No.
transported
Q3
No.
transported
Q4
%
transported
%
transported
against the
need
EC 111 406 80 552 80 427 80 288 80 552 80 552 100% 72%
FS 9 008 9 008 7 765 11 186 7 095 7 684 85% 85%
GP 129 059 116 773 110 509 110 515 110 515 116 773 100% 90%
KZN 97 457 55 307 47 747 47 747 47 747 55 307 100% 57%
LP 40 268 34 049 35 859 37 171 37 171 37 143 109% 92%
MP 60 231 60 231 60 256 60 231 60 231 60 629 101% 101%
NC 26 877 24 296 23 896 23 896 24 296 23 749 100% 90%
NW 52 687 42 421 37 371 42 421 55 849 58 853 139% 112%
WC 58 660 58 660 58 739 59 371 59 408 58 660 100% 100%
TOTAL 585 653 481 297 462 569 472 826 482 864 499 350 104% 85%
31
LEARNER TRANSPORT – KEY
CHALLENGESChallenges Remedial measures
Insufficient Funding
of learner transport
❖ Some provinces have provided additional funding in the 2017/18
adjustment budget.
❖ Comprehensively evaluate the programme performance in terms of
its efficacy/ efficiency and to determine funding requirements and
mechanisms. The evaluation of the programme will assist in
determining this.
Location of
function
❖ Function is shared by Department of Transport and Education.
❖ Coordination and oversight of the function between two departments
is a challenge.
❖ The evaluation would make recommendation on the proposed
department that would be responsible for the function.
Road safety ❖ Strengthened law enforcement efforts; increase public
engagement around road safety; involve citizens in debates around
road safety and leading road safety campaigns (parents, learners,
schools and operators).
❖ Implementation of Focused National Learner Transport Road
Safety Programme i.r.o awareness campaigns and enforcement.
❖ Develop and enforce driver and learner code of conduct.32
32
LEARNER TRANSPORT – KEY
CHALLENGES (cont.)Challenges Remedial measures
Rationalisation of
schools
❖ Provinces are assisted to ensure integration with other programmes
to ensure that a common objective is achieved as these
programmes can have an effect of increasing demand for
transport, which results in increasing costs and inability to provide
full coverage.
❖ A national task team to assist provinces address rationalisation
challenges has been set up. Infrastructure is an integral member of
the committee to ensure that infrastructure matters are addressed
timeously.
Lack of uniformity
in contracting and
remuneration
❖ Model contract documents and guidelines finalised and
implemented.
❖ The evaluation of the programme will provide solutions in terms of
the appropriate remuneration model based on the performance
reviews of the programme.
Inefficiencies in the
provision of the
programme
❖ Address the transport of learners to schools of choice;
❖ Address contracting obligations to add clause on contracting
arrangement to address drop in learner numbers.
33
INFRASTRUCTURE
AND SANITATION
34
CLASSROOM SHORTAGES
PROVINCE
TOTAL
CLASSROOM
REQUIRED
TOTAL
CLASSROOMS
PROVIDED
SURPLUS /
SHORTAGE
Eastern Cape 48 936 55 833 6 897
Free State 17 653 20 560 2 907
Gauteng 53 274 50 927 -2 347
KwaZulu-Natal 74 545 77 624 3 079
Limpopo 44 517 49 474 4 957
Mpumalanga 26 170 25 173 -997
North West 21 025 20 882 -143
Northern Cape 7 324 8 830 1 506
Western Cape 27 482 29 157 1 675
TOTAL 320 926 338 460 17 534
35
CLASSROOM ANALYSIS Province Analysis
Eastern Cape Although the Eastern Cape has an oversupply of classrooms (6897), three districts, Libode, Lusikisiki
Mbizana and Mthatha appear to have shortage of classrooms and on average have more learners than
there are spaces. These districts are largely densely populated than there are school infrastructures.
Free State The province has an oversupply of 2,907 classrooms in total with the largest proportion being in Thabo
Mofutsanyana District.
Gauteng The largest number of classroom shortage is in Gauteng (2347). One key contributor to the shortage of
classrooms in Gauteng is largely the in-migration of people (workers and learners) from other
provinces.
KwaZulu-Natal In general KZN has an oversupply of 3079 classrooms. However, there are three districts which have
shortage of classrooms. These are Amajuba (-100), Umkhanyakude (-736) and Uthukela (-8)
Limpopo In general Limpopo has an oversupply of 4957 classrooms. Capricon (1734) and Sekhukune (1482)
districts have the largest number of classrooms which are not in use.
Mpumalanga Of the required 26170 classrooms in Mpumalanga there is a shortage of 997 classrooms.
North West Of the required 21025 classrooms in North West there is a shortage of 143 classrooms.
Northern Cape The Northern Cape appears to have an oversupply of classrooms (1506). However the vastness of the
province mean that more schools are required in order to make it accessible to learners near their
homes.
Western Cape On average, the Western Cape has an oversupply of classrooms (1675). However, Metro East District
appears to have an undersupply of classrooms (shortfall of 176)
36
SCHOOL INFRASTRUCTURE –
BACKLOGS FOR LABORATORIES
37
SCHOOL INFRASTRUCTURE –
BACKLOGS FOR LIBRARIES
38
SCHOOL INFRASTRUCTURE –
BACKLOGS FOR COMPUTER CENTRES
39
SCHOOL INFRASTRUCTURE – BACKLOGS
FOR FENCING & SECURITY
40
SCHOOL INFRASTRUCTURE – BACKLOGS FOR SPORTS SOURCE FACILITIES
41
MAINTENANCE NEEDED ON BUILDINGS
42
MAINTENANCE NEEDED ON ROOFS
43
BACKLOGS FOR SCHOOL FURNITURE
ProvinceTotal No. of Schools with
Shortage of Furniture No. of Units Required
Eastern Cape 960 90 120
Free State 304 57 061
Gauteng 201 54 655
KwaZulu Natal 1 865 248 129
Limpopo 746 87 693
Mpumalanga 700 93 573
Northern Cape 362 14 078
North West 503 96 838
Western Cape 534 57 351
TOTAL 6175 799 498
44
TOTAL INFRASTRUCTURE EXPENDITURE – EDUCATION
INFRASTRUCTURE GRANT (EIG) AS AT MARCH 2018
45
PROVINCE
Allocated
Budget 2017/18
('000)
Adjustments
('000)
Total Adjusted
Budget
('000)
Total Spent as
at end March
2018
('000)
% Spent of
Adjusted
Budget
Eastern Cape 1 636 750 22 000 1 658 750 1 659 620 100%
Free State 679 913 198 081 877 994 869 091 99%
Gauteng 1 742 829 382 011 2 124 840 1 976 661 93%
KwaZulu-Natal 2 308 147 194 877 2 503 024 2 504 124 100%
Limpopo 810 523 298 568 1 109 091 1 096 188 99%
Mpumalanga 1 165 781 -80 000 1 085 781 899 719 83%
North West 1 076 331 0 1 076 331 1 072 989 100%
Northern Cape 623 578 0 623 578 609 595 98%
Western Cape 1,614 044 146 509 1 760 553 1 675 123 95%
TOTAL 11 657 896 1 162 046 12 819 942 12 363 110 96%
45
EDUCATION INFRASTRUCTURE GRANT
(EIG) – MARCH 2018
46
PROVINCE
Allocated
Budget
2017/18
('000)
Adjustments
('000)
Total
Adjusted
Budget
('000)
EIG
Transfers to
PEDs
('000)
Total Spent
as at end
March 2018
('000)
% Spent of
EIG
Transferre
d as at end
March
2018
% Spent of
Adjusted
Budget
Eastern Cape 1 581 750 22 000 1 603 750 1 81 750 1 582 837 100% 99%
Free State 661 635 191 281 852916 661 635 852 091 129% 100%
Gauteng 1 468 146 0 1 468 146 1 468 146 1 446 158 99% 99%
KwaZulu-Natal 1 993 146 339 996 2 333 142 2 333 142 2 333 382 100% 100%
Limpopo 810 523 115 367 925 890 892 304 900 171 101% 97%
Mpumalanga 750 184 0 750 184 750 184 698 762 93% 93%
North West 1 074 331 0 1 074 331 1 074 331 1 070 355 100% 100%
Northern Cape 612 267 0 612 267 612 267 609 361 100% 100%
Western Cape 1 093 580 55 531 1 149 111 1 093 580 1 121 835 103% 98%
TOTAL 10 045 562 724 175 10 769 737 10 467 339 10 614 952 101% 99%
46
MAINTENANCE OF SCHOOL
INFRASTRUCTURE
47
Province
No. of
Maint’nce
Projects
in
2017/18
FY
Overall
Adjusted
Infrastructure
Budget
('000)
Maint’nce
Budget
('000)
%
Maint’nce
Budget to
Total
Total
Expenditure
as at end
March 2018
('000)
%
Expenditure
on
Maint’nce
Relative to
Maint’nce
Budget
Eastern Cape 372 R 1 658 750 R 283 737 17% R 529 224 187%
Free State 66 R 877 994 R 364 412 42% R 355 509 98%
Gauteng 922 R 2 124 840 R 673 227 32% R 625 048 93%
KwaZulu-Natal 3 277 R 2 414 834 R 853 949 35% R 834 497 98%
Limpopo 89 R 852 339 R 362 515 43% R 351 713 97%
Mpumalanga 77 R 1 085 781 R 106 163 10% R 109 747 103%
North West 258 R 1 076 331 R 115 807 11% R 106 841 92%
Northern Cape 96 R 623 578 R 163 792 26% R 156 841 96%
Western Cape 68 R 1 760 553 R 626 751 36% R 603 696 96%
TOTAL 5 225 R 12 475 000 R 3 550 353 28% R 3 673 116 103%
47
SECTOR PERFORMANCE: DELIVERABLES
AGAINST TARGETSNo.: Type of infrastructure Target Delivered Balance
1 Number of New Schools 35 13 -22
2 Replacement schools 30 23 -7
3 Full Service Schools 40 4 -36
4 Provision/replacement of Sanitation 731 659 -72
5 Provision/upgrade of Water 538 819 281
6 Provision/upgrade of Electricity 293 208 -85
7 Maintenance Projects 1 513 1 624 111
8 Libraries Project 109 26 -83
9 Laboratories Projects 140 89 -51
1 School Halls 36 16 -20
11 Technical Workshops 14 4 -10
12 Nutrition Centers 74 52 -22
13 Additional Classrooms 2 023 2 299 276
14 Grade R Classrooms 782 551 -231
15 Administration Blocks 91 36 -55
16 Provision/upgrade of fence 124 199 75
17 Provision/upgrade of sport field 47 9 -38
18 Special Schools 8 5 -3
19 Natural Disasters Projects 277 188 -89
20 Guard House 45 17 -28
21 Boarding Schools 2 3 1
EDUCATION INFRASTRUCTURE GRANT –
2018 MTEF PERIOD
49
Provinces
Column A Column B
Allocation MTEF Estimates
2018/19 2019/20 2020/21
R'000 R'000 R'000
Eastern Cape 1 479 828 1 394 253 1 547 060
Free State 755 337 643 932 714 506
Gauteng 1 373 073 1 283 691 1 424 381
KwaZulu-Natal 1 866 435 1 794 644 1 991 333
Limpopo 1 011 680 1 068 836 1 275 292
Mpumalanga 838 551 730 112 810 132
Northern Cape 568 766 450 709 500 106
North West 1 002 988 900 412 999 095
Western Cape 1 021 076 919 146 1 019 882
Unallocated 1 128 423 1 184 844
Total 9 917 734 10 314 159 11 466 632
49
SCHOOL INFRASTRUCTURE DELIVERY
PROVINCIAL PLAN FOR 2018/19 MTEF
50
PROGRAMME
2018/
19
2019/
20
2020/
21
2018/
19
2019/
20
2020/
21
2018/
19
2019/
20
2020/
21
2018/
19
2019/
20
2020/
21
EC EC EC FS FS FS GP GP GP KZN KZN KZN
Number of New Schools 4 3 3 8 4 3 10 11 16 9 7 3
Replacement schools 4 4 3 5 0 0 1 1 4 1 2 2
Full Service Schools 0 0 0 1 1 1 0 0 0 2 1 2
Provision/replacement of
Sanitation169 178 185 87 6 6 12 13 21 150 150 180
Provision/upgrade of Water 169 178 185 10 10 10 12 13 21 150 150 180
Provision/upgrade of
Electricity32 5 12 10 10 10 12 13 21 100 100 170
Maintenance Projects 18 20 35 65 27 20 40 40 50 320 370 385
Libraries Project 28 30 33 2 6 2 11 13 21 10 12 13
Laboratories Projects 0 0 0 8 4 10 11 13 21 15 12 13
School Halls 0 0 0 0 1 0 11 13 21 0 0 0
Technical Workshops 0 0 0 0 0 0 0 0 0 0 0 0
Nutrition Center 0 0 0 10 18 18 11 13 21 15 10 10
Additional Classrooms 260 285 250 81 39 50 350 350 300 200 210 220
Grade R Classrooms 13 13 23 35 18 30 200 200 300 50 50 80
Administration Blocks 0 0 0 8 10 6 11 13 21 10 10 10
Provision/upgrade of fence 0 0 0 0 9 10 11 13 21 40 40 30
Provision/upgrade of sport
field0 0 0 0 0 0 11 13 21 10 9 5
Special Schools 0 0 0 0 0 1 0 1 1 1 2 2
Boarding Schools 1 2 2 1 3 3 0 0 0 2 2 2
Guard House 4 3 3 0 0 0 11 13 21 10 9 5
Natural Disasters Projects 0 0 0 0 0 0 0 0 0 150 150 180
INAPPROPRIATE STRUCTURES: PROGRESS
Design &
Procurement <25% 25%-49%50%-
74%>75%
DBSA 114 6 9 - - 1 10 98
IDT 31 3 10 4 2 - 16 12
EC CDC 31 5 3 - 1 1 5 21
DRPW 16 0 - - 1 1 2 14
NDPW 20 4 16 - - - 16 -
DBE# 29 29 29 - - - - 0 -
DBE# 57 57 34 23 - - - 23 -
Sub-
Total- 298 81 61 4 4 3 72 145
IDT 6 0 - - - 2 2 4
DBSA 19 0 - - 3 3 16
FSDoE 5 0 5 - - - 5 -
Sub-
Total - 30 0 5 0 0 5 10 20
KZN Adopt-A-School 3 0 - - - 2 2 1
WC WCED 25 0 - - - - - 25
MP DBSA 5 0 - - - - - 5
NW DBSA 2 0 - - - - - 2
NC DBSA 1 0 - - - - - 1
LP DBSA 3 0 - - - - - 3
Total 367 81 66 4 4 10 84 202
Projects in
Construction
No of Projects
Completed
FS
Provinc
es
Implementing
Agents (IA)
Projects being
Implemented
Construction Progress
51
ASIDI: SANITATION – PROGRESS NUMBER OF PROJECTS AT VARIOUS STAGES OF IMPLEMENTATION - SANITATION
PROVINCES
No of Projects
being
implemented
No of
Projects
Completed
No of projects
at Planning,
Design &
Procurement
No of projects
under
Construction
No of projects
with
construction
progress
<25 %
No of projects
with
construction
progress at 25%
- 49%
No of projects
with
construction
progress at 50%
- 74%
No of projects
with
construction
progress of more
than >75%
LP437 89 31 317 240 2 0 75
EC298 171 52 75 61 1 4 9
FS39 12 0 27 0 0 0 27
KZN116 104 11 1 0 0 1 0
NC13 13 0 0 0 0 0 0
NW18 10 8 0 0 0 0 0
GP14 14 0 0 0 0 0 0
MP38 38 0 0 0 0 0 0
WC19 19 0 0 0 0 0 0
TOTALS 992 470 102 420 301 3 5 111
* 741 is the baseline number of projects as per initial scope of ASIDI
* Due to changes in the scope, the number of projects has increased to 992
** The projects under construction are planned to be completed in the 2018/19 FY.
52
ASIDI: WATER – PROGRESS
PROVINCES
No of Projects
being
implemented
No of
Projects
Completed
No of projects at
Planning,
Design &
Procurement
No of projects
under
Construction
No of projects
with
construction
progress
<25 %
No of projects
with
construction
progress at 25% -
49%
No of projects
with
construction
progress at
50% - 74%
No of projects
with
construction
progress of
more than
>75%
EC548 271 106 171 42 24 5 100
MP36 36 0 0 0 0 0 0
FS67 53 0 14 0 0 0 14
GP0 0 0 0 0 0 0 0
KZN219 211 8 0 0 0 0 0
LP364 103 0 261 222 2 3 34
NC5 5 0 0 0 0 0
NW15 3 11 1 0 0 0 1
WC3 3 0 0 0 0 0
TOTALS 1257 685 125 447 264 26 8 149
* 1120 is the baseline number of projects as per initial scope of ASIDI
* Due to changes in the scope, the number of projects has increased to 1257
** The projects under construction are planned to be completed in the 2018/19 FY.
53
ASIDI: ELECTRICITY – PROGRESS
Province IA
No of
schools
being
implement
ed
No. of
schools at
planning,
design
procurement
(IDMS)
Construct
ion
No. of
schools with
progress
<25 %
No. of
schools with
progress at
25% - 49%
No. of
schools with
construction
No. of
schools
with
constructio
n progress
at >75%
No. of
schools at
PCprogress at
50% - 74%%
EC Eskom 210 0 11 0 0 0 11 202
FS FS 55 0 2 0 0 0 2 50
GP GP 2 0 0 0 0 0 0 2
KZN Eskom 63 5 5 58
LP Eskom 5 0 0 0 0 0 0 5
MP Eskom 48 0 3 0 0 0 3 45
NW Eskom 2 0 0 0 0 0 0 2
NC N/A 0 0 0 0 0 0 0 0
WC WC 8 0 0 0 0 0 0 8
Total 393 0 21 0 0 0 21 372
❖ 916 is the baseline number of projects as per initial scope of ASIDI
❖ Due to changes in the scope, the number of projects has decreased to 393
❖ FS DoE reports that all their electricity projects are completed. DBE is in the process of
verifying their completeness
54
SITUATIONAL ANALYSIS –
ERADICATION OF PIT LATRINESAn analysis of school sanitation brought the following to the fore:
❖ Schools without sanitation;
❖ Schools with pit toilets;
❖ Schools provided with sanitation but pit toilets not demolished;
❖ Schools with inadequate sanitation;
❖ Sanitation not fit for purpose (age appropriate);
❖ Schools with insufficient sanitation.
55
56
AUDIT RESULTS FOR SCHOOL SANITATION
PROVINCENumber of
schools
PITLATRINES GRADE RINUSUFFICIENT
SANITATION
Schools with
pit latrines
ONLY and
Unacceptable
sanitation
School with
proper
sanitation but
pits not
demolished
Schools (Site)
need of Grade
R
Schools (Sites)
(Additional
seats)
Eastern Cape 3 157 1 598 323 2 810 216
Free State 223 156 42 209 40
Gauteng 747 0 5 325 435
KwaZulu Natal 2 842 1 365 1 477 2 001 59
Limpopo 1 360 507 853 400 614
Mpumalanga 1 111 127 278 740 206
North West 192 145 47 189 119
Northern Cape 373 0 15 118 240
Western Cape 656 0 0 482 174
TOTALS 10 661 3 898 3 040 7 274 2 103
❖ A school (site) may belong to more than 1 sub-programme hence each sub-programme to be
read separately
2018/19 PROJECTS AT DIFFERENT STAGES
ProvinceNo of
ProjectsPlanning Tender Construction Practical
Completion1 - 25 % 26 - 50 % 51 - 75 % 76 - 99 %
EC 424 373 51 0 0 0 0 0
EC (ASIDI) 127 52 61 1 4 9
EC (inapp.) 153 77 65 4 4 3
FS 78 78 0 0 0 0 0 0
GP 0 0 0 0 0 0 0 0
KZN 197 0 140 0 0 0 57 0
KZN (ASIDI) 12 11 1
LP 435 66 0 10 3 16 142 198
LP (ASIDI 348 31 240 2 0 75
MP 335 62 0 27 0 12 98 136
NC 16 0 16 0 0 0 0 0
NW 50 17 33 0 0 0 0 0
WC 0 0 0 0 0 0 0 0
Grand Total 2 175 596 411 403 10 36 385 334
57
58
AUDIT
59
AUDIT
60
AUDIT
ADDRESSING THE SANITATION CHALLENGE: THE TECHNOLOGY
61
Ventilated Improved Pit latrines (VIP’s)EnviroLoo
Completed VIP Ablutions VIP Excavation &
Reinforcement
VIP Floor Slab with cut-outs
for seats
ADDRESSING THE SANITATION CHALLENGE:
THE TECHNOLOGY (cont.)
62
63
CONSOLIDATED COSTS –SANITATION
NB: Included in the Costs above are the following – New VIP toilets; Demolition of pit-
latrines; provision of boreholes to some of the schools; preliminaries, contingencies &
escalation costs; PSP @ 6% & 5% disbursement; & IAs’ fees @ 3.5%.
Row
Labels
Count of
School
Name
Sum of Total
Number of
Seats
(Primary)
Sum of Total
Number of
Seats
(Secondary)
Sum of
Total
Number of
Grade R
Seats
Sum of
Construction
Cost
Including
Boreholes
Sum of
Demolitions
Sum of
PSP Fees
Sum of IA
Fees Total
EC 1 598 8 559 15 741 1 500 2 176 933 908 90 427 423 239 462 730 84 573 882 2 591 397 944
FS 156 1 359 150 149 156 160 508 5 811 189 17 177 656 6 066 836 185 216 188
KZN 1 365 15 606 7 981 2 773 2 136 112 398 87 648 007 234 972 364 82 987 967 2 541 720 735
LP 507 6 279 2 004 1 129 770 679 756 32 988 485 84 774 773 29 940 909 918 383 922
MP 127 2 173 390 330 227 877 189 10 139 788 25 066 491 8 853 029 271 936 497
NW 145 2 474 521 438 269 338 629 12 032 455 29 627 249 10 463 806 321 462 139
Total 3 898 36 450 26 787 6 319 5 737 102 387 239 047 347 631 081 263 222 886 428 6 830 117 424
64
GAUTENG AND WESTERN CAPE
Province
Count
of
school
name
Sum of
Seats:
Primary
Sum of
Seats:
Secondary
Estimate
Construction
Cost
Estimate
PSP Fees
Estimate
IA Fees
Norms
Estimated
Total
Gauteng 747 3 957 528429 548
463
51 545
816
24 054
714
505 148
993
Western
Cape656 3 252 228
202 439
711
24 292
765
11 336
624
238 069
101
Total
1 403 7 209 756 631 988 174 75 838 581 35 391 338 743 218 093
65
LOW ENROLMENT PRIMARY SCHOOLS
66
LOW ENROLMENT SECONDARY SCHOOLS
FINANCES
67
INTERCONNECTEDNESS & SIZE OF VARIABLES
Learner
performance
Demographic pressures
A remarkable surge in births 2003-2005
of 13%, followed by a fall of 6% post-
2008. Hitting secondary schools 2018.
Very slow growth
in provincial
budgets
Only slightly
above wage
trend.
Wage pressures
Still above CPI, but teacher
demographics point to
downward unit cost
‘pressures’ around 5 years
from now.
Symptoms: Staffing & LE ratio
trends
Poorer schools experiencing
the worst LE increases, &
middle management in
schools being eroded.
Shrinkage in education’s
share of provincial spending
Justification for recent
trends need to be clearer.
Equitable share issues
Actual spending on education 47% against 48% in
formula.
Declining purchasing power of PEDs
1.5% lower in 2018 than 2011 (a good
year), and this is not counting enrolment
growth.
68
EQUITABLE SHARE ISSUES
❖ Equitable share (ES) formula does not determine how much isspent on education in each province. However, it serves as asomewhat useful benchmark against which to gauge the adequacyof each province’s allocation to basic education.
❖ However, strictly this should be ES as a % of all spending itemsin education, divided by ES as a % of all spending items inprovince.
❖ In one respect, equitable share is actually (not just theoretically)‘short-changing’ certain PEDs. The use of the Census 2011population figures in the education component (mid-year estimatesare used elsewhere in the formula) means that, in particular,Gauteng is under-funded. More specifically, Gauteng appears tobe losing around R300 million each financial year. Thecumulative under-funding for the Gauteng Department ofEducation over the 2018 MTEF period, is estimated at R1 billion.
69
THE EXPENDITURE SITUATIONAt the end of the 2016/17 financial year (March 2017), provincial departments
estimated what they had spent in the financial year. Some months later (around
September 2017), when final audited figures came out, they were across all
provinces substantially different.
Based on past experiences, we can be certain this R178.557 billion will be revised
substantially. How can we plan properly now when we are not sure yet what we spent
in the previous financial year?
EQUITABLE SHARE ISSUES
Drop 48.0% to 47.1% comes to
R4.2bn in 2018/19 Rand value.
All provinces except KZN and MP
saw a decline.
2018/19
graphed on
next slide.
This increase,
points to education
being a benefactor
of non-Equitable
Share trends, esp.
Conditional Grants.71
DEMOGRAPHIC PRESSURESThe trend we never expected: A
sustained increase over several years
in the incoming age cohorts.
72
REPRIORITISATION ACROSS
SECTORS WITHIN PROVINCES
NB: 0.8% drop in
Education is R3.9bn.
73
DEMOGRAPHIC PRESSURES
All provinces affected.
74
DECLINING PURCHASING POWER OF PEDs
Note this is all current spending of
the PEDs over all ordinary school
enrolments (public and independent).
PEDs do fund many independent
school learners.
Everything here, takes into account the shift of TVET
colleges away from colleges 2014/15 to 2015/16.
Here, purchasing power is measured using an index
comprised 20% of CPI and 80% of wage increases.
75
Province
2018 MTEF -- Baseline changes
R'000 2018/19 2019/20 2020/21 2018/19 2019/20 2020/21 Total
EC 34 772 126 36 810 483 39 327 048 -325 207 -776 969 -327 714 -1 429 890
FS 13 579 224 14 393 326 15 649 206 -34 785 -193 605 259 994 31 604
GP 45 220 540 47 780 764 50 741 196 842 269 1 025 808 1 414 717 3 282 794
KZN 50 903 682 53 785 299 57 880 610 271 834 -5 912 1 130 882 1 396 804
LP 30 607 772 32 270 855 34 215 066 167 427 76 083 249 582 493 092
MP 20 973 433 21 783 833 23 241 706 52 304 -311 423 -68 789 -327 908
NC 6 417 223 6 687 716 7 103 237 277 250 191 152 249 362 717 764
NW 16 041 405 17 004 465 18 336 972 -81 799 -248 321 135 283 -194 837
WC 22 193 312 23 128 725 24 547 773 279 927 21 579 169 734 471 240
TOTAL 240 708 717 253 645 466 271 042 814 1 449 220 -221 608 3 213 051 4 440 663
2018 MTEF
2018 MTEF & BASELINE CHANGES –
PED BUDGETS
NB: There is an overall baseline increase of R4.4 billion over the 2018 MTEF period. All PEDs have
positively benefitted from the baseline increase, except for the Eastern Cape, Mpumalanga & the North
West. The Free State has recorded a baseline decrease in the first two financial years of the 2018
MTEF – 2018/19 and 2019/20. KwaZulu Natal has recorded a baseline decrease in the second year of
the 2018 MTEF period – 2019/20. North West data excludes the Programme – Sport Development
76
2018 MTEF CoE: PED BUDGETS
NB: The total increase in the CoE baseline over the 2018 MTEF period is R4.129
billion, benefitting Gauteng and KZN the most. The Eastern Cape, Limpopo and
the Western Cape have their baselines decreasing by R1.5 billion, R421.4 million
and R57.5 million respectively.
Province 2018 MTEF -- Baseline changes
R'000 2018/19 2019/20 2020/21 2018/19 2019/20 2020/21 Total
EC 27 724 078 29 597 906 31 459 292 -370 944 -644 555 -446 504 -1 462 003
FS 10 810 387 11 675 081 12 755 902 -125 914 -131 573 299 882 42 395
GP 33 738 301 36 025 798 38 359 896 1 156 618 1 251 457 1 672 966 4 081 041
KZN 42 890 943 45 488 215 49 002 786 43 756 18 268 1 031 992 1 094 016
LP 24 637 533 25 939 596 27 351 593 -74 669 -161 577 -185 145 -421 391
MP 16 682 979 17 847 366 19 007 093 159 712 -187 177 925 337 450
NC 4 916 520 5 271 899 5 579 275 94 840 160 163 186 394 441 396
NW 12 525 094 13 468 580 14 539 480 -86 900 -82 362 243 236 73 974
WC 16 477 816 17 403 089 18 519 072 -67 381 -72 456 82 372 -57 465
TOTAL 190 403 651 202 717 530 216 574 389 729 118 337 178 3 063 118 4 129 413
2018 MTEF
77
HUMAN RESOURCE MATTERS
78
HR MATTERS – NUMBER OF FILLED AND VACANT EDUCATOR POSTS AT NATIONAL & IN THE PEDs
Province
School-
based
educators
in
teaching
posts
% School-
based
educators
in
teaching
posts
School-
based
educators in
Grade R and
other non-
core posts
% school-
based
educators in
Grade R &
other non-
core posts
Office-based
Educators
(including
Therapists,
Psychologists,
etc.
% Office-
based
educators
Total
number of
School- &
office-based
educators
% Total of
School- &
office-
based
educators
EC 50 925 13.7% 76 0.7% 1 322 15.8% 52 323 13.3%
FS 21 121 5.7% 1 483 12.7% 687 8.2% 23 291 5.9%
GP 63 366 17% 4 002 34.2% 1 735 20.7% 69 103 17.6%
KZN 87 083 23.4% 5 296 45.3% 1 234 14.7% 93 613 23.8%
LP 51 223 13.7% 23 0.2% 703 8.4% 51 949 13.2%
MP 32 921 8.9% 0 0% 734 8.8% 33 655 8.6%
NW 25 795 6.9% 1 0% 785 9.4% 26 581 6.8%
NC 9 235 2.5% 811 6.9% 466 5.6% 10 512 2.7%
WC 31 136 8.4% 0 0% 618 7.4% 31 754 8.1%
DBE 0 0% 0 0% 83 1% 83 0%
Total 372 805 100% 11 692 100% 8 367 100% 392 834 100%
❖ Number of Educator Posts, Source: PERSAL, May 2018
79
HR MATTERS – NUMBER VACANCIES FOR
SCHOOL-BASED PROMOTIONAL POSTS
PROVINCE Principals%
Principals
Deputy
Principal
% Deputy
PrincipalsHoDs
%
HoDs Total
%
Total
Eastern Cape 673 32.5% 1 594 11.4% 1 160 18.1% 3 427 15.2%Free State 113 5.5% 889 6.3% 692 10.8% 1 694 7.5%Gauteng 118 5.7% 2 766 19.7% 898 14% 3 782 16.8%KwaZulu Natal 201 9.7% 2 771 19.8% 548 8.5% 3 520 15.6%Limpopo 501 24.2% 1 594 11.4% 1 392 21.7% 3 487 15.5%Mpumalanga 136 6.6% 1 294 9.2% 424 6.6% 1 854 8.2%North West 46 2.2% 400 2.9% 186 2.9% 632 2.8%Northern Cape 61 2.9% 1 137 8.1% 246 3.8% 1 444 6.4%Western Cape 223 10.8% 1 570 11.2% 873 13.6% 2 666 11.8%
Grand Total 2 072 100% 14 015 100% 6 419 100% 22 506 100%
Source: PED Reports as at the end of March 2018
NB:
❖ PED reports are used due to inconsistencies in the capturing of school-based educator establishments
on PERSAL;
❖ Most of these, in particular the Principal vacancies are filled on acting capacity; and
❖ PEDs reported that all Post Level 1 posts were filled either permanently or on temporary capacity.
❖ The promotional posts in the 23 796 schools are occupied by 2 072 principals, 14 015 deputy principals
& 6 419 Heads of Departments (HoDs) – a total of 22 506 promotional posts.
80
STAFFING AND LE RATIO TRENDS
At the primary
level, quintile 3
schools have seen
the sharpest LE
ratio increases,
followed by
quintiles 1 and 2.
The schooling
system is
becoming more
unequal because
of the way cost-
cutting measures
are distributed.
What is worrisome is the revelation from the latest PIRLS report that the average
class size in Grade 4 had increased from 40 to 45 between 2011 and 2016.
81
STAFFING AND LE RATIO TRENDS (CONTD.)
Middle
management in
schools – a soft
target.
2012 to 2016
number of HoDs
declined by 7%,
or 3 400.
82
HR MATTERS – NUMBER OF FILLED AND VACANT PUBLIC
SERVICE POSTS IN AT NATIONAL & IN THE PEDs
ProvinceNumber of Public Services
Posts
% Public Service
Posts
Eastern Cape 15 461 16.5%
Free State 6 613 7.1%
Gauteng 24 099 25.7%
KwaZulu Natal 15 684 16.7%
Limpopo 6 182 6.6%
Mpumalanga 8 569 9.1%
North West 4 428 4.7%
Northern Cape 2 687 2.9%
Western Cape 9 213 9.8%
DBE (National) 743 0.8%
Grand Total 93 679 100%
❖ Number of Public Service Posts on approved Organisational Structures, Source: PERSAL, May 2018
83
HR MATTERS - NUMBER OF VACANT AND FROZEN PUBLIC
SERVICE POSTS (incl. Therapists, Psychologists, etc.)
❖ Source: PERSAL, May 2018
❖ This is by far the category with the highest vacancy rate (over 40%) when including the
frozen posts.
❖ North West, Western Cape & the DBE did not have frozen public service posts as at May
2018.
Row LabelsNumber of
Frozen posts
% Frozen
posts
Number
of Vacant
posts
%
vacant
posts
Total Frozen
& Vacant
posts
% Frozen
& Vacant
posts
Eastern Cape 3 0.1% 10 157 26.7% 10 160 25%
Free State 1 306 48.4% 881 2.3% 2 187 5.4%
Gauteng 722 26.7% 3 469 9.1% 4 191 10.3%
KwaZulu Natal 597 22.1% 6 669 17.5% 7 266 17.8%
Limpopo 32 1.2% 5 055 13.3% 5 087 12.5%
Mpumalanga 20 0.7% 1 563 4.1% 1 583 3.9%
North West - - 2 309 6.1% 2 309 5.7%
Northern Cape 20 0.7% 2 655 7% 2 675 6.6%
Western Cape - - 5 204 13.7% 5 204 12.8%
DBE (national) - - 44 0.1% 44 0.1%
Grand Total 2 700 100% 38 006 100% 40 706 100%
84
HR MATTERS – NUMBER OF VACANT AND
FROZEN OFFICE-BASED EDUCATORS
Row LabelsNumber of
Frozen posts
% Frozen
posts
Number
of Vacant
posts
%
vacant
posts
Total Frozen
& Vacant
posts
% Frozen
& Vacant
posts
Eastern Cape - - 895 33.8% 895 27.2%
Free State 101 15.6% 43 1.6% 144 4.4%
Gauteng 1 0.2% 454 17.2% 455 13.8%
KwaZulu Natal 547 84.3% 48 1.8% 595 18.1%
Limpopo - - 653 24.7% 653 19.8%
Mpumalanga - - 25 0.9% 25 0.8%
North West - - 80 3% 80 2.4%
Northern Cape - - 240 9.1% 240 7.3%
Western Cape - - 204 7.7% 204 6.2%
DBE (national) - - 5 0.2 5 0.2%
Grand Total 649 100% 2 647 100% 3 296 100%
NB:
❖ Posts (including Therapists, Psychologists etc.)
❖ Eastern Cape, Limpopo, Mpumalanga, North West, Northern Cape, Western Cape & the DBE
did not have frozen office-based educator posts as at May 2018.
❖ Source: PERSAL, May 2018
85
PERSONNEL TRENDS OVER 2018 MTEF
❖ Key cost drivers = Learners and educators / personnel
❖ PEDs should ensure that before increasing the number of personnel, there is
adequate budget for that.o Mpumalanga projects to increase the number of personnel in 2018/19 by 69, yet personnel
has a baseline increase of R160 million in the same period. Will this be adequate?
o North West projects to increase the number of personnel by 1 789 in 2020/21, yet
personnel has a baseline increase of R243 million in the same period; which will be
inadequate to cover the costs of projected 1 789 personnel.
Province 2017/18 2018/19 2019/20 2020/21Average personnel
growth rate (2018/19 to
2020/21)
Change:
2017/18 to
2018/19
EC 71 290 69 724 69 726 69 726 -0.7% -1 566
FS 29 438 27 895 27 963 28 440 -1.1% -1 543
GP 105 371 106 900 107 498 108 418 1.0% 1 529
KZN 113 589 113 589 113 589 113 589 0.0% 0
LP 68 511 68 511 68 511 68 511 0.0% 0
MP 43 198 43 267 43 267 43 267 0.1% 69
NC 13 284 13 284 13 284 13 284 0.0% 0
NW* 32 593 32 593 32 593 34 382 1.8% 0
WC 40 784 41 022 41 022 41 022 0.2% 238
Total 518 058 516 785 517 453 520 639 0.2% -1 273
*NW: Sports Development personnel numbers excluded
2018 MTEF
86
THE NUMBER OF MIDDLE MANAGERS IN SCHOOLS HAS BEEN DECLINING
75
80
85
90
95
100
105
110
2012 2013 2014 2015 2016 2017
Nu
mb
er
of
Ho
Ds
(2
01
2 =
10
0)
EC
FS
GP
KN
LP
MP
NC
NW
WC
SA
The decline
has, to some
degree, been
arrested in
2017. But we
still have 5%
fewer HoDs
now, compared
to 2012, despite
enrolment
growth. LP, FS
& NW have
seen declines of
over 10%.
87
SERVICE DELIVERY INNOVATION
88
Cognitive Flexibility
Emotional Intelligence Quality
control
Active listening
NIR: FUTURE OF JOBSSKILLS FOR A CHANGING WORLD
89
THE RATIONALE
African Agenda 2063 CESA
2016 - 2025
Sustainable Development Goals - 2030
National Development
Plan 2030
Skills Shortages & Mismatches
Fourth Industrial
Revolution
Skills for a Changing World
Foundational Skills, for reading,
writing and counting
(arithmetic)
CHANGE DRIVERS
90
BREADTH OF SKILLS
Brookings Institution91
SKILLS EMBEDDED IN THE CURRICULUM
Innovation and
CreativityCommunication
and Collaboration
Problem Solving
Team WorkCritical
Thinking
Human Rights and
Social Justice
Computational Skills
92
93
DIGITAL COMPETENCES• Browsing, searching and filtering data, information and digital
content• Evaluating data, information and digital content• Managing data, information and digital content
Information & Data Literacy
• Interacting through digital technologies• Sharing through digital technologies• Engaging in citizenship through digital technologies• Collaborating through digital technologies• Netiquette• Managing digital identity
Communication & collaboration
• Developing digital content• Integrating and re-elaborating digital content• Copyright and licences• Programming
Digital content creation
• Protecting devices• Protecting personal data and privacy• Protecting health and well-being• Protecting the environment
Safety
• Solving technical problems• Identifying needs and technological responses• Creatively using digital technologies• Identifying digital competence gaps
Problem Solving
94
CURRENT CONNECTIVITY STATUS (68.9% OF SCHOOLS CONNECTED)
The USAO and USAASA are the two main initiatives that provided schools with connectivity
Province Total no
schools
Baseline
2014/15
USAASA USAO 2017 USAO 2018 USAO
Eastern Cape 5 727 2 521 537 723 3 781
Free State 1 327 781 384 185 1 350
Gauteng 2 183 2 164 125 2 289
KwaZulu Natal 5 937 1 667 1 034 2 701
Limpopo 3 924 1 150 281 200 1 631
Mpumalanga 1 948 879 340 1 219
Northern Cape 573 460 10 424 894
North West 1 542 1 029 8 220 1 257
Western Cape 1 614 1 610 353 1 963
Total 24 775 12 261 555 3 884 385 17 085
95
CONNECTIVITY PLANS FOR E-ADMINISTRATION
2018/19
5 885
2 004
177
930 647
1 002 524 601
2 594
817
58 362
133 491 361 372
-
1 000
2 000
3 000
4 000
5 000
6 000
7 000
South Africa Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga North West
Active Users (Q1 2018) Repeat users (Q1 2018)
Seven provinces currently utilising the Data Driven District Dashboard except Western Cape
and Northern Cape (due to existing solutions) as a monitoring tool as per table below
❖ NC and WC have been requested to explore the possibility of integrating relevant data on
the DDD Dashboard for a holistic view
96
THREE STREAM CURRICULUM MODEL
Technical Occupational
Pathway
(NCV 1-3 & NSC)
Th
ree
Le
arn
ing
Pa
thw
ays
Gen
era
l E
du
ca
tio
n &
Tra
inin
g (
Gra
de
9)
(Aca
de
mic
, te
ch
nic
al &
vo
ca
tio
na
l) Academic Pathway
(Grades 10-12 NSC Academic)
HE
T
Hig
he
r C
ert
ific
ate
to
Docto
rate
/
Occu
pa
tio
na
l C
ert
ific
ate
s
World of Work & Work-based Training
Apprenticeships
Learnerships
Technical Vocational
Pathway
(Grades 10-12 NSC )
97
NDP TARGETS”The Department of Basic Education plan is toincrease the number to 300 000 by 2024, with 350000 learners passing mathematics and 320 000learners passing physical science. The Commissionproposes a target for 2030 of 450 000 learners beingeligible for bachelors programme with maths andscience. Action is required throughout the educationsystem, but particularly in early childhooddevelopment given that the cohort that will enteruniversity in 2030 has not yet started primary school.Consideration should be given to expanding theDinaledi Schools initiative, which increases accessto maths and science in underprivileged schools.”
National Planning Commission: National Development Plan, November 2011
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NDP TARGETS –
TECHNICAL VOCATIONAL STREAM
“One of the targets set for 2014 in the delivery
agreement signed by the Minister of Higher
Education and Training is to produce 10 000
artisans per year. This target can be met with
concerted effort and adequate funding. We
propose a target of 30 000 by 2030, subject todemand.”
National Planning Commission: National Development Plan, November 2011)
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NDP GOAL AND OBJECTIVE –TECHNICAL & OCCUPATIONAL STREAM
“Provide inclusive education that enableseveryone to participate effectively in a free society.Education provides knowledge and skills thatpeople with disabilities can use to exercise arange of other human rights, such as the right topolitical participation, the right to work, the right tolive independently and contribute to thecommunity, the right to participate in cultural life,and the right raise a family. Ensuring that allchildren with disabilities have access to qualityeducation will help South Africa meet itsemployment equity goals in the long run.”
National Planning Commission: National Development Plan, November 2011)
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CURRICULUM: PROGRESS ON SUBJECTSNo. Subjects Specialisation / Subject Sub-sections Status
General Subjects
1 - 4
Language
Mathematics
Life Skills
HL, FAL, Functional Maths, Creative Arts, Social Sciences, Life
Skills, Physical Education and Sport, Natural Science, Computer
Application Technology
Completed
Skills and Vocational Subjects
5.Agricultural
StudiesPlant production, Animal husbandry ,Gardening Completed
6. Art and Crafts Craft production, Working in different Materials Completed
7.Office
Administration
Office Practice
Computer Application Technology, Client services and
communication
Completed
8.Early Childhood
Development
Child Development and Care, Resource Development (for
learning)Completed
9.
Mechanical
Technology: Motor
Mechanics
Motor Mechanics, Completed
10.
Mechanical
Technology: Body
Works
Panel Beating and / or, Spray Painting Completed
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CURRICULUM: PROGRESS ON SUBJECTSNo. Subjects Specialisation / Subject Sub-sections Status
11.Mechanical Technology:
WeldingWelding , Metalwork Completed
12.Mechanical Technology:
Sheet metal workWelding, Sheet metal work Completed
13.Electrical Technology:
ElectricalElectrician Work, Air conditioning and refrigeration Completed
14.Service / Civil Technology:
Woodworking and Timber Carpentry, Joinery, Shuttering Completed
15.
Personal Care:
Hairdressing and Beauty
Care
Hairdressing, Cosmetology Completed
16.Personal Care: Beauty
and Nail TechnologyBeauty Care, Nail Technology Completed
17.Personal Care: Ancillary
Health Care
❖ Baby Care: Baby Care, First Aid, Cooking, Cleaning
and Housekeeping;
❖ Life Care: Adult/ geriatric care, First Aid, Cooking,
Cleaning and Housekeeping; and
❖ Personal Care: Disability Care, Technology, First Aid,
Cooking, Cleaning and Housekeeping
Completed
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CURRICULUM: PROGRESS ON SUBJECTS
No. Subjects Specialisation / Subject Sub-sections Status
Skills and Vocational Subjects
18.Service Technology:
UpholsteryUpholstery; Leather work; Industrial sewing Completed
19.Service Technology:
Maintenance
Plumbing; Painting; Electrical; Mechanical; Glazing;
Tiling and Flooring; Bricklaying and Plastering; Welding;
Woodwork
Completed
20.Consumer Studies: Food
Production
Food production; Food and nutrition; Entrepreneurship;
The consumerCompleted
21.Consumer Studies:
Sewing
Machine sewing; Soft furnishing and upholstery;
Patchwork, Quilting and Embroidery, Knitting and
Crocheting; The consumer
Completed
22. Hospitality StudiesFood and beverages services; Watering; Cleaning and
Housekeeping, Client Service and communicationCompleted
23. Wholesale and Retail Wholesale and Retail Studies Completed
24.Civil Technology:
Bricklaying and PlasteringBricklaying; Plastering, Brickmaking Completed
25. Civil Technology: Plumbing Plumbing, Solar Systems Completed
26. Security Services Security Services
23. Wholesale and Retail Wholesale and Retail Studies Completed
103
CONCLUSION
South Africans need
to say:
“Where there is a
need – SEND ME”
“THUMA MINA”
104
Website: www.education.gov.za
Call Centre: 0800 202 933 | [email protected]
witter: @DBE_SA | Facebook: DBE SA105
