ATC110412: Report Budget Vote 15: Basic Education

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 15: Basic Education, dated 12 April 2011.

 

The Portfolio Committee on Basic Education, having considered Budget Vote 15: Basic Education; together with the Strategic Plan for 2011-2014 of the Department of Basic Education and its Statutory Bodies, reports as follows:

 

1. Introduction

 

1.1 The budget review of the Ministry and Department of Basic Education was undertaken on 29 – 30 March 2011 and the budget review of the statutory bodies accountable to the Portfolio Committee was undertaken on 22 and 31 March 2011.
 

1.2 The budget briefings also served to acquaint the Portfolio Committee with the mandates and programmes of each unit in the Department and the named statutory bodies.

 

1.3 Those who appeared before the Portfolio Committee included a delegation from the Department of Basic Education: Hon E Surty - Deputy Minister for Basic Education, Mr B Soobrayan - Director-General, Ms V Carelse - Deputy Director-General: Strategic Planning and Reporting, Ms G Ndebele - Deputy Director-General: Social Mobilisation and Support Services, Ms P Tyobeka - Deputy Director-General: Teacher, Education Resources and Institutional Development, Dr S Padayachee - Acting Director-General: Planning, Quality Assessment and Monitoring and Evaluation, Mr E Mosuwe – Acting Deputy Director-General: Curriculum Policy, Support and Monitoring, Mr G Coetzee – Director: Strategic Planning and Reporting, Ms N Molalekoa – Acting Chief Financial Officer, Mr P Njobe – Director: Director-Generals Office, Mr R Van Den Heever – Parliamentary Liaison Officer: Office of the Minister and Ms K Mohoebi – Parliamentary Liaison Officer: Director-Generals Office.

 

1.4 The Council for Quality Assurance in General and Further Education and Training (Umalusi) was represented by Dr M S Rakometsi – Chief Executive Officer, Mr J Thomas – Chief Financial Officer and Ms E Rabe – Chief Operations Officer. The South African Council for Educators (SACE) was represented by Mr R Brijraj – Chief Executive Officer, Mr M Mapindani – Chief Financial Officer and Dr J Breedt – Councillor: Chairperson – Financial Committee. The Education Labour Relations Council (ELRC) was represented by Mr M Govender – General Secretary, Mr M J Moshakga – Chief Financial Officer and Ms G Neewat – Provincial Manager

 

1.5 This report gives a brief summary of the presentations made by the Department and its statutory bodies to the Committee, focusing mainly on the Department’s 2011 – 2014 Strategic Plan, the 2011 Medium Term Expenditure Framework (METF) allocations and an overview of allocations per programme. The report also provides the Committee’s deliberations and recommendations.

 

2. Overview of the Strategic Plan

 

2.1 Address by the Deputy Minister – Hon E Surty

 

The Deputy Minister thanked the Committee for the opportunity and tendered the apologies of the Minister of Basic Education, the Hon Angie Motshekga, who was on an official long standing visit to the United States.

 

In his strategic policy overview, the Deputy Minister stated that the Strategic Plan for 2011 – 2014 was designed to fulfil the legal obligation of the Department. It also served to inform all education stakeholders of the strategic direction of the Department. Government had agreed on twelve outcomes as a key focus of work between 2011 and 2014, placing education and skills development at the centre of this administration’s priorities.

 

The Strategic Plan articulated the over-arching goal of improving the quality of learning and learner achievement. The Department had a crucial monitoring, policy making and leadership responsibility in improving the quality of learning. For each strategic priority, a set of strategies, outcomes and deliverables have been developed for the period 2011-2014. The strategic priorities were informed by the Government’s Programme of Action, the Delivery Agreement signed by the Minister and the Action Plan to 2014: Towards the Realisation of Schooling 2025. Clear measurable targets have been set out in the Action Plan in terms of the strengthening of learner achievement at key stages of the schooling system.

 

Government had identified key challenges that reflected on the state of basic education. Significantly, it is widely recognised that the country’s schooling system performs below its potential and that improving basic education outcomes is a prerequisite for the country’s long range development goals. These challenges focus on the issue of quality and include the quality of learner outcomes across grades, the quality and quantity of learner and teacher support materials, the quality of school-based tests and examinations, and the quality of support for schools.

 

The President has emphasised the vital role of the education system in improving productivity and competitiveness in the economy. The President made it clear in the State of the Nation Address this year that the emphasis in improving quality education should be on the Triple Ts: Teachers, Text and Time. The Deputy Minister further pointed out that through this Strategic Plan, the Department committed itself to undertake its activities effectively and timeously in order to produce the four agreed-upon outputs as set out in the Delivery Agreement. Through the achievement of these outputs, the Department aims to meet Outcome 1 of the Delivery Agreement: “Improved quality of basic education”. These outputs are:   

 

·         To improve the quality of teaching and learning

·         To undertake regular assessment to track progress

·         To improve early childhood development

·         To ensure a credible outcomes-focused planning and accountability system.

The Deputy Minister further informed the Committee that the Strategic Plan reflects five key interventions in order to ensure that enabling conditions for quality learning are established in all schools across the country. These include:

 

·         Strengthened Teacher Development

·         The provision of  quality learner support materials

·         The institutionalisation of Annual National Assessments in literacy and numeracy

·         To strengthen District Development and ensure increased support to schools

·         To advance the Accelerated Schools’ Infrastructure Delivery Initiative (ASIDI) in order to ensure the provision of appropriate infrastructure

The Department committed itself to strengthen reporting on the state of basic education through the publication of frequent reports emanating from the monitoring and research work of the Department.

 

2.2 Overview by the Department of Basic Education

 

The Director-General (DG), Mr B Soobrayan, expanded on the Minister’s overview, providing further details. He reflected on Education as an Apex Priority with Outcome 1 being the improved quality of basic education as central to the Strategic Plan. Key challenges identified by the review of the state of education included:

 

·         Quality learner outcomes were not optimal across all grades.

·         The quality and quantity of learner and teacher support materials were not adequate to sustain quality learning.

·         The quality of school-based tests and examinations was not of the required standard and was not being moderated or benchmarked.

·         The quality of support from districts and specifically school support personnel had not been constructive nor responsive to the needs of the schools’ management.

 

 

The Strategic Plan reflects the commitment of the Department to undertake activities effectively and timeously to produce the agreed-upon outputs that will in turn contribute to achieving Outcome 1. The Director-General touched on the key interventions identified in response to the President’s call in the 2011 State of the Nation Address emphasising the need for more focus on the Triple T– Teachers, Text and Time – and explained how this would be done differently.

 

The Director-General then spoke to the detailed strategic objectives including the strategic outcome oriented outputs and sub-outputs. The outputs and sub-outputs of the delivery Agreement have been aligned to the budget programmes (including key departmental improvement strategies). The five strategic goals are as follows:

 

·         Improve the quality of Teaching and Learning, Curriculum Policy, Support and Monitoring

·         Undertake regular assessment in order to track progress

·         Improve early childhood development

·         Ensure a credible, outcomes-focused planning and accountability system

·         Improvements in the capacity of the Department of Basic Education

 

The Director-General then took the Committee through each of the programmes in the Estimates of National Expenditure and explained what each aimed to achieve:

·         Programme 1: Administration

·         Programme 2: Curriculum Policy, Support and Monitoring

·         Programme 3: Teachers, Education Human Resources and Institutional Development

·         Programme 4: Planning, Information and Assessment

·         Programme 5: Educational Enrichment Services

 

3. 2011 Medium Term Expenditure Framework (MTEF) Allocations

 

The Director General (DG) touched on the focus over the medium term for the Department and the distribution of the budget. He also spoke to the additional allocations over the MTEF period. The Director-General informed the Committee that expenditure increased from R4.8 billion in 2007/08 to R10 billion in 2010/11 and is expected to continue growing over the medium term to reach R20.4 billion in 2013/14. Over the MTEF, the Department receives new allocations to its baseline of R6.4 billion in 2011/12; R8.5 billion in 2012/13; and R11.9 billion in 2013/14. Important figures supplied included the following:

 

 

Allocations for the 2011 MTEF:

 

2011 ENE ALLOCATIONS FROM TREASURY
	2011/12	2012/13	2013/14
	R'000	R'000	R'000
Baseline allocation	7 549 812	8 099 316	8 544 778
Additions to baseline:	6 368 678	8 510 541	11 919 186
Funza Lushaka Bursaries	-	200 000	396 000
Curriculum Review	80 000	-	-
Attaining full functionality in newly established department	20 000	26 000	29 000
Improved conditions of service	9 200	9 500	9 800
National Curriculum Statement: examinations and assessment	14 197	18 857	19 854
Curriculum and Professional Development Unit	3 000	5 000	6 000
School Infrastructure Backlogs Indirect  Grant	700 000	2 315 000	5 189 000
Expanded Public Works Programme: Kha Ri Gude	43 981	53 013	62 787
Educational Infrastructure Conditional Grant	5 498 300	5 883 171	6 206 745
Less:	(50 356)	(51 921)	(54 340)
Baseline efficiency savings	(9 197)	(7 857)	(7 854)
Further savings effected by Cabinet	(39 144)	(41 948)	(44 254)
Function shift to Department of Higher Education and Training:Commonwealth of Learning transfer	(2 015)	(2 116)	(2 232)
2011 ENE ALLOCATIONS	13 868 134	16 557 936	20 409 624

 

 

Allocations Per Programme for 2011/12 Compared to 2010/11

 

PROGRAMMES	2010/11	2011/12	Percentage
	R’000	R’000	increase/ decrease
Administration	244 390	301 740	23.5%
Curriculum Policy, Support and Monitoring (1)	1 355 932	1 835 137	35.3%
Teachers, Education Human Resources and Institutional Development	505 223	521 989	3.3%
Planning, Information and Assessment (2)	163 597	6 387 529	3 804.4%
Educational Enrichment Services (3)	3 897 058	4 821 739	23.7%
Total	6 166 200	13 868 134

 

 

 

 

 

Allocations Per Programme over the 2011 MTEF

 

Programme	2011/12 R’000	2012/13 R’000	2013/14 R’000
Administration	301 740	320 787	339 977
Curriculum Policy, Support and Monitoring	1 835 137	1 901 347	2 013 482
Teachers, Education Human Resources and Institutional Development	521 989	747 195	973 163
Planning, Information and Assessment	6 387 529	8 405 342	11 614 737
Educational Enrichment Services	4 821 739	5 183 265	5 468 265
TOTAL	13 868 134	16 557 936	20 409 624

 

           

 

Allocation Summary for 2011/12 Compared to 2010/11

 

 

SERVICE	2010/11	2011/12	Percentage
	R’000	R’000	increase/ decrease
Compensation of Employees	199 910	245 532	22.8%
Examiners and Moderators	13 830	16 660	20.5%
Transfers to Public Entities	441 350	467 831	6.0%
Other Transfers (1)	12 348	11 066	(10.4%)
Conditional Grants (2)	3 931 371	10 546 380	168.3%
Earmarked Funds	1 454 314	1 601 828	10.1%
Departmental Operations (3)	65 119	928 361	1 325.6%
Projects	47 958	50 476	5.3%
Total	6 166 200	13 868 134

 

 

Allocation Summary over the 2011 MTEF

 

 

SERVICE	2011/12 R’000	2012/13 R’000	2013/14 R’000
Compensation of Employees	245 532	264 975	282 525
Examiners and Moderators	16 660	17 490	18 440
Transfers to Public Entities	467 831	691 223	914 240
Other Transfers	11 066	11 614	12 250
Conditional Grants	10 546 380	11 330 555	11 953 735
Earmarked Funds	1 601 828	1 628 085	1 724 642
Departmental Operations	928 361	2 559 263	5 446 286
Projects	50 476	54 731	57 506
Total	13 868 134	16 557 936	20 409 624

 

 

The Director-General concluded with the following:

 

•        The Action Plan to 2014 and the Delivery Agreement have served as useful instruments to improve the credibility of our Strategic Plan.

•        The link between planning, budgeting, implementation and monitoring and evaluation is improving progressively across the system.

•        The Strategic Plan (including budget allocation decisions) reflects how the DBE has concretely operationalised its role in the sector as contemplated in the Action Plan and Delivery Agreement.

 

While the challenges remain great, there were reassuring indicators that show that the system is responding positively to the outcomes-based approach.

 

Committee Observations

 

The Committee was concerned whether the national Department had any plan in place to assist the provinces to improve their financial management capacity and internal controls, particularly the serious weaknesses in leadership; financial and performance management; and governance as indicated by the Auditor General South Africa (AGSA) in the 2009/10 financial year. With the infrastructure challenges encountered over the last three years and minimal delivery on the infrastructure backlog, the Committee needed the Department to outline its implementation programme, including comprehensive plans of provincial education departments in respect of how they intended to spend the Schools Infrastructure Backlog Grant and how the Department intended to address capacity concerns in certain provinces.

 

Although the Department was making progress on the Curriculum and Assessment Policy Statement (CAPS) and recognizing that curriculum issues were critical to teaching and learning, the Committee questioned whether there was adequate system preparation and whether the CAPS would be able to address the existing curriculum gaps.

 

The Committee expressed the need for greater progress in the area of education for learners with special education needs. As in the past two years, the Committee expressed its concern with regard to the delay in finalising the development of the Funding Norms for Inclusive Education and Special Schools.

 

The Committee requested further documentation and follow-up responses to matters not covered during the review. The matters that require further responses and submission are as follows:

 

·                     Submission on indicators in respect of  schools vs. administration expenditure

·                     A report on the Funza Lushaka Bursaries – a breakdown of expenditure, statistics and tracking systems in place

·                     A report on interventions – findings and recommendations

·                     Quarterly performance reports based on targets set in the Strategic and Annual Performance Plans – including performance of individual provinces

·                     A report on all unsafe structures (mud, prefabricated, wood etc) nationally

·                     A report on the pilot study in respect of the new Post Provisioning Norms 

·                     A report on progress made in achieving the Millennium Development Goals

·                     A Report on Early Childhood Development

·                     A Report on the Integrated Plan on Sport

·                     Technical Schools Recapitalisation Plan

 

The Department should submit the above reports within 7 days of the adoption of the budget vote to Parliament.

 

The Portfolio Committee requested and received a focused presentation on the following:

 

3.2.2 Post Provisioning Norms (PPN)

 

The PPN was regulated in terms of the Employment of Educators Act, 76 of 1998. These regulations determined that the MEC had to create a pool of posts annually in accordance with funds available. Unions were consulted from June to August of every year to share information on the process. Schools received their post establishments by the end of September for the following year. In eight of the provinces, with the exception of the Eastern Cape this process worked reasonably well annually.

 

The Eastern Cape had not implemented PPN since 1998 and resulting in an unequal distribution of teachers - with some schools having more teachers than needed and others having to employ teachers where posts are needed. This has created double parking in some instances thus creating an excessive salary bill. The Eastern Cape was an exception to the PPN process since unions disagreed with the employer and the process was halted. The current model was holistic and systemic but not sufficiently nuanced to cater for curriculum delivery per grade and per subject.

 

The post provisioning model attributed weights to learners and distributed available posts proportionally among schools. The principal was entrusted with deciding how posts would be utilised in the school in accordance with their curriculum offerings.

 

The proposed new Post Provisioning Norms Model intended to

 

•          address problems that persist in relation of large class sizes but also to improve the response to curriculum needs and the appropriate utilisation of teachers;

•          address the needs of poorer schools by allocating redress posts as part of the original distribution;

•          Deal with post-provisioning in small and multi-grade schools by allocating them more teachers

•          Address the management of staffing turbulence created by annual learner number fluctuations;

•          Manage class size through linking the allocation of posts to physical classrooms.

 

The new model was being tested with data that was presently used with the current model to determine the effect on each school. The primary focus was that schools PPN should lead to quality learning and teaching. The testing included running scenarios with existing funding and with additional funding. The testing would help to ensure that the revised PPN would deliver the intended outcomes and was financially viable.

 

The post provisioning model together with funding available, determined the educator/learner ration as follows:

 

Data	2005	2006	2007	2008	2009
Educators	361 651	369 119	366 153	371 449	386 587
Learners	11 862 316	11 941 822	12 041 220	11 873 162	11 828 747
Average Learner: Educator	32.8	32.4	32.9	32.0	32.6
Maximum Leaner: Educator	34.4	33.4	33.2	36.4	37.7
Minimum Learner: Educator	31.1	29.7	29.1	30.4	28.8

3.2.3 National School Nutrition Programme (NSNP)

 

The programme was designed to contribute to teaching and learning by working with provinces and districts to provide nutritious meals and promote sustainable food production initiatives in schools in order to develop skills. The three pillars of the programme are:

 

·         School Feeding

·         Nutrition Education

·         Sustainable Food Production in Schools

 

The programme provided meals to over 8 million learners with priority to Quintile 1-3 primary and Quintile 1-2 secondary schools. Quality nutritious meals were provided on all schools days. The Department hoped to expand the programme to Quintile 3 secondary schools. The aim of nutrition education was to create awareness on healthy food choices in school communities as well as to develop material to support the curriculum to address learning outcomes in Life skills, Life Orientation and Arts & culture. It was important to establish and sustain food production in schools in support of curriculum in collaboration with other stakeholders.

 

The following table illustrates the evolution of the NSNP:

 

	Past	2010/11
Menu	Cold Menu	Cooked Menu
Quality	Uneven	Improving Quality
Selection	Targeting Learners	Targeting Schools (lower quintiles
Coverage	Primary Schools	6 539 271 million learners in Q1, Q2 & Q3 Primary and Q1 & Q2 Secondary Schools
Note-Worthy Achievements		Annual Reports, Best Practice Booklet, Recipe Book, Inaugural NSNP Best Practice Awards 2010   Budget: R 3.7 billion   Preparation Allocation (equipment and utensils)

 

 

Figures for Expenditure and Allocation per province are as follows:

 

Province	Expenditure (as at Feb 2010)	Allocation (2011/2012
Eastern Cape	80 per cent	845 166
Northern Cape	82 per cent	105 116
Western Cape	81 per cent	227 433
Gauteng	76 per cent	509 798
North West	84 per cent	305 935
Free State	93 per cent	244 699
Limpopo	80 per cent	829 669
KwaZulu-Natal	80 per cent	1 070 013
Mpumalanga	91 per cent	440 923
TOTAL		4 578 752

 

Planning for 2011 includes:

 

•          Rigorous monitoring in collaboration with relevant Directorates/Branches and stakeholders- quality

•          Provision minimum allocation to procure utensils/equipment

•          Plans and capacity for progressive implementation of decentralised model (transfers)

•          To explore project management model for all grants

•          To align NSNP activities with curricula

•          To strengthen partnerships to improve areas of need e.g. recognising excellence and best practice.

 

 

 

3.2.4          Accelerated School Infrastructure Delivery Initiative (ASIDI)

 

The focus of this initiative for 2010 – 2014 was to provide basic services to bring schools to basic safety functionality. The aim was also to replace all 395 mud schools in the Eastern Cape to optimum functionality and replace all inappropriate structures. The programme also aimed to upgrade schools to optimum functionality by providing core spaces (specialist rooms) e.g. libraries, laboratories, admin blocks. There was a move to reprioritise provincial budgets to address specialist rooms (libraries and laboratories) and replace 74 inappropriate structures (metal, timber and prefabricated structures). Outputs in respect of the school infrastructure backlogs grant included the eradication and replacement of 395 mud schools; 1 307 provided with water and sanitation; 536 schools provided with sanitation and 1 434 schools provided with electricity.

 

The conditional grant was a specific purpose grant-in-kind (Schedule 7) administered by the Department of Basic Education (DBE) that may be transferred to a province. The grant would cover the following:

 

•          60% (R420m in first year) allocated for mud schools in the Eastern Cape

•          40% (R280m in first year) allocated for basic services

•          Business plans to be submitted to DBE for assessment and approval and monthly progress reports

•          Provincial Education Departments (PEDs) to budget for furniture and maintenance of facilities  

 

Allocations

 

Name	Province	2011/12 allocation
		R'000
School Infrastructure backlogs grant	Eastern Cape	520 679
	Free State	22 273
	Gauteng	6 656
	KwaZulu-Natal	46 218
	Limpopo	41 653
	Mpumalanga	38 270
	Northern Cape	8 002
	North West	11 056
	Western Cape	5 193
	TOTAL	700 000

 

 

A procurement strategy had been developed through the assistance of the Construction Industry Development Board (CIDB). The strategy proposed the following:

 

For the 2011/2012 financial year projects be clustered according to type as follows:

 

Category A:

•                      Construction of buildings and non-waterborne toilets:

•                      Replacement of 50 mud schools

•                      Construction of non-waterborne toilets

 

Category B:

•                      Water supply: Borehole water / rainwater harvesting

 

Category C:

•                      Electrical supply and wiring of buildings  

 

The programme will be overseen by a Programme Support Unit located in the Department of Basic Education.

 

Progress to date includes the first batch of 50 mud schools having been identified and costed in the Eastern Cape. These schools would be implemented through a Service Delivery Agreement with the Independent Development Trust (IDT). Preparations were in progress to implement the projects as follows:

 

•          Water and sanitation: As part of a transversal contract with the Department of Human Settlements and as part of the Rural Household Infrastructure Programme (RHIP). This programme will be run in conjunction with the Departments of Water Affairs(water) and Human Settlements(sanitation)

 

•          Electricity: A Memorandum of Agreement (MOA) is in the process of being finalised with Eskom, which will be responsible for the electrification of schools. This programme will be managed with the Department of Energy.

 

•          Planning for 2012/13 and 2013/14 to commence with the verification of the backlogs. Terms of Reference for a service provider to do project preparation are being finalised. This will entail verification of backlogs, compilation of project business plans as well as preparation of a proposals and procurement plan for implementation.

 

A Summary of Projects: Basic Services – 2011/12

 

 

Province	Sanitation	Water	Electricity
	Projects	Projects	Projects
Eastern Cape	161	305	104
Free State	13	43	31
Gauteng	21	0	2
Kwa- Zulu Natal	60	60	0
Limpopo	38	26	21
Mpumalanga	5	9	66
Northern Cape	17	6	0
North West	18	10	0
Western Cape	21	3	7
Total	354	462	231

 

 

 

The Department currently uses the Infrastructure Reporting Model (IRM) to monitor progress on projects and expenditure on those projects. The following will be implemented to enhance monitoring and reporting:

·         Enhance the IRM and customise it to the sector in order to better report on schools infrastructure delivery

·         The gazetting of Table B5 of the provincial Budget Statements

·         Aligning Table B5 to IRM planning project list

·         A schedule of quarterly site visits to compare what is being reported on against actual delivery

·         To increase capacity in DBE to ensure that data reported by PEDs is thoroughly analysed and accurate reports of what is actually being delivered in provinces is produced.

 

 

4. The Council for Quality Assurance in General and Further Education and Training (Umalusi)

 

The Chief Executive Officer, Dr M.S Rakometsi, opened the presentation with a brief look at the Umalusi Mandate, Vision, Mission, Goals and Results Areas. He highlighted seven key result areas of Umalusi over the METF as follows:

 

·         Improving and maintaining the system for quality assuring assessment for certification

·         Establishing and implementing a system for evaluation and accreditation of providers

·         Establishing and maintaining a system to certify and quality assuring qualifications and curriculum

·         Researching, diagnosing and reporting on quality in general and further education and training supported by statistical analysis.

·         Developing and maintaining management support structures and governance

·         Ensuring that Information Technology systems are established, maintained and improved

·         Ensuring that finance, human resources and administrative support systems are maintained and improved.

 

The Chief Financial Officer (CFO), Mr J Thomas, took the Committee through the Executive Summary on Finances. The statement of financial performance as at 28 February 2011 indicated a net surplus of R 4 531 759 with 110 per cent of the budgeted revenue from operations being recognised. He mentioned that 100 per cent of the grant from the Department of Basic Education had been received while 76 per cent of the budgeted expenses were incurred to date.

 

Mr Thomas also touched on the statement of the financial position, cash flow, debtors and investments as follows:

·         Total Assets                              -           R 47 397 032

·         Invoiced Debts collected to date -            93 per cent

·         Cash Available               -           R 688 018

·         Investments                               -           R 26 392 075 (attracting interest of 5.50

                                                                  per cent per annum

 

The following charts/graphs were used to illustrate the Budget:

 

·         Comparative Total Expenditure to Date vs. 3 Year Average

·         2010/11 Revenue Budget vs. Actual (Current)

·         2010/11 Expenditure Budget vs. Actual (Current)

·         Statement of the Financial Position as at 28 February 2011

 

Members also received the 2011/12 Budget (Forecast), showing the current budget and the 2011/12 forecast - for the following programmes (with motivations):

 

-          Quality Assurance of Assessments:  There was a 13 per cent increase due to the increase in Moderator costs as per the Ministerial approval and also an increase in moderation/monitoring sample sizes.

 

-          Evaluation and Accreditation: A 19 per cent increase due to an increase in the number of institutional site visits, etc

 

-          Qualification, Curriculum & Certification: A decrease of 4 per cent due to the need to capacitate the unit before the role out of qualifications and curriculum work was increased. This will be implemented in 2011/12 and an additional budget for human resources was allocated in its place.

 

-          Statistical Information and Research: The 16 per cent increase was budgeted to give effect to the formal mandate of research as a Quality Council (QC) and which now includes an extension of the research work in respect of the standard setting and qualifications development.

 

-          Management Support Structures: A decrease of 2 per cent in the budget was proposed as most Council members were office bearers and required less allowance. More capacity was required in Public Relations - thus a look at increasing the Human Resource (HR) budget.

 

-          Corporate Services: Information Technology – A 9 per cent increase was required due to the increase in computer costs - mainly for replacement of hardware and software. No increase in SITA costs were effected over the last two years.

 

-          Corporate Services: Finance – An 8 per cent increase forecasted for buildings, which was more maintenance orientated and supply chain costs for purchases such as stationery, etc

 

-          Corporate Services: Human Resource Management and Development – A 21 per cent increase due to additional posts required as per the Human Resource review done and approximately 5 per cent towards cost of inflation increases

 

Mr Thomas concluded his presentation with the following graphs:

 

TOTAL INCOME 2000/1 (ACTUAL) TO 2013/14 (BUDGET)

 

YEAR	INCOME	BUDGET	DBE GRANT	GRANT %
2000/01	R 6 150 786		0	0
2001/02	R 7 027 948		0	0
2002/03	R 13 757 861		R 1 513 000	11
2003/04	R 18 076 902		R 3 050 000	17
2004/05	R 23 547 626		R 12 869 000	55
2005/06	R 28 603 979		R 7 690 000	27
2006/07	R 32 972 345		R 10 286 000	31
2007/08	R 36 013 566		R 12 652 000	35
2008/09	R 46 434 369		R 16 044 000	35
2009/10	R 52 442 731		R 16 494 000	31
2010/11		R 68 812 141	R 17 350 000	25
2011/12		R 78 861 400	R 18 391 000	23
2012/13		R 91 644 338	R 19 311 000	21
2013/14		R 101 650 807	R 20 469 660	20

 

 

3 YEAR BUDGET FORECAST

 

2010/11	2011/12	2012/13	2013/14
R 68 812 141	R 78 861 400	R 91 644 338	R 101 650 807
The 2011/12 Budget was submitted in September 2010 and a response received in January 2011. Thus a revised budget was submitted on 18 January 2011 and the Ministry of Basic Education approval was pending.
Y/Y Percentage Increase
28%	15%	16%	11%

 

Dr Rakometsi concluded the Umalusi presentation with the following challenges:

 

•          The financial sustainability of the organisation through increased funding – Umalusi had been through the processes of applying and requesting an additional allocation. Umalusi had met with the Department and Treasury on the matter.   

•          A move from certificate fee structure to a quality assurance levy

•          To increase baseline allocation of the grant

•          Umalusi mandate contestations

•          Reputational risk as addressed through the media 

 

Committee Observations

 

There remained issues to be resolved with the Quality Council for Trades and Occupations (QCTO) as they intended to take over the N-courses and then delegate them back to Umalusi – the issue was still being debated. QCTO, which was provided for in 2008 in the amended Skills Development Act, was not fully established and lacked the necessary capacity. The Committee would continue the debate on the unfunded mandates. The Committee congratulated Umalusi on receiving a clean audit in the 2009/10 financial year. The Committee was concerned that there seemed to be little progress on the issue of a move from ccertification fee to a quality assurance levy? The Committee was also concerned about the scarcity of moderators and how to deal with this. The Committee further requested the following reports:

·         A status Report tabled by the Minister for discussion and consideration

·         The Report on the Foundation Phase

·         The Report on the State of Examinations

 

5. South African Council for Educators (SACE)

 

The South African Council for Educators (SACE) is a professional council that has been established in terms of the SACE Act no.31 of 2000.  In addition, the National Policy Framework on Teacher Education and Development (2007) mandate SACE to manage and implement the Continuing Professional Teacher Development (CPTD) system. SACE’s goals are first to regulate the teaching profession by:

·         developing and maintaining standards of entry into the profession;

·         managing a register of professionally qualified teachers; and

·         managing the code of professional ethics, complaints and discipline within the profession.

 

 

Furthermore it develops the profession through managing and implementing the CPTD system,

·          identifying the needs of the teaching profession, promoting teaching as a profession,

·         setting and monitoring standards of teacher education and development, and         

·          advising the Ministers of Education.

 

In realising its mandate and goals it needs to work collaboratively with the Ministry of Basic Education and other Education stakeholder in achieving government’s outcome number one – Quality Basic Education.

 

Focus Areas for 2011/12 are:

•          Registration

•          Professional Development

•          Ethical Standards

•          Policy and Research Coordination

•          Communication and Advocacy

•          Administration

 

 

Figures for the 2012 Budget were as follows:

 

INCOME

Registration fees                          1 140 000

Reprint of certificates                       120 000

Subscription fee             50 880 000

Interest receivable                        1 100 000

Sundry income                   180 000

CPTD grant (non guar.)                   0

                                                53 420 000

 

 

EXPENDITURE

Registration                               1 200 000

Professional Dev.                       2 300 000

Publicity & Comm                      1 800 000

Code of Ethics                           1 400 000

Office rental                               1 400 000

Future accommodation

/operation Reserve               13 104 000                            

Admin expenses                      32 216 000

            TOTAL BUDGET      53 420 000

 

 

Registration - To register all educators and maintain and sustain the credibility of the educator data system. Registration programmes for 2012 include facilitating the registration of all practicing and non-practicing educators through sectoral and electronic registration. Standards of entry into the profession include a review of current registration minimum standards in line with the current legislation and developments.

 

Professional Development - To facilitate the professional development of educators and promote and enhance the image of the profession. Programmes include the CPTD System, Educator Professional Assistance Facility, Induction and Professional Designation, Teacher Recruitment and Retention and the Celebration of Teachers and the Profession.

 

Code of Ethics - To develop, maintain, enforce and review the Code of Professional Ethics to ensure that alleged breaches of the Code of Professional Ethics are investigated in accordance with procedures determined by council. Programmes include Standards of Professional Ethics and Management Cases.

 

Policy and Research Coordination - To coordinate SACE policy matters and contribute to the national policy making processes and legislation. This programme also ensures that SACE engages in medium and long-term planning that is informed by sound research and information. SACE also undertakes research on professional matters for the purposes of informing and advising the Ministers of Education, Council, and the teaching profession. Programmes include Policy, Research, Planning, Monitoring and Evaluation, Research Reports and Publications and Resource Centre.

 

Communication and Advocacy – This programme covers national and international relations, media relations/image building, media production and publication and website management

 

Administration – This programme covers Human Resource Management and Development, Secretariat Services, Registry and Postal services, Procurement Service, Information and Communication and Financial Administration.

 

Committee Observations

 

Due to an incomplete Operational Plan, the Committee further requested a full/complete report. SACE was also requested to supply the Committee with a report on the status of all cases (a breakdown of the type of cases and how long they have been pending). The Committee was concerned that the issue of accommodation was not yet resolved. Members were concerned about capacity constraints and the number of cases of complaints that had not been dealt with.

 

6. Education Labour Relations Council (ELRC)

 

The strategic goals of the ELRC were to promote and maintain labour peace – preventing, facilitating and resolving disputes. The ELRC also promotes collective bargaining and provide skills training. The core business of the ELRC was primarily dispute management and collective bargaining services.  In 2008 the ELRC expanded the scope of its constitution to include bargaining and dispute resolution for the FETC sector. On the 17th February 2009 Collective Agreement 1 of 2009: Further Amendment of the ELRC constitution as certified by the Registrar of Labour on 25th April 2007 and as ratified by Collective Agreement 6 of 2007 was signed.  The Founding Agreement: Further Education and Training Collegessector interim Bargaining Unit within the ELRC was signed on the 9th June 2009.  In 2009 the Registrar of Labour Relations approved the variation of the scope of the Council to include FETC bargaining.

 

The facilitation of teacher development and participation by the ELRC in QLTC further brought new challenges for the Council. The budget has been increased to support additional activities in the areas of Research, Training and Development, subsidisation of the FETC sector, capital expenditure and associated support services. Strategic Plans and Annual Performance Plans have been developed to accommodate the above developments.

 

The budgeted income for 2011/2012 was based on a levy of R10, the same as in the previous year. Income for the FETC sector was insufficient to meet their expenditure, consequently the Basic Education sector subsidises the deficit of the FETC Bargaining Unit.

 

ELRC programmes are as follows:

 

—         Dispute Management Services

—         Collective Bargaining and Related Services

—         Executive Services

—         Corporate Services

—         Capital Expenditure

 

The following were areas that the ELRC identified for intervention:

 

—         Suspensions that are over the statutory 60 days

—         Promotion disputes dragging over 180 days due to party delays

—         Placement of displaced educators

—         Ensuring effective grievance resolution committees in provinces

—         Annual consultation on post provisioning leading to the annual placement of educators declared additional to their schools’ staff establishments

—         Placement and payment of temporary educators

—         Promotion of labour peace through proactive and requested facilitation

—         Prevention of mutual interest disputes through facilitation.

 

7. Conclusion

 

7.1   The reviews have presented a picture of where government stands in the provisioning of access to education, enabling the Committee to ascertain progress and challenges faced.

7.2   This session has presented an opportunity to deliberate on issues with the aim of finding practical ways of coordinating efforts in moving forward with an efficient machinery of delivery.

7.3   The Committee further commits itself to strengthening its oversight role through visits to schools, stakeholders and its statutory bodies.

7.4   The Committee is thus focusing on the implementation of service delivery, building and strengthening capacity; developing human and financial resources and developing the necessary skills required in implementing government programmes.

7.5   The Committee thanks parties concerned for the progress made so far and conveys its appreciation to the Department and all the statutory bodies for their participation and co-operation in the reviews.

 

The Committee recommends that the House endorse Budget Vote 15: Department of Basic Education.

 

Report to be considered.