Department 2005/06 Annual Report: briefing
Basic Education
19 September 2006
Meeting Summary
A summary of this committee meeting is not yet available.
Meeting report
EDUCATION PORTFOLIO COMMITTEE
19 SEPTEMBER 2006
DEPARTMENT 2005/06 ANNUAL REPORT: BRIEFING
Chairperson: Prof S M Mayatula (ANC)
Documents handed out:
PowerPoint Presentation by the Department of Education: Part1, Part2, Part3 & Part4
Department of Education Annual Report 2005/2006 [available at www.education.gov.za]
SUMMARY
The Department of Education presented its annual report for 2005/2006. The
Department had received an unqualified audit report from the Auditor General.
The amendments to the South African Schools Act (1996) affected the work of the
Department. These amendments would ensure that the “no fee” schools principles
could be realised. A school governing body could suspend a learner guilty of
serious misconduct, without prior approval of the head of department.
Members expressed a need for a clearer policy direction regarding the status of
Grade R in the general school system. The National Integrated Plan on Early
Childhood Development had to ensure that poorly resourced crèche’s could access
new sources of funding. Members also concentrated on teachers’ qualifications,
provincial underspending, provision of textbooks and Further Education and
Training colleges.
MINUTES
Presentation by the Department of Education (DoE)
Mr Duncan Hindle, Director-General of the Department of Education, revealed
that the Department had received an unqualified audit report from the
Auditor-General (AG) for 2005/06. The AG however noted that the department had
not disclosed all ‘intangible assets’ such as computer software and copyright
materials in its asset register. Furthermore, it was found that the issuing of
conditional grants had been hampered by provinces’ failure to submit relevant
information on time.
Important legislative frameworks focused on Early Childhood Development (ECD)
and the promotion of inclusive learning had been completed. The Draft Norms and
Standards for the Funding of Grade R in public schools had been released for
public comment. Cabinet had approved the National Integrated Plan on Early
Childhood Development. This would be implemented as a cluster programme. The
National Guidelines for Inclusive Learning Programmes together with the
national strategy for screening, identification, assessment and support of
learners with special needs had been completed. A National Protocol on
Assessment, which aimed to reduce the administrative workload of teachers, had
been published.
Measures were put in place to ensure enhanced capacity of Further Education and
Training (FET) Colleges. A policy framework for the National Certificate had
been gazetted. These institutions would specialize in the thirteen priority
areas developed by the Department. Critical areas included construction,
engineering, business, ICT and hospitality. Conditional grants as part of the
recapitalisation process of FET colleges, would support the development of
infrastructure, facilities, staff and ITC.
The restructuring process of the higher education system had been formally
completed with the establishment of the Walter Sisulu University of Science and
Technology. The merging of both administrative and management policies were
underway at most institutions. The Department would provide technical and
financial assistance to further facilitate the restructuring process.
More equitable and pro-poor funding practices had to be promoted. The
department had revised the existing financing norms and standards for
education. Legislation had been revised to accommodate the introduction of
no-fee schools. Adult Basic Education and Training (ABET) norms had also been
approved.
The Department was operating within an amended legal framework, which allowed
for the inclusion of the principle of “no fee schools”, as well the suspension
of a learner guilty of serious misconduct by the school governing body without
the approval of the head of department.
Discussion
The Chairperson raised concerns about the different perceptions of
Early Childhood Development. How was this term understood by the National
Department?
Mr Hindle acknowledged the existing uncertainty around this term. He said that
ECD, broadly understood, could refer to all children between the ages of 0 to 9
years. Institutionally, Grade R referred to the early learning of children aged
between 3 to 5 years and described the foundation phase of the process of early
childhood development. The general education system was divided into foundation
years (Grades R-3), intermediate phase (Grades 4-6) and the senior phase
(Grades 7-12).
Mr B G Mosala (ANC) asked whether Grade R teachers were paid as professionals
employed by the DoE?
Mr Hindle responded that the Draft Norms and Standards for the Funding of Grade
R in Public Schools had been published for public comment. These teachers were
not appointed as part of the general staff of the school and were thus not
directly remunerated by the DoE. The Department would issue a block grant to
schools for the funding of Grade R, which would cover the salaries of teachers.
Mr Mosala (ANC) requested reasons for the DoE’s underspending, as reported in
its annual report.
Mr Hindle appreciated the Member’s concern over this under spending. He said
that further spending during that period could have resulted in overspending.
The Department had to avoid this.
Mr A M Mpontshane (IFP) thanked the Director-General for his presentation. He
commented that the quarterly reports of the provincial education departments
would assist the Committee to better understand the state of education across
the country. Provinces were supposed to act in line with policies as set by the
national department. Could the national department provide these documents?
Mr Hindle responded that the quarterly reports of the provincial education
departments were submitted to the respective MECs and not the national
department. The DoE produced its own quarterly reports about its progress in
implementing its strategic plan. Provincial departments were not merely
implementing agencies for the national department but were accountable to the
respective MECs. Quarterly reports were thus tabled to these provincial heads
of department. The Department could obtain these documents although this was
not the general practice. It worked with the provinces and monitored progress
made on specific provincial matters.
Mr Mpontshane said that his question was misunderstood. Provinces had to act
within the framework of the goals and plans set by the national department.
Provincial quarterly reports would assist the Committee to understand to what
extent the activities of provincial and national departments were aligned.
Mr Hindle apologised for this misunderstanding. Provincial departments were not
obliged to report on all initiatives and programmes. The annual reports
produced by the national department were assessments of how well the national
budget had been utilised. The activities of provincial departments were continuously
monitored and evaluated. The conditional grant report, issued on a monthly
basis, provides a financial account of monthly spending by the provinces. A
comprehensive report on the state of education in South Africa was needed to
provide the information requested.
Mr Mpontshane asked whether people in the provinces would be able to access
resources as stipulated in the National Integrated Plan on Early Childhood
Development. He said that crèches wee poorly resourced and would need to
benefit from this legislation.
Mr Hindle responded that the Department of Social Development was responsible
for the identification and registration of the integrated planning sites. The
Department proposed that an office be established through which information
about this process could be obtained. These offices would function as education
advice offices.
Mr Mpontshane commented that the success of the 13 priority skills programme as
well as the FET colleges depended upon the availability of adequately qualified
teachers. Since these institutions were responsible for the remuneration of
teachers, the goal of free education may not be realised.
Mr Hindle said that the bursary programme would help to build the skills
capacity of these colleges. Business had expressed their commitment to fund FET
colleges to improve specialisation in specific fields. The construction
industry had identified one college in every province that would become a
specialist construction training college. Similarly, future specialist
information and communication technology (ICT) colleges had been identified by
the Department of Communications. Call centres would be created to ensure that
students could gain practical experience in the application of these skills.
Mr R S Ntuli (ANC) commended the Department for the measures employed to
strengthen the quality of teaching at especially Grade 10 level. He said that
the figure for the upgrading of teachers had to be viewed in relation to the
current number of under qualified teachers. What progress had been made in this
regard?
Mr Hindle expressed the DoE’s commitment to the training of teachers. A
monitoring system had been put in place to ensure that any teaching problems,
subsequent to this training, could be identified and tackled. He explained that
the National Professional Diploma in Education (NPDE) was intended for those
teachers who lacked a post matric qualification. 9000 unqualified teachers were
identified of which currently one third had completed this Diploma and had thus
received qualified teacher status.
He continued that the provision of textbooks was still problematic. The
Department had expressed a commitment at the beginning of the financial year to
ensure that all learners would have a textbook for each subject. Although the
costing of such an endeavor had been completed, provinces failed to allocate
the necessary funds. He expressed the Department’s commitment to provide
textbooks to all Grade 11 learners. He said that the lack of textbooks hampered
a learner’s ability to self-study.
Ms C Dudley (ACDP) asked how the required entry-level qualification for
principals would be practically implemented.
Mr Hindle said mechanisms were currently being developed, but more deliberation
and discussions were needed before a final decision could be made. Transitional
measures were needed to ensure that current principals could undergo further
training. This plan could only be operationalised over time.
Ms Dudley requested the reasons for the underspending on school nutritional
programmes in the Eastern Cape and KwaZulu-Natal.
Mr Hindle explained that the National Treasury had allocated additional funding
of R200 million to provinces for the continued operation of school nutrition
programmes in especially the Eastern Cape, KwaZulu-Natal and Mpumalanga. At the
time this report had been compiled, provinces were not yet able to spend the
additional funding – hence the underspending reflected in the report.
Ms M Matsomela (ANC) expressed her concerns about the readiness of Grade 10 and
11 teachers at disadvantaged schools to write national examinations. Measured
had to be put in place to ensure that all public schools were on adequate
levels of competency and that schools were not experiencing a shortage of
teachers.
Mr Hindle answered that schools were not faced with a shortage of teachers,
irrespective of the quality of teaching provided. In this regard, the
Department would continue its efforts to upgrade the qualifications of
teachers.
He continued to explain that teachers were currently teaching subjects for
which they were not qualified. Schools and not the Department decided how posts
were allocated. A recent survey of the number of mathematics and science
teachers at high school level revealed that qualified mathematics and science
teachers were not teaching these subjects. The Department would investigate the
deployment and management of teaching staff at schools. Additionally, the
Department proposed that district education offices deploy mathematics and
science teachers to ensure that these teaching skills were distributed across
all public schools. Currently, these teachers were concentrated in certain
schools.
Mr B Mthembu (ANC) requested the Department to elaborate on its Health and
Wellness of Educators programme as well as the findings of a related study.
Mr Hindle explained that the study broadly investigated the health status of
teachers. Its findings on HIV/Aids had been the focus of most media reports.
The Chairperson commented that tension existed between community crèches and
Grade R teachers. He said that a clear strategy was needed to ensure that
Grades R were part of the general education system.
Mr Hindle agreed that Grade R teachers should be part of the general school
system. Although the funding model for this grade differed from other funding
models, Grade R classes had to be provided at primary schools. He said that
crèches should focus on children between the ages of 0 and 4 years. If
registered at the Department of Social Development, staff of these crèches
would receive funding for monthly stipends.
The Chairperson asked how and where preschool teachers were trained.
Mr Hindle responded that a Bachelor of Education degree was the minimal
qualification at university level. There were various areas of specialisation
offered within this degree programme. Many tertiary institutions could not
currently provide the necessary training to teachers. A subcommittee
established by Higher Education South Africa (HESA) would work to enhance the
capacity of universities to train teachers effectively.
The Chairperson expressed concern over the provinces’ failure to provide
textbooks for Grades 10 and 11 learners.
Mr Hindle shared this concern. However, provinces were faced with a myriad of
problems that had to be prioritised. In this context, the DoE could not
guarantee that the funding plans of provincial department remained unchanged.
He reiterated the national department’s commitment to provide learners with
textbooks.
The Chairperson thanked the Department for their presentation.
The meeting was adjourned.
Audio
No related
Documents
No related documents
Present
- We don't have attendance info for this committee meeting
Download as PDF
You can download this page as a PDF using your browser's print functionality. Click on the "Print" button below and select the "PDF" option under destinations/printers.
See detailed instructions for your browser here.