ATC121121: Report of the Portfolio Committee on Basic Education on its engagement with the Department of Basic Education in Cape Town, dated 20 November 2012

Basic Education

Report of the Portfolio Committee on Basic Education on its engagement with the Department of Basic Education in Cape Town, dated 20 November 2012

Report of the Portfolio Committee on Basic Education on its engagement with the Department of Basic Education in Cape Town , dated 20 November 2012

The Portfolio Committee on Basic Education, having had a workshop with the Department of Basic Education, including Heads of Department of the Provincial Departments of Education, reports as follows:

1 . Introduction and Background

1.1 The Portfolio Committee on Basic Education, in attempting to strengthen its oversight role held a three day workshop with the Department of Basic Education (DBE) and Heads of Department ( HODs ) of the Provincial Education Departments (PEDs) or their representatives between 25 and 27 July 2012 at the Monkey Valley Resort, Noordhoek , Cape Town . The workshop formed part of the revised Committee Programme for the 2012/13 financial year.

1.2 The Committee had observed that although the national Department of Basic Education (DBE) had sound policies and initiatives to improve the basic education system, there was evidence from the reports of the Committee that implementation posed a challenge in certain provinces. The workshop was one of the mechanisms through which the Committee sought to build a comprehensive understanding of the extent of the National Department’s influence over the Provincial Education Departments’ implementation of programmes and the challenges thereof. The Committee also sought to receive updates on the implementation of key programmes that were not sufficiently covered during the normal briefing sessions in Parliament. These included the Accelerated School Infrastructure Delivery Initiative (ASIDI); Inclusive education; the National School Nutrition Programme (NSNP); Technical Schools Recapitalization Grant: and International Agreements of the DBE.

1.3 The workshop also allowed the Provincial Education Departments to give an overview of their strategic priorities and progress reports in terms of implementation and challenges thereof. Moving from the premise that the Portfolio Committee conducted oversights between 25 and 29 July 2011 in North West and Mpumalanga on inclusive education and in the Eastern Cape, Limpopo and Mpumalanga between 10 and 19 January 2012 on school readiness; the Committee gave an opportunity to the affected provinces to respond and give progress reports to the findings and the recommendations made by the Committee.

1.4 This report provides a brief summary of the presentations made by the Department of Basic Education as well as the HODs of the various Provincial Education Departments and summarises pertinent issues that the Committee noted and recommended in order to craft a way forward.

2. Objectives of the Workshop

The objectives of the workshop were as follows:

· To enquire regarding the extent of the national Department’s influence over the Provincial Education Departments’ implementation of programmes and the challenges thereof.

· To examine the monitoring mechanisms in place in order to follow the activities of provincial departments.

· To explore the challenges and obstacles hindering the national Department to enforce policies and pieces of legislation effectively in some provinces.

· To explore the experiences and responses of the most affected provinces on the effectiveness of national Department policies and interventions to improve the basic education system.

· To consider progress reports in respect of addressing issues raised and recommendations made during key Oversight Visits.

· To consider updates on the implementation of key programmes receiving insufficient attention during normal briefing sessions in Parliament.

· To document findings of the workshop and highlight policy implications on the monitoring of the implementation of initiatives by the provinces.

3. Composition of the delegation

3.1 Portfolio Committee on Basic Education

The delegation from the Portfolio Committee on Basic Education comprised of Hon H H Malgas MP (Chairperson), Hon N Gina MP (ANC), Hon Z S Makhubele MP (ANC), Hon A C Mashishi MP (ANC), Hon C Moni MP (ANC), Hon F F Mushwana (ANC) MP, Hon A Lovemore MP (DA), Hon D Smile MP (DA), Hon W Madisha MP (Cope), Hon A M Mpontshane MP (IFP) and Hon K J Dikobo MP (AZAPO). Members of staff included Mr L Mahada (Parliamentary Researcher), Mr L A Brown (Committee Secretary) and Mr M Erasmus (Committee Assistant).

3.2 Department of Basic Education (DBE)

The delegation from the Department of Basic Education comprised Mr B Soobrayan: Director-General, Ms V Carelse: Deputy Director-General, Ms G Ndebele: Deputy Director-General, Ms P Tyobeka : Deputy Director-General, Ms N Molalekoa : Chief Financial Officer, Mr P Padayachee : Deputy Director-General, Mr G Coetzee: Director, Mr R van den Heever : PLO in the Ministry, Ms T Diale : Programme Manager, Mr R Mafoko : Director, Ms K Mohoebe : PLO in the Office of the Director- General, Ms B Khenyane : Branch Coordinator.

3.3 Provincial Education Departments (PEDs)

(i) Mpumalanga - Mr M Senzangakhona : Acting Chief Director , Mpumalanga

(ii) Gauteng – Mr B Ngobeni: Head of Department and Mr A Chanee : Deputy Director-General

(iii) Northern Cape – Mr T Pharasi : Head of Department

(iv) Western Cape – Ms A Schlebusch : Director

(v) North West – Dr I Malale : Acting Head of Department

(vi) Eastern Cape – Mr I Assam : Acting Deputy Director General

(vii) Limpopo – Ms M B Malele : Senior General Manager

(viii) KwaZulu-Natal – Dr N S P Sishi : Head of Department

(ix) The Free State province tendered an apology due to engagements that were planned before the invitation from the Portfolio Committee and thereby did not have a representative.

4. Welcome and Introduction

In her introductory remarks, Hon H Malgas welcomed all present at the workshop, especially the delegation from the Department of Basic Education and the Provincial Heads of Department (or representatives from the HODs Office). She indicated that the workshop was an important one and much overdue. Part of the expected outcomes of the engagement was to create a platform to build stronger relations between the DBE and the PEDs. Hon H Malgas also mentioned that the Portfolio Committee was not entirely happy with the state of affairs in certain provinces and districts. She felt that it was important that the Portfolio Committee, after engagements, find mechanisms to put in place in order to give the necessary support for the DBE and PEDs to craft good working relations in the delivery of their mandate. After some background and a synopsis of the reasons, outcomes and expectations, Hon H Malgas handed over to the presenters.

5. Summary of presentations

The presentation process gave provinces an opportunity to report first on their strategic priorities and progress reports in terms of implementation and challenges. Provinces visited by the Committee in 2011 and 2012 were given an opportunity to give progress reports on the findings and recommendations of the Committee. The DBE gave a report on its influence over provincial education departments in the delivery of concurrent function of education and its challenges. Finally, the DBE was given an opportunity to give presentations on specific programmes and items as highlighted in the programme. It should be noted that the Free State did not give a presentation as they were not present at the meeting. Further, Gauteng did not give a presentation due to the fact that their delegation was recalled back to the province on matters of departmental importance.

5.1. Provincial Reporting

5.1.1 Presentation by Mpumalanga Provincial Education Department ( Mr M Senzangakhona )

Mr Senzangakhona’s presentation responded mainly to the observations and recommendations made by the Portfolio Committee in its report for Mpumalanga oversight dated 23 March 2012. These related to the filling of posts, the delivery of learner teacher support materials (LTSM), admissions of learners, infrastructure, Curriculum and Assessment Policy Statement (CAPS), scholar transport and the Quality and Learning Teaching Campaign (QLTC).

a) Filling of vacant posts

The Committee was informed that the department lifted the moratorium on the filling of posts for non teaching staff in September 2011 with posts for Subject Advisors in the Mathematics, Science and Technology field being prioritised. Subject advisors’ posts in Bohlabela district were the first batch of posts advertised in December 2011 and appointments had been made.

To minimise disruptions in schools, the department had signed contracts of temporary educators to end in December 2011. Schools would re-appoint the educators in January 2012 on a month-to-month contract, pending the placement of educators in excess and bursary holders. The department also allowed the movement of educators in schools to promotional posts that they had been appointed to, in January 2012.

b) The delivery of LTSM

All stationery for the 2012 academic year was delivered to schools before schools closed in 2011. The Grade 10 CAPS textbooks were delivered to schools by December 2011 and deliveries for Grades 1-3 resource material were finalized in February 2012. All schools received workbooks 1 and 2 for Grades 1-3 for the implementation of CAPS. Shortages were experienced, especially in languages, however, this was later resolved. The department was currently conducting a survey on all LTSM received by schools from both national and the province. Requisitions for 2013 stationery had already been captured and orders would be placed in mid-August 2012 for delivery in October 2012. Schools were currently filling in requisitions on CAPS textbooks for Grades 4-6 and 11. The plan was to also have deliveries of textbooks in October.

c) Admissions of learners

The policy and practice in the department was for schools to make admissions in October of each year for the following year. There were challenges with admissions in towns, where in most cases the number of learners seeking admission was more than the available space, particularly in English medium schools. Primarily in such cases, admissions were finally resolved in January.

d) Scholar transport

Of the four districts, Gert Sibande was the most sparsely populated. This resulted in learners having to travel long distances to schools. The bulk of scholar transport was required and provided in Gert Sibande , followed by Nkangala , Ehlanzeni and Bohlabela . Most villages in Bohlabela were clustered and learners lived within 5km of the nearest school.

e) Infrastructure

The Committee received a report on the matter of infrastructure for special schools. A large portion of the infrastructure budget for special schools, in the current financial year, was taken up by the building of two new special schools in Bohlabela (a school for the deaf and an inclusive school), to be completed in the 2013/14 financial year. There were three other special schools, one in Gert Sibande and two in Nkangala that were receiving additions and upgrading. The department was finalising the collection of data to implement an Electronic Facility Management System (EFMS). The EFMS would help in developing an effective backlog strategy for infrastructure for all schools in the province.

f) CAPS training

The training of Grade 10 educators on CAPS over the 2011 July holidays was disturbed by the disengagement of the South African Democratic Teachers Union (SADTU) in the province. Further training for Grade 10 was conducted over the 2011 September holidays and additional raining for all educators still not trained was finalized in January 2012 by teacher unions. Grades 1-3 educators were trained in 2011 with little disturbance. The training of Grades 4-6 and 11 educators on CAPS for implementation in 2013 was conducted during the 2012 July holidays, also without disturbance.

g) Quality Learning and Teaching Campaign

All districts and circuits had established the Quality Learning and Teaching Campaign (QLTC) Committees with the provincial department having established the QLTC Steering Committee in June 2012 to oversee all QLTC activities in the province. About 97 percent of schools had also established QLTC Committees. Other than establishing QLTC structures, the campaign is not yet fully functional and therefore the Provincial QLTC Steering Committee would soon develop a provincial programme for activities.

h) Implementation of Inclusive education and state of special schools

In a separate presentation, which focused on the implementation of inclusive education and the state of special schools in the province, Mr Senzangakhona mentioned that t here were 18 Public Special Schools in the province. An estimated 140 schools designated as Full-Service Schools (FSS) still had to be upgraded for accessibility. Among the 18 Special schools, 14 accommodated learners with disabilities and four were Child and Youth Care Centres (CYCC) for learners who were in need of care and support. According to the Children’s Act, Child and Youth Care Centres should be transferred to the Department of Social Development as of 01 April 2012. However, due to the unavailability of national guidelines for this process, there were numerous delays, and as a result, the province would effect the transfer on 01 April 2013. Training for Special schools and Full-Service Schools on Curriculum adaptation and differentiation was ongoing to allow for the full participation of learners. The policy on scholar transport had been amended to accommodate learners with disability. Schools that needed such a service needed to apply through their districts to the Scholar Transport Manager in the province.

Mr Senzangakhona further gave a progress report on the issues raised by the Portfolio Committee during its 2011 visit to Full Service and Special Schools in the Province.

(i) Filling of vacant non-teaching posts in schools across the province

The moratorium on the filling of nonteaching posts was lifted in September 2011 for all schools though the Specialists posts were not affected by the moratorium (nurses, therapists, etc). The province was in the process of filling all posts with the process having started in December 2011.

(ii) A full time nurse is required and Occupational Therapists and a Social Worker in a converted post level one educator’s posts in Astralita Special School

The provincial department had a social support model for post provisioning in special schools, in order to support learners needing high levels of support. The Human resources (HR) Directorate has been instructed to implement the model. Thus far, 30 posts for specialists were advertised in 2010 and 23 filled, seven were not filled, mainly because of the differences in salary scales compared to those of the Department of Health. A case in point is a nurse in Gert Sibande appointed in 2010 who had already taken up a post in the Department of Health. Regardless of the competition of human resources with the Department of Health, another batch of advertisements would go out in August and in the interim, the department relied on the collaboration it had with the Department of Health in order for schools to access the much needed support.

(iii) Additions and Renovations to infrastructure

A large portion of the infrastructure budget for special schools was already committed to the building of two new schools. The projects would be completed in the 2013/14 financial years and a priority list would be drawn up for additions and renovations from the 2014/15 financial years.

(iv) Upgrading of school vehicles

For eight special schools that were identified as in need of vehicles, the budget is available for the purchase of such vehicles for these schools. The department was currently following procurement processes for the purchase of these vehicles.

(v) 129 learners on the waiting list

The department was aware of overcrowding in special schools. This was the reason why the infrastructure budget was committed to building two new schools this year in order to address the classroom space issue.

5.1.2 Presentation by Limpopo Provincial Education Department (Ms M B Malele )

Ms Malele , in her opening remarks, sketched the background and historical analysis of the department’s budget, indicating the recurring over-expenditure over several years. The Compensation of Employees ( CoE ) budget was overspent in all financial years except 2006/7 when additional funding was received. The hike in over-expenditure for 2008/9 was caused by the implementation of Occupation Specific Dispensation (OSD), which was not fully funded. The knock-on effects were over-expenditure over the years through to 2011/12 on CoE , goods and services and transfers; unauthorized expenditure; and overdraft. The province was run on accruals year-in-year out and this had an adverse impact on the LTSM budget and other important priorities.

Entering into the 2012/13 financial year, the department was still faced with financial constraints characterized by budget cuts; a shortfall of 38 percent amounting to R301 million with only 62 per cent budgeted for in terms of the requirements by the guidelines on the Norms and Standards for funding of schools; and the non-payment of tranche payments to schools. Due to budget cuts, the most affected programme was the procurement and delivery of textbooks particularly for grades that were to implement CAPS in the 2012 academic year. The first tranche payment had been effected in May 2012 and the balance would be transferred in two tranches (one in the last quarter of the 2012 academic year and the second in the first quarter of the 2013 academic year). While acknowledging the budget constraints, she indicated that textbooks for those grades were eventually procured and she gave the Portfolio Committee a complete breakdown of activities and dates of the many processes leading up to the events that unfolded in the province regarding the delivery of textbooks. She also gave the Portfolio Committee the status on the delivery of books to schools as of 18 July 2012. On how the province is responding to the possible impact of the late delivery of textbooks, Ms Malele indicated that a catch up plan had been developed to cover areas that were not covered by the old textbooks. The plan was mainly resource based, supplying supplementary material to learners and educators for Grade 10.

When responding to the progress in terms of the observations and recommendations recorded in the Committee report on the visit to Limpopo in January 2012, Ms Malele indicated that the province is employing four psychologists based at head office to assist districts to militate the shortage of psychological services. She further indicated that the province had a moratorium on the filling of posts due to financial constrains and only 1086 curriculum advisors positions were prioritized for filling as they were regarded as core support services. Ms Malele touched on the matter of infrastructure in Mopani and indicated that the school was on the priority list– although this was a very long list. They were also included for the 2013/14 financial year with the neediest schools being addressed first.

On scholar transport, Ms Malele informed the Portfolio Committee that the budget allocation was inadequate, as opposed to the intention of expanding the programme to benefit deserving learners. The department had revised the payment rate model with the view to save funds and cover a wider number of learners.

On the issue of the shortages of Maths and Science Educators as well as Curriculum Advisors, Ms Malele mentioned that there were 330 Maths and 182 Science vacancies. Although the department advertised for Curriculum Advisor posts in 2010, not all could be filled. The department was able to place 118 graduates in 2011 (also using the Fundza Lushaka bursary holders). It was clear that the supply did not meet the demand and the department had appointed a further 700 foreign educators mainly from Zimbabwe . Ms Malele gave the Portfolio Committee a progress report on the implementation of Resolution 1 of 2012 in terms of the absorption of educators additional to staff establishment and the placement of educators. The remaining vacancies would be used to match temporary educators in substantive posts who match the curriculum needs of schools.

With the size of the Sekhukhune District, Ms Malele mentioned that the department had divided the district into two: Sekhukhune and River Cross. The number of schools in these districts stood at 450 each. The plan was to divide the district into three but due to financial constraints only two districts had been established.

5.1.3 Presentation by the Eastern Cape Provincial Education Department (Mr I Assam )

Mr Assam captured the progress on the issues raised by the Portfolio Committee during its oversight visit to the Eastern Cape . He proceeded to brief the Portfolio Committee on the issue of vacancies in all areas. He mentioned that by 30 September 2011 the Post Provisioning Norms (PPN) for 2012 stood at 64 752 posts declared. The total number of permanent vacant posts as reflected on PERSAL as of 16 July 2012 in respect of 2012 school establishments were 8 401 posts and were broken down as follows:

· Principals - 705

· Deputy Principals - 618

· HODs - 2 093

· Post Level 1 (PL 1) - 4 985

Mr Assam mentioned that 4 524 temporary educators were terminated on 31 December 2011. A Memorandum of Agreement ( MoA ) was signed on 8 February 2012 between the Provincial Government and Congress of South African Trade Unions (COSATU) public sector trade unions directing the parties to reactivate the bargaining processes with a view to finalising the filling of vacant substantive posts. On 13 June 2012 the Provincial Education Labour Relations Council signed Collective Agreement 1 of 2012 dealing with the appointment of temporary educators in vacant substantive posts and the implementation of post provisioning for 2013.

Mr Assam gave the Portfolio Committee a table indicating the target intake of temporary educators, including the implementation of Collective Agreement (CA) No. 1 of 2012 based on substantive funded vacancies as agreed with the Provincial Treasury. In essence there were 4 524 temporary educators (terminated on 31 December 2011). Of this, 3 646 would be employed, which meant that there would be a residual of 878 that could not be taken up due to financial constraints. The department would require an additional amount of R 109 050 673 to reappoint the remaining former temporal educators based on an average cost of R248 408 over the 6 calendar months ending on 31 December 2012.

In terms of the 1836 January intake, only 337 posts were not filled, while in terms of the 1985 (Collective Agreement) only 141 were not filled. This meant a total of 478 nett vacancies were not filled. After the filling of the 1,985 substantive (promotion) posts, there would still be nett vacant substantive posts due to the non-movement of additional educators following the 2012 post declaration. The filling of these posts would require additional funding, unless filled by additional educators. SADTU had expressed an intention to declare a dispute due to the non-implementation of CA 1 of 2012.

T he Eastern Cape Education department had developed its Annual Recruitment Plan (ARP) 2012/13 approved by the Office of the Premier. Due to the limitation in funding for employment, the ARP 2012/13 only provided for a total of 222 critical posts as follows:

· SMS: Posts: 6

· SES: Education Development Officers ( EDOs ): 160

· DCES: School Subject Advisors: 48

· CES: Subject Advisory Services: 7

· CES: HR Planning: 1

Adverts for the 222 critical posts would be placed by early August 2012. The post of the Head of Department has been advertised and the recruitment process was managed by the Office of the Premier. The Chief Finance Officer post would also be advertised in August 2012.

On the issue of non-implementation of rural incentives due to lack of acceptable criteria, Mr Assam indicated that the matter was discussed at the Provincial Education Labour Relations Council (PELRC) on 23 July 2012 where it was resolved and referred to a subcommittee to develop proposals for a way forward.

In respect of timeous delivery of Learner Teacher Support Material (LTSM) to schools, Mr Assam mentioned that all stationery deliveries were completed by the end of March 2012. With CAPS textbooks for 2012; except for the part delivery of some CAPs textbooks for 31 schools in Uitenhage ; all deliveries had been completed by the end of April 2012. The department was awaiting delivery to districts by publisher by mid-August 2012. Although there had been initial problems and shortages, the DBE workbooks had been delivered (including a 2nd cohort of workbooks). The book retrieval policy was being reinforced and the department was awaiting compliance reports from districts. Mr Assam indicated that there was still not a 100 percent LTSM coverage. The department was confirming LTSM information with districts, based on a DBE table received. The department had already commenced with the 2013 LTSM procurement as orders had been received from districts on 20 July 2012.

On scholar transport, Mr Assam mentioned that the department was only transporting 54 000 learners against a demand of 115 000. The provincial department was attempting to resolve funding shortfalls for 2012/13 with the Department of Transport from October 2012 onwards. The provincial department was liaising with the Department of Transport and DBE to find solutions in respect of funding/ budget constraints.

The department was intensifying CAPS training with support from the labour unions at provincial level. CAPS trainings for 2012 were conducted mostly in 2011 with gaps closed in early 2012. In respect of CAPS trainings for 2013, plans had been developed to start training in the June/July 2012 holidays but could not fully materialize due to labour resistance in some districts in June/ July holidays, but there was agreement that training gaps were to be filled before January 2013.

Mr Assam presented the following table indicating Members concerns and actions taken by the department:

Table 1 :






Substitute teachers

· 25 substitutes were appointed and approved for 2012

· Only two had outstanding payments that were submitted to Head Office

· Head Office is now finalising their payment


· Untimely submission of documentation to Head Office is a major challenge that causes delays in payments

· Improvement plans are now in place for the payment of teachers in time


Leave gratuities

· 174 cases of leave gratuity were registered by end of 2011/2012 FY

· 163 of these cases are in the process of capturing for payment

· 45 are already in the payment stage

· Support systems for outstanding cases include telephone traces of applicants and formal letters reminding applicants of non-return of BAS entities


· Major delays in payments are due to the slow rate of return of BAS entities from applicants

· The biggest challenge is that applications for leave gratuities can only start once people leave the system and major delays emanate from non-submission of BAS entities back to the Department.


Payment of outstanding salaries of teachers who have received appointment letters

· Processed up to District competency level



Transfer payment to Section 21 schools

· All payments were done by 6 June 2012


· There was a one month delay and this has been resolved

· This was caused by a delay in the processing of transfers by Head Office


Review of Poverty ranking of schools

· Port Elizabeth (PE) does not have Q1 schools category as it was rated such in the last two FYs

· There are 255 schools in PE and 163 of these are in Q2 and Q3

· Northern Areas Education Crisis Committee is requesting the Department to review some of the Q2 and Q3 schools into Q1 in order to mitigate the impact of poverty and unemployment in the area

· Head Office has taken note of the request but would urge for 2013/2014 FY review due to budget considerations


· Motivations for a Quintile review can only be made during the year for budget purposes

· PE District has therefore been urged to submit a motivation for 2013 consideration


Transfer of funds for school nutrition

· 137 of the 255 schools in the PE District are on the NSNP

· 27 additional schools have applied for inclusion and the competency

· Head Office received their applications and is processing them for 3 rd Term inclusion


· Applications for inclusion that are made mid-year are very difficult to consider due to tight budget constraints and the provisions of DORA

· Furthermore Business Plans are approved by DBE the year before

· However, a formal communication was sent to schools


Provision of learner transport

· PE has a total of 14 routes catering for 1045 learners

· 1200 new learner applications were lodged with HQ but not yet approved

· Applications meet the requirements

03/ 2012

· The District request was declined by Head Office due to an insufficient budget

· The biggest challenge is pressure arising from 2011/12 FY accruals for scholar transport that amount to R532 000 (Jan, Feb, March 2012)

· The only window for their consideration is 2013/14 FY


Infrastructure and problems of overcrowding

Infrastructure needs of the District are as follows:

· 22 New buildings

· 18 Dilapidated for repairs

· 13 with Structural defects

· 55 Additional classrooms

· 83 for major repairs

· 82 cases in need of security fences

· 18 “ planke skole ” to be considered the same as mud structures

The current budget caters for maintenance and renovations but not at the required rate

04/ 2012

Classrooms are erected but not at the required rate. Key challenges include:

· The size of the Province and its infrastructure needs

· Insufficient budgetary allocations

· The lack of an emergency fund

· Deteriorating Municipal water infrastructure that results in leakages and exorbitant charges that affect schools infrastructure budget allocations

2013/2014 FY

Appointment of Grade R practitioners

· The Northern Areas Education crisis committee motivated for the payment of 33 practitioners whose salaries were outstanding, and this matter is receiving the attention of HQ

· The crisis committee also argued for the fulltime appointment of ECD practitioners that includes care-givers who fall outside the norms and standards for teacher employment.


· ECD is still regulated by the pilot ECD Policy Guidelines of 1996 which falls outside the norms and standards for teacher employment

· Policy in this regard is a national competence


ABET Practitioners

· Six cases of non-payment of ABET educators were reported to be outstanding

· However, these were resolved by the Department




Mother Tongue instruction

· The motivation for mother tongue instruction is under consideration

· However, it is a policy matter that resides with the SGBs and their parent bodies in their duly constituted meetings



· Poor grasp of policy and its application at various spheres of government needs attention and the Department is considering an advocacy and communication campaign


The table mainly recorded progress on the challenges that were raised by the Port Elizabeth Northern Areas Crisis Committee. The table shows a litany of interventions, progress and challenges. While the department has managed to fill substantive posts in the area; pay all outstanding salaries of teachers with appointment letters; and that all payments for section 21 schools were made, the province still needs to put in place improvement plans to deal with teacher human resources challenges. Further the province will still fail to implement some recommendations made by the Committee due to financial constraints and those recommendations will be prioritized for 2013/14 financial years.

5.1.4 Presentation by KwaZulu-Natal Provincial Education Department (Dr N S P Sishi )

Dr Sishi took the Committee through some of the key branches within the department for ensuring the provision of quality education, details of which were clearly set out in the department’s Programme of Action 2012/13. These included:

a) Curriculum Management and Delivery – To improve schools’ functionality and educational outcomes at all levels. Broaden access to quality education and resources to improve quality education. Develop organisational, human resource capacity and enhance skills.

b) Institutional Development Support – To ensure good corporate governance, management and efficient administration. Improve schools’ functionality and educational outcomes at all levels. Develop schools into centres of community focus, care and support. Promote national identity and social cohesion.

c) Corporate Management – To develop organisational human resource capacity and enhance skills. Ensure good corporate governance, management and an efficient administration. Develop schools into centres of community focus, care and support. Broaden access to education and provide resources.

d) Finance – To implement administrative management systems and accounting procedures in order to ensure maximum support to curriculum delivery.

5.1.5 Presentation by Northern Cape Provincial Education Department (Mr T Pharasi )

Mr Pharasi indicated that most schools in the province were Section 21 Schools and the department operated a centralised procurement process in respect of LTSM. All materials were stored and sorted at a main warehouse from where they were distributed to two distribution stations. All educators received the necessary CAPS training and there were no problems in this regard. Although the staff needs had stabilized, the department was in the process of a review of the current learner versus educator ratio. The province did not really have any major excess educators challenge. A major problem for the province was the Quintile status of schools; many felt that the ranking was erroneous for most schools in the province. There was an urgent need for a review of the quintile status of schools in the province. Another matter for concern was the parallel medium of teaching forced on educators due to the problem of language.

In respect of the Post Provisioning Norms (PPN), data was received and accessed from the departmental annual survey. The department released their staff establishment between August and September.

Dinaledi Schools in the province had been fully assessed and it was found that these schools were not performing as well as expected. QLTC mobilisation was unfortunately not happening as expected. ECD coverage and Grade R has become a priority for the department, and this has seen an increase in the budget for this area. In respect of mergers of schools, Mr Pharasi indicated that the process had started at least three years ago with assessments and follow-ups. The only problem was how to manage and accommodate the SGBs and all posts affected. The department was unfortunately lagging behind in respect of White Paper 6 of 2001 on Special Schools. The province was only able to build one school to date.

5.1.6 Presentation by Western Cape Provincial Education Department (Ms A Schlebusch )

Ms Schlebusch mentioned that in respect of textbooks for Grade 4 – 6 and 11 the department had sent circulars to schools with catalogues provided. The department also has book displays running until 4 August 2012 for schools to be able to chose titles and decide on orders. The online ordering system would be active from 1 to 15 August 2012. The department was also in the process of negotiating with publishers for the best prices on defined sets of orders. Textbooks would be in schools before the end of the year. Ms Schlebusch also touched on the quarterly monitoring and support to schools which was going very well. The Department had 421 excess educators at the end of the 2011/12 financial year, currently standing at 365. The issue of scarce skills was under control in the province, as well as post provisioning. The department was adding extra capacity at Foundation Phase. In respect of subject choices at schools, support was offered to ensure that subject offerings were viable and lead to further study opportunities. She presented a table that summarizes the key trends on the ECD in the province. The table showed a steady growth in the number of children enrolled for ECD since 2009.

Table 2 : ECD Key Trends

Early Childhood Development- Key trends




Enrolment (publicly funded only)

Grade R in public schools

46 100

50 726

50 495**

Grade R in independent sites

21 077

13 228

20 087***

Pre-Grade R in public schools

1 820

1 213

1 215


68 997

65 167

71 797

The department currently had 74 special schools accommodating 18 878 learners with special needs which was 586 more learners than in the previous financial year. Currently 6 143 learners were enrolled at the 18 schools of skills and 614 learners at skills units at public special schools.

With respect to Dinaledi Schools, the department re-visited the selection based on the Division of Revenue Act (DORA) stipulations. There was now a set of “shadow” Dinaledi schools - bringing the total to 100 that receive additional support and affirmation.

On the closure and merger of schools it was indicated that 27 schools in the province had been notified. The s chool-based indicators , included, but were not limited to:

· learner enrolment levels; / learner retention rates; the quality of curriculum provisioning;

· the extent to which learners have access to the school; suitability of schooling infrastructure; whether sufficient support has been provided to the school by the provincial education department; and

· Present and projected human settlement patterns; present and planned local municipality developments; the availability of transport, school nutrition, learning and teaching support materials (including furniture), staffing and human resource development; language needs of the school community concerned; religious and/or cultural preferences of the school community concerned; the availability of alternative school placement options for the learners and educators at the school; and the financial resources available to meet the schooling needs of the province.

The department was managing staffing challenges as well as possible by giving preference to permanent staff and the placement of excess etc. The department submitted five vacancy lists per annum with a swift turnaround in respect of appointments especially in the case of principals. The department was heavily dependent on good enrolment data.

School sport in the province was managed by the Department of Culture and Sport. The province had Mass participation, access to Opportunity and Development (MOD) Centres at 180 schools. Ninety-eight of these centres were established at primary schools in 2011. Programmes ran after school and provided learners with opportunities to practise sport and other enrichment activities. Neighbouring schools that were not part of the programme were also allowed to join the centres.

5.1.7 Presentation by North West Provincial Education Department (Dr I Malale )

Dr Malale responded to issues raised by the Portfolio Committee during the visit to the Province in 2011. The issues raised concerned the following:

a) Christiana School for the Blind

At this school, there was good progress reported. Both boys and girls hostels were fitted with heaters; geysers; and electrical wiring was refurbished by the department of public works; kitchen utensils were procured (an urn, four large pots of 260 liters, and breakfast plates) and the swimming pool repaired to a functional state. For safety and security in the school, C CTV cameras were installed at strategic points on the premises particularly at the main gate, garage and hostels. The municipality has intensified its refuse collection commitment by collecting refuse every Tuesday. In order to address the school management crisis, the principal was transferred to the school of his choice.

The provision of LTSM was prioritized. Braille books were purchased for all subjects. To further ensure quality teaching and learning, computers with printers were purchased; Jaws version 13 for Blind Learners acquired ; Large keyboards were adapted, data projector and projector screen were procured; a basic introduction to Braille was made ; a workshop on Braille training for educators was conducted in September 2011 and training for Contraction Advance Level was conducted in July 2012; Screening and Testing of Learners was conducted in October 2011 and February 2012; and funds were procured earlier to allow for procurement processes to unfold and the school received its allocation in time for Quarters 2-4.

b ) Temoso Special School

At Temoso Special School , infrastructure developments were underway. Toilets have been adapted and renovated and a security guard room was built. CCTV cameras have been installed to improve safety. To ensure improved quality of teaching and learning, the following were organized:

· Training programmes for the staff - Teaching methodology, Autism disorder and Down syndrome. These programmes were conducted to support learners.

· Advocacy meeting with staff and subject specialists about the role of the Subject Specialist in rendering support to Special Schools for the Intellectually Disabled.

· GET curriculum Coordinator and the mentor of the Professional Specialist Support: School for curriculum implementation and visit monthly;

· A budget of R6000.00 was allocated for screening and identification by a private practitioner; and

· Therapists (Occupational, Speech) positions were advertised in 2011 though no applicants applied, 64 posts will be advertised again shortly for the entire Province.

c) Thutlwane Full Service School

The school needed support on infrastructure and to address the quality of teaching and learning. Extra classes and a computer room were built, while the shortage of classrooms and quintile ranking was reported to the District Management. It was recommended to the school management and the SGB to install security alarm from its Section 21 allocation. To improve the quality of teaching and learning, an inclusive education team and Learners Support Specialist held an induction programme with the entire teaching staff on the importance and use of assistive devices; the Learner Support Specialist monitored the school on a monthly basis; and the school is using a community classroom for the other Grade 3 class.

d) Mfihlakalo and Temogo Special Schools

At Mfihlakalo , the construction of a new school was underway and the school is part of every special school that receives an allocation for running costs which increases by 10% annually. To improve the quality of teaching and learning, more Class Assistants will be appointed once the new school is completed with more classrooms; posts for therapists were advertised in the midst of the challenge of employing qualified candidates to fill those posts; educators were trained in CAPS and the adaption of the curriculum; and the Principal has been appointed at Temogo Special School.

e) Tshidilamolomo Full Service School

To improve the quality of teaching and learning, teachers were trained on Screening Identification Assessment and Support (SIAS) and curriculum adaptation and that an additional post for the SIAS unit had been provided.

6. Presentations by the Department of Basic Education

6.1. Department of Basic Education’s Influence over Provincial Education Departments (Implementation of the Basic Education Strategic Priorities) (Mr B Soobrayan)

Mr Soobrayan gave the Portfolio Committee some context to the oversight of institutions in the education sector as follows:

· The Presidency at national level and the Premiers’ Offices at provincial level provided the political impetus for oversight across G overnment , further ensured that all institutions gathered the information required to enable the effectiveness of government policies, and provided information in support of this to monitor and evaluate.

· The National Treasury and Provincial Treasuries developed formats and standards for accountability reporting, including performance information, strategic plans, annual performance plans, budgets, etc. They further monitor, evaluate and report on the economy, efficiency, effectiveness and equity in the use of resources to deliver services.

· The Department of Public Service and Administration (DPSA) encourages linked performance information management to broader systemic and structural solutions to management challenges, particularly the individual performance management system and institutes and evaluates reforms through initiatives such as Batho Pele.

· The Department of Performance Monitoring and Evaluation (DPME) provides support to Government monitoring and evaluation systems, processes and interventions to inform service delivery improvement. It enables alignment between Five Year Strategic Plans, Annual, Quarterly and champions (Delivery) Outcomes reporting.

· The Auditor-General of South Africa (AGSA) (Chapter 9) is the Supreme Audit Institution (SAI) of South Africa , enabling oversight, accountability and governance in the public sector through auditing, thereby building public confidence.

While the above Departments have the oversight responsibility over the DBE, the DBE should, in terms of statutes, play an oversight and monitoring role to the provinces in the scope of education provision, monitoring and evaluation, and accountability.

In order to comply with the accountability and reporting provisions, the Provincial Education Departments (PEDs) produced reports. They were summarized in the following table:

Table 3 : Accountability and reporting of Provincial Education Departments


Accountability Documents


1. Provincial Treasury

- Budget reports


- Performance reports against the APP


- Annual Performance Plans and Annual reports


2. Office of the Premier

- Progress reports


3. Provincial Executive Committee

- Progress reports


4. Legislature

- Performance reports


- Annual reports


The major challenges and obstacles in reporting between the DBE and provincial departments could be summarised as follows:

· Persistent inequalities in different provinces.

· Assumptions of concurrent functions - implementation capacity varied.

· Provinces differed in the degree to which they had adopted and followed through with national programmes and sectoral priorities, including inclusive education.

· Policy compliance challenges

o Planning, implementation and capacity concerns

o Sufficient maturity of systems, controls and risk management in delivery and provisioning

It was clear that components of the system in districts and schools were not homogenous. This needed the DBE to put in place strategies that would respond to the challenges and make the system work. “One-size-fits-all” strategies were unlikely to work. Factors that militated against good performance were very specific and had to be mitigated through specific and direct interventions. Therefore improvement strategies had to be evidence-based driven by credible monitoring. Based on evidence on conditions, there was a need to define the specific conditions at each district and underperforming school that was militating against good performance. Implementation of intervention strategies that directly addressed any unfavourable conditions was needed. The challenges were clearly articulated with clearly defined initiatives. Existing mechanisms included:

· Statutory financial reporting and reporting on progress with APPs , Strategic plans in terms of resources allocated;

· Quarterly Ministerial meetings with Districts;

· NEEDU quarterly reports to the Minister independently; and

· Planning and Delivery Oversight Unit reports.

Other mechanisms included:

o Provincial and other reports on progress with a Literacy and Numeracy strategy (active interventions to promote reading), a Maths, Science and Technology (MST) Strategy, Integrated ECD and multi-grade interventions as well as on poverty mitigation, ISHP, ASIDI, among other programmatic interventions; and

o Provincial visits as part of programmatic activities:

- Including Budget monitoring and support visits at least three times in a financial year including officials from Education Human Resource Planning, Provisioning and Monitoring, Support, Strategic Planning, Asset Management.

To make the strategies effective, the DBE created integrated monitoring tools that assisted in coordinating the entire reporting and accountability system. Coordinated integrated reporting tools also included:

· Provincial, district and school level monitoring and utility;

· Drawing from existing information (and information sources) with diagnosis for decision support, including financials;

· Reduce the burden for information sharing (existing information sources);

· Utility in decision making – school, district, provincial reporting and added value information; and

· Accommodates verification but enabled diagnosis to enable remediation.

There was also a focus on CAPS, Workbooks, Assessment (ANA, NSC) outcomes, Infrastructure and equipment, Teacher development and accountability, LTSM quality, costs, curriculum coverage interventions and learner performance improvement especially in multigrade and difficult contexts. IQMS was separated but integrated in the monitoring process.

There was an overview of the PEDs with a focus on institutional performance and accountability - including innovations per priority and programme area:

· A report on financial expenditure patterns, Supply Chain Management (SCM) efficiency e.g. personnel, capital, non personnel non capex ;

· Employment, vacancies, and other changes for HOD’s , Deputy Principals, Principals, District managers per school per district;

· ISHP, nutrition participation and elaboration;

· Teacher training, planning, allocation, management and development;

· Availability and use of LTSMs and Textbooks on the National Catalogue.

DBE also has the tools to monitor curriculum coverage which includes integrated Literacy and Numeracy, MST and ECD Strategy. Further, it has tools to oversee the preparations, implementation of, and achievements in ANA and NSC in order to assist in resource allocation, including HR, no-fee, funding norms and staff utilisation, vacancy and management patterns. What is critical is to establish good partnerships in the process so that interventions are supported and are responsive by type and area of intervention, particularly in response to the Action Plan to 2014 provincial indicators.

The DG indicated that it is high time that school and District based modules with a focus on value-added information was required to adequately manage and support schools in a sustained way. In closure, the DG highlighted that it was important that the Portfolio Committee noted the work done by the DBE on the following:

· IQMS and school monitoring;

· Institutionalised and integrated Monitoring and Evaluation in support of Action Plan 2014 – support and application;

· Assessment of planning capacity;

· Assessment and investigations into elements of public expenditure to assess areas of pressure on the budget and make recommendations on performance improvements;

· HR and other management, utilisation, development and deployment processes at district and provincial level.

It was important that the Portfolio Committee considered engagements with clusters of provinces on:

· Quarterly reports based on oversight concerns of the Portfolio Committee by PEDs;

· Oversight engagements with HOD of PEDs responsible;

· Role of the NCOP clarified and strengthened in respect of reporting processes;

· Existing DBE capacity in intergovernmental liaison engaged to support this process in terms of the value chain.

6.2. The Extent of the National Department Influence over Provincial Education Department Budget Votes and Challenges (Ms Molalekwa )

Ms Molalekoa in her presentation on PEDs budget monitoring mechanisms mentioned that in respect of monthly monitoring, the Provincial Education Departments (PEDs) submitted the In Year Monitoring (IYM) reports to the National Department. The report was the same as the one submitted to Treasury on the 15th of every month. It reflected the budget, actual expenditure and projections for the remaining period. The National Department consolidated, analysed and compiled monthly reports to the Director- General, Deputy Minister and the Minister. The report was also discussed at the HEDCOM and CEM. The monthly report that included the Director General’s, Deputy Minister and Minister’s comments was sent to the CFOs of the PEDs.

The Department conducted monitoring exercises to the PEDs at least three times in a financial year. The Department of Basic Education team was strengthened by officials from various branches in the National Treasury Department.

The first monitoring exercise was conducted in July/August each year with the following topics being discussed with the PEDs:

· The evaluation of the spending performance as of March including conditional grants and funding for personnel expenditure;

· The MTEF budget allocation including education priorities;

· The evaluation of the spending performance as of June ( first quarter);

· Challenges relating to the utilisation of the allocated budget; and

· Progress on the implementation of the audit outcome action plan.

The second monitoring exercise was conducted in October/November and covered the following aspects:

· The evaluation of the spending performance as of September ( second quarter);

· Audit outcome, Auditor General’s Sector report and action plan to correct issues raised by the Auditor –General; and

· Challenges relating to the utilisation funds of the allocated budget

The third monitoring exercise was conducted in January/February and covered the following aspects:

· Evaluation of the spending performance including conditional grants as of 31 December ( third quarter );

· Progress on the Audit outcome action plan; and

· The budget allocation and distribution of funds for the following MTEF period.

Ms Molalekoa indicated that the challenges were that according to Chapter 5 (section 36) of the Public Finance Management Act (PFMA), the Head of the Department in the province was the accounting officer. Therefore the National Department could only provide advice and support if required by the Provincial Education Department. In respect of compensation to employees, the sector was having problems with the compensation of employees’ expenditure. The PEDs shift funds from goods and services and capital payments to fully fund the compensation of employees. Filling of vacant posts were also suspended and the Department would always lack human capacity to perform their tasks.

The Committee received a details breakdown of the PEDs 2012 MTEF and spending performance as of 30 June 2012 for all nine provinces (including conditional grants). Some comments on the MTEF 2012 were as follows:

· There was a positive increase across all the provinces, even though it was not sufficient to fund compensation of employees’ shortfalls on ICS and inflation rate as provided by Treasury guidelines in the outer years.

· The highest budget in 2012/13 was realised on transfers and subsidies to correct the 2011/12 budget shortfall of independent schools in Limpopo and a budget increase in FET Colleges.

· Budgets on goods and services had been reduced by R1, 042 billion (7.0 percent), compromising service delivery to fund the compensation of employees. PEDs reduced the budget on goods and services in the Eastern Cape , Free State , Gauteng , Limpopo and Northern Cape .

· Machinery and equipment was also reduced.

· The Early Childhood Development (ECD) budget showed an increase in the outer years with the aim of meeting the universalisation target of Grade R in Public Schools by 2014. However, the low spending rate on ECD in 2011/12 was still a concern.

6.3. Dinaledi Schools (Mr M Mweli )

Mr Mweli sketched some background to the grant. In 2001 government launched the National Mathematics, Science and Technology Education (NMSTE) Strategy to address and improve the performance in Mathematics and Science outputs. The Strategy was focused on improving the quality of teaching and learning in Mathematics and Science, and increasing the number and quality of learner passes in Maths and Science at Grade 12 level. In 2005, government re-affirmed its commitment to the NMSTE strategy and set the system a target of doubling learner performance in HG Mathematics and Science to 50 000 by 2008. The Dinaledi School Project was also established to give targeted support to raising the participation and performance especially of black learners and girl learners in these subjects in selected schools. Table 4 below shows the number of Dinaledi School progressively from 2001 to 2008. The number has been steadily increasing from 102 in 2001 to 500 in 2008.

e following was a breakdown of the Dinaledi School Project in all provinces:

Table 4 :

The objectives of the Dinaledi School Project were to raise the participation and performance by historically disadvantaged learners in SC mathematics and physical science. The project was designed to provide a cost-effective way of channeling scarce resources in the context of competing priorities. The project was a short term approach to providing adequate learning and teaching facilities to selected schools with the potential to address the objectives of the MST Strategy.

The Dinaledi Schools Project had been granted R70 million in 2011/12, and R99 million in 2012/13 to improve the participation and performance of learners in Mathematics and Physical Science in line with the National Strategy for Mathematics, Science and Technology Education (NSMSTE). The Grant was intended for the following:

· Address textbook shortages by ensuring that each learner in Grades 8, 9, 10, 11 and 12 had seven textbooks.

· Provide mobile Science laboratories to 300 Dinaledi Schools that did not have access to laboratories.

· Provide Mathematics kits for 500 Dinaledi Schools.

· Provide 300 ICT laboratories in Dinaledi Schools.

· Install televisions to receive educational TV Broadcasts and solutions to 500 Dinaledi Schools.

· Provide 50 computers in each of the 500 Dinaledi Schools.

· Provide Mathematics, Physical Science and English First Additional Language (FAL) teaching and learning software to 500 Dinaledi Schools.

· Train 2 000 teachers on content knowledge in mathematics, physical science and English First Additional Language.

· Distribute a diagnostic tool to assess measure and address learning and teaching deficiencies in mathematics, physical science and English First Additional Language in 500 Dinaledi Schools.

· Develop capacity of principals in 90 Dinaledi schools that achieved below 60% pass rate in the 2010 National Senior Certificate examinations.

· Train and support Grades 8, 9 and 10 learners in 500 Dinaledi schools to participate in Mathematics and Science Olympiads

Mr Mweli gave the Portfolio Committee a breakdown of the provincial reports in respect of Dinaledi Schools as follows:

Eastern Cape : Every learner in Grade 10 – 12 had both Mathematics and Physical Science textbooks. 505 Mathematics Study Guides were distributed to learners. Thirty percent (30 percent) of the learners had mathematical instruments and calculators while 709 Physical Science Study Guides were distributed to learners.

Gauteng : Procured and distributed 200 Mathematical sets to Grade 10 & 11 learners in 70 Quintile 1-4 Dinaledi Schools. Procured and distributed 200 scientific calculators to Grade 10 to 12 learners in quintile 1-4 schools in 70 Dinaledi Schools. Procured and distributed hard and soft ICT curriculum resources including training on the use of the resource to 60 Quintile 1 and 2 Dinaledi schools. Procured and distributed examination preparatory material for learners in Mathematics, Physical Sciences and English First Additional Language (EFAL) to 101 Dinaledi Schools. Procured and distributed Life Sciences Laboratory kits as a top up to the 2010 procurement of Mathematics, Science and Technology (MST) budget in the Dinaledi Quintile 1-3 schools. Procured and distributed (top-up) two science kits to 50 Quintile 1 to 4 Dinaledi Schools where there were laboratories. Procured and distributed first aid kits for Life Sciences and Physical Sciences Laboratories, including training on their use and capacity building in Laboratory Management (laboratory care, management of equipments and chemicals, disposal of obsolete chemicals, etc) to all Heads of Life Sciences and Physical Sciences.

Free State : the province procured textbooks as per schools’ needs for Grades 7 to 12 for all 36 Dinaledi schools. Installed dual view TV’s, satellite dishes, a branded decoder box, a tilt TV mount, and additional security and installation was finalized at the end of October 2011. The copies of past examination paper books per Grade 12 learners for Accounting, English FAL, Life Sciences, Mathematics and Physical Sciences were made available. Three computer laboratories were built for three of the seven schools that were lacking.

KwaZulu-Natal : the province concentrated on content training of Mathematics and Science educators in Dinaledi schools and the procurement of science equipment, mathematics kits, study guides, textbooks and DVDs and ICT connectivity to Dinaledi schools.

Limpopo : Due to the Limpopo Provincial Education Department being placed under administration, the procurement processes were slow where this occurred and in some instances was put on hold.

Mpumalanga : the province prioritized the training of Mathematics and Science teachers.

Northern Cape : In the province, 73 teachers of Grades 10 – 12 Mathematics and Physical Science were trained from the 26 to 28 of May 2011 while 51 Mathematics Kits were procured for 17 Dinaledi schools (three kits per school). Further, 51 teacher work stations and 100 learner work stations were procured for 17 Dinaledi Schools.

North West : the province trained teachers on content and utilisation of Science equipment using interactive white boards. The procurement and delivery of data projectors, interactive white board projectors, LTSM, science equipment, laptops, wireless keyboards and mouse, dry erase white board paint and scientific calculators for Dinaledi Schools was prioritized.

Western Cape : the province built ICT laboratories in 24 Dinaledi schools. The procurement of Mathematics, Physical Science and English FAL teaching and learning software for 48 Dinaledi schools was completed followed by the training of 192 teachers on content knowledge in Mathematics, Physical Science and English FAL. The capacity development of principals in 10 Dinaledi schools saw an achievement of 60 percent pass rate in the NSC examinations.

The various assessments conducted in the system had revealed that learner enrolment in Mathematics and Physical Science had not increased substantially over the years. This reality, presumably, was directly linked to low performance in these gateway subjects. Furthermore, over the past number of years, the analysis had observed a trend in the decline in learners moving away from Mathematics to Mathematical Literacy and Physical Science. Statistics from the National Senior Certificate results over the last four years clearly supported the observation of this trend. The assumption was linked to both participation and performance attainment in each of the subjects.

One of the criteria for a school to qualify as Dinaledi was that the school had to meet the set learner enrolment ratio in Mathematics compared to Mathematics Literacy which was 60 percent and 40 percent respectively. The decision was made at one of the CEM meetings in 2010 - therefore as a measure to remedy the situation meant the constant (bi-annually) monitoring had to be conducted at all Dinaledi schools. Furthermore, as part of target settings for Dinaledi Schools the Department of Basic Education also gave a directive that there had to be a five percent increase rate annually of learner enrolment and performance in Mathematics and Science. Provinces should be encouraged to run advocacy programmes to schools including Dinaledi, on Mathematics and Science related career fields.

In conclusion, Mr Mweli indicated that the Dinaledi schools conditional grant had to assist feeder schools so as to increase the supply of learners taking Mathematics in the system. The project was further intended to expand to secondary schools in proximity of the identified Dinaledi schools by making use of their resources. Provinces had to ensure that the criteria for Dinaledi schools was maintained at all times, such as all Dinaledi schools having to ensure that 60 percent of learners were taking Mathematics as a subject and 40 percent were taking Mathematical Literacy.

6.4. Education Infrastructure Grant (EIG) (Mr Mafoko )

The total infrastructure budget according to the Infrastructure Report Manual (IRM) was R 9, 192, 682 billion, which included the EIG. The total infrastructure spending for the 2011/12 financial year was R 8, 701, 992 billion or 95 percent of the adjusted budget . The sector had under- spent by 5 percent or R 490, 690 million on its total infrastructure budget. This was a 15 percent improvement on the spending of 80 percent reported for the 2010/11 financial year. The Eastern Cape was the lowest spending department with a spending of 66 percent as at the end of the financial year. All other Provincial Education Departments (PEDs) had spent well within the norm of 100 percent. The spending patterns of the sector exhibited a significant “March Spike”. This was as a result of interventions to improve poor spending being implemented late in the financial year. Thirty-six percent of the total spending reported was spent during the month of March.

The total infrastructure budget, which included the Education Infrastructure Grant, was R 8, 538, 142 billion. The budget had declined by 3 percent from the 2011/12 allocated budget – this could be linked to the decrease in the contribution the PEDs made towards the infrastructure budget. On average, the PEDs were only contributing 24 percent towards the infrastructure budget - a total of 32 percent. Northern Cape , Limpopo and Free State contributed less than five percent towards the infrastructure budget with Northern Cape making no contribution at all. The level at which the PEDs were making a contribution towards the delivery of infrastructure was a critical matter as the EIG was a Schedule 4 conditional grant that was aimed at supplementing current budgets. This trend, it was observed, had been escalating over the past two financial years.

The Division of Revenue Act (DORA) 2012 required that the Department gazette Prioritised Project Lists for the 2012 MTEF, 28 days after the Act had been passed by Parliament. This was in order to improve transparency and consistency in the delivery of school infrastructure. The project lists had been submitted to the DBE by the PEDs and had been gazetted in compliance with the Act and was uploaded on the DBE website.

The HR strategy developed through a partnership between IDIP and DBE in order to deal with capacity constraints in the delivery of infrastructure was currently being implemented. The strategy was to be funded through the R10 million made available through the EIG. The use of the R 10 million was regulated through Section 13 of DORA 2012. All PEDs were expected to have implemented the means to build capacity in line with the IDMS and DORA 2012 requirements by September 2012. The following is the progress on the implementation of the strategy per province:

· Eastern Cape - the submission to implement the strategy had been signed off by all relevant stakeholders and relevant posts had been advertised.

· Free State - the submission had been approved by all relevant stakeholders. Posts had been advertised and short listing had been conducted.

· Gauteng = the HR task team would meet with the PED to discuss implementation.

· KwaZulu-Natal - the department was in the process of drafting the submission for the implementation of the relevant structure. The HR task team would have a follow-up meeting with the department and assist in the drafting of the final submission.

· Limpopo - the proposed structure had been approved by EXCO and had been submitted to DBE for approval.

· Mpumalanga - the proposed structure had been approved by EXCO and had been submitted to DBE for approval.

· Northern Cape - the PED has not met with the HR task team as yet.

· North West - in the process of drafting the submission to implement the strategy aligned to provincial requirements.

· Western Cape - strategy implemented.

In respect of Disaster Management Funding, the sector was allocated funds to address schools that were affected by disasters in the 2010/11 financial year. Due to the magnitude of the assessed damages in 2010/11, a decision was made by National Treasury to allocate the funds required to repair the facilities over a number of years. A further decision was taken to allocate these funds through the EIG. The first allocation was made in 2011/12 to the following PEDs:-

· Eastern Cape - R123 million

· Free State - R6, 480 million

· KwaZulu-Natal - R17, 820 million

· Limpopo - R23, 040 million

· Mpumalanga - R3, 600 million

· North West - R3, 960 million

The allocations for 2011/12 were transferred to PED in January 2012 - except for the Eastern Cape whose allocation was withheld. A total of R119 million was allocated for the 2012/13 financial year and will be transferred in January 2013. This allocation already formed part of the baseline and was not additional funding. The following is the allocation for schools affected by the 2010/11 disasters for the 2012/ 13 financial year:

· Eastern Cape - R83 million

· Free State - R5 million

· KwaZulu-Natal - R12 million

· Limpopo - R 15 million

· Mpumalanga - R 1 million

· North West - R3 million

Infrastructure budgets had grown significantly since the late 1990’s and provinces had made significant progress in reducing infrastructure backlogs. Cabinet approved that R2.7 billion be added over the 2008 MTEF to the Infrastructure Grant to Provinces to address school infrastructure needs, including the replacing of unsafe and inappropriate school structures. R26, 9 billion was allocated for the 2011/12 MTEF period and a further amount of R8.2b had been allocated for the Accelerated School Infrastructure Delivery Initiative (ASIDI), through the Schools Infrastructure Backlogs Grant. Since 2000 the following has been provided:

· 1,206 schools had been built

· 38,664 additional classrooms had been built

· 5,214 schools were provided with water infrastructure

· 10,621 sanitation projects were completed

· 28,805 toilet seats were installed

· 2,847 schools were provided with electrical infrastructure

· 2,655 schools were provided with security fencing

The following were actions taken by the DBE to assist PEDs in addressing planning and capacity challenges:

· The DBE had developed an Action Plan to address identified gaps in the planning process of PEDs. This plan identified actions that needed to be taken by the PEDs and the DBE to address the planning challenges. A planning and design manual had been developed and all infrastructure personnel would receive training based on the manual.

· A Short Term Technical Assistant Team had been appointed to look at the User Asset Management Plans of the PEDs to assist them to develop comprehensive plans and project lists. The team would also be responsible for developing tools to assist the PEDs improve infrastructure planning.

· The DBE had established a Programme Support Unit (PSU) within the DBE to monitor the implementation of infrastructure and services provision by the various Professional Service Providers ( PSP’s ) and Implementing Agents ( IA’s ) that the Department of Basic Education and provinces were utilising for the implementation of the infrastructure programme .

Further interventions to improve spending in the 2011/12 financial year included:

· The PSU would also be responsible to continuously track progress on projects; inspect work in progress and in completed projects to evaluate the quality of work as well as monitoring expenditure per project on a monthly basis

· IDP Technical Assistants had been deployed in the DBE and in all nine provinces to provide strategic advice and capacitate personnel in infrastructure units

· The DBE had also increased its monitoring capacity and monitoring visits were conducted twice annually where planning, budgeting , expenditure, monitoring, project management and procurement issues were interrogated and a sample of projects were visited. Based on the findings from these visits, remedial actions were devised with the province and monitored by the DBE.

· The DBE had worked with IDIP to develop an HR strategy to address capacity constraint with regards to infrastructure in the PEDs. R10 million had been allocated per province in the 2012/13 financial year for this programme.

In respect of interventions to improve planning and implementation, the following occurred:

· Concluded guidelines for infrastructure planning had been released and were posted on the website and were implemented by provinces;

· NEIMS database had been upgraded and updated to ensure accurate data for planning;

· The infrastructure planning and prioritization model had been finalised;

· Standardised school designs had been finalised; and

· A school infrastructure costing model had been developed to assist with preliminary costing for projects.

Regarding school furniture the Department ( DBE) had initiated a process to develop guidelines and specifications for school furniture. This would cover the types of furniture and specification per learning spaces as indicated in the Guidelines relating to planning for public school infrastructure. It would further include the specifications in terms of size and ergonomics, quality, relevant health and safety legislation, aesthetics, safety, and fitness for purpose (including durability, strength and stability). The Department had also signed a Memorandum of Agreement with the Department of Labour for the manufacture and delivery of school furniture.

6.5. Accelerated Schools Infrastructure Delivery Initiative (ASIDI) (Ms Diale )

The purpose of the Accelerated School Infrastructure Delivery Initiative (ASIDI) grant was for the eradication of entire inappropriate structures and the provision of basic levels of water, sanitation and electricity to schools. The Committee received a breakdown of the ASIDI targets as follows:

Table 5 :

Infrastructure Category





Inappropriate Structures

















Specialist Classrooms


The budget allocation for the ASIDI programme over the MTEF period was R8.2 billion and allocated as indicated in the table below:

Table 6 : The ASIDI budget allocation



R 700


R2 315


R5 189


R8 204

In the 2011/12 financial year the budget split was R420 million allocated towards the eradication of 50 entire mud schools and R280 million allocated towards the provision of water, sanitation and electricity to schools.

The DBSA was appointed as the Implementing Agent for the 50 inappropriate schools in the Eastern Cape . However only 49 schools were being implemented as one school was being implemented by the Eastern Cape Department of Education and had therefore been removed from the ASIDI programme. The Mvula Trust was appointed to implement water and sanitation projects in Limpopo and the Eastern Cape . Eskom was the appointed Implementing Agent for the electrification of schools in the Eastern Cape , Mpumalanga and Limpopo Provinces . Free State , Gauteng , KwaZulu-Natal (KZN) and the Western Cape were the Implementing Agents in the 2011/12 financial year.

The Committee received a detailed breakdown of the progress on the overall contractors’ progress as at 9 July 2012 for inappropriate schools, water and sanitation and electrification.

Factors that had an influence on the slow progress in respect of completion of projects included:

· The difficulty in obtaining material supply - Suppliers were not in a position to meet the demand placed by the ASIDI contractors

· Adverse weather conditions (Inclement weather )

· Difficult terrain requiring unusual earth works and poor access to schools, particularly those in remote areas in the Eastern Cape

· The redesign of site drawings due to unforeseen physical features on site, such as graves

· Non performance by contractors: Under estimated the resources required on an accelerated programme

· Competition with other business sectors on the transportation of bulk material

From the close monitoring and analysis conducted, it was evident that not all schools would be completed by the end of August 2012. Construction work at all schools would be completed on or before November 2012. The Development Bank of South Africa (DBSA) continues to engage the contractors with a practical approach to expedite the work, to ensure that more schools are completed by the end of August 2012. Contractors who had shown poor performance had been issued notices of defaults and in one case a contract had been terminated. Termination would be the last resort as it had the potential of serious costs overruns.

In the Eastern Cape 51 of the 58 sanitation projects had achieved practical completion while all 84 schools hade been provided with Rain Water Harvesting tanks and related infrastructure. Thirty-one (31) of the 32 projects had been connected to municipal bulk supply but none on the 49 projects identified for borehole connections were completed.

In Kwazulu -Natal ; out of the 83 projects for 2011/12 - 28 schools had been completed, 17 projects were in progress and were between 60 and 90 percent of completion. There were 38 projects that were handed over in March and April 2012, and were between 1 percent and 20 percent complete.

In the Western Cape the targets were seven schools for electrification, 21 schools for sanitation and upgrading of water in three schools. All the projects had achieved final completion.

In Gauteng , seven sanitation projects were implemented and two electrification projects. All nine projects had achieved practical completion.

In the Free State , the scope in implementation was 32 water projects; 13 sanitation projects and 26 electrification projects. Eleven (11) water projects; 11 sanitation projects and 22 electrification projects had achieved practical completion.

In the Northern Cape the 2011/12 targets were six water projects and 16 sanitation projects. None of the projects were completed in 2011/12.

ASIDI 2012/13 plans in respect of procurement were as follows:

· Advertisements were sent out in the Tender Bulletin (04th May) for IAs , BEPs and Contractors for the implementation of the ASIDI programme in the 2012/13 to 2013/14 financial years.

· Briefing sessions were held from the 21 May 2012 to 23 May 2012

· The RFP closed on the 08, 12 and 15 June 2012.

· Evaluations of the RFP’s are in progress.

· Submissions were made to request different departments to avail technical people to sit on the BECs .

· COEGA, Independent Development Trust (IDT) and Department of Public Works Eastern Cape (DPWEC) had been appointed for the implementation of the 50 schools in the Eastern Cape .

· An appointment letter had been issued to IDT Free State for the implementation of 10 schools in Free State

· An appointment letter had been issued to Western Cape Education Department (WCED) for the implementation of 14 schools in the Western Cape .

· Mvula Trust’s appointment included the implementation of Water and Sanitation in Limpopo and Eastern Cape for 2012/13.

· An addendum to include Mpumalanga was to be submitted for the DG’s approval.

· ESKOM was appointed for the duration of ASIDI for Electrification, an addendum to include 2012/13 list of schools was to be submitted for the DG’s approval.

· An addendum to extend the implementation of Water, Sanitation and Electrification by the Free State and Gauteng PEDs was to be submitted for the DG’s approval.

· A submission had been made for the DG’s approval of the appointment of North West PED as the implementing agent of the water and sanitation projects

6.6. National School Nutrition Programme (NSNP)

The three key pillars of NSNP were school feeding, nutrition education and sustainable food production. In respect of the feeding requirements the beneficiaries were learners in Q1 – 3 primary & secondary schools and special schools. Meals needed to be provided on all schools days with cooked meals (protein, starch, fruits and vegetables). The DORA requirements further stipulated the costs per meal at R 2.56 (primary) and R 3.46 (secondary), and would comply with food specifications and an approved menu. Volunteer food handlers received R720.00 stipend per month. The Department received quarterly reports from the PEDs for accountability purposes.

The NSNP had fed around 8.8 million learners in Q1-3 primary and secondary schools and special schools. These were quality nutritious meals with a variety on all school days. The Programme had expanded to Q1 – 3 secondary schools since 2009. An equipment and utensils budget had been allocated to quintiles 1-3 secondary schools and will be progressively provided to primary schools to address backlogs. 50 679 volunteer food handlers engaged to prepare meals, receive R720 stipend per month. In four provinces were funds were transferred directly to schools (the Eastern Cape, Free State, Northern Cape and North West) with greater benefits for learners, work opportunities and local economic development. Provinces had held 46 capacity building workshops in 31 districts. It was important to strengthen partnerships with the business sector in support of NSNP.

Some of the challenges being faced in respect of NSNP included:

· Lack of preparation, storage and eating facilities in schools (a historic problem)

· Backlog in equipment and utensils especially in primary schools

· Insufficient district capacity (poor support and monitoring)

· Monies for conditional funds were diverted to meet provincial needs e.g Limpopo

· Non-compliance by some service providers on standards

To mitigate the above challenges the following interventions were required:

· Strengthen partnerships with the business sector to support schools

· Set aside an allocation from Conditional Grant (CG) progressively for primary schools

· Internships, training workshops to district officials and interdepartmental collaboration (EPWP)

· Meetings with CFOs (Monitoring Budget Exercise) to ensure CG funds are used for intended purpose

· Non-payment as per service level agreement ( SLA ), sampling of products for laboratory tests (e.g. soya )

In respect of Section 100 (1) (b) in the Eastern Cape ; NSNP was a key area for intervention following its collapse, resulting from delays in finalising the tender process and allegations of corruption. Weaknesses identified included poor internal control measures, a vacant Director post, inadequate human resources in the district, lack of financial systems (expenditure tracking) and accruals dating back from 2008.

The Department deployed a support team to the Eastern Cape . The following support was given:

· meetings were held with three district clusters and inter-departmental officials to discuss procurement model/guidelines

· project (implementation) plans were developed with timelines and responsibilities

· the transfer of funds to schools was facilitated, with templates for accountability and compliance

· joint monitoring (DBE & PED) of schools observed – stability and progress

· accruals were verified for authenticity

· inter - directorate cooperation was strengthened for an improved system.

· An audit of equipment will be conducted (August 2012) to ensure schools have equipment and utensils

In respect of Section 100 (1) (b) in the Limpopo Province ; cash management challenges had a negative impact on the NSNP allocated funds. A team of three Departmental officials was deployed since January 2012 for the following:

§ to ensure service providers’ claims are legitimate for payment,

§ approximately 7 070 claims had been paid since May 2012, improving expenditure from 72 percent to 93 percent (end of March ‘12)

Challenges identified included the lack of supporting documents for claims, service providers claiming more than the allocated meal cost and varying documentation for claims by districts.

The Department would deploy a team in the province as claims from districts were submitted. The team had m et with senior management to address NSNP implementation and an action plan was developed to strengthen districts. Apart from the monitoring of districts and schools, the team also facilitated inter-district meetings for NSNP requirements.

Further plans for Section 100 (1) (b) in 2012 included:

· conducting training workshops on financial management for schools and district officials;

· strengthening intra-departmental cooperation and financial controls and accountability (standard operating procedures);

· prioritising procurement of goods and services e.g utensils to address under expenditure

· auditing and procuring new cooking and eating utensils;

· ensuring the payment of accruals with provincial allocated budget

· strengthening monitoring capacity in the Eastern Cape (monitors in August)

6.7 Technical Secondary Schools (Mr M Mweli )

In his introduction Mr Mweli touched on the background history of the introduction of the Technical Secondary Schools Recapitalisation Grant. In May 2008 , the Department submitted a bid to National Treasury to request funding to improve the conditions of technical schools . The improvements would enhance the delivery of the curriculum and assist in re-positioning technical high schools in the landscape of the education system. Provincial Departments of Education submitted the names and number of technical schools to be considered for recapitalization. The Department appointed a service provider (KPMG) to conduct an audit in September 2009 .The purpose of the audit was to assess the conditions of identified schools and the results of the audit had informed the basis of the allocation of funds for the recapitalization processes.

The purpose of the Grant was t o recapitalise up to 200 technical schools to improve the capacity to contribute to skills development and training in the country by:

· building workshops at technical schools to support the technical subject offerings

· refurbishing or re-designing workshops in technical schools to comply with safety laws and regulations and to meet minimum industry standards

· buying and installing new machinery and equipment consistent with technical subjects that are offered in technical schools

· training and up- skilling teachers at technical schools to acquire new trends, practical skills, and developments in their technical subjects

The Grant supported the delivery of the Curriculum focusing on Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design. These were intended to offer learners elementary engineering and technological skills , which were suitable for the world of work , higher and/or further education and self employment .

According to the Education Management Information System (EMIS) database, there were 960 public secondary schools offering one or more technology subjects . The grant had identified 200 of the 960 schools for recapitalisation during the period 2010/11 - 2014/15. The Department was initially allocated R80 million (2010/11), R200 million (2011/12), R210 million (2012/13 to implement the grant through provinces respectively. During the budget review period of 2011/12 the financial allocations were revised as follows: R210 million: 2011/12 (approval of a roll-over of R10 ,5 million for the Eastern Cape , Mpumalanga and Limpopo ), R209 million: 2012/13, R221 million: 2013/14 and R233 million: 2014/15.

The Conditional Grant aimed to contribute to the achievement of the following goals and outputs of the Department’s Action Plan 2014:

· Improve the professionalism, teaching skills, subject knowledge and computer literacy of teachers throughout their entire careers.

· Increase access amongst learners to a wide range of media, including computers, which enrich their education.

· Ensure that the physical infrastructure and environment of every school inspires learners to want to come to school and learn, and teachers to teach

An analysis of the non-financial performance for 2010/11 – 2011/12 showed the following:

· The Eastern Cape achieved 87 percent of its targets by refurbishing two of eight workshops, supplied equipment for EGD and electrical technology to 21 workshops and trained 31 teachers. The building of new workshops was still under construction;

· The Free State , Mpumalanga , Northern Cape and Western Cape completed all their targets for the year. Western Cape trained two teachers over their target.

· Gauteng was the worst performing province in terms of delivery of outputs because all payment to suppliers were withheld from February 2012, therefore all suppliers were unable to complete the work at 28 schools.

· Limpopo and Northern Cape had the highest number of outputs with Limpopo having the lowest expenditure. The lowest expenditure was due to infrastructure costs paid for by the infrastructure budget, not the grant within the province.

· Thirty schools in eight provinces were visited by the project manager as part of the monitoring and support process during the period under review (KZN was not visited during the period 2011/12).

· The following provinces recorded over-expenditure ( Mpumalanga : 1 percent and Northern Cape : 2 percent). These deviations would be dealt with by provincial treasuries and provincial equitable shares would also be considered to supplement where necessary.

· Financial commitments for incomplete projects or unpaid invoices (accruals) amounted to R42 million.

· The most complete output was teacher training (94 percent), followed by the supply of equipment (81 percent); followed by refurbishment of workshops (80 percent) and the least complete being the building of new workshops (55 percent).

· In financial terms, the performance had declined by 3 percent compared to the previous period (2010/11) at 72 percent expenditure, however, in non-financial terms, the output performance had significantly improved from 71 percent to 87 percent achievement of targets.

Mr Mweli touched on some of the interventions to improve learner participation and success for technology subjects. The NCS curriculum had combined 18 subjects into four subjects taking away the specialization component; As a result most learners cannot cope with the demand of the subjects. The lack of specialisation did not offer learners sufficient skills for employment. S ome learners might have otherwise gone to the FET college sector. There was a n egative perception around attending vocational school. Most technology teachers were leaving the schooling system because they had only specialised in one or two subjects and could not cope with the demand of the subjects . The design of the subjects in the GET Phase did not prepare learners for t echnology subjects in FET. The current review of CAPS to introduce specialisation in the technical/technology subjects would have a positive effect on the content and delivery of the three subjects. The proposal to introduce technical mathematics and technical science would attract more learners into the technical stream while bringing direct relevance between the content of Mathematics and Physical Science and the technology subjects. The impact of the ongoing recapitalisation process would provide resources and facilities - and assist teachers in the practical teaching methodologies of the subjects. The development of a clear articulation model/policy between technical schools and FET colleges would assist in retaining the learners within the system.

Challenges being faced with the grant included:

· Delays in the development and approval of tender specifications for building and refurbishment of workshops resulted in the annual targets not being met

· Irregular monitoring, collection of data and reporting resulted in the absence of information to detect early warning signals for underperformance.

· The late development of provincial and schools’ business plans delayed the implementation of the grant

· Unrealistic projections in the business plans and the lack of skills to coordinate the project resulted in the province not meeting its performance targets

· The failure to consult other departments and directorates such as Public Works and infrastructure continue to delay the implementation of the building of workshops by the other Departments

To mitigate these challenges the implementation of the following strategies are being prioritised:

· Standard templates for procurement and uniform architectural plans for buildings have been developed

· Monthly visits were being undertaken

· Implementing agencies (e.g. COEGA for the Eastern Cape ) have dual reporting systems

· Schools also report on a monthly basis to the project manager where necessary

· Business planning processes should be improved to be completed earlier than previous periods (January –cut off date)

· Business plans reviewed in partnership with provincial departments such as Treasury and Public Works and other implementing agents.

· Business plans should be developed and reviewed in consultation with provincial departments such public works and infrastructure directorates.

· The allocation of adequate time and resources for monitoring at provincial level;

· The National office to conduct regular site visits and schools to have dual reporting of progress (province and national); and

· The establishment of a dedicated unit within the DBE to support the implementing agencies should be fast tracked.

In conclusion, Mr Mweli mentioned that the gradual increase in funding between the previous periods had a positive effect on the increase of the projected outputs. It was acknowledged that the overall expenditure in 2011/12 had declined by 3 percent compared to the previous period, but the increase in the outputs achieved the previous year was a sign that operational systems at provincial and school level were maturing and significant improvements in coordination could be identified. Despite the limited human and financial resources, the grant continued to make an impact in the delivery of the curriculum and in supporting quality learning and teaching within the affected 200 technical schools.

6.8. Planning and Delivery Oversight Unit (PDOU) (Ms P Tyobeka )

In sketching the background to the roles of the Planning and Delivery Oversight Unit (PDOU), Ms Tyobeka reminded Members of the presentations made to the Portfolio Committee on the strategic roles of the PDOU and National Education Evaluation and Development Unit (NEEDU). The Planning and Delivery Oversight Unit continued to operate primarily as a DBE internal mechanism to strengthen national oversight and support/intervention in the delivery of education. The unit was guided in its work by priority policies and programmes of the sector and had focused primarily on their effective implementation.

Districts and their interface with schools was the primary point of entry for the Planning and Delivery Oversight Unit, working with and through provinces. Overarching areas of focus included:

· Effective and timely planning through (District Improvement Plans ( DIPs ) and School Improvement Plans ( SIPs )

· CAWI: Readiness to implement CAPS; Annual Assessments and their utilisation; the availability and utilisation of workbooks and availability of basic infrastructure for effective learning.

· The mobilisation of stakeholder participation in the education system through the QLTC.

Ms Tyobeka mentioned that many of the generic challenges across the system included the lack of effective and timely planning at both district and school level. Labour issues were allowed to fester and often compromised the delivery of education in province, district and schools. Often delays in the transfer of school funding allocations to schools effectively limited potential school activities. There was a lack of systematic support to schools by district officials.

In dealing with some of the challenges mentioned, Ms Tyobeka indicated that meetings with district management, provincial senior managers, the Minister and DBE Senior Management had been institutionalised (quarterly). These working meetings focused on monitoring what the Minister considers ‘vital signs’ for effective districts. These meetings were used to identify best practices in the various provinces but also highlighted areas for development or support. The Department had developed templates/guidelines to help strengthen district processes:

· Strengthening the monitoring of curriculum implementation;

· Utilising mentors in support of struggling districts and schools;

· Vital signs for an effective district/school (being finalised)

The QLTC as well as the Provincial Coordination teams had been sent to deal with labour issues that resulted from micro-political issues at school or community level or at the provincial level. The Minister’s workshop in September would focus on the finalisation of DIPs based on key indicators that the system has prioritised.

Ms Tyobeka mentioned that the PDOU’s work on the ground was intended to assist both the Department and provinces. The primary strength of the Delivery Unit was that it worked in direct support of schools and districts, and tried to provide immediate relief to identified problems identified. However, effective enforcement and ensuring consequences for failure to comply remained a challenge and the PDOU would hopefully assist with ensuring that existing accountability measures were implemented.

6.9. Inclusive Education (Dr Simelane )

Dr Simelane mentioned that the expectation on the part of the Department was the provision of policy and strategic direction in the implementation of Inclusive Education and its monitoring and support. The following table indicates training in respect of Screening, Identification, Assessment and Support (SIAS):

Table 7 :


Officials Trained

Full Service Schools that Participated

Special Schools that Participated






1 259




























1 069




3 935



The physical upgrading of full service schools were as follows:

Table 8 :


Physically Upgraded Full Service Schools





















In respect of further developments, Dr Simelane mentioned that the Department had developed an Inclusive Education Strategy as well as guidelines for responding to learner diversity to support CAPS implementation. Further, the Department ensured the adaptation of workbooks for Brailing (Grades 1-6) and the adaptation of workbooks for Grades 7-9 was in progress. The adaptation of workbooks for Deaf learners and for learners with language and communication problems had been initiated. An Inclusive Education Human Resource Development Strategy had been developed and was being implemented. The Department was d eveloping the South African Sign Language curriculum as a subject for Grades R-12. Braille-ready workbooks had been submitted to Braille Printing Houses for printing and distribution. An order had been submitted for Brailing and distribution of set works for Grades 10-12. Special schools lead teachers (5 per province), provincial and district officials including subject advisors (968 Intermediate Phase and 3 035 grade 11 in 2012) had been orientated on Curriculum Differentiation as part of the CAPS rollout.

Some of the challenges and risks faced included:

· Incoherent understanding of the Inclusive Education policy and its vision

· Lack of human resource capacity to implement the policy at all levels of the system

· A shortage of specialist professionals such as psychologists, therapists, professional nurses, etc

· Disparities as well as the lack of funding for Inclusive Education (IE) across provinces

· Uncoordinated access to specialist services including assistive devices and technology

· The lack of capacity in South Africa to produce Braille material

· The redeployment of teachers that affects IE trained teachers

The Department was planning to t rain district officials on guidelines for full service schools and special schools. Teachers would receive training in specialised areas of visual and hearing impairment through to 2014 as well as on Curriculum Differentiation across the system. The Department would complete the South African Sign Language curriculum development for grades R-12 and prepare the system for implementation. The development of the NQF level 1 qualification for intellectually disabled learners was in the process of being finalised. A curriculum for moderately and severely intellectually disabled learners was also being developed.

6.10. Teacher Supply and Demand (Ms Munday )

Ms Munday , in her introduction, mentioned that t he budget for compensation of employees accounted for 80 percent and more for the total budget in the PEDs. Given the financial pressures on the compensation budgets, it had become necessary to look closer into how human resource planning and management was conducted in the PEDs. There were basic practices that needed to be applied and managed with regard to human resources in order to ensure efficient, effective and economic practices in the education sector.

In order to determine what the demand for teachers was, it was necessary to understand the following:

· The profile of the existing teachers;

· The profile of the teaching posts; and

· whether teachers were being utilised correctly

This required reliable data which was a challenge - the systems in place were compromised by the lack of information and/or inaccurate information being placed in the system. Through interaction with the PEDs it had become apparent that the basic practices in HRM were not part of the PEDs corporate governance.

An audit of the organisational structures and the monitoring of the payroll of one month in all nine PEDs would be conducted. A clean organisational structure would not only help to identify why there was pressure on the compensation budgets, but would also inform the formulation of an effective plan to solve these problems. The payroll process in the PEDs would be audited and the information on PERSAL would be corrected and updated. The demand for teachers in the system came as a result of both the growth in enrolment and the need to replace teachers who were lost from the system for various reasons. The lowering of learners-to-educator ratios would result in the increase in teacher demand. Replacement demand resulting from gross attrition remained the key driver of teacher demand.

Teacher education graduates and unemployed teachers remained two of the most important sources that needed to be managed. While some information existed on teachers in training and potential graduates, more work needed to be done to improve the accuracy and reliability of that information. The use of teachers employed in a temporary capacity was a particularly important factor in the management of supply or utilisation practices. The use of temporary teachers reflected on aspects such as the rate at which posts were permanently filled and the effectiveness of redeploying teachers held additional to their staff establishments. Under normal circumstances, the rate of temporary appointments had to be approximately equal to the attrition rate.

An HR Plan provided a short to long term direction with regard to the demand and supply of human resources in the sector. The PEDs had HR Plans that had been formulated purely to comply with requirements from the DPSA. The current plans did not address the specific issues with regard to demand and supply. There was a need for officials to be dedicated to HR Planning in the PEDs. The common and repetitive challenges with respect to human resource management functions in the PEDs needed to be managed with set processes and systems in place. This required assigning more resources and time to these challenges. District and provincial offices were not well or sufficiently equipped to manage the workload and the common, repetitive challenges.

There were policies, guidelines and Collective Agreements empowering the PEDs to perform their HR functions. What was important was how they were utilised. It was vital that the PEDs understood when it was necessary to consult and when to negotiate on HR matters with stakeholders. The PEDs had support from the DBE on all matters related to the implementation of policies, guidelines and Collective Agreements through constant interaction.

6.11. Current International Agreements (Ms V Carelse)

Ms Carelse mentioned that the Department had pending agreements and Memoranda of Understanding with China , United Kingdom ( Great Britain and Northern Ireland ), Serbia and Namibia .

Current agreements and Memoranda of Understanding were as follows:

(i) Primary Education Policy Support Programme – This was signed on 6 November 2009 in Brussels . The date of entry into force for South Africa was 12 April 2010 and expired in 2014.

Status: The t otal cost of the programme was estimated at EURO 122 680 000 (R1 256 611 808 exchange rate as at 24/07/2012) towards budget support. The first tranche of funding was received in November 2010 and amounted to R315 688 800. Payment requests for the second tranche was finalised in May 2011 and approved by Brussels in November 2011. This was received in the RDP account at National Treasury on 30 December 2011 and amounted to R236 925 000. A Monitoring Committee (MC) was established and meets quarterly to discuss progress on implementation. One of these meetings is at DG and Ambassador Level.

(ii) Agreement with the Federal Republic of Germany – This concerned the introduction of Germany-South Africa Bilingual Secondary School Qualification; Arbitur /National Senior Certificate at the German Schools in Johannesburg , Cape Town and Pretoria . The agreement was signed on 7 May 2009 and expires on 7 May 2014.

Status: In force

(iii) Agreement with the United States of America : This involves the Increased Access to Quality Education and Training (SOAG). The agreement was signed in September 2003 and renewed/amended annually through a Programme Implementation Letter. The overall purpose of the programme was to improve primary grade reading by building teacher effectiveness and strengthening classroom and school management.

Status: Not yet implemented. An agreement had been reached with service providers. A broad Management briefing was scheduled for August 2012.

(iv) Agreement with Japan : This concerned an agreement on Technical Cooperation on the Japan Overseas Cooperation Volunteers Programme between South Africa and Japan . The agreement was signed on 2 June 2011 by the Minister of International Relations and Cooperation.

Status: Valid

An agreement was reached with the Japan International Cooperation Agency (JICA) for the provision of specialists in Mathematics to support DBE’s processes of curriculum development for Foundation and Intermediate phases. Specialists assumed duty on 23 March 2012 and would serve for a period of two years. Discussions were underway to extend technical support to all provinces.

The following agreements and Memorandum of Understanding were in progress:

(i) China : Agreement between the Government of the Republic of South Africa and the People's Republic of China in the field of Basic Education. This involved the exchange of education delegations, educational information, academics, experts and students. It further involved the studying of cultures and Chinese language teaching at South African schools.

Status: To be signed in August 2012

(ii) United Kingdom of Great Britain and Northern Ireland : A Draft Memorandum of Understanding between the Government of the Republic of South Africa and the Government of the United Kingdom of Great Britain and Northern Ireland on Cooperation in the field of the English Language. This involves the identification of priority areas to explore in the field of the English Language and identifying new areas for joint activities.

Status: Not yet signed (currently with doj&cd - checking for compliance with domestic law)

(iii) Serbia : A Draft Agreement between the Government of the Republic of South Africa and the Government of the Republic of Serbia on Cooperation in the field of Basic Education. This involves the exchange of education delegations, educational information, academics, experts, students and publications. It further involves the establishment of a Serbian Language School .

Status: Under discussion

(iv) Namibia : A Draft Agreement between the Ministry of Basic Education of the Republic of South Africa through UMALUSI, and the Republic of Namibia through the Ministry of Education concerning the transfer of Examination Information. This involved the systematic transfer of examination information from UMALUSI to the Namibian Department of Education.

Status: It was c urrently with the Department of Justice and Constitutional Development ( DoJ &CD) - checking for compliance with domestic law

7 Summary and Conclusion

The three day workshop with the DBE and the provincial heads was a milestone and a success.

Firstly, progress reports presented by Limpopo , North West and Mpumalanga showed great progress on the recommendations made by the Committee on its oversight visit to these provinces. However, it was flagged out that in provinces such as Limpopo and Eastern Cape , issues relating to district development and staffing for support personnel, subject advisors and infrastructure development are still lagging behind due to financial constraints. It was clear those financial constraints, exacerbated by accruals and budget cuts, hampered the implementation of the recommendations and that it might continue to affect the overall implementation of some crucial programmes if the matter is not resolved. However, it was indicated that some of the recommendations will be prioritized in the 2013/14 financial year. Critical to the Committee was whether there are urgent ways to address the challenges of financial constraints and accruals in those provinces. The committee was concerned about the impact of such financial constraints in the overall delivery of education in these provinces.

Secondly, the presentations given responded to the objectives of the workshop. Detailed information from the presentations provided the nature, scope and extent of the influence the DBE has over the provinces in the implementation of programmes, policies, pieces of legislations, and norms and standards. Further, the workshop was appraised on the monitoring mechanisms that are in place as enforced by the DBE over provincial departments of education. What came out clearly were the statutory roles that the DBE and the provincial educations had to consider and abide by in the delivery of education in the two spheres of government. What featured prominently was that the DBE and the provincial education departments have clearly defined roles and accountability in terms of operations and delivery of education; where the DBE cannot randomly encroach on the scope of operations of the provincial accounting officers. Therefore, it was made clear that in terms of statutory requirements the provincial education provision is mandated to take place through the HOD and MEC who are accountable to the Premier. Therefore the context of oversight and influence which the DBE should have over provinces should be viewed with the understanding that provinces have their accountability structures and reporting channels and therefore the DBE can interact within the scope of monitoring and evaluation.

The deliberations in the workshop revealed that challenges and obstacles do exist in the provision of education as concurrent functions. The degree of challenges varied. While some provinces are lacking in terms of compliance with systems control; risk management and performance reporting, others experience challenges in aligning and following through with national programmes and sectoral priorities. Some of the challenges noted by the Committee were:

· The lack of accuracy, reliability and credibility of data from provinces to DBE;

· The effectiveness of CAPS trainings to teachers;

· Challenges of accruals in some provinces and the impact of OSD to the provincial budgets;

· The issue of inequality that persist in the system in different forms in different provinces;

· The challenge around the mechanism to retrieve textbooks;

· The district capacity and the effectiveness of the support by the subject advisors;

· Pre and post challenges regarding the merger and closure of schools and the mitigation of such challenges;

· The general coordination and reporting challenges between the DBE and the provinces.

While these challenges do exist across provinces in terms of reporting and implementation of sectoral priorities, the DBE had to respect the prescriptions of the statutes in order to work with the provinces in the form of assisting, monitoring, evaluation and making the system work. The question was what could be done in order to move forward and make the situation work under circumstances in order to eventually foster better reporting, monitoring and good working relations?

The above issues gave the sector a picture of what is happening in the education system. The Committee recognized that under such circumstances, the stakeholders performing concurrent functions should work together towards finding better ways and solutions to address the issues identified during the deliberations in the workshop. The problem was that some of those challenges had the potential to create paralysis in the provision of basic education and to hamper the smooth running of the system.

8. Recommendations

The following recommendations should be considered by the Department of Basic Education and Provincial Education Departments as follows:

· To put policies and reporting mechanisms in place and implement them;

· To enforce compliance to the systems that are in place;

· To put proper mechanisms between the national department and provinces to ensure compliance to policies;

· To put effective and common instruments for the better assessment of the sector in order to monitor compliance to the programmes implementation and general issues in the system;

· To put a clear and simple checklist that is diagnostic in nature to identify and note early warning signs in the system;

· To strengthen the system for its common benefit in intensifying the level of concurrence;

· To further institutionalize monitoring and evaluation systems and put clear indicators that will assist to quickly ascertain how the system is running in finance, governance, etc in order to draw red flags and act in good time;

· To find ways to address the accruals and financial challenges faced by the Limpopo and Eastern Cape provinces.

Report to be considered.


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