ATC130503: Report of the Portfolio Committee on Basic Education on Budget Vote 15: Basic Education, dated 30 April 2013

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 15: Basic Education, dated 30 April 2013

Report of the Portfolio Committee on Basic Education on Budget Vote 15: Basic Education, dated 30 April 2013 .

The Portfolio Committee on Basic Education having considered Budget Vote 15: Basic Education, together with the Annual Performance Plan and Strategic Plan of the Department of Basic Education and its Statutory Bodies, reports as follows:

1. Introduction

1.1 The Portfolio Committee on Basic Education considered the Strategic Plan, Annual Performance Plan and Budget 2013/14 of the Department of Basic Education and its three Statutory Bodies, namely, the Education Labour Relations Council (ELRC), the Council for Quality Assurance in General and Further Education and Training (Umalusi) and the South African Council for Educators (SACE). The budget review process was undertaken on the following dates:

· The Department of Basic Education (DBE) – 26 and 27 March 2013;

· The South African Council for Educators (SACE) – 28 March 2013;

· The Education Labour Relations Council (ELRC) – 30 April 2013; and

· The Council for Quality Assurance in General and Further Education and Training (Umalusi) – 17 April 2013.

1.2 As part of the budget review process of the Department, the Committee engaged extensively on operational plans of identified areas of the Department’s programmes. These were areas which the Committee observed to have either previously experienced slow progress in terms of implementation or required close monitoring to ascertain whether their 2013/14 targets would be met.

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

1.4 In 2012, Government adopted the National Development Plan as its overarching planning framework. The Committee expected the Department to ensure that the Education Sector Plans were consistent with the National Development Plan.

1.5 Those that appeared before the Portfolio Committee during the Budget Review sessions included the following:

1.5.1 Department of Basic Education (DBE) : Hon A Motshekga: Minister for Basic Education, Mr B Soobrayan: Director-General, Mr P Njobe: Director, Mr H M Mweli: Acting Deputy Director-General, Dr N Nduna-Watson: Director: Ms Z Govender: Branch Co-ordinator, Dr M Simelane: Director: Ms M L Samuels: Director: Ms J Kinnear: Director, Dr J Joshua: Director, Mr S G Padayachee: Deputy Director-General, Ms T Diale: Programme Manager, Dr R Poliah: Chief Director, Mr B Mpanza: Chief Director, Ms B Qonongo: Deputy Director, Ms E Lubbe: Assistant Director, Ms L Maje: Branch Co-ordinator, Mr M Q Moloi: Director, Mr R Mehl: Deputy Director, Mr T Kojana: Acting Deputy Director-General, Dr F Nzama: Chief Director, Mr M Monyokolo: Chief Director, Mrs T Tyobeka: Deputy Director-General, Ms E Smith: Branch Co-ordinator, Ms S Lingela: PDOU, Ms M Modiye-Maselwa: QLTC, Ms S Zokwana: QLTC, Mr J Tladi: QLTC, Mr M Kutukela: QLTC, Mr D Balt: QLTC, Mr S Mlambo Provincial Monitor, Mr P Sehlabelo: Provincial Monitor, Ms N Msimanga: Provincial Monitor, Ms V Carelse: Deputy Director-General, Mr Schoeman: Acting Deputy Director- General, Mr P Lusufi: Chief Director, Mr T Rabotapi: Director, Mr H Mohammed: Director, Mr G Coetzee: Director, Ms D Pillay: Acting Director, Prof G Hall: Deputy Director, Mr L Mahada: Parliamentary Liaison Officer (Office of the Director-General) and Mr R Van Den Heever: Parliamentary Liaison Officer (Office of the Minister)

1.5.2 South African Council for Educators (SACE) : Mr R Brijraj: Chief Executive Officer, Ms M Dipholo: Chief Operations Officer, Mr M Mapindani: Chief Finance Officer, Ms E Mokgalane: Senior Manager (Policy and Research), Mr W Mlambo: Manager (Corporate Services), Ms C Ngobeni: Manager (Registration), Mr G Moroasui: Manager (Ethics), Mr H Manthatha: Senior Internal Auditor and Ms G Bowles: EXCO Member

1.5.3 Education Labour Relations Council (ELRC) : Mr A W Kutumela: Council Member, Mr M J Moshakga: Chief Finance Officer, Ms C Foca: General Secretary, Mr M D Sekabate: Chairperson, Mr W Smith: Council Member, Mr J Galorale: Council Member and Mr M Maluleke: Council Member.

1.5.4 Council for Quality Assurance in General and Further Education and Training (Umalusi) : Dr L Sosibo: Council Member, Dr M Rakometsi: Chief Executive Officer, Ms E Rabe: Chief Operations Officer and Mr J Thomas: Chief Finance Officer.

1.6 This report gives a brief summary of the presentations made by the Department and its statutory bodies to the Committee, focusing mainly on the Department’s 2011 – 2014 Strategic Plan, the 2013 – 2014 Annual Performance Plan and the 2013 Medium Term Expenditure Framework (METF) allocations and an overview of allocations per programme. The report also provides the Committee’s key deliberations and recommendation relating to the Vote.

1.7 The Committee engaged with the Department and its Statutory Bodies on their performance for the previous financial year and the funding needs for the current financial year, in October 2012, as part of the Budgetary Review and Recommendation Report (BRRR) process. The observations made in this report should be read in conjunction with those made in the BRRR report.

1.8 Copies of all presentations on the Budget Review of DBE, SACE, Umalusi and ELRC are available from the Committee Secretary.

2. Overview of the Strategic Plan

2.1 Address by the Minister for Basic Education – Hon A Motshekga

Hon Motshekga thanked the Portfolio Committee for the proactive steps in engaging with the Ministry and Department of Basic Education on the Basic Education Sector Review and the Strategic Priorities of the Department for 2013. The Minister indicated that all comments, questions and advice from the Portfolio Committee were appreciated and committed that the Department would follow-up on issues raised during their engagements.

The Minister pointed out that the 2013/14 financial year, as the final year in the five year political term of office, provided a strategic moment for the Department to reflect on the gains made in the provision of education. It afforded the Department an opportunity for reflection on efforts to build a quality schooling system that was crucial for tackling current national challenges of development. The Minister indicated that the Department had made inroads. She mentioned that, two decades ago, there was poor African learner performance and participation in schooling and in Higher Education. Amongst other things, the education system was characterised by low levels of participation in Mathematics and Science especially for learners from poor households.

The Minister noted that considerable and significant changes had been made for the system to be more equitable and to improve access to education. In the 2013 State of the Nation Address (SONA), President Jacob Zuma emphasised the importance of elevating education to its rightful place, and of improving the quality of learning and teaching and the management of schools. The Department’s focus had been on the following key interventions:

· The revision and roll-out of improved the Curriculum and Assessment Policy Statements (CAPS)

· The provision of high quality learning and teaching materials

· The introduction of standardised Annual National Assessments (ANA)

· The provision of school infrastructure

· Broadening access to Early Childhood Development (ECD)

· Teacher development initiatives.

The Minister highlighted the following achievements that the Annual Performance Plan (APP) had built on:

· That there had been considerable improvements in the schools serving learners from disadvantaged communities and that the number of underperforming schools in the National Senior Certificate (NSC) had been reduced.

· The 73.9 percent pass rate achieved in 2012 was a result of sustained effort, support and improvement strategies implemented throughout the system.

· The Grade 12 results also improved in those provinces under administration, a testament to both the resolve to raise the bar and to the work of many officials, teachers, parents, governing body members and community members who were determined to ensure that the future of learners was not compromised in any way.

Key focus areas prioritised for 2013 included the following :

· Improving the quality and performance across the schooling system.

· Strengthening management processes and supporting the provision of quality basic education in the provinces.

· Deepening the focus on Teachers, Text and Time on Task. Among other things the Department would increase the emphasis on the optimal use of workbooks and textbooks by teachers and learners at schools.

· Continuing to lead intervention teams to address challenges in education service delivery in the Eastern Cape and Limpopo in the spirit of cooperative governance. The Minister noted steady progress in improving controls and systems as well as the improvement of Grade 12 results in the provinces under administration.

The Minister was confident that the plans articulated in the Annual Performance Plan would ensure quality basic education in the country. With the support of the Portfolio Committee, the Department would realise the national priority of improving the quality of basic education.

2.2 Overview by the Department of Basic Education

The Director-General (DG), Mr B Soobrayan, addressed the Committee on the sector priorities, progress and challenges facing the Department. His presentation also touched on insights into the performance of the sector in national and global assessments and the implications for improvement.

2.2.1 Overview of the Department’s 2013/14 Strategic Priorities

The Department aimed to focus on the following Strategic Priorities for 2013:

· Improving the quality and equity of learner performance. Specific activities included:

o Realigning management information systems to focus on learner performance; and

o Utilising information and evidence in key assessments such as Annual National Assessment (ANA) and NSC to drive accountability in the sector.

· Accelerating teacher development, deployment and utilisation interventions. This would include:

o Correcting the Post Provisioning Norms (PPN) and other Human Resource (HR) challenges;

o Using teacher profiling to address Human Resources (HR) priorities, including the provisioning of specialist teachers in Mathematics, Science and Technology, as well as teachers with African language competencies, especially at the Foundation Phase; and

o Strengthening the use of teacher resource centres as a tool for development.

· Improving curriculum coverage support and implementation. This would include improving the effective utilisation of Learning and Teaching Support Material (textbooks, workbooks and stationery) in class, as well as enabling access to additional resource materials.

· Improving institutional and logistical capacity for high stakes processes including the procurement, delivery and distribution of LTSMs, infrastructure, Information management and financial administration.

· Monitoring and reporting linked to performance improvements including at provincial, district and school levels.

· Reducing school infrastructure backlogs.

· Improving the quality of Early Childhood Development (ECD) and Grade R leveraging on expansion. Key deliverables to achieve this included:

o Finalising the costed Grade R policy;

o The determination of the minimum qualification required for Grade R practitioners;

o The determination of the basic conditions of service and employment conditions for Grade R practitioners; and

o Ensuring that the Screening, Identification, Assessment and Support (SIAS) is implemented in all Grade R classes.

· Developing and implementing a comprehensive strategy to improve the capacity and outcomes of district support to schools.

· Improving the quality of Inclusive education, the training of teachers, subject advisors and circuit managers; improving Braille work and assessment interventions. The Department would also prepare the system for the implementation of the South African Sign Language (SASL) and the curriculum for schools of skills to be introduced in 2014.

· Annual National Assessment (ANA) and National Senior Certificate (NSC) utility in driving improvements. This would include compiling reports on learners, schools and districts which are doing well despite challenges.

· Improving the image of the sector. Initiatives to achieve this would include:

o Conducting dedicated campaigns regarding the work of the Department, including monitoring reports; and

o Feeding of correct information to achieve a better understanding of policy intention, direction and progress. The State of the Nation Address (SONA ) – The following priorities raised in the 2013 SONA, relevant to Basic Education, was specifically mentioned:

· That Education was one of five key government priorities and needed to be elevated to its rightful place, and to improve the quality of learning and teaching and the management of schools.

· The Department would establish a national task team to strengthen the implementation of the Mathematics, Science and Technology Strategy.

· A Presidential Remuneration Commission would be established to investigate the appropriateness of the remuneration and conditions of service provided by the State to all its employees. The first priority should be teachers and the commission would also assess the return on investment. National Development Plan (NDP) – It was observed that education was a priority in the NDP and would continue to enjoy substantial funding, as it is viewed as a core pillar of development. The Director-General mentioned that the Basic Education Sector Plans were consistent with the NDP. He noted that the outputs and proposed mechanisms to attain the necessary results specified in the NDP were mostly well captured in the current Departmental sector plans and other supporting strategies including Funza Lushaka, the National School Nutrition Programme (NSNP), ANA, the NSC and school management and district support. The Action Plan was also aligned to the NDP though the NDP went beyond 2025 by setting targets to 2030. The following NDP requirements for the Sector were noted:

· The introduction of a school readiness programme for three to five year olds;

· Externally administer and mark the ANA in one primary school grade to enable independent verification and comparability;

· Promote constructive partnerships and draw support from civil society in establishing a national education pact;

· School management for instructional leadership;

· Ensuring high-quality language instruction in the Foundation Phase;

· Ensuring that appropriately qualified and competent people became school principals. Changing the pay structure to attract and retain good teachers; and

· Recruiting school “turnaround teams”.

The Director-General reported that good progress had been made by the Department in alignment with targets articulated in the NDP. Areas that still needed attention included, among others:

· Refinement of strategies and institutionalisation of interventions introduced to improve district and teacher support and performance;

· Strengthening learner performance in Early Childhood Development (ECD) and at all levels;

· Improving school management;

· Productive partnerships around curriculum provision, delivery and support, particularly with Trade Unions and other partners; and

· Improved learner retention in the sector.

2.2.2 Insight into the Performance of the Sector:

The following insights into the performance of the sector in national and international assessments were noted: Annual National Assessment 2012 Results

· The achievements in ANA showed significant deficiencies at the Intermediate Phase level, particularly in Mathematics as well as at Grade 9 level in Language , and wide-ranging deficiencies in Mathematics .

· The top performing schools still fell below expectations.

· Although overall there had been improvements in learner achievements, the relatively low performance in the provinces required targeted interventions. Based on these results, the impact of interventions needed to be enhanced in certain provinces.

· At the Foundation Phase, differentials in learner performance across the poverty quintiles were diminishing. However, at both the Intermediate and Senior Phases there were still significant differences in performance between learners in Quintiles 1-3 and their counterparts in Quintiles 4-5. National Senior Certificate (NSC)

· A comparison of the achievements of 2012 to that of 2011 showed improvements in quality, equity and quantity. There had been 136 047 Bachelor level passes in 2012, which equated to 26.6 percent of Grade 12 candidates in 2012. At least 15 280 more bachelor passes were achieved in 2012 than in 2011.The sector was on track to achieving its target for 32 percent of Grade 12 graduates eligible to be admitted for Bachelors degree studies. The trend had been that this indicator moved from 19.9 percent in 2008 to 24.3 percent in 2011 and 26.6 percent in 2012.

· Although the pass rate in Mathematics in 2012 had increased compared to the past five years, the numbers of learners who wrote and passed the subject had been declining. To address this challenge, interventions were required in the Intermediate and Senior Phases. International assessments

The Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) indicated the following:

· South Africa was making improvements in learner performance in Mathematics, Science, Reading and overall performance especially in recent years, albeit from a low base;

· At a provincial level, there was no statistically significant gender difference for Mathematics and Science performance, except for the Western Cape , where boys outperform girls and the difference was statistically significant. Similarly in PIRLS, girls reading ability outstrips that of boys;

· Investment in poorer schools had yielded improvements but these needed to be consolidated. ANA, NSC, TIMMS and PIRLS indicated the progress made in recent years in terms of improvement in schools serving poorer learners, but the level of performance was frequently too low (even in well resourced schools); and

· The implications for reading were vast especially in light of the findings of the Ministerial investigation into the provincial implementation of reading strategies and other interventions.

2.2.3 Formative Evaluation of Textbooks and Workbooks, 2012

The Department reported the following findings regarding the 2012 formative evaluation of textbooks and workbooks:

· Teacher reports and observations of the workbook usage indicated that topics were being covered in sequence for better learners, poorer learners and the classes as a whole;

· Four standard exercises were being covered per week by classes;

· Teachers were assessing and correcting the work of both the better and the poorer learners in classrooms; and

· Workbook coverage and pacing had improved considerably compared to the situation projected by the Joint Education Trust (JET) in 2009. Among others, the following were found at the time:

o On average only 24% topics were covered in Grades 4 and 5; and

o 22 percent of the curriculum was covered.

In conclusion, the Director-General noted the following:

· Significant progress was achieved in 2012 and proceeding years, however, various intrinsic and contextual factors had placed unprecedented strain on the sector;

· It was important that interventions were aimed at addressing specific shortcomings existing in schools;

· Interventions responding to the recommendations contained in the National Development Plan , and productive partnerships needed to be brought to bear on long standing problems and challenges; and

· It was important to maintain the continuity between the priorities identified in Action Plan to 2014, towards the realisation of Schooling 2025 and the new interventions required to improve implementation and outcomes.

2.2.4 Annual Performance Plan 2013/14 – Performance Indicators and Targets

The 2013/14 Annual Performance Plan summarises the priorities of the Department as aligned to the Delivery Agreement of Outcome 1 : Improving the quality of Basic Education and the Action Plan to 2014: Towards the Realisation of Schooling 2025 . The activities of the Department remain structured into five programmes as follows:

· Programme 1: Administration;

· Programme 2: Curriculum Policy, Support and Monitoring;

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

· Programme 4: Planning, Information and Assessment; and

· Programme 5: Educational Enrichment Services. Programme 1: Finance and Administration

The purpose of this programme is to manage the Department and provide strategic and administrative support services. The strategic objectives of the Programme are as follows:

· To ensure the provision of suitable human resource capacity to support a high performing organisation;

· To ensure that the basic education sector and the country benefit from targeted support to the education department; and

· To improve inter-governmental planning, communication, education policy and legislative development.

The performance indicators in this programme are directed towards performance improvement and development, compliance, accountability and sound financial systems. The following targets were set for the Annual Performance Plan for 2013/14:

· Staff Development: The number of officials participating in staff development activities for 2013/14 was 300, an increase from a target of 280 in 2012/13;

· Internships: The number of internships implemented for unemployed graduates in the Department was 60 against a baseline of 55 (2012/13);

· Financial Disclosures: 55 SMS members (out of 78) to submit signed Financial Disclosure forms by 31 May 2013;

· Performance Agreements: All SMS members to submit signed Performance Agreements by 31 May 2013; and

· Strengthening partnerships with stakeholders: Two reports to be compiled twice a year, highlighting South Africa ’s role and participation in multilateral bodies and international organisations in support of the development of the education system.

Legal Services - The Legislative Services was currently involved in two important projects:

(i) The Development of Section 5A Regulations – Regulations in terms of Section 5A of the South African School Act (SASA) were introduced in 2007 when the Act was amended by the Education Laws Amendment Act 31 of 2007 . The purpose was to give effect to the Constitutional Right to Education for the majority of children in disadvantaged communities by eradicating unsafe structures. Initially the regulations were developed as guidelines and consequently Equal Education began to express their disenchantment and served court papers to compel the Minister and MECs to determine the norms. These draft regulations were being consulted in the NEDLAC (Education Standing Committee). The draft regulations would be finalised and would come into force not later than 15 May 2013.

(ii) The Review of Basic Education Legislation - This was prompted by the number of court cases experienced in the Provincial Education Departments (PEDs) whereby governing bodies were found to be blocking transformation. Some of the critical areas identified for the review relates to the following:

· The appointment of principals;

· Home education;

· The admission of learners to public schools;

· Health Promotion in Schools and the Prevention and Management of Learner Pregnancies;

· Auditing of school finances/ financial records;

· A second bank account to ring-fence the National School Nutrition Programme (NSNP) fund;

· The strengthening of section 38A of SASA; and

· Functions and powers of governing bodies in terms of sections 20 and 21 of SASA (with a specific focus on the powers to recommend the appointment of educators and determining school policies).

The draft Basic Education Laws Amendment Bill 2013 would be ready by 15 May 2013. It is envisaged that the amendments should be finalised by the end of the 2013/14 financial year.

Challenges: The Department reported that they had been requested to assist Provincial Education Departments with financial matters, asset management and human resources (HR) matters. This placed a strain on human resources in the Department since no additional staff had been appointed to deal with these matters. This has resulted in staff being requested to work during weekends in the Provincial Education Departments (PEDs). This also placed a further strain on the Branch’s budget as the same financial resources had to be used for accommodation and travelling. Programme 2: Curriculum Policy, Support and Monitoring

The purpose of Programme two was to develop curriculum and assessment policies and monitor and support their implementation. The strategic objectives of the Programme include:

· To increase the availability of e-Education of learning and teaching resources amongst teachers;

· To bring about stability and coherence with respect to the national school curriculum;

· To pay special attention to improvements in mathematics, physical science and technical subjects;

· To promote adequate access to quality learning materials by means of better national specifications on what every learner requires and a more proactive approach towards the cost-effective development, reproduction and distribution of materials such as workbooks and textbooks;

· To establish national norms for school libraries;

· To create a sound basis for quality pre-Grade 1 education through the promotion of quality learning and teaching materials at this level; and

· To finalise and promote national screening guidelines that provide for an equitable system of access to special needs support amongst learners.

The indicators in this programme are directed towards improving learner performance as captured in the sector-wide Action Plan: Towards the realization of schooling 2025 . The Programme contributes to the following sector goals on learner performance:

· Goals 1; 2 & 3 : Increase the number of learners in Grade 3; 6 & 9 who, by the end of the year, have mastered the minimum language and Numeracy/Mathematics competencies for Grade 3;

· Goal 4 : Increase the number of Grade 12 learners who become eligible for a Bachelors programme at a university;

· Goals 5 & 6 : Increase the number of Grade 12 learners who pass Mathematics & Physical Science;

· Goals 7 & 8 : Improve the average performance of Grade 6 learners in Languages & Mathematics;

· Goal 9 : Improve the average performance of Grade 8 learners in Mathematics; and

· Goal 12 : Improve the grade promotion of learners through Grades 1 to 9.

Key focus areas in this Branch include the following:

· A National Strategy for Learner Attainment (NSLA) for Grades R – 12;

· Strengthening of the National Curriculum Statement for Grades R – 12;

· Early Childhood Development;

· Improving learner outcomes and learner performance in Literacy and Numeracy

· Supporting Multi-Grade Teaching;

· The implementation of the Policy on the Incremental Introduction of African Languages;

· Improving learning outcomes and learner performance and participation rate in Mathematics, Science and Technology;

· Improving the performance in the learning outcomes of English as the language of teaching and learning as well as the first additional language;

· Inclusive education;

· Learning and teaching support materials;

· Improving access to school information and library services;

· The printing and distribution of workbooks and Mathematics and Physical Science textbooks for Grades 10 – 12;

· E-education strategy; and

· Improving adult literacy.

Challenges : The challenges faced by this Branch included the additional mandates such as interventions in the Eastern Cape and Limpopo in terms of Section 100 (1) (b) that were not part of the approved organisational structure. There were also difficulties associated with managing concurrent functions with inadequate funding and resourcing to effectively implement the mandate. There was also resistance by some provinces to the role of Department over monitoring and support. There was an inherent systemic incapacity and inefficiency to monitor and support at provincial, district and schools. The credibility of data and information in general was questionable. The Department also experienced uneven capacity at provincial and district level to ensure effective service delivery as well as problems related to the budget allocation for sector priorities through the equitable share. Programme 3: Teachers, Education Human Resources and Institutional Development

The purpose of Programme Three is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources. The overall strategic objectives for this Branch include:

· Education and Human Resource Management

o Human Resources Planning, Provisioning and Monitoring – To ensure quality education through the effective supply and utilisation of teachers;

o Educator Performance Management and Development – To strengthen enforcement of accountability in schools and district offices. To enforce accountability through the support provided to provinces in implementing the performance management systems at schools and district level; and

o Labour Relations and Conditions of Service – To improve the conditions of the employment of teachers through collective bargaining and consultative processes – and that this be encouraged through engagement in the Education Labour Relations Council (ELRC) and Public Service Co-ordinating Bargaining Council (PSCBC).

· Education and Human Resource Development

o Education Management and Governance Development – To ensure effective professional management and leadership capacity at schools;

o Continuous Professional Teacher Development – To improve teacher capacity and practice through planning and policy support to the PEDs; and

o Initial Teacher Education – To increase the number and quality of new teachers and to support practising teachers, schools and curriculum leaders to improve their professional practices in priority areas.

· Curriculum and Professional Development – To improve teacher capacity and practices. To identify and address immediate to medium-term systemic teacher development needs.


Human Resources, Teacher Supply and Demand – The challenges facing teacher supply, demand and utilisation included:

· Matching and placement of qualified educators (excess educators, Funza Lushaka (FL) and other bursars, qualified educators seeking employment);

· Inaccurate and incomplete Personnel and Salary Administration System (PERSAL) data for Human Resource (HR) Planning;

· Methods of forecasting in terms of supply and demand;

· Human Resources Planning at the level of the PEDs;

· Implementation of the Post Provisioning Norms (PPN);

· PEDs exceeding their compensation budgets;

· Accountability of teachers; and

· Conditions of service and norms and standards for Grade R teachers.

The Department was in the process of dealing with the above challenges as follows:

(i) The implementation of a National Human Resources (HR) framework including the related strategy and step-by-step guidelines - The National HR Framework had been approved by Heads of Education Departments Committee (HEDCOM) with the proviso that a strategy and step- by-step guidelines be developed for effective implementation. This has been developed and supported by HEDCOM. The HR Framework would be presented at the next Council of Education Ministers (CEM) for approval.

(ii) Persal Clean-up – Projects include an audit of the organisational structures of PEDs which would result in a funded organisational structure that was accurately captured on PERSAL and correctly linked to Basic Accounting System (BAS). The Department aimed to monitor the payroll for one month which would result in all PEDs having a documented payroll process and inaccuracies rectified on PERSAL. Further, there would be a biographical data clean-up which would result in accurate demographic data on PERSAL.

(iii) Teacher Profiling – This would assist in accurately ascertaining the qualifications of teachers, what they were qualified to teach and what they were teaching. This would inform teacher demand, supply, utilisation and deployment.

(iv) The development of a supply and demand framework and tool and training in HR planning - A supply and demand framework had been developed, and a tool to assist in forecasting supply and informing demand was planned. Human Resources Managers in the PEDs had been trained in HR planning.

(v) Assessment of the implementation of Post Provisioning Norms (PPN) in the PEDs - A project funded by United Nations Children’s Fund (UNICEF) was underway to assess the implementation of the Post Provisioning Norms (PPN) in the PEDs with the view towards identifying the strengths and gaps, and developing an action plan to strengthen the process.

(vi) Source of Qualified Educators - A database of Funza Lushaka graduates and qualified teachers seeking employment was centrally available for Principals, PEDs, Districts and School Governing Bodies (SGBs) to access.

(vii) PEDs exceeding their compensation budget - Quarterly monitoring and evaluation of the compensation budgets would be conducted.

(viii) Monitoring of teacher attendance - An assessment of current practices to monitor teacher attendance would be conducted. Options to enhance what the Department had achieved would be researched and reported on.

(ix) Absence of conditions of service and norms and standards for Grade R teachers - Preparation to audit all ECD centres had started. Concurrently the minimum qualifications Relative Education Qualification Value level, conditions of service and legislation was being investigated.

The Funza Lushaka Bursary Scheme and Utilisation – The teacher recruitment initiatives employed by the Department included District-Based recruitment approaches as well as DBE- ISASA M & E Internship programmes. The allocation from Treasury increased from R 109.7 million in 2007, to R 671.9 million in 2012. The number of bursaries increased from 3 669 in 2007 to 11 455 in 2012. The number of female bursars in 2012 increased from the 2007 - 2011 average of 67.3 percent to 69.0 percent. The number of bursaries awarded to white students decreased from 25.5 percent for the period 2007-2011 to 23.7 percent in 2012. The number of African and Coloured bursars had a slight increase from the historic 2007-2011 racial composition.

From 2007 to 2011 the number of bursaries awarded by phase specialisation was markedly skewed in favour of the Further Education and Training (FET) and senior phases. This situation was addressed by allocating to each institution a targeted number of bursaries that had to be awarded for each phase. Bachelor of Education (B.Ed) students received 93.8 percent of the 2012 bursaries, 2.3 percent to undergraduate degrees and 3.9 percent to Post Graduate Certificate in Education (PGCE) students.

The estimated 2013 allocation for Funza Lushaka bursaries was R 893, 867, 000 - approximately 14 400 bursaries would be awarded in 2013. This was an increase of 3 000 bursaries from the 11 455 bursaries awarded in 2012. Key stakeholders include National Schools Financial Aid Scheme (NSFAS) who administered bursary funds, Higher Education Institutions (HEIs) who provided training, the PEDs who specified their needs and SITA who managed the database.

Challenges – Some of the challenges faced with the Funza Lushaka bursaries include:

· Effective and efficient administrative and information management systems between NSFAS, HEIs, PEDs and SITA through improved monitoring and reporting mechanisms needed to be addressed.

· To improve communication with bursars at HEIs.

· To develop a tracking system to monitor bursars both during their study period and once employed in order for them to meet their contractual obligation.

· To evaluate the bursary programme after five years of its inception and measure its impact on increasing the number of quality teachers in priority areas.

Teacher Development – The National Institute for Curriculum and Professional Development (NICPD) key focus areas for the 2013/14 financial year included:

· Diagnostic teacher self-assessment for Mathematics and English First Additional Language (EFAL) in all phases;

· Supporting teachers in the delivery of English First Additional Language (EFAL);

· Providing teachers with skills and knowledge to interpret and use assessment data to shape the improvement of teaching practice and learner performance;

· The use of common assessments to improve performance;

· The revitalisation of Teacher Centres and their use as hubs of teacher professional development and teacher union collaboration, to provide space, platforms and opportunities for the roll-out of teacher development programmes;

· Communities of Practice (CoP) – to use group activities amongst teachers to trigger long- term relationships that are critical for professional development;

· Use of Information and Communication Technology (ICT) in Teacher Professional Development (TPD) to provide online, ongoing support to teachers and School Management Teams (SMTs);

· Monitoring and evaluation of TPD initiatives in the sector;

· First phase of implementation of the SACE-CPTD management system;

· Recognition of teachers;

· Curriculum and Assessment Policy Statements (CAPS) orientation and in-depth training; and

· Workbook utilisation.

Teacher Accountability - The Department reported that they were committed to evaluate all educators in order to improve their skills and accountability. Work was being done in collaboration with teacher unions to put strategies in place to strengthen accountability levels in schools. The strategy focused on two main aspects:

· Teachers, Text and Time; and

· Levels of accountability at school and district levels.

Teacher accountability required district monitoring and reporting on teacher and learner attendance at school, class attendance and inculcating a culture of performance management at schools. The broad strategy to improve accountability would anchor around the following four pillars:

· Strengthening the culture of performance management in schools and districts;

· Simplifying and aligning evaluation instruments;

· Strengthening monitoring and support; and

· Strengthening reporting at all levels.

Improving the Accountability of Teachers - The Department indicated that discussions at the Education Labour Relations Council (ELRC) on the Quality Management Systems (QMS) would be finalised by the end of April 2013. The Minister would be requested to declare policy on the matter, should an agreement not be reached. The training of teachers would be undertaken in the second quarter with existing Integrated Quality Management Systems (IQMS) instruments implemented and monitored. External moderators would visit 2 000 schools per quarter and at least 60 percent of educators would undergo credible assessments.

Improving the Accountability of Schools - The Department indicated that the policy on Whole School Evaluation (WSE) would be reviewed in the current year. The second and final phase of the review of the evaluation instrument would be completed. Minor changes were expected to be effected on the current revised instrument with orientation sessions conducted once more on the final reviews. Schools would be trained on the revised instruments

Improving the Accountability of Office-Based Educators – The Department indicated that Collective Agreement 3 of 2002 on the Performance Management Development System (PMDS) would be reviewed through re-opening ELRC discussions on the Education Management Services (EMS) for office-based educators. The focus would be on Circuit Managers and Subject Advisors since they were responsible for supporting schools. The signing of work plans with clear deliverables would be monitored and the rating of performance during quarterly reviews needed to be enforced. All Circuit Managers and Subject Advisors would be evaluated in terms of the PMDS and external moderators would visit 82 district offices to monitor implementation of PMDS. Programme 4: Planning, Information and Assessment

The purpose of Programme Four is to promote quality and effective service delivery in the basic education system through planning, implementation and assessment. The overall strategic objectives for the Programme are to:

· Establish a quality system of standardised and benchmarked learner assessments;

· Ensure that all children complete a quality readiness programme in Grade R before they enter formal education in Grade 1;

· Put into place support systems for provinces and schools to improve the physical environs of the school and create enabling conditions for successful teaching and learning;

· Ensure that districts can use quality information and data regarding the level and quality of learning in schools to plan and implement school-based improvement programmes.

The Programme also contributes to the following sector goals:

· Goal 23 : Ensure that all schools were funded at least at the minimum per learner levels determined nationally and that funds were utilised transparently and effectively; and

· Goal 24 : Ensure that the physical infrastructure and environment of every school inspired learners to be motivated to come to school and learn, and for teachers to come and teach.

The main performance targets for Programme 4 in 2013/14 include amongst others:

· The provision of valid and reliable data on learner performance in ANA and the NSC examinations to support the improvement of quality basic education;

· The development of exemplars in key subjects for the implementation of CAPS;

· The establishment of a school-based assessment database;

· The completion of the building of 140 schools in the ASIDI project;

· Conducting a pilot study in selected districts where ANA results were analysed to inform and support improvement programmes for schools;

· Successful management of reported cases with respect to education delivery managed through the DBE call centre.

The Department presented the key focus areas, targets and budget allocation 2013/14 for the following, as requested by the Committee:

· Infrastructure;

· School Funding;

· National Assessment and Public Examinations; and

· Information and Management Systems.


The Department supplied an Accelerated School Infrastructure Development Initiative (ASIDI) progress report on inappropriate schools projects, water projects, sanitation projects and electrification projects. ASIDI was the first infrastructure programme implemented by the Department and thus the Department appointed the Programme Manager and Programme Support Unit in October 2011 to increase the technical capacity required.

Lessons Learned in the Implementation of ASIDI

The ASIDI Programme Support Unit remained challenged and limited in its ability to speed up implementation as it had limited authority. The ASIDI expenditure remained undesirably low. The urgency of the programme and lack of technical capacity necessitated the use of Implementing Agents (IAs). However, it was apparent that the technical capacity of the IAs was insufficient. Implementing Agents underestimated the capacity required from Professional Service Providers and contractors at project level.

The majority of the ASIDI backlogs were in remote rural areas where access to sites was difficult. This had resulted in difficulty in delivering materials to sites. Poor performance of some contractors necessitated the termination of contracts and this had resulted in further delays in the completion of projects. ASIDI reporting and information management was poor due to the lack of systems. Acquisition of systems had proved to be impossible due to prevailing moratorium. Critical implementation constraints were experienced, particularly in the Eastern Cape leading to a shortage of bricks and cement.

Over 200 schools had been affected by rationalization and mergers. Often schools issued to IAs had to be replaced by those with higher enrollments. The list on ASIDI had been challenged due to a number of schools which had been excluded.

Budget Allocation for 2013/14

The total allocation for Infrastructure for the 2013/14 MTEF amounted to R 33, 9 billion. The budget constituted the Education Infrastructure Grant (EIG) and Equitable Share. An additional allocation of R 820 million in the 2015/16 financial year was added to the EIG for upgrading facilities in special schools and for Grade R classrooms to accommodate the increasing enrollment of Grade R.

Need for Performance Based Approach to Education Infrastructure Grant (EIG)

The Department reported that there was a need to tighten EIG conditions to improve planning and delivery and ensure the credibility and uniformity of pricing and specifications. The performance based approach to the EIG sought to:

· Enforce proper infrastructure and procurement planning for infrastructure projects/packages;

· Ensure that project implementation results in better value for money in terms of cost, time and quality;

· Reward provinces that followed best practices for planning and procurement; and

· Support the development of appropriate capacity.

School Furniture

Shortages of school furniture had been identified as one of the challenges that had a negative effect on achieving the delivery of quality education to learners in schools. The Department had a Memorandum of Understanding (MOU) with the Department of Labour and the Deparment of Correctional Services regarding the manufacturing and delivery of school furniture. A major challenge was the variety of furniture specifications coupled with insufficient funding. There was also poor maintenance, rehabilitation and procurement of school furniture

The Department had a requirement to produce a long term Comprehensive Infrastructure Investment Plan (CIIP) for the sector. A team of experts will be commissioned by the Department to finalise the CIIP during the 2013/14 financial year.

School Funding

Review of the Quintile System – The Committee received a brief on the review of the Quintile System and the 2009 UNICEF funded study on school funding. Members of the Committee had been concerned for some time about the slow progress in reviewing the Quintile System, which, inter alia, was not accurately identifying schools with the greatest need. A key objective of this review was to de-link school allocation from the current quintile system through progressively equalizing allocation to no fee schools.

The Department reported that Treasury allocated funding in 2012 MTEF to the PEDs for the equalisation of their allocations to no fee schools. By 2013 all PEDs would have equalised their provincial allocations to no fee schools in Quintile 2 and 3. Free State, Gauteng, KwaZulu-Natal, Mpumalanga and the Western Cape had equalised the allocation to all no fee schools (Q1, 2 and 3) for 2013 at the national target of R 1 010.00 per learner. The Northern Cape and North West were expected to equalise allocation to all no fee schools by 2014. Limpopo and the Eastern Cape might not be able to equalise their allocation to no fee schools at the level of the national target, by 2014.

The Department would introduce a “fee sensitive” public funding system to be applicable to determine the allocation to fee paying schools. Fee paying schools with low school fees and schools having a high number of fee exemptions would receive higher levels of funding. The earliest implementation of the revised system would be possibly by 2015. Recent and current funding policy amendments included:

· Compensation payable to schools for exempting poorer learners from payment of school fees; and

· The clarification of voluntary contributions by parents to schools.

The Revised Grade R Funding Strategy

The Department envisaged change to the funding model applicable to Grade R to be in line with the funding model applicable to Grade 1 – 12 for both personnel and non-personnel funding. The employment of qualified teachers for Grade R as permanent state employed staff would be progressively increased.

Subsidies for Independent Schools

The funding policy required the PEDs to calculate subsidies to independent schools based on a formula which took into account all budget programmes allocating funds to public ordinary schools. A working group established to evaluate the viability and sustainability of the funding requirements for independent schools recommended that, when calculating subsidies, the budget for Conditional Grants had to be excluded.

National Assessment and Public Examinations

The key results areas for the branch were as follows:

· To manage the setting of high quality Grade 12 question papers for the National Senior Certificate (NSC) and Senior Certificate examinations in 2013/14;

· To support and co-ordinate the implementation of the National Senior Certificate and Senior Certificate examinations across the nine Provincial Education Departments (PEDs);

· To improve the quality assurance of school based assessment across the PEDs;

· To manage the certification process relating to both the Senior Certificate and NSC;

· To manage the setting of high quality National Assessment Tests;

· To support and co-ordinate the implementation of Annual National Assessment (ANA) across all PEDs;

· To facilitate feedback of the results emanating from the NSC and ANA to teaching and learning;

· To manage the administration of the international benchmarking tests in South Africa ; and

· To establish item banks to generate question papers for NSC, ANA and School Based Assessment (SBA) for General Education and Training (GET) and Further Education and Training (FET)

Challenges in respect of the National Assessment and Public Examinations were, amongst others, as follows:

· Public perception that the pass requirements for the NSC were pegged at a low level;

· Increased learner migration to Mathematical Literacy;

· Inadequate capacity of teachers to set good quality School Based Assessment (SBA) tasks;

· Drop-out rate – a decrease in the number of learners from Grades 1 – 12;

· Examination systems in provinces were of varying standards;

· The magnitude and size of ANA administration and the required staff capacity to sustain this undertaking; and

· Inadequate capacity in the PEDs to manage the implementation of both ANA and the NSC in the same period.

The Department had medium and long term plans in place for dealing with most of the challenges in respect of the NSC and ANA. Plans for 2013 included:

· The usage of feedback from the 2012 Examinations and Assessments;

· Improving the Quality of School Based Assessment;

· Implementing Competency Tests for Markers in 2013 as soon as policy was promulgated by the Minister; and

· The standardisation of examination processes across provinces.

Information and Management Systems

The key focus areas include the following:

· Conducting, verifying and integrating the 2013 national surveys into the national data warehouse;

· Assessment Process with Statistics South Africa on the readiness of the Education Management Information System (EMIS) unit to meet South African Statistical Quality Assessment Framework (SASQAF) requirements;

· The implementation of the Learner Unit Record Information and Tracking System (LURITS);

· The implementation of the South African School Administration System (SA-SAMS);

· The implementation of the Business Intelligence System (BIS); and

· Building KPI’s and business processes to establish tools and capabilities to develop a district administration and management system.

The Department gave a detailed breakdown of the progress in respect of the implementation of LURITS and SA-SAMS. Some of the challenges in the implementation were as follows:

· Most districts/circuits acted as “conveyor belts” in data collection – this resulted in a lack of ownership of EMIS data at these levels;

· The utilisation of EMIS earmarked funds for personnel;

· Many schools did not have administrative staff dedicated to SA-SAMS;

· The lack of connectivity and computers; and

· The lack of electricity supply. Programme 5: Educational Enrichment

The purpose of Programme Five is to develop policies and programmes to improve the quality of learning in schools. The strategic objectives were:

· To enhance the current basket of education support services to learners from poor communities; and

· To ensure the involvement of stakeholders in exercising involvement in schools in a manner that added value to the attainment of the core outcomes.

The Programme contributes to the following sector goal on learner well-being:

Goal 25: Use schools as vehicles for promoting access to a range of public services amongst learners in areas such as health, poverty alleviation, sport and culture.

The key priorities for the branch included the following:

· Communication – to raise awareness, educate communities, inform public and build social partnerships around education;

· To strengthen the model for the transfer of funds to schools in respect of the National School Nutrition Programme (NSNP);

· To craft and consult on HIV and TB Policy;

· To advocate for mass participation in sports for schools through the school sport programmes;

· To support teacher development in Physical Education;

· To escalate programmes aimed at reducing gender-based violence in schools;

· To develop a National Action Plan to combat racism, xenophobia and other discrimination; and

· To revise, strengthen and implement the School Safety Framework as an integrated and multi-disciplinary framework.

School Sport

The Department focussed on four areas of school sport, namely: the Development of school sport policy, School Sport Leagues, Intra and Inter School Leagues and Physical Education. The main challenges facing the Department include the following:

· Accurate and verifiable registration statistics;

· School sport budget at all levels;

· The consolidation of programmes by different partners under one government led school sport programme; and

· The provision of support to code committees as part of the Departments responsibility in terms of the MOU.

School Safety

The National School Safety Framework was currently being reviewed. At least 16 416 schools were linked to police stations with Safe School Committees (SSC) established and provincial SSC training was in progress. The Department had developed and distributed training manuals on addressing bullying in all provinces. The Department was planning to conduct training for master trainers in the Free State , Gauteng and the Eastern Cape . The Department planned to link 4 000 schools to police stations in 2013/14 and roll-out anti-bullying training programmes in all districts in all provinces.

Alcohol and Substance Abuse

Alcohol and drug abuse were developmental challenges which compromised teaching, learning and safety in schools. Figures indicate that the number of young people entering treatment was increasing. There was an ease of accessibility of alcohol and drug use at school. Consequences of alcohol and drug abuse include scholastic problems, mental and physical health problems, accidents and injury, crime and violence. The strategy for dealing with these problems was as follows:

· Retain learners in school;

· Create a safe learning environment that contributes to quality education;

· Make schools alcohol and drug free zones;

· Increase knowledge, life skills and confidence to prevent use; and

· Manage alcohol and drug use problems to enhance learning outcomes and learner retention

National School Nutrition Programme

The Department employed a three pronged approach to school nutrition:

· The enhancement of learning capacity through school feeding;

· The improvement of nutrition knowledge, healthy eating and healthy lifestyles in schools;

· The promotion of food gardens in schools for food production and gardening knowledge/skills.

At least 9 233 113 learners in 21 467 schools benefited daily on a national level from improved quality meals served. Community participation in the NSNP involved at least 54 096 volunteer food handlers. Local economic development included 3 624 service providers, 382 local community based co-operatives with 3 072 SMMEs engaged to provide foodstuffs. Moving forward, the Department planned for a decentralised procurement model in all provinces. There was a move to train provincial, district and school management teams on financial management. There was a need for quality assurance of food items delivered to schools.

HIV and AIDS Life Skills

As per the Department’s Annual Performance Plan indicators for April 2012 – March 2013, the teaching training target was 17 900 and the Department achieved 13 859. The LTSM target was 13 500 and the Department achieved only 11 700. The formation of the school-based support team's’ target was 9 492 schools and the Department achieved 16 487 schools. The Department also had a postcard competition on life skills with learners to commemorate World AIDS Day. Advocacy material on TB was distributed to learners and teachers. The Department also sought a review of the 1999 Policy on HIV and AIDS. The total allocation for the financial year stood at R 208 665 million. Further programmes of the Department

The Committee further received briefings on two programmes designed to contribute to the improvement of quality education. These are the Quality Learning and Teaching Campaign (QLTC) and the Planning and Delivery Oversight Unit (PDOU).

(i) Quality Learning and Teaching Campaign (QLTC)

The Committee had for some time observed during oversight visits to provinces that very few district and school committees of the QLTC were functional. It had also been observed that District heads had not been as supportive of the campaign as was expected.

The core responsibilities of the QLTC were as follows:

· Facilitating community involvement in educational matters throughout the establishment of QLTC committees at National, Provincial, District and school levels;

· Identifying and recognising pockets of excellence within the system;

· Contributing towards creating labour peace amongst parties at ELRC;

· Supporting role-players in the implementation of the NEDLAC Accord; and

· Monitoring the levels of “school readiness” on provincial, district and school levels.

The Department reported that all provincial education departments, including Gauteng had established functional provincial QLTC steering committees under the stewardship of their respective MECs. The QLTC resource document had been translated into all 10 official languages. At least 10 000 copies had been produced and circulated to all provinces. The resource document empowered QLTC members by officially indicating their roles and responsibilities. QLTC had contributed to improving leaner outcomes in districts that were underperforming. There had been a gradual momentum on the part of traditional leaders and their communities.

To ensure that the district and school structures were functional, the Department reported that a coordinated training programme would be rolled out in 2013.

Important recommendations included that the QLTC received high profile acknowledgement and support at political level. National and provincial budgets needed to cater appropriately for QLTC training and operations with dedicated QLTC coordinators appointed. District heads needed to ensure the establishment of functional QLTC structures within their districts.

(ii) Planning and Delivery Oversight Unit (PDOU)

The Unit was a mechanism to ensure coherent system focus towards the achievement of the system’s key priorities. The work of the unit focused primarily on:

· Assisting districts and schools in understanding and implementing key system policies and priorities effectively;

· Working with other sections of the DBE (Monitoring and Evaluation and IQMS) to identify key challenges to effective implementation and find mechanisms to unblock them;

· Identifying and facilitating the sharing of best practice; and

· Creating models for improved delivery to all learners and generating new knowledge and insights.

The key priorities for the 2012/13 financial year for the PDOU were as follows:

· Providing support for strengthened and aligned planning and implementation at district and school level;

· Providing structured support to improve learner performance in challenged districts and schools;

· Identifying and addressing major infrastructure challenges not on provincial priority lists;

· Sourcing and providing flexible response capacity to challenges identified; and

· Piloting new models of delivery of quality to all learners.

The PDOU also worked to identify and unblock delivery issues at provincial, district and school levels through the provision of a call centre and walk in service. In 2012/13 a total of 9 200 calls were processed and finalised; approximately 200 cases reported through DG/Ministerial letters resolved and 3 500 enquiries that come through the Presidential Hotline addressed successfully. A critical angle adopted through this service was to:

· Identify trends that cause blockages in the system;

· Identify whether they were province/school specific or generic; and

· Advise the system on their resolution.

The PDOU also supported underperforming districts and schools through management of underperformance in the system with the help of the established turn-around teams. The PDOU listed some of the general findings as follows:

· Overall the over 2 000 schools visited indicated increased focus across the system on getting schools to start teaching reasonably well; and

· Teacher provisioning across provinces was adequate although there were clear challenges around teacher utilisation in line with qualification;

A major crisis in schools visited in the former Transkei in the Eastern Cape where, at times, over 90 percent of teachers were temporary, and often significantly more than half of those in a number of schools volunteering their services as their contracts had not yet been extended at the opening of the school year. Leaning and Teaching Support Material (LTSM) coverage was “reasonable” with varying shortages in workbooks and textbooks across all provinces. A key concern was the continued prevalence of unacceptable conditions of classrooms; lack of furniture for learners; no water nor toilets (issues relating to the dignity of our learners) and being treated with respect.

The PDOU facility, although challenging to manage as it cuts across all branches and provinces, had proved a critical enabler in the attempts to address immediate challenges and also to identify long-term issues and work towards their resolution. It had also increasingly become the first point of contact for districts and schools in need of support. It had also been helpful in creating space to pilot new ways of working to inform developments in the system.

2.2.5 O verview of the Budget for 2013/14 and the Medium Term Expenditure Framework (MTEF)

Expenditure increased from R7.9 billion in 2009/10 to R12.9 billion in 2011/12 and the allocated budget increase from R16.3 billion in 2012/13 to R17.5 billion in 2013/14. It was expected to continue growing over the medium term to reach R23.0 billion in 2015/16. In comparison to 2012/13, the 2013/14 budget has increased by 8.57 percent in nominal terms and by 2.81 percent in real terms.

The Department’s spending focus over the medium term would be on infrastructure funding in the form of transfers to provinces through the education infrastructure grant, and payments for capital assets for the school infrastructure backlogs conditional grant, whereby the Department would take responsibility for the delivery of the projects. These grants accounted for the bulk of spending increases over the medium term, particularly spending in the Planning, Information and Assessment Programme to further accelerate the delivery and improvement of schools infrastructure.

Operating payments within spending on goods and services were second to infrastructure in terms of spending over the medium term and mainly provided funding for the Kha Ri Gude mass literacy project, which aimed to reduce adult illiteracy by providing an additional two million adults with an opportunity to become literate over the medium term, and the provision of workbooks for Grades 1 to 9 to improve learner performance in the foundational learning areas of literacy and numeracy.

Table 1: 2013 ENE Allocations from Treasury







2013 MTEF Allocations

20 373 508

21 366 832

22 349 704


567 419

1 232 527

6 657 630

Additional funds allocated to baseline / Adjustments to conditional grants:

8 206

10 085

14 494

Improvement in conditions of service: Department

Improvement in conditions of service: Umalusi

1 194

1 604

2 090

National initiative to improve learning outcomes

25 000

30 000

40 000

School Infrastructure Backlogs grant – Rescheduling



2 500 000

Education Infrastructure grant

533 019

1 190 838

4 101 046


(3 349 022)

(2 658 072)

(5 983 784)

Adjustments to baseline (savings) / Adjustments to conditional grants:

(3 400)

(3 600)

(3 700)

Savings and cuts on goods and services

School Infrastructure Backlogs grant

(733 019)

(2 330 837)

(5 341 046)

School Infrastructure Backlogs grant – Rescheduling

(2 500 000)



Education Infrastructure grant

(100 000)

(300 000)

(600 000)

HIV and AIDS (Life skills education) grant

(6 603)

(11 635)

(17 038)

National School Nutrition Programme grant

(6 000)

(12 000)

(22 000)


17 591 905

19 941 287

23 023 550

Table 2: Allocation per Programme for 2013/14 compared to 2012/13







increase/ decrease

Administration (1)

309 648

335 580


Curriculum Policy, Support and Monitoring

1 437 588

1 523 621


Teachers, Education Human Resources and

Institutional Development (2)

755 602

984 697


Planning, Information and Assessment (3)

8 370 170

8 988 995


Educational Enrichment Services

5 470 570

5 759 012



16 343 578

17 591 905

(1) Reprioritisation towards this programme is due to additional requirements relating to the Department’s interventions in provinces.

(2) The increase is mainly due to the additional allocation towards the NSFAS bursary scheme transfer.

(3) Increased allocation towards the Education Infrastructure Conditional Grant.

Table 3: Allocation per Programme over the 2013 MTEF









335 580

356 280

373 914

Curriculum Policy, Support and Monitoring

1 523 621

1 619 300

1 694 565

Teachers, Education Human Resources and

Institutional Development

984 697

1 044 064

1 092 831

Planning, Information and Assessment

8 988 995

10 844 769

13 519 804

Educational Enrichment Services

5 759 012

6 076 874

6 342 436


17 591 905

19 941 287

23 023 550

Table 4: Allocation per Economic Classification for 2013/14 compared to 2012/13







increase/ decrease

Compensation of employees (1)

349 614

389 366


Goods and Services (2)

1 641 562

1 819 703


Computer Services

52 778

51 635


Agency and support/outsourced Services

55 621

51 598


Inventory Stationery and printing

56 948

133 411


Property payments

77 244

71 215


Operating expenditure

1 277 638

1 343 871


Travel and subsistence

65 511

88 477



55 822

79 496


Interest and rent on land (3)

50 112

60 676


Transfers and Subsidies (4)

11 971 957

13 372 051


Payments for Capital Assets (5)

2 330 333

1 950 109



16 343 578

17 591 905

(1) The increase in this item is to enable the Department to attain full functionality.

(2) An increase due mainly to additional funds towards the Annual National Assessment Earmarked fund.

(3) Reclassification of items regarding the PPP Office Accommodation project.

(4) Increases in the Education Infrastructure Conditional Grant.

(5) Decrease as a result of the cuts, savings and rescheduling in respect of the Schools Infrastructure Backlog Indirect Grant.

Table 5: Allocation Summary over the 2013 MTEF








Compensation of Employees

292 253

311 437

328 892

Examiners and Moderators

18 440

19 546

20 445

Transfers to Public Entities

991 529

1 054 853

1 103 789

Other Transfers

37 250

42 985

53 582

Conditional Grants

12 343 272

13 188 340

16 349 916

Specially and exclusively appropriated

1 955 981

3 169 503

2 912 310

Earmarked Funds

1 634 671

1 817 357

1 901 770

Departmental Operations

254 007

269 110

281 483


64 502

68 156

71 363


17 591 905

19 941 287

23 023 550

In conclusion, the Director-General noted that in 2013 the Department would ensure stability in the entire system and further consolidate all 2012 achievements. Central to all the Department’s plans and activities was improving learner performance driven by the philosophy and conviction that “ every child matters ”. There was a need to strengthen the CAPS as they related to improved learner performance and to promote the utilisation of workbooks and textbooks. The Department would utilise the analysis of the 2012 ANA results to inform learning programmes for 2013, ensuring that all interventions reach the classroom as intended in order for the necessary impact to be realised. Another important aspect of the work of the Department would be the implementation of the provisions of White Paper 6 on Inclusive Education. Finally, Mr Soobrayan mentioned that the Department would work towards accelerating school infrastructure provisioning and strengthening levels of monitoring, oversight and support.

2.2.6 Committee Observations

The Portfolio Committee noted, inter-alia, the following key issues and concerns regarding the Department’s plans and budget allocation for 2013/14:

(i) Budget allocation : As in previous years, the Committee welcomed Government’s commitment to making Basic Education a top priority as reflected in the substantial budget allocation to the sector.

(ii) Annual Performance Plan (APP): The Committee was concerned with the fact that some crucial quality performance indicators/targets on the National Senior Certificate (NSC) Grade 12 learner performance, which were in the 2012 APP, had been dropped in the 2013 APP. These included the following:

o The numbers of Grade 12 learners passing the key subjects of mathematics and physical science; and

o The number of Grade 12 learners who become eligible for entrance to a Bachelors programme at university.

The absence of these quality indicators in the APP was cause for concern to the Committee given that both the sector-wide Action Plan to 2014 (Goals 4-6) and the National Development Plan (NDP) [1] emphasised them. The APP focused on the percentage of learners sitting for the National Senior Certificate examinations who obtain a National Senior Certificate.

The Committee was uncertain whether some targets that were mentioned, in fact, formed part of the Department’s commitments for 2013 as they were not in the Annual Performance Plan. Several targets of the previous year had not been achieved. Was there any reason for dropping some of the measurable targets? Some of the predetermined objectives for 2012/13 had not been achieved. The Committee was interested in understanding how the non-achievement would be filtered into the 2013/14 financial year.

(iii) Image of the Sector: The Committee supported the Department’s plans to work on improving the image of the Sector, which had been adversely affected in 2012.

(iv) Alignment with NDP: The Committee noted the Department’s efforts to align some of its programmes with the National Development Plan but urged the Department to ensure that all its programmes were progressively aligned to the Plan, including teacher performance alignment with remuneration.

(v) Implementation of SONA : The Committee queried the progress in respect of the Presidential Remuneration Commission on teacher remuneration since their work was crucial in contributing to stability in the sector.

(vi) Sector Performance : As noted in previous reports, the Committee was interested in having an overall picture of the performance of the entire Sector, including in relation to donor funds and provincial funding - not just limited to Vote 15: Basic Education. In this regard, there was need to strengthen reporting mechanisms in place and make them work.

(vii) Performance of the System : The Committee remain concerned that South Africa had invested much into Education compared to many SADC countries, yet the country performed poorly compared to many of these SADC countries. It was important that we learned the good practices from these countries. It was also important that the Department used the lessons learned from the challenges faced with Limpopo and apply these in other provinces.

The Committee requested the following:

· That the Department returned to the Committee later in the year to give the Committee a consolidated, overall figure in respect of the Sector (incl. donor funding, grants etc);

· That the Department urgently looked into the issue of accountability of provinces in respect of policy implementation; and

· That the Department to give the Committee a follow-up briefing on the Presidential Remuneration Commission outcomes in respect of teacher remuneration.

(viii) Branch: Administration

· The Committee was concerned that the Department needed to ensure proper implementation on the Section 100 interventions;

· The Committee queried the School Monitoring Survey and requested to know who was responsible for assessing and approving textbooks for schools (giving an example of blatant mistakes in two approved textbooks);

· In respect of the Conditional Grants and budgets for statutory bodies – who was responsible for the conditions set and monitoring of these funds to statutory bodies;

· The Committee queried as to whether there was a National Risk Control Strategy as opposed to each province having its own Risk Control Strategy;

· The Committee questioned the extent to which the Conditional Grants had achieved their intended purpose. The Committee needed to know the breakdown of the grant to the various provinces;

· The Committee was also interested in the extent to which consultants and other service providers were utilised for many of the programmes of the Department. It was mentioned that at least nine consultants had been used during the Section 100 Interventions in Limpopo and Eastern Cape . The Committee requested to know the budget allocation for the use of these consultants – and their future use in the next financial year;

· As expressed in previous reports, the Committee was aware that data captured and utilised by the Department was neither verified nor credible. The Department needed to work on the verification and validation of all data used in the system to ensure credibility in the system;

· The Committee urged the Department to ensure that the NEEDU Bill reached Parliament in good time, taking into account the shortened Parliamentary year; and

· The Committee was interested in the evaluation of the impact of the Khari Gude programme and its contribution to Human Resources in the Sector.

(ix) Programme 2: Curriculum Policy, Monitoring and Support

· The Committee was concerned that teachers at multi-grade schools had a larger workload than ordinary teachers. It was important that the Department looked into the matter of extra incentives for these multi-grade teachers. It was important that the Department researched those countries where Multi-grade schools were a success;

· The Committee was satisfied with the career guidance advocacy but urged the Department to invest in career guidance teachers;

· The Committee requested that the Department make available the National Strategy for Learner Attainment (NSLA) as well as copies of the Literacy and Numeracy Strategy;

· It was worrying that with the implementation of the NSLA, there was little being planned for Special Schools. The approach by the Department to Inclusive Education was of concern. The Committee queried as to whether the Department had not considered “top-slicing” from other programmes to accommodate Inclusive Education. Further, the Committee hoped the Department would send some policy directive to provinces regarding Inclusive Education;

· The Committee supported the Department’s 2013 priority to strengthen School Based Assessment to reach the goals of quality education;

· The Committee requested information on the expected date for the recruitment drive for librarians to commence;

· It was surprising that as the year declared to intensify the implementation of Inclusive Education, the Departments Strategic Priorities and APP was silent on Inclusive Education (budget allocation and indicators);

· With additional funding for Inclusive Education, the Committee felt it important that the necessary resources would be produced;

· The Committee was concerned that the teacher lap top initiative had still not been resolved;

· The Committee queried whether the Department would reach its universal target of 100 percent for Early Childhood Development by 2014;

· The Committee was concerned over the lack of accountability of principals for LTSM. The Department needed to list the roles and responsibilities of principals; and what they required to implement their accountability;

· The Committee was concerned that there seemed to be minimal synergy between the National Department and Provincial Education Departments;

· There was a disturbing trend that Higher Education Institutions were not teaching the necessary subjects to the Fundza Lushaka Bursars; and

· The Committee was delighted that the Department was considering the two-stream model in education.

The Committee requested the following:

· That the Department returned to the Committee for a further briefing session on Inclusive Education (ensuring that the full team from the Department is present);

· That the Department approached the various Universities to assist with libraries and source student volunteers; and

· That the Department ensured that principals were held accountable for effective management of their schools through a review of performance agreements.

(x) Programme 3: Teachers, Education Human Resources and Institutional Development

· The Committee queried whether the Department was included in the task team to focus on teacher remuneration and the influence the Department had in the task team;

· The Committee questioned the role played by the Department of Public Service and Administration in respect of teacher remuneration, professional development and training;

· The Committee was of the view that IQMS would not materialise if there were no consequences for non-compliance. Many principals seemed to be unfamiliar with IQMS. The Department needed to ensure proper utilisation and implementation of IQMS;

· The Committee was concerned with steps taken by the Department in ensuring that the relevant qualified teachers were appointed in rural schools. It was important to make it attractive for teachers to teach in rural areas;

· The Committee queried whether the Department was in collaboration/engaged with the Higher Education Institutions (HEIs) in respect of the supply and demand of teachers;

· The Department needed to heed the warnings of an aging workforce and work to ensure that the sector had enough teachers to enter the system;

· The Committee observed that there was no uniformity in the issuing of bulletins by the various Provincial Education Departments;

· The Committee remained concerned with the placement and use of displaced and temporary teachers in the system;

· The Committee also queried the salary negotiations for Grade R practitioners;

· The Committee requested that the Department engaged with the Higher Education Institutions in respect of the curriculum for the Fundza Lushaka Bursars;

· The Committee questioned the type of benefits and incentive available for teachers to upgrade themselves (and their children); and

· The Committee was concerned about the Department being able to reconcile the various Acts governing education and those of the Public Service.

The Committee requested the following:

· That the Department supply the Committee with the Attraction and Retention Policy;

· That the Department needs to explore professionalising the teaching profession; and

· That the Department review at the appointment of principals and deputy principals by the Department.

(xi) Programme 4: Planning, Information and Assessment

· The Department needed to ensure that all the plans of the Directorate were aligned with that of the National Development Plan (NDP);

· The Committee was concerned that provinces were not spending monies earmarked for infrastructure. It was important that the National Department had mechanisms in place to implement this on behalf of provinces that were non-compliant. The Committee was further concerned that many schools did not meet the current norms and standards for school infrastructure. It was queried whether such schools would also be included in the ASIDI programme;

· The Committee expected continuity in the service to schools after the completion of the ASIDI programme;

· The Committee queried the influence of the Department over sister departments regarding access roads, road infrastructure and bridges;

· The Committee was concerned that the implementing agents used their own procurement processes outside of those governed by the DBE policy;

· It was imperative that the Department did not marginalise emerging service providers. It was important that all contractors were adequately graded for job creation;

· It was important for the Department to take into account the relocation and migration of people to different areas. There was a need to collaborate and plan with the various local municipalities;

· The Committee requested that the Department look into including hostels in the ASIDI plans;

· The Committee welcomed the Department’s plans to open up for consultation the revised model for fee-sensitive schools;

· The Committee questioned the reason for disaggregated ANA results not being made available to schools;

· The Committee requested that the School Monitoring Survey Report 2012 be made available to the Committee;

· In respect of IT, the Committee was concerned over the provisions made by the Department in weather–prone areas and back up provided;

· The Committee requested an explanation from the Department regarding the outcry from Provincial Education Departments who received late allocations for the norms and standards funding;

· The Committee requested that the Department ensure uniformity in its new approach to the classification of fee-schools and no-fee schools;

· The Committee observed that EMIS funds were not being utilised by Provincial Education Departments for their intended purpose. How did the Department ensure enforceability of policies and track earmarked funds;

· The Committee queried as to whether the new Information Management System would also capture and include learners in correctional facilities;

· The Committee remained concerned over the trend of exam coaching or the incubation of learners. It was important that the Department dealt with this urgently;

· The Committee was awaiting the release of the amendments to the Norms and Standards policy – and felt that it should be open to public scrutiny; and

· The Department needed to investigate the ANA-scripts that were taken from schools for moderation and not returned to schools.

(xii) Programme 5: Educational Enrichment Services

· The Committee was concerned with the high pregnancy rate at schools. The Committee wondered whether the Department would follow the Gauteng strategy and model to deal with learner pregnancy;

· The Committee queried the high –level interventions by the Department in school sport when, in fact, schools had continuously successfully practiced sport at school level; and

· The Committee urged the Department to strengthen its collaboration with the Department of Health in the fight to ban alcohol and drug advertising.

The Committee requested the following:

· That the Department give the Committee a comprehensive presentation on drugs/alcohol/school safety in the near future;

· That the Department needed to ensure that all the necessary support structures were in place in schools to facilitate school sport for talented learners;

· That the Department needed to collaborate with sister departments in respect of banning drug and alcohol advertising as well as the fight against obesity; and

· That the Department needed to supply the Committee with the Training Manual regarding Bullying at school.

(xiii) Planning and Delivery Oversight Unit + QLTC

· The Committee requested that the PDOU supplied the Committee with its budget as soon as possible;

· It was important that District heads were held accountable for the necessary implementation of QLTC;

· The Committee was in agreement that the PDOU was doing valuable work;

· The Department needed to ensure that the necessary QLTC advocacy was timed accordingly to obtain maximum exposure;

· The Committee queried whether the three year mentoring and coaching programme was accredited and certificated; and

· It appeared that the QLTC was not having the required impact at a local level. Many principals were not familiar with the Campaign. The Committee was concerned over the impact the programme was having in provinces.

The Committee requested the following:

· That the PDOU supplied the Committee with its organogram and work plan;

· That the Directorate also supplied a copy of the 94+ Campaign;

· That the Department needed to supply timelines in dealing with the issue of temporary teachers (particularly in the Eastern Cape); and

· That the Department needed to ensure that the necessary mobile classrooms were supplied where they were needed.

3. Overview of Strategic Imperatives and Budget Allocations of the Department’s Statutory Bodies

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

Dr M S Rakometsi, Chief Executive Officer (CEO), led the presentation which touched on the mandate, vision, mission and goals of Umalusi. Mr J Thomas, Chief Financial Officer (CFO), presented the executive summary of the Council’s statements of financial performance, position and budget allocations.

The seven Key Result Areas for Umalusi over the MTEF remained as follows:

· Establishing and maintaining a system to develop, evaluate and certify qualifications (and curriculum);

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

· Establishing and implementing a system for the evaluation and accreditation of private providers;

· Researching matters related to the Sub-framework of qualifications and report on quality in general and further education and training supported by statistical analysis;

· Developing and ensuring good corporate governance and management of the Office of the Chief Executive Officer;

· Ensuring that Information Technology systems were established, maintained and improved; and

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

Unaudited Statement of Financial Performance as at 31 March 2013 – The Council had a net deficit of R 6 369 609. At least 87 percent of the Budgeted Revenue from operations was recognized with 16 percent realised in the previous year. Umalusi received a 101 percent grant from the Department of Basic Education. The Council incurred 93 percent of its budgeted expenses with a vacancy rate of 10 percent.

Unaudited Statement of Financial Position, Cash Flow, Debtors and Investments – The Councils Total Assets were valued at R 66 090 656. Invoiced debts collected to date stood at 147 percent with cash available amounting to R 2 032 563. The Council’s investments of R 33 268 454 were attracting a net interest of 5 percent per annum.

The Committee received a detailed breakdown of comparative total expenditure versus a three-year average with detailed tables indicating the following:

· 2012/13 Revenue Budget versus Actual (revenue streams indicated);

· 2012/13 Expenditure Budget versus Actual (current); and

· Statement of Financial Position as at 31 March 2013.

In the 2012/13 Budget, the Council received further approval of a revised budget, including the R 27m in reserve, for the following:

· Renovations- R 6,4m (done);

· Adult Matric project- R 2m (under discussion);

· Other premises- R 15m (in progress); and

· Unforeseen expenses- R 4m (reserved based on outcome of additional premises).

The revised budget for 2013/14 for R 110 704 500 was granted by the Minister of Basic Education in a letter dated 10 April 2013 . The MTEF Budget forecast is as follows:





R 92 952 000

R 110 704 500

R 118 919 797

R 135 240 416

Of the 2013/14 budget allocation, the DBE grant approved was R 97 662 000, which represents 88 per cent of the Council’s total budget. Notably, the DBE grant to Umalusi increased from R 18 391 000 (20 per cent) in 2011/12 to R 42 330 000 (46 per cent) in 2012/13. As noted in previous reports, the Committee supported the Council’s bid for additional funding to effectively carry out its mandate and had expressed satisfaction when the funding was granted.

Mr Thomas went on to present, in detail, the Budget Allocations for the various Key Result Areas (KRAs), with specific outcomes and motivations for increased allocations to individual KRAs.

The Committee was informed that Umalusi had challenges in respect of its future as published in the Higher Education and Training Green Paper. Umalusi was awaiting the release of the White Paper in respect of the proposed collapsing of the three Quality Councils in one. Umalusi had made recommendations in the Green Paper on the matter.

Dr Rakometsi, on behalf of Umalusi, expressed their sincere gratitude to the Committee, the Minister of Basic Education and the Department of Basic Education for their support in ensuring that the grant awarded to Umalusi was improved so that their mandate of quality assuring standards was achieved in South Africa.

Committee Observations

The Portfolio Committee raised the following in respect of the Umalusi Budget Review:

· Overall, the Committee was appreciative of the valuable work of Umalusi in carrying out its mandate;

· The Committee needed clarity on whether Umalusi played a role in respect of the Curriculum and whether they would be part of the Ministerial Committee/Task Team looking at the issue of the Quality of Grade 12 passes;

· There were concerns that Umalusi did not quality assure the Curriculum and Assessment Policy Statement (CAPS) before its roll out;

· The Committee also raised concerns as to whether Umalusi initiated or decided on a qualification; and the procedures followed. Umalusi reported to the Committee that they were still finding each other with the Department in respect of Curriculum Development. There had been discussions in this regard. The Council explained that in terms of their mandate, they quality assured any qualification or initiated qualification. The approval of a qualification rested with the Minister. Umalusi was of the opinion that a qualification needed to run at least five years before it could be properly reviewed. The Council further reported that they were currently involved in the evaluation of CAPS through both horizontal and vertical evaluation and would produce substantial reports;

· The Committee queried whether the research done by Umalusi was readily available to the general public. The Committee was informed that Umalusi conducted quality research approved by the Research Forum. Once completed, the Council held seminars and conferences on the research outcomes. Umalusi’s research was available on request;

· The Committee was concerned about recent reports of fraudulent certification/qualification and whether the reputation of Umalusi was not at risk. The Council explained that these were handled as criminalities and handed to the South African Police Services (SAPS) to deal with. The Council had a host of security features (e.g. watermarks) to deter fraudulent activity. The Committee agreed that these features needed to be highlighted;

· The Committee also queried the relationship between Umalusi and the National Education Evaluation and Development Unit (NEEDU). The Committee was told that the relationship between the two public entities were yet to be fully clarified;

· The Committee questioned whether Umalusi would consider bringing back the differentiation in subjects e.g. Standard and Higher Grade Mathematics. Umalusi mentioned that it had not had any engagement or debate around the issue of differentiation in subjects. Although there were challenges in the education system, the Council was confident with the quality of the education system. The Committee felt that it was important for Umalusi to assist in laying to rest the debate on the quality of education in South Africa; and

· The Committee enquired whether Umalusi had a role to play in respect of ANA.

Committee Recommendations

The Committee recommended that Umalusi, together with the Department of Basic Education consider convening a workshop/seminar on the issue of the “Quality/Credibility of the South African Matriculation Results”. The Committee further requested that Umalusi made available its compendium of all research.

3.2 The South African Council for Educators (SACE)

SACE was responsible for the registration and professional development of all educators as well as upholding the ethics of the profession. The Council further advised the Ministers of Basic Education and Higher Education and Training and promoted research on professional matters.

The main focus of the Council for the 2013/14 financial year included the following:

3.2.1 Registration - The Council intended to register all educators who satisfied registration requirements and to maintain and sustain the credibility of the educator database. The Council would also enhance the quality of the registration of teachers by introducing standards of entry into the profession. The Council aimed to register at least 28 000 educators in the reporting period, with 20 000 educator documents updated.

Financial Implications for Registration:









Financial Performance Data






Medium Term Estimate

R Thousand








1 000

1 400

3.2.2 Professional Development – The main aim was to roll out the Continuing Professional Teacher Development (CPTD) System. The council was also developing the SACE provincial presence concept document. The Council would recruit nine retired educators/college lecturers to coordinate the CPTD system at provincial level. The Council was also tasked with developing a manual and electronic Professional Development Portfolio. The Portfolio recorded all evidence of participation in professional development by educators. The Portfolio would also be available on the CPTD Information System. The Council hoped to finalise the draft Portfolio by April 2013. The Portfolio would be tested in the sign-up workshop sessions with principals and deputy principals.

The CPTD System would be implemented with three cohorts as follows:

· First Cohort: Principals and Deputy Principals (40 747);

· Second Cohort: Heads of Department (HODs) (55 032); and

· Third Cohort: Teachers (342 680).

The CPTD Orientation and sign-up process would take place through electronic self-service web-portals and manual forms as well as workshop sessions, video-clips and CDs at schools. The aim was to ensure orientation and sign-up for 40 747 principals and deputy principals and 25 000 schools. The Council met with the fist three provincial HODs in North West, Western Cape and Mpumalanga to share the implementation plans and identify areas of support. Sign-up sessions scheduled for March 2013 in North West, the Free-State and Mpumalanga had been postponed due to non-participation by organised labour. The remaining provinces would be visited in April 2013.

Timelines for the CPTD roll-out was planned as follows:

· January 2014 – December 2014:

- The first Cohort starts the 1 st year of the three year CPTD cycle; and

- The second Cohort engages in the CPTD orientation and sign-up workshops.

· January 2015 – December 2015

- The first Cohort starts 2 nd year of thee year CPTD cycle;

- The second Cohort starts 1 st year of three year cycle; and

- The third Cohort engages in the CPTD orientation and sign-up workshops.

· January 2016 – December 2016

- The first Cohort starts in the third year of thee year CPTD cycle, and earns 150 points by December 2015;

- The second Cohort starts 2 nd year of three year cycle;

- The third Cohort starts in the first year of the three year CPTD cycle; and

- The impact study of the first Cohort’s three year cycle is produced.

In January 2017 the first Cohort’s 150 points falls away as the cohort starts a new cycle. In respect of the provider approvals and activity endorsements, the Council planned recruitment and capacity building for 54 new evaluators and the approval of 150 providers. The Council also planned to endorse 450 professional development activities/programmes. A CPTD Monitoring and Evaluation Framework would look at the following:

· The sign-up process;

· Participation in the CPTD System;

· Professional Development Uptake;

· The quality of Professional Development Provisioning by the Providers; and

· Provider Capacity.

The Monitoring and Evaluation verification tolls would cover the following:

— CPTD-Information System Reports;

— School visits;

— Professional Development Portfolio samples; and

— Provider Site Visits.

Financial Implications for Professional Development:









Financial Performance Data






Medium Term Estimates

R Thousand

Professional Development




1 089

10 052


7 200

7 200

3.2.3 Ethical Standards - The purpose of this programme was to promote ethical conduct among educators and to facilitate interventions and support for schools and educators on ethical matters. The Council’s objectives in the year under review were to reduce the number of violations of the Code of Good Practice. The number of violations for the current year stood at 650 complaints. The Council aimed to workshop 35 000 educators and stakeholders on the code of professional ethics. This would contribute to the reduction of violations of the code of professional ethics and the provision of quality education by professionalising the sector.

Financial Implications for Legal and Ethics:









Financial Performance Data






Medium Term Estimates

R Thousand

Legal and Ethics




1 624

1 500


2 400

2 800

3.2.4 Policy and Research – The Council had two policy positions to inform the advice to the Minister of Basic Education i.e. Internal Teacher Migration and Principals and Deputy Principals Needs. The Council had the following four research projects:

· Attitudes of principals and deputy principals on professional development;

· The state of the teaching profession, with a special focus on principals’ and deputy principals’ activities and programmes (to determine values they attach to different professional development activities and programmes);

· Analysis of the teacher misconduct cases referred to SACE from 2008 – 2012. Tracer study on teacher supply and demand (tracking the number of newly qualified teachers going into teaching, how many leave teaching, where do they go, consider the professions competing with teaching); and

· An analysis of the database of Foreign Educators (2008-2012) registered with SACE.

The key activities for 2013/14 were the dissemination of policy and research publications produced and disseminated:

· Internal Teacher Migration;

· Principals and Deputy Principals’ Needs Analysis Report; and

· CPTD Monitoring and Evaluation Report.

Financial Implications for Research and Development Policy and Research:

2008/ 0 9








Financial Performance Data






Medium Term Estimates

R Thousand

Research and Development







1 000

1 400

3.2.5 MTEF Projections - The following notes speak to some of the issues covered in the MTEF Projections: Revenue – The Council increased monthly subscription fees from R 6.00 to R10.00 with effect from 1 July 2010. They received funds from the Department of Basic Education to subsidise the administration of Professional Development. To date no commitment for the subsidy amount had been received. The Council budget would be adjusted on receipt of written commitment or funds from the Department of Basic Education. The registration fee was expected to decrease as the Council cleared the backlog. Currently no fees were charged for renewals of provisional registration. The building reserve fund contributed to interest received. Expenditure - The rental for offices had increased from R 950 000 in 2012 to R 6.6 million in 2014. The rental contract ran until 30 June 2016. There was a drastic decrease in the mandatory functions budget. The office rental was funded from the same operational budget while fixed costs were escalating. The building reserve fund was aimed at purchasing the building by 2015. The accumulated reserve stood at R 40 million as of 28 February 2013. The building in Visagie Street was sold at an auction for R 10.5 million and the proceeds would be transferred to the building reserve fund once payment was received on 11 April 2013.

3.2.6 Committee Observations

The Committee raised the following issues and concerns regarding SACE’s strategic imperatives:

· The Committee was concerned whether SACE, having relocated to their new building, had the necessary insurance in place and would be able to cover rates and taxes on the building;

· The Committee was concerned over the stated figures in respect of the backlogs to be completed. The Committee was uncertain if SACE, in fact, knew what the backlog figures were and how long it would take to clear these backlogs;

· The Committee queried the numbers reflected for foreign teachers registered and provisionally registered. The Council needed to ensure that these qualifications were genuine and not fraudulent;

· The Committee was also concerned with the Professional Development system and queried whether there were any incentives for educators and whether these development programmes were mandatory. The Committee further queried the standards of the programmes available and whether they were accredited programmes;

· The Committee was concerned that many of the sexual offences/abuse cases had not been dealt with and completed. The Committee queried whether there was any conflict between the SACE Act, the Sexual Offences Act and the Employment Equity Act in dealing with offenders;

· The Committee queried the impact and implications for not proceeding with the sign-up in the affected provinces;

· The Committee urged that SACE engage with the Department of Basic Education in respect of the delays in the guaranteed funds for SACE and the amount involved. The Committee was concerned that the delays in securing these funds would negatively impact on the plans and programmes of the Council;

· It was important that the Council dealt with the issue of promotions since it was difficult to see the correlations between educator qualifications and promotion;

· SACE needed also to deal with the matter of registration of the educators at FET Colleges. Many of these educators were not professionally qualified and registered but offered valuable skills and expertise;

· The Committee was also concerned over a perceived conflict of interest of SACE’s employees and their membership of organised labour;

· The Committee was concerned with the trend of having special classes for certain learners at schools over weekends – this had lead to tensions between the School Management Team and communities; and

· The Committee was concerned that the Council was not as visible to its membership and did not communicate as regularly as it should.

3.2.7 Committee Recommendations

The Committee recommended that SACE engage with the Department of Basic Education on the issue of Professional Qualification and Promotion. It was important that SACE also dealt with the roles and responsibilities of the Council and the Department in respect of misconduct of educators. SACE in conjunction with the Department of Basic Education needed to do the necessary profiling of the Fundza Lushaka Bursars in the system, since it has been increasingly difficult to track these bursars. The Department of Basic Education and the Council needed to have discussions on the Recognition of Prior Learning (RPL) and how this could be accommodated.

The Committee congratulated SACE on acquiring its new building as well as having received an unqualified audit opinion with no emphasis.

3.3 The Education Labour Relations Council (ELRC)

The ELRC reported that their Annual Performance Plan (APP) and Budget were developed in line with the current Strategic Plan and accurately reflected the performance targets which the ELRC intended to achieve. An Executive Committee Lekgotla was held in December 2012 to identify matters to improve the Council’s performance. The strategic outcome oriented goals of the ELRC were as follows:

· Proactive dispute prevention and resolution;

· Collective bargaining processes that maximised the scope of the parties’ shared interest;

· Appropriate support and training for all involved in dispute resolution and collective bargaining;

· Sound communication strategies that support and complement core activities of the Council; and

· Research and monitoring and evaluation activities that provide evidence base for improved policies and policy implementation in basic education.

To improve the performance of the Council, the following strategic goals were developed:

· To rebuild sound relations between the parties to the Council;

· To review structures and strengthening processes of collective bargaining;

· To monitor, evaluate and ensure compliance to collective agreements;

· To develop and implement a dispute prevention strategy; and

· To enhance good governance with the development and implementation of a risk management strategy, effective performance management of the organisation and an investment in human capital development.

3.3.1 ELRC Programmes:

The core business of the ELRC could be summarised into four programmes as follows: Programme 1: Dispute Management Services – The purpose of the programme was to manage disputes proactively through dispute resolution, resolution of special disputes involving children and training and development services.

Provision of Dispute Resolution Services:

Annual Targets:

· 100 percent of Conciliations finalised within 30 days;

· 80 percent resolution of ordinary arbitrations within 180 days;

· 200 cases settled; and

· 70 percent of arbitrations to be resolved concerning promotion arbitrations

Quarterly Targets:

· 100 percent of Conciliations finalised within 30 days from registration of disputes - for all four Quarters;

· At least 80 percent of resolutions of ordinary arbitrations within 180 days from when conciliation failed – for all four Quarters;

· 50 cases settled for each Quarter; and

· 70 percent of promotion arbitrations are resolved within 120 days from when conciliation failed – for all four Quarters.

Resolution of Special Disputes Involving Children

Annual Target:

· Resolution of 75 percent of arbitrations where a child was a victim within 180 days

Quarterly Target:

· Resolution of 75 percent of arbitrations where a child was a victim within 180 days

Training and Development Services

Annual Target:

· Training and development provided to 240 Dispute Resolution Practitioners and Commissioners

Quarterly Target:

· Training and development provided to 240 Dispute Resolution Practitioners and Commissioners in the fourth Quarter Programme 2: Collective Bargaining Services – The purpose of the programme was to ensure the development of effective policies in a non-disruptive environment. This entailed the promotion of collective bargaining services. The Council was involved with implementation and monitoring of collective agreements and policies as research services.

Promotion of Collective Bargaining Services

Annual Target:

· At least eight of the 11 agreed matters of mutual interest in public education are concluded successfully in bargaining meetings

Quarterly Targets:

· First Quarter – Two out of 11 bargaining matters of mutual interest placed on the agenda of the Council achieved conclusion. The Council would have the Revised Post Provisioning Norms (PPN) Policy finalised in June 2013;

· Third Quarter – Five out of 11 bargaining matters of mutual interest placed on the agenda of the Council achieved conclusion. Further, the conclusion of the following Collective Agreements in September 2013:

o Revised performance management instrument for educators;

o Establishing parity of notches of educators;

o Appointment of temporary educators; and

o Incentives for educators

· Third Quarter – Two out of 11 bargaining matters of mutual interest placed on the agenda of the Council achieved conclusion; and

· Fourth Quarter – Two out of 11 bargaining matters of mutual interest placed on the agenda of the Council achieved conclusion.

Implementation of Collective Agreements/Policies

Annual Target:

· Training and advocacy on the implementation of collective agreements at least four times.

Quarterly Targets:

· First Quarter – Collective Agreement on the revised performance management instrument for educators be implemented by June 2013;

· Second Quarter – Advocacy and training for implementation of Collective Agreement on the revised performance management instrument for educators be conducted in September 2013;

· Third Quarter - Advocacy and training for implementation of Collective Agreement on the revised performance management instrument for educators be conducted in November 2013; and

· Fourth Quarter – Collective Agreement on the revised performance management instrument for educators be implemented by January 2014.

Monitoring the Implementation of Collective Agreements/Policies

Annual Target:

· A report on the monitoring of collective agreements compiled and available four


Quarterly Targets:

· Fourth Quarter – the following reports are available in March 2014:

o Report on the monitoring of the implementation of CA on the revised performance management instrument for educators;

o Report on the monitoring of the implementation of CA on establishing parity of notches of educators;

o Report on the monitoring of the implementation of CA on the appointment of temporary educators; and

o Report on the monitoring of the implementation of CA on the incentives for educators.

Research Services

Annual Target:

· A report on the factors that promote labour peace, educator morale and wellbeing be available twice.

Quarterly Targets:

· Second Quarter – A preliminary report on the research on an appropriate model for the institutionalisation of ECD practitioners in September 2013; and

· Third Quarter – A report on the monitoring of the implementation of CA on the incentives for educators in November 2013.

Consultation, Implementations and Monitoring of Collective Agreements and Policies

Quarterly Targets:

· First Quarter:

o At least two employee wellness programmes introduced;

o A workshop on the indicative budget for post provisioning;

o Educators evaluated; and

o Temporary teachers utilised maximally and effectively.

· Second Quarter:

o Consultation on post provisioning are finalised and reports tabled;

o At least two employee wellness programmes introduced;

o Ensure 100 percent of educators are evaluated, developed and paid;

o Temporary educators utilised maximally and effectively

· Third Quarter:

o At least two employee wellness programmes introduced;

o Consultation concluded and staff establishment issued to all schools

o Educators are evaluated and developed; and

o Temporary teachers utilised maximally and effectively.

· Fourth Quarter:

o At least two employee wellness programmes introduced;

o Implementation reports on provisioning 2014 received and analysed by Chamber

o Educators are evaluated; and

o Temporary teachers utilised maximally and effectively. Programme 3: Administration Services – The purpose of the programme was to provide support services to core operational functions of the Council.

Maintain and improve the finance administrative system

Annual Targets:

· An approved compliance and audit findings report be available; and

· 100 percent of debt collected.

Quarterly Targets:

· First Quarter – An approved compliance and audit findings report is available with 100 percent of debt collected;

· Second Quarter –100 percent of debt collected;

· Third Quarter – An approved compliance and audit findings report is available with 100 percent of debt collected; and

· Fourth Quarter – 100 percent of debt collected.

Procure Goods and Services within Policies and Guidelines

Annual Targets:

· A report on monitoring compliance of supply chain management is available;

· Updated approved supplier database is available; and

· At least three Supply Chain Management (SCM) practitioners trained.

Quarterly Targets:

· First Quarter:

o A report on monitoring compliance of supply chain management is available;

o An updated approved supplier database is available; and

o At least two SCM practitioners trained.

· Second Quarter:

o A report on monitoring compliance of supply chain management is available; and

o An updated approved supplier database is available.

· Third Quarter:

o A report on monitoring compliance of supply chain management is available;

o An updated approved supplier database is available; and

o At least one SCM practitioners trained.

· Fourth Quarter:

o A report on monitoring compliance of supply chain management is available;

o An updated approved supplier database is available; and

Maintaining Good Labour Relations

Annual Targets:

· Human resources (HR) policies reviewed and approved;

· A recognition agreement with staff trade union is in place; and

· Efficient and effective workforce plan reviewed.

Quarterly Targets:

· First Quarter:

o Efficient and effective workforce plan reviewed – commission work study

· Second Quarter:

o Job evaluation

· Third Quarter:

o Approved HR Policies;

o Approved recognition agreement; and

o All positions evaluated and graded.

· Fourth Quarter:

o Approved HR policies circulated; and

o Approved new organisational structure.

Training and Development

Annual Targets:

· Twenty eight employees developed and trained.

Quarterly Targets:

· First Quarter – two employees developed and trained;

· Second Quarter – five employees developed and trained;

· Third Quarter – fourteen employees developed and trained; and

· Fourth Quarter – seven employees developed and trained.

Ensure a Healthy and Safe Work Environment

Annual Targets:

· Three wellness programmes conducted.

Quarterly Targets:

· Second Quarter – One wellness programme conducted;

· Third Quarter – One wellness programme conducted; and

· Fourth Quarter – One wellness programme conducted.

Provide Reliable Information Technology and Communication Systems

Annual Targets:

· Information Technology and Communication systems overhauled.

Quarterly Targets:

· First Quarter – Due diligence report approved;

· Second Quarter – SITA approved as official service provider;

· Third Quarter – New IT and communication system implemented; and

· Fourth Quarter – IT and communication systems overhauled. Programme 4: Capital Expenditure – The purpose of the programme was to provide the necessary capital resources to ensure effective and efficient delivery on Council’s mandates.

Managing the Property and Assets of the Council

Annual Targets:

· Property refurbished and maintained - Tender on refurbishment awarded

Quarterly Targets:

· First Quarter – Bid specification for appointment of project manager finalised;

· Second Quarter – Project manager appointed;

· Third Quarter – Bid specification for refurbishment of building finalised and tender issued; and

· Fourth Quarter – Tender awarded.

The Portfolio Committee received a detailed breakdown and overview of the 2013/14 Budget and MTEF Estimates for the ELRC.

3.3.2 Budget and MTEF Estimates

The ELRC’s budget for 2013/14 was estimated at R58.6 million, a decrease from R65.9 in 2012/13. The budget consisted of R48 million from the levies received, R2.1 million from investment and R8.5 million from transfers.

Overall, the Dispute Management Services Programme accounted for 16 per cent of the allocation of the programmes. The Collective Bargaining Services was allocated the 31 percent of the ELRC’s budget. The Administration Services accounted for 384 percent of the overall allocation to programmes while the Dispute Prevention Support Services were allocated 19 percent.

3.3.3 Relating Expenditure Trends to Strategic-Oriented Goals:

· The core business of Dispute Resolution and Collective Bargaining Services had been allocated 66 percent of the total budget, being increased from 56 percent;

· The Council mentioned that the funding of its strategic outcome oriented goals had not been compromised;

· The expenditure of the ELRC was closely aligned to the income generated;

· The funding model was unique and challenging;

· The accumulation of surplus funds/reserves was adequate over the MTEF period;

· Revenue increases, excluding the transfer from transformation fund and accumulated reserves, from R56.5 million in 2009/10 to R65, 8 million in 2012/13, were due to an increase/decrease in interest from investments and transfers from reserves;

· Expenditure increased from R46 million in 2009/10 to R58, 4 million in 2012/13, at an average annual rate of 8.3 percent, mainly due to an increase in the staff complement and depreciation in the 2012/13 financial year in anticipation of the increased capital expenditure of refurbishing the Council owned building;

· The Council projected that deficits would arise over the MTEF period due to the income remaining constant. However, the Council had sufficient reserves to cover this deficit; and

· It is anticipated that the levies would need to be increased to cover the deficit from the 2016/17 financial year, since the deficits were not sustainable in the long term.

3.3.4 Committee Observations

The Portfolio Committee made the following observations in respect of the ELRC Budget Review:

· The Committee raised concerns around the status of the performance assessments for principals and deputy principals – and a timeline for resolving this matter;

· The Committee questioned the role played by the ELRC in labour peace. The Committee queried the current dispute with organised labour in respect of agreements and disputes. Was this matter still with the Council? Where did it reside currently;

· The Committee raised concerns over the issue of temporary teachers. What was the role played by the ELRC in reducing the number of temporary teachers in the pool? Different provinces had different methods of absorption/utilisation of temporary teachers and the Committee was of the view that there was a need for a uniform approach in this regard;

· The Committee noted that one of the strategic objectives of the Council was to “assist provincial education departments”. The Committee queried the role of the ELRC in the latest agreements in the Eastern Cape in respect of the appointment of temporary teachers into permanent positions;

· The ELRC’s revised Annual Performance Plan (APP) was a marked improvement from what the Council previously presented to the Committee. Annual performance targets that lacked specification had been refined;

· The Committee queried the latest developments in respect of the teacher lap-top initiative (TLI);

· The Committee was interested in the role of the ELRC in respect of Early Childhood Development practitioner’s service conditions, norms and standards of funding;

· The Committee was concerned with the strategies of the ELRC in dealing with backlogs in the system and timelines for dealing with these;

· The Committee also raised concerns in respect of the implementation of teacher incentives/rural incentives in various provinces and the reliance on the Provincial Chambers to monitor the implementation of the policy;

· The Committee queried the role of the ELRC in respect of the restructuring of the revised Post Provisioning Norms (PPN);

· The Committee raised concerns around the matter of Recognition of Prior Learning (RPL). The Committee was encouraged by the good work being done in respect of RPL;

· The Committee was concerned over the lack of full functionality and optimal effectiveness of the Provincial Chambers which could lead to labour disputes;

· The Committee noted that issues that were not resolved will be further considered by the Council’s Executive Committee. These included the following Committee’s observations:

o That there were inconsistencies in the figures and measuring targets presented in the revised plan; and

o That the ELRC needed to consider their role in respect of the maintenance of peace in the education sector; and

· The Council will provide the Committee with feedback in respect of these issues as part of their annual reporting obligations.

· The Committee urged the ELRC to revisit the optimal utilisation of the pool of temporary teachers. It was important that there be the necessary funding norms and standards for ECD practitioners.

· The Committee urged that the ELRC improve on the management of the backlogs that existed.

4. Conclusion

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

· These sessions had presented an opportunity to deliberate on issues with the aim of finding practical ways of coordinating efforts in moving forward with an efficient machinery of delivery;

· The Committee further committed itself to strengthening its oversight role in accordance with the Constitutional provisions; and

· The Committee was thus focusing on the implementation of service delivery, building and strengthening capacity; developing human and financial resources and developing the necessary skills required to ensure quality basic education.

5. Recommendation

The Portfolio Committee on Basic Education, having considered its report on Budget Vote 15: Basic Education recommends that the House accepts the Report.

Report to be considered.

[1] The NDP has set the target of trebling university entrance passes with mathematics and physical science by 2030


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