DBE, SACE & Umalusi Annual Performance Plans 2024/25; with Ministry

Meeting report

Opening Remarks
The Chairperson requested a moment of silence for the 12 learners and transport driver who lost their lives in Carltonville on 10 July. She wished a speedy recovery to those injured. She then acknowledged the commitments made by the AU, designating 2024 as the Year of Education.

Minister Siviwe Gwarube reflected on the moment of silence, stating that she and the Deputy Minister are in contact with the Gauteng MEC and plan to visit some of the families and assess the situation of those injured. She also committed DBE to working well with the committee and expressed eagerness to be held accountable.

Department of Basic Education Annual Performance Plan 2024/5
The Department of Basic Education identified several challenges. One significant challenge is the high learning poverty rate in sub-Saharan Africa, which was 86% before the COVID-19 pandemic and has likely worsened to 90% post-pandemic. This means nine out of ten children cannot read a simple text with comprehension by age 10. Additionally, there is an urgent need for 17 million more teachers in Africa to achieve universal primary and secondary education by 2030.

Another challenge is early childhood development (ECD). While progress has been made, with 882128 children receiving subsidies as of September 2023, there remains an access gap of 551966 children who should be receiving the subsidy. The complexity of working with municipalities to streamline requirements for ECD centres further exacerbates this issue.

In terms of social cohesion and school safety, although mechanisms have been established to ensure safe learning environments, securing adequate funding for the National Inclusive and Safer Schools Partnership remains a significant challenge. Despite some success in implementing interventions to promote social inclusion and prevent gender-based violence (GBV) across 120 schools, consistent funding is needed to sustain these efforts.

The priorities for DBE are driven by the outcomes of the AU Year of Education 2024 and the Government’s Medium-Term Strategic Framework (MTSF) for 2019-2024. Key priorities include reforming the teaching profession with quality development programs, investing in STEM education, foundational literacy, and technology integration, and strengthening Technical and Vocational Education and Training (TVET) and higher education strategies. There is a focus on enhancing equitable access to quality education.

Despite the challenges, there have been notable successes. The matric pass rate reached a record high of 82.9%, with an increasing number of learners from no-fee schools achieving bachelor passes. Significant progress has been made in Early Childhood Development, with more children receiving subsidies and streamlined registration requirements for ECD centres. The National School Nutrition Programme (NSNP) has successfully provided nutritious meals to 9 million learners from poor families. The Presidential Employment Stimulus has placed over 1 million school assistants in 23 000 schools, enhancing learning outcomes and providing valuable work experience. The implementation of the Early Grade Reading Programme and the launch of reading benchmarks for African languages have contributed to improved literacy rates.

The Annual Performance Plan (APP) for 2024/25 reflects efforts to achieve learning and instructional effectiveness, supported by research and evidence. The Action Plan to 2024, titled "Towards the Realisation of Schooling 2030" outlines goals aimed at improving learning outcomes in Language, Mathematics, and Science, ensuring full access to compulsory schooling, and reducing grade repetition and retention. The plan includes interventions to enhance learning outcomes through improved teaching, infrastructure, and resource allocation. The Medium Term Strategic Framework (MTSF) 2019-2024 outcomes focus on improving school readiness, ensuring learners can read for meaning by age 10, better preparing youths for further studies and the world of work, and creating inspiring school physical infrastructure. The Council of Education Ministers (CEM) priorities emphasize improving foundational skills in Numeracy and Literacy, implementing a curriculum for a changing world, reducing failure, repetition, and dropout rates through standardized assessments, completing an integrated Infrastructure Development Plan, and promoting social cohesion, health and school safety. (see document)

Discussion
Ms D Christians (DA) inquired about the budget allocation for better preparing youths for further studies and the world of work beyond Grade 9. She asked how many diploma graduates have been tracked and placed in further studies. She questioned the correlation between the decrease in Funza Lushaka bursaries and actual needs in schools. She asked about the implementation of Early Childhood Development (ECD) programs and why there is no funding for ECD teacher training. She inquired about assistance for learners with special needs who have not passed, if these students have been tracked, and what aid could be provided. She asked if DBE prioritizes placing Funza Lushaka graduates who have not yet been placed and at what rate they will be absorbed. She questioned how DBE plans to meet infrastructure demands considering many targets have been downward-adjusted.

Ms A Jordan (DA) asked about the ruling party electoral mandate and if the medium-term strategic framework is an impartial plan of the Department of Basic Education. She requested access to dropout rate data to compare realistically to the 2023 highest matric pass rate and fewer learner dropouts. She asked for examples of complexities in working with municipalities on ECD and what DBE plans to do to remedy this. She asked what informs the prioritization of downward adjustments in targets due to budget cuts.

Ms P Xaba-Ntshaba (ANC) asked for the locations and names of newly built schools. She raised concerns about pit toilets in rural areas, schools not being properly built and the continued use of cardboard and container schools. What is being done to ensure safety at schools?

Mr L Komane (EFF) stated the need for a review of the syllabus, calling it outdated and unfruitful for children. There is the lack of a monitoring tool for matriculants to track their progress and asked about a plan to monitor those who do not proceed to higher education. He inquired about measures for identifying and supporting children with disabilities, increasing teacher safety, and addressing corporal punishment by engaging with parents. He asked what is being done about incomplete school construction projects.

Ms Y Govana (ANC) asked about strategies to address school dropouts and when vacancies will be filled with permanent staff, as acting positions lack accountability. She inquired about systems to monitor Grade 12 student transfers to higher education or skills institutions and ensuring timely delivery of study materials. She emphasized the need for strong measures to evaluate and address departmental weaknesses and enhance strengths to meet their mandate.

Mr S Louw (ANC) asked how educational resources, including textbooks and digital learning tools, are distributed to ensure equitable access across provinces. He inquired about improvements in rural education, strategic planning accuracy, and risk mitigation in the strategic plan.

Ms R Mashabela (EFF) asked how the Children's Act supports ECD services, the standards in place for quality care and protection of young children, and initiatives to align ECD services with the Act's principles. She inquired about addressing children with special educational needs in the ECD framework and the curriculum's alignment with the foundation and intermediate phases for seamless transitions.

Mr M Maimane (BOSA) asked why there is a decrease in the number of Funza Lushaka graduates and how this program could be integrated with private-public sector programs like the Youth Employment Service (YES). He highlighted classroom size challenges and asked about DBE's response to unemployed teachers given reduced budget allocations. He requested benchmarks against international trends and baseline figures.

Ms N Mtshweni (MK) asked about budget allocations, highlighting overcrowded classrooms with overstretched teachers in some KZN schools. Why are vacant posts not being filled? What is being done to ensure disabled children in rural areas have access to education?

Ms P.Ncube (MK) asked about fruitless and wasteful expenditure and the use of technology in schools.

The Chairperson asked about the likelihood of reaching a 90% pass rate in maths, science, and languages with a mark of above 50%. She inquired about the link between basic and higher education as students with maths literacy - as opposed to maths - are struggling to pursue certain career paths. She emphasized the need to prioritize school building in areas that need it most. She discussed collaborations with relevant departments for internet access in schools and sanitary towel provision. She agreed with the concerns about Funza Lushaka. She stressed the need to create employment and explore low-cost models for the second chance matric program. The school nutrition program should benefit young rural entrepreneurs. DBE should ensure the HIV awareness budget's inclusion of career guidance content.

Minister’s response
Minister Gwarube stated that school infrastructure is a big problem and one that is close to her heart. She agrees that it does require reprioritization.

With the dwindling public funds, they would have to reprioritize the things that are most critical if they are not able to grow the pot of money that the department receives. She stated that dignity and the ability to go to school, and for schools not to be turned into graveyards, are important. The ability to go to school and learn well is important. She mentioned pressing needs and the divide between the haves and have-nots. She said that they would have to adopt a transversal government approach in dealing with this and work with other departments such as SAPS in dealing with safety issues at schools.

Bridging the gap between higher education and basic education is a point well made by members and it is one that she will take up with the Minister of Higher Education. They need to talk and think about how the two departments can communicate and align their efforts.

She encouraged Committee members to conduct oversight and share that information with DBE so they can engage with their provincial counterparts who are responsible for the ultimate implementation. She and the Deputy Minister are going to visit all nine provinces to engage with the MECs to get a good sense of their unique provincial circumstances.

Deputy Minister Regina Mhaule reiterated the point made by the Minister on the importance of oversight. She clarified that the DG was not able to attend due to another priority and that generally the top structure of DBE is full with no vacancies.

On Funza Lushaka absorption, this depends on the province because recruitment is based on provincial needs, as the needs and priorities of the provinces are not the same. In the past, they had a challenge where they did not have enough maths teachers in South Africa and had to outsource from Zimbabwe. However, this is no longer the case as they now recruit from within. There was a huge criticism from parents that DBE only appoints students it has funded, whereas there are children funded by their parents. As a result, they no longer 100% prioritize Funza Lushaka students but prioritize educators relevant to the education system's needs at that time. Now the graduate pool is becoming more than the needs, and in South Africa they have a surplus of teachers.

She stated that infrastructure is a moving target as people are moving from low economic to high economic areas, leaving some schools as white elephants. The need shifted to urban areas where there is congestion. This is where the challenge lies and DBE is working on this.

The downward-adjusted targets had to be adjusted due to budget cuts. She clarified that even though the budget looks huge, it is not money spent by the national department but it is money allocated to the nine provinces to make use of.

Party Electoral Mandate: DBE is completing the 2019-24 cycle under the ruling party and they are about to start the new cycle of the GNU, which will run until 2029.

Early Childhood Development: The function shift and migration is completed. As soon as the Basic Education Laws Amendment Bill is implemented, things will improve. Currently, Grade R is not an obligation and is not even funded because there is no law enforcing it. Therefore, it is the responsibility of DBE to ensure that the BELA Bill is institutionalized and works.

Ms Simone Geyer, Deputy Director-General: Planning and Delivery Oversight, responded to the question about the Children’s Act. Chapter 5 of the Act has been rewritten and ECD is the responsibility of the Minister of Basic Education. DBE has developed a service delivery model that considers care and looks at the role other departments can play in achieving this. This integrated approach looks at how they provide a holistic service to young learners and they are looking into some things they can introduce from birth to 3 years old. They are considering home-based care, where parents can care for their children at home and participate in educational programs and other support services at clinics and municipalities.

The Chairperson requested that DBE share information on the names and locations of the schools that they have built.

She thanked the Minister and the Deputy Minister and the entire DBE team for their presence.

Umalusi 2024/25 Annual Performance Plan (APP)
This APP is the fifth and final for the current cycle of the Medium-Term Strategic Framework (MTSF) for 2019-2024. Umalusi faces several challenges, including the need to design an appropriate quality assurance model for all qualifications on the General and Further Education and Training Qualifications Sub-Framework (GFETQSF). Another challenge is maintaining the vacancy rate under 10% despite budget constraints, which limits the expansion of the organizational structure. Additionally, the significant drop in certification numbers from 1 515 793 in 2021/22 to 788 402 in 2022/23, due to only three provinces being covered, highlights the logistical difficulties in certification processes. The other six provinces were certified in 2023/24.

Key priorities include reviewing and enhancing the quality assurance approach to accommodate new qualifications and improve current standards. Umalusi aims to intensify research on educational developments to innovate and provide informed advice. Sharpening advocacy efforts to communicate relevant messages to stakeholders is another priority, as is providing input to the legislative framework to support these initiatives.

Among Umalusi's successes is the unqualified audit opinion in 2022/23; the budget increased by 6% from R197 million in 2023/24. Umalusi has maintained a high ICT network health score of 97%, and its media coverage has increased steadily. The termination of intergovernmental agreements for offering the National Senior Certificate (NSC) outside South Africa and the phasing out of NATED N1-N3 programmes mark significant milestones.

Discussion
Ms D Christians (DA) noted the staff establishment of 151 posts and asked if all these posts have been filled. If not, how did the current staff cover Umalusi's functions? The 2024/25 budget is not aligned with inflation so how does this impact Umalusi's functions. When will the phasing out of National Accredited Technical Education Diploma (NATED) courses be completed, considering the extended timeline? She asked about the quality assurance of question papers, specifically the rate of errors Umalusi finds and the subsequent process to correct these.

Mr Louw asked about the challenges in Umalusi’s quality assurance role and their plans to address these. He raised concerns about staff loss and vacancies, asking for the turnaround strategy to fill vacancies and retain internal capacity. He asked about measures ensuring transparency and accountability in Umalusi's financial reporting, especially when dealing with private auditors.

Ms Mashabela asked for a detailed breakdown of the R5.3 million paid during 2023/24 for the Thuto-Mfundo Building upgrade, totaling R44.8 million. She requested information on the allocation of the 6% budget increase for 2023/24. She inquired about the main factors contributing to Umalusi obtaining an unqualified audit. She asked how Umalusi maintains a vacancy rate of under 10%.

The Chairperson addressed the backlog in certifications, asking if it still exists and what is being done to resolve it. She requested assurance that the phasing out of N1 to N3 will not leave young people behind and inquired about Umalusi's efforts to ensure the private labour market does not demand N1-N3 from students who completed their National Certificate: Vocational (NCV). She asked about Umalusi's spending performance, including the percentage of the budget spent. She questioned if Umalusi conducts research to assist both DBE and DHET in preparing for new students. She asked about Umalusi's efforts to bridge the skills gap. For Program 3, she inquired why numbers of accredited private institutions and their monitoring were not provided, as well as their targets and requirements.

Umalusi response
Dr Mafu Rakometsi (CEO) replied that they have 143 filled vacancies and are in the process of recruiting for the remaining nine vacancies, all funded by government. Despite the vacancies, they are able to perform their duties at 100%, although staff members are overstretched. Filling these vacancies is a priority, but notice periods still need to be served when staff resign.

Budget and Inflation: They are working with DBE to resolve budget constraints and are considering a new funding model for Umalusi, which will be communicated to the committee once agreed upon.

Phasing out of NATED: He confirmed that the NATED programmes are being phased out due to an outdated curriculum. The Department of Higher Education and Training (DHET) has been alerted, and the final certification date is set for 2026. Currently, there is no new intake, only pipeline students, and projects are in place to fill gaps left by the NATED courses.

Errors in Question Papers: He acknowledged the frustration caused by errors in question papers, as they affect student marks. He detailed the process – papers are set by various assessment bodies, internally moderated, then moderated by Umalusi and an external moderator. Errors sometimes occur during printing, despite all levels being satisfied. Umalusi maintains a 0% error tolerance.

Quality Assurance: He noted challenges in quality control processes, mentioning that small sample sizes limit the boldness of their pronouncements. The new funding model might help address this.

Loss of Employees: He expressed concern over staff retention, as trained employees often leave for other departments or private bodies. To improve retention, Umalusi has enhanced service conditions, including GEMS medical aid membership and competitive salaries.

Backlog: He attributed backlogs to unstable data from DHET with unexplained fluctuations in student marks.

Data: He confirmed that data is shared between Umalusi, DBE and DHET.

Mr Hendrik van der Walt (CFO) stated that quality assurance begins with question papers and requires additional funding. Part of the 6% budget increase is allocated to these services. They have a strategy involving regional service providers and monitors, which is costly. The vacancy rate has been reduced from above 10%.

Auditor: He mentioned that they work closely with the Auditor General.

Spending: Umalusi spent 99% of the allocation. Sometimes it exceeds it due to differences between the projected and actual budget.

Accreditation Outcomes: Umalusi accredited 110 institutions in 2020/21, 176 in 2021/22, and monitored 336 institutions. In 2022/23, they accredited 270 private institutions.

The Chairperson thanked DBE for their comprehensive presentation and requested a breakdown of the upgrading project.

South African Council for Educators (SACE) Annual Performance Plan 2024/5
The South African Council for Educators faces significant challenges in enforcing ethical standards within the teaching profession. One of the main issues is the persistent tension caused by some educators who do not uphold their duties as role models and colleagues. Despite the existence of the SACE Code of Professional Ethics, informed by the SACE Act and the BELA Act 15 of 2011, these frameworks alone are insufficient to ensure adherence without the personal commitment of educators. Breaches of the Code of Professional Ethics continue to occur, indicating that current approaches, including sanctions and retributive measures, are not entirely effective.

SACE's strategic priorities include reviewing the quality assurance approach to accommodate new qualifications and improve current standards. SACE aims to provide input to legislative frameworks and intensify research on educational developments to offer innovative and evidence-based advice to the Minister. Enhancing advocacy efforts to communicate relevant messages about qualifications on the General and Further Education and Training Qualifications Sub-Framework (GFETQSF) is a key priority.

SACE has seen success in several areas, including the finalization of numerous investigations and disciplinary hearings related to ethical breaches in the teaching profession. The organization has successfully registered educators and maintained high standards of ethical conduct through various training and awareness programs. Furthermore, SACE has utilized multiple communication platforms to enhance its outreach and engagement with stakeholders, ensuring a better understanding and adherence to professional standards.

The overarching goal of SACE is to promote and maintain high ethical standards in the teaching profession. This involves ensuring that all educators are fit-to-practice and adhere to the established Code of Professional Ethics. SACE's mandate includes the registration and regulation of educators, with a focus on continuous professional development and the upholding of professional conduct. The council's efforts are aligned with national educational priorities and legislative frameworks to enhance the quality and credibility of the education system in South Africa.

Discussion
Mr L Komane (EFF) asked about the programs SACE has that prioritize the mental health of educators.

Ms R Mashabela (EFF) asked for more details on the specific charges brought against the educator. She inquired about the standard procedure SACE follows when an educator is charged with misconduct and how this procedure was applied in the case of the principal of Grey College. She asked about the lessons SACE has learned from this case and how these lessons will inform future actions and decisions.

Ms D Christians (DA) asked if there is currently a backlog for registered teachers. She requested information on the timeline from when a teacher applies for registration to when they receive their registration. She also asked about the backlog of cases against teachers, if any. She commented on the reduced budget, suggesting that the committee should investigate this issue further.

Ms C Jordan (DA) questioned the percentage of "fit to practice" registered educators in a year, noting that 100% of teachers end up being registered. She asked about the relation of this percentage to the number of graduates. She inquired about any programs SACE runs for Post-Graduate Certificate of Education teachers. She commented on ethical investigations and suggested that SACE’s research agenda could benefit from a study on solutions to challenges affecting the implementation of the code of conduct, given the extended timeline for finalizing disciplinary cases. On unresolved cases, she specifically asked about cases of abuse and how educators found guilty are prevented from practicing in the school system, including the monitoring and tracking of these cases. She inquired about the timeframe for the job evaluation process that has been inhibiting the SACE staff complement.

Ms P Ncube (MK) asked how SACE plans to utilize the projected average revenue over the medium-term expenditure framework period to meet its mandatory obligations. She inquired about the specific initiatives or programs they are prioritizing and requested a breakdown of the projected revenue across different SACE programs. She asked how it will ensure that the budget aligns with its strategic objectives and priorities.

Ms Y Govana (ANC) asked about the measures in place to follow the organogram, noting that inefficiency arises if vacancies are not filled. She is satisfied with the surplus deficit as it was covered during the presentation. She inquired about the realism of the required ethics on the ground, considering the bullying faced by teachers in the classroom. How are young teachers being protected from traumatic events in school. She commented that the committee should look into protecting both learners and educators through these ethical standards. On the SACE workshops conducted for teachers, she asked if these workshops prepare teachers on policies and how to use them for self-protection.

Mr S Louw (ANC) stated that SACE presented many problems and setbacks but recommended that at a strategic planning level, they should present a turnaround strategy to address these issues. He noted that 60% of cases are reported but not resolved in terms of outcomes. He advised SACE to intensify their efforts and engage with key stakeholders to respond to key issues. He suggested that SACE should have a strategy that addresses their challenges, enabling the committee to provide adequate support to SACE, ensuring they can utilize their resources effectively to close vacancies and respond to market needs. He remarked that SACE presented many problems to the committee with very few solutions.

The Chairperson posed several questions: Does SACE believe there is a need to review their legislative mandate? If so, how would they go about reviewing it? What advocacy role does SACE play for its teachers? What role does SACE play in ensuring the safety of teachers? There should be an improved plan to address the SACE vacancy rate.

SACE response
Ms Ella Mokgalane (CEO) stated that SACE has a broader review and repositioning project nearing finalization in August, which will involve the teaching profession and six stakeholders. They are reviewing and amending the SACE Act and beginning the process for the SACE Amendment Bill to be presented to parliament.

Advocacy: Every second week, SACE hosts webinars across the country to educate teachers on the SACE mandate and to understand the key issues teachers are grappling with. They have a communications and stakeholders relations division.

Safety: SACE is willing to share details of the safety and security project they have run for three years with teachers, working together to address challenges and find collective solutions. Although safety and security are not part of the SACE core mandate, they are collaborating with DBE and other relevant stakeholders on these matters. SACE has a safety and security handbook to guide teachers in specific situations, with inputs from teachers themselves.

Ethical Issues: The turnaround time for ethical cases is on a case-by-case basis, requiring substantial resources for each case and a fair hearing. She highlighted a serious mismatch between available funds and the issues they face, such as backlogs. SACE plans to analyze the cases to understand the profile of sexual perpetrators in classrooms.

Post-Graduate Certificate of Education: Ms Mokgalane stated that SACE handles postgraduate certificate teachers and B.Ed teachers in the same manner.

The Chairperson noted that due to time constraints any unanswered questions can be addressed in writing.

The meeting was adjourned.