Department Budget and Strategic Plan 2007/08
Basic Education
22 May 2007
Meeting Summary
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Meeting report
EDUCATION PORTFOLIO COMMITTEE
22 May 2007
DEPARTMENT BUDGET AND STRATEGIC PLAN 2007/08
Chair: Mr
S Mayatula (ANC)
Relevant documents:
Department of
Education’s Strategic Plan
2007-2011 & Budget and Operational Plans 2007-2008
National Policy Framework For
Teacher Education and Development in SA
SUMMARY
The
Department of Education briefed the Committee on planning for the next two
years. Priority goals are to strengthen quality and access to Early Childhood
Development (ECD), improve schools, foundation phase literacy and numeracy,
prioritise mathematics, science and technology and support further and higher
education. Information-based planning and monitoring featured strongly.
Research reports on the use of ICT in education, special schools and
implementation of a mass literacy campaign are being undertaken. The framework
for teacher development, including the Continuing Professional Development
points system will be gazetted shortly. Two new courses (on ECD and safety and
security) have been added to the Further Education and Training
recapitalisation programmes.
Members were concerned with disabled children’s access to education, school
nutrition and determination of quintile rankings, the internationalisation of
higher education at the expense of local development, provision of school
laboratories, whether there really is a teacher shortage, learners being unoccupied
after school.
MINUTES
Department of Education presentation
Dr Penny Vinjevold, Deputy Director General: Further Education and
Training, made apologies on behalf of Mr D Hindle, who was out of the country.
The Department’s overarching contribution to the Accelerated and Shared Growth
Initiative South Africa (ASGI-SA) would be to continue to strengthen General
Education and Training (GET) goals. All high-level skills were based on these.
Goals for 2007/8 were to:
• strengthen ECD programmes
• improve schools
• improve Foundation Phase (FP) literacy and numeracy
• prioritise mathematics, science and technology
• support further and higher education
The Department would continue to review policy in light of learning outcomes.
This was done throughout the system
because measuring outcomes at Grade 12 alone was too late. The role of ICT in
education was controversial: some said it was central while others maintained
that basic numeracy and literacy were necessary first. A feasibility study of
the issue was being conducted. Districts would be strengthened because they
were important both in terms of delivering support to schools and feeding
information back to the Department.
Dr Firoz Patel, Deputy Director General (DDG): System Planning and
Monitoring, said that system planning included physical provision, Education
Management Information System (EMIS), analysing education investment; labour
relations, human resource development and funding norms and standards. An audit
of school’s infrastructure, the setting of a minimum package and a plan to
provide all schools with this minimum would be complete in the year.
The Western Cape Education Department had piloted a system to track individual
learners, class size, school enrolment etc. The system, using free software,
would be implemented nationally and district information systems would also be
improved. A sample would be audited to ensure data quality.
The post-provisioning model would be revised to reduce ‘unrealistic’ class
sizes in 2007. Ten percent of all classes fell into this category. The
Department would continue to implement the Integrated Quality Management System
(IQMS) and would include robust moderation. Proposals for an independent body
to look at teacher evaluation were being considered. Regarding the occasional
difficulty in filling mathematics and science teaching posts, a personnel
management system would be finalised after consultation with the Council of
Education ministers (CEM) and the Education Labour Research Council (ELRC).
Learner attendance and retention, home education, and implementation of laws
and policies in provinces were all the focus of investigations. No-fee schools
would be monitored. Schools that performed well despite inadequate resources
would be rewarded. Fee exemptions in quintile 3 and 4 schools were causing
problems and would also be investigated. Adult Basic Education and Training
(ABET), Reception and Further Education and Training (FET) funding norms were
being scrutinised by the Minister. Norms for special schools had not yet been
submitted to her.
Dr Palesa Tyobeka, DDG: General Education and Training (GET), said that the
early focus of the Department was on access to ECD among the poor. There would
be one million learners in the system by 2010 but quality was the new focus.
Model sites would be set up in all provinces and guidelines on resourcing,
layout and teaching would be made available.
Classroom practice, learning and teaching support materials (LTSM) and reading
and numeracy would be the main focus. A standards framework for special schools
would be developed alongside policy for inclusive education (IE). Some special
schools would become resource centres.
The campaign to recruit new teachers in priority areas had been more successful
than expected, with 400 at higher education institutions (HEIs). A framework on
teacher education and development would be gazetted shortly. A Continuing
Professional Development (CPD) points systems was being set up, by which
teachers would have access to accredited courses. This would be managed by the
South African Council for Educators (SACE) and the Department. Leadership in
schools and districts was also a key focus area and 400 principals had
completed an Advanced Certificate in Education (ACE) in leadership in 2006.
As part of the Southern African Consortium for Measuring Education Quality
(SACMEQ), an early grade reading assessment tool would be piloted in 3 500
schools and it was hoped that this would a tool for teachers to use.
Dr Vinjevold said that access to quality education for learners aged 15-24
would be improved. Poor quality in this period placed a strain on FET. The most
important inputs were textbooks, teachers and assessment. A Grade 12 national
catalogue of textbooks would be published in 2007 and one for Grade 10 in 2008.
In Grade 12 in 2008, three out of six subjects would be written by all
learners. The number of Dinaledi schools would be increased.
The number of programmes in FET colleges that were the focus of
recapitalisation had been increased from 11 to 13. There was the addition of
courses on policing and ECD, and support to the 25 059 students and their
lecturers would be continued. The ICT facilities at 200 FET sites had been
audited and a connectivity project in KwaZulu-Natal would be rolled out to all
provinces. Students’ results would be published alongside matric results. The
framework for vocational education would be completed in 2007.
Ms Gugu Ndebele, Deputy Director General for School and Social Enrichment, said
that there were two research projects on the nature and extent of violence in
schools. MECs had identified 65 schools which were worst affected by violence
in each province and these were being audited. Fences and security guards would
be provided and programmes on values and codes of conduct would also be
implemented. Ms Ndebele’s division, with the FET division, would also focus on
girls’ participation in gateway subjects in HE. School sport would be supported
with input form GET and FET divisions. Peer education would be used in Life
Orientation to tackle HIV/AIDS and gender-based abuse. School nutrition would
be reviewed before expansion – procurement models would be scrutinised for best
practice. A committee would advice on an implementation plan for mass literacy
and the link between ABET and FET would be examined.
Dr Molapo Qhobela, Acting DDG: Higher Education said that his division was
responsible for the following:
• providing regulatory support for transformation
• academic and research support
• supporting mergers
• promoting internationalisation and developing Africa
• strengthening the planning framework
• enhancing diversity and
• monitoring and evaluation.
He gave as an example reviewing the manner of regulating private provision of
HE. South Africa had many foreign students but South Africa could support other
African states in other ways too, for example by sharing best practice.
Enrolment planning was not the same as capping but no system had infinite
capacity – if an HEI grew, it had to grow within constraints. National
institutes of higher learning would be established in Mpumalanga and the
Northern Cape, the two provinces without HEIs.
Discussion
Mr G Boinamo (DA) asked how science could be taught without laboratories
and whether the Department had a plan to provide equipment and audit what each
school needed. He was also concerned about children with disabilities in rural
areas who were denied access to education. He suggested that marking should be
outsourced to ensure time on task and standardisation (because teachers
sometimes set tests only on what they had taught when they had neglected other
areas of the subject).
Ms M Matsomela (ANC) asked why the EMIS pilot was donor-funded – because it was
deemed unimportant or because there was insufficient funding available? Were
other government departments also involved in school safety programmes. With
respect to the debate around HE autonomy and state interference, she asked that
internationalisation not be carried out at the expense of developing South
African capacity. For instance, the teaching staff at an HEI in the North West
were all foreign. The country should develop and retain its own expertise. The
GET and FET sectors should also be involved in HE planning.
Dr Vinjevold said that HE planning began at ECD level. She acknowledged that
schools needed science laboratories but there were a number of topics that
could be taught without a laboratory and the Department had provided science
kits and manuals for these and guidelines on which topics would need a laboratory.
Laboratories had been provided at many Dinaledi schools but here were also some
non-functioning laboratories. Dr Patel said that the audit of school
infrastructure had been completed at the end of March and the report would
provide information on needs, which would be unlimited. After analysing and
prioritising the needs, there would have to be innovation in meeting them. Part
of the problem arose because provincial education departments had not taken
backlogs into account and this issue would be dealt with at a national level.
Since the 1996 and 2001 audits, progress in building classrooms and providing
sanitation and water had been made but the lack of labs and libraries was cause
for concern so minimum norms would be set.
The national and provincial departments had sufficient funding for EMIS.
Dr Tyobeka said that there were too few special schools (385) and they were
mostly in urban areas. There was also no standard control over who was placed
in these schools. A policy to remedy the unnecessary placement of learners in
these schools would be designed. Starting in rural areas, some special schools
would become ‘full-service’ schools and learners would be screened to ensure
whether they should be placed there. District-based support teams would support
special schools. The needs of special schools would be audited along with all
other schools.
Ms Ndebele said that members of the South African Police Service (SAPS) sat on
the national school safety forum and that members of the Department sat on provincial
safety boards. At school level, safety committees should involve SAPS and the
Departments of Health and Social Development.
Dr Qhobela said that the Department navigated the issue of supporting HEIs -
without being accused of interference - because HEIs invited them to consult,
although the Minister had the authority to intervene. The HE system should
respond to South African needs but was still part of Africa. The staffing
profiles at ex-homeland HEIs were an historical legacy.
Dr Vinjevold said that it would be too time-consuming and expensive to
outsource marking. Moderation was needed but subject advisors carried out this
function.
Mr R van Den Heever (ANC) said that teacher unions alleged that there was a
teacher shortage – what was the exact situation and what was the Department
doing about it?
Mr L Greyling (ID) said that the Education Laws Amendment Bill had very
ambitious norms. Was bureaucracy a problem in meeting provision, as it was in
water and sanitation or was it just funding? In HE, post 1994, growth of 30%
had been expected but real growth had been about 2%. Students should be
encouraged to enter HE. Opportunities for rural students especially had shrunk.
Ms P Mashangoana (ANC) commended the progress at FET colleges. She asked for
statistics on ECD centres and whether teenage pregnancy could be included in
the HIV/AIDS peer education programmes.
Ms C Dudley (ACDP) said that research had shown that being alone in the
afternoons increased the likelihood of drug addiction and asked the Department
to increase extra-mural programmes. Also, what would it take to get ECD
functioning the way it should?
The Chair had a number of comments and questions: how were no-fee schools
determined? He gave examples of extremely impoverished communities where the
schools were deemed to be in Quintile 4. Why were Grade R classes often not
attached to schools and why were they funded differently? For instance, many
Grade R teachers were not paid. Why was a tool for recruiting maths and other
scarce teachers not utilised? The EMIS system had not been found in his
constituency, which for instance, had a school with three classes. Then the
teacher responsible for biology and agriculture was promoted to another school
and not replaced. With regard to school sport, he asked who would be
responsible for taking charge of this at school level as teacher were
‘migratory. They arrive at eight and leave at three in a Venture’. Learners in
his constituency were given only bread, if they were lucky, and not after Grade
5. These learners were the poorest and he could not understand why they were
not fed, as the nutrition programme was funded by conditional grants.
Dr Patel replied that the Education Laws Amendment Bill would set minimum norms
and standards for a range of inputs which would deal with inequalities. The
teacher shortage questions were difficult to answer because recruitment and
selection were decentralised and the issue should be examined. Provincial
education departments had said two years ago, that there was no shortage.
Provincial education departments were now spending their budgets more since the
problems with Public Works had been remedied but there were still difficulties.
A national agency might be needed. It could be, for instance, that the Eastern
Cape was spending conditional grant funding on something other than school
nutrition. Poverty was still relative between provinces and it was questionable
whether enough funding was allocated to Quintile 4. He asked that Committee
members report individual school problems to the Department.
Dr Tyobeka said that the national framework on teacher education would provide
information on teacher supply. Current recruitment drives were directed at
scarce skills. Bursary students were obliged to serve the system on graduating
and could be directed to geographical areas where they were needed.
The Department focused on expanding access to ECD at school but there was no
prohibition against ECD out of school. The 500 000 ECD learners were not all
attached to schools and were not necessarily in the education system.
Guidelines and model sites for the provision of ECD sites were forthcoming. For
children between 0 and 4, the Departments of Health and Social Development had
some responsibility and information on numbers. These sites were not registered
with the Department which only guided the programmes. There was a backlog of
registration of ECD sites but that was not the Department’s responsibility. The
Department did not penalise these sites, however, and the programmes were still
available to them.
Ms Ndebele said that the peer education programmes were anchored around issues
like HIV/AIDS, teenage pregnancy and gender-based violence. It was true that
learners were insufficiently occupied after school and added that safety on the
way home form school was also an issue. Nutrition in the Eastern Cape actually
ceased at Grade 4, not 5 as previously stated. The programme had been inherited
from the Department of Health. In the Eastern Cape, it would be reviewed with
the Treasury and the Premier and then overhauled.
The meeting was adjourned.
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