ATC151022: Budgetary Review and Recommendation Report of the Portfolio Committee on Basic Education on the performance of the Department of Basic Education for the 2014/15 financial year, dated 21 October 2015.

Basic Education

The Budgetary Review and Recommendation Report of the Portfolio Committee on Basic Education on the performance of the Department of Basic Education for the 2014/15 financial year, dated 21 October 2015.

 

The Portfolio Committee on Basic Education, having considered the performance of the Department of Basic Education, reports as follows:

 

1. Introduction

 

1.1. The role and mandate of the Portfolio Committee

 

The Portfolio Committee on Basic Education is mandated by sections 55 and 92 of the Constitution of the Republic of South Africa (Act 108 of 1996) and the Rules of Parliament to oversee the activities and performance of the Department of Basic Education and its statutory bodies. In this context, the Portfolio Committee on Basic Education focuses its work within the five constitutional mandates of Parliament, which are to process and approve legislation, conduct oversight, ensure public participation, process international agreements and facilitate co-operative governance. In addition to performing these constitutional mandates, the Committee engages in various activities and programmes focussing on the development and delivery of quality public education to all South Africans. The Committee also deals with matters referred to it by the Speaker or the National Assembly.

 

1.2 Core functions of the Department of Basic Education

 

The Department of Basic Education (DBE) derives its mandate firstly from the Constitution of the Republic of South Africa (1996), which requires education to be transformed and democratised in accordance with the values of human dignity, equality, human rights and freedom, non-racism and non-sexism. The Constitution guarantees access to basic education for all, including adult basic education. Secondly, the National Education Policy Act, 1996 Act 27 of 1996 (NEPA), inscribes into law the policies for the national system of education, the legislative and monitoring responsibilities of the Minister of Education, as well as the formal relations between national and provincial authorities. In terms of NEPA, the DBE’s statutory role is to formulate national policy, norms and standards as well as to monitor and evaluate policy implementation and impact.

 

In line with its mandate, the Department has a vision of a South Africa in which all people will have access to lifelong learning, education and training opportunities, which will, in turn, contribute towards improving the quality of life and building a peaceful, prosperous and democratic South Africa.

 

In fulfilling its mandate over the next five years, the Department is guided by the Medium Term Strategic Framework (MSTF) designed to reflect the actions outlined in the National Development Plan.

 

1.3. Purpose of the BRRR

 

In terms of Section 5 of the Money Bills Amendment Procedures and Related Matters Act, No. 9 of 2009 the National Assembly, through its Committees, must annually compile Budgetary Review and Recommendation Reports (BRRR) that assess the service delivery and financial performance of departments and may make recommendations in forward use of resources. The BRRR is also a source document for the Committees on Appropriations when considering and making recommendations on the Medium Term.

 

1.4 Processes followed by the Portfolio Committee in arriving at this report

 

In compiling this BRRR, the Portfolio Committee assessed the performance of the Department of Basic Education with reference to the following:

 

• The strategic priorities and measurable objectives as set out in the strategic plan.
• Expenditure trends drawn from the reports of the National Treasury; the 2014 and 2015 State of the Nation Address priorities; the reports of the Auditor-General of South Africa and the reports on the 2015 Budget Vote.
• The financial statements and annual report briefings, in terms of Section 65 of the Public Finance Management Act No. 1 of 1999, which requires the Ministers to table the Annual Reports and financial statements for the Department and public entities before Parliament.
• Findings of the Portfolio Committee’s oversight visits, including quarterly briefings.
• External sources assessing the performance of the Department.

 

The briefings on the annual performance and financial statements of the Department and its statutory bodies took place on 13 and 14 October 2015 in Parliament. The Portfolio Committee also met with the Auditor General on the audit outcomes on 13 October 2015. 

 

2. Overview of the key relevant policy focus areas

 

2.1 Strategic Priorities of the Department

 

Since 2009, the focus of the education sector is on “Improved quality of Basic Education – Outcome 1. The strategic goals of the Department in the period 2011 – 2014 were anchored on the sector plan, the Action Plan to 2014: Towards the Realisation of Schooling 2025. The Action Plan to 2014 outlines 27 goals that give expression to the Department’s strategic mandate of addressing the Outcome of improving Basic Education. Goals 1 to 13 deal with outputs the sector aims to achieve in relation to learning and teaching. These include, amongst others, increasing access of children to quality early childhood development (ECD) programmes; improving the access of children to quality Early Childhood Development (ECD) below Grade 1; increasing the number of learners who master the minimum Language and Mathematics competencies in Grades 3, 6 and 9; increasing the number of Grade 12 learners who become eligible for a Bachelors programme at a university;  increasing the number of Grade 12 learners who pass Mathematics and Physical Science; ensuring that all children remain effectively enrolled in school up to the year in which they turn 15 as articulated in the South African Schools Act 84 of 1996; improving grade promotion of learners through the Grades 1 to 9 phases of school; and, improving the access of youth to Further Education and Training (FET) beyond Grade 9. Goals 14 to 27 are input goals used in achieving the 13 output goals. 

 

The above goals were encapsulated as priority in the Delivery Agreement on Outcome 1: Improving Basic Education, of which the Minister was the principal signatory. Key outputs in the Delivery Agreement include the following:

 

• Improving the quality of teaching and learning, including teacher capacity and practices and increased access to high-quality materials;
• Undertaking regular assessment to track progress, including establishing a world-class system of standardised national assessments and extracting key lessons from ongoing participation in international assessment;  
• Improving the quality of ECD and universalising access to Grade R; and,
• Ensuring a credible outcomes-focused planning and accountability system focusing on strengthening school management and the capacity of district offices as well as promoting functional schools.

 

With effect from the second quarter of the 2014/15 financial year, the Department commenced reporting against the Medium Term Strategic Framework (MTSF) priorities for the sector. These areas are linked to the updated sector plan, Action Plan to 2019: Towards the Realisation of Schooling 2030. The updated sector plan keeps the original goals of quality improvement and introduces emerging areas that need attention such as ICT and social mobilisation. Improved learner performance continues to be the overriding goal in all the sector’s plans and strategies.

 

Guided by the National Development Plan (NDP), critical activities are focussed on the following six outputs for the next five years:

 

• Improved quality of teaching and learning through the development, supply and effective utilisation of teachers;
• Improved quality of teaching and learning through the provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM);
• Improving assessment for learning to ensure quality and efficiency in academic achievement;
• Expanded access to Early Childhood Development and the improvement of the quality of Grade R, with support for pre-Grade R provision;
• Strengthening, accountability and improving management at the school, community and district level; and
• Developing partnerships for education reform and improved quality.

 

There are specific “non-negotiables” forming part of the key deliverables finding expression in the DBE’s plans and in provincial plans to fast-track some of the key imperatives of government in the basic education sector. All the non-negotiables are directly linked to MSTF priorities for the sector. They include the provision of high quality LTSM and infrastructure; the monitoring, support and improvement of Districts; teacher development and placement; accelerating the provision of ICT through Operation Phakisa (Big Fast Results); the provision of Library Services; Rural Schools (Multi-grade, Farm and non-viable schools); Curriculum with the focus being on MST, Reading and Inclusive Education); and, Social Mobilisation, partnerships, learner well-being and safety.

 

2.2 Overview of the revised Strategic Plan and Annual Performance Plans - any key changes from 2014/15 and 2015/16)

 

For 2015/16, the DBE remains focused on the provision of quality basic education, particularly the six outputs covered in the Medium Term Strategic Framework and the non-negotiables. Specific foci include:

 

• The Curriculum: the incremental introduction of an African language in schools not previously offering an African Language; introducing the Mathematics, Science and Technology conditional grant to promote teaching and learning in these subjects, improving teachers’ content knowledge of the subjects, as well as learner numbers and performance in the subjects as recommended in the NDP and the Action Plan to 2019;
• Access to ECD: Working towards formalising the Grade R class;
• Learning and Teacher Support Materials: Continuing the provision of high quality workbooks, including for Grade R; and, the development and strengthening of norms and standards for the retrieval of textbooks at school level  
• Assessments: Continuing to use the Annual National Assessments (ANAs) to influence classroom practices and to inform content-focused training for teachers; continuing to participate in international testing programmes such as Trends in Mathematics and Science Studies (TIMSS), Progress in Reading and Literacy Study (PIRLS) and the Southern Africa Consortium for Monitoring Educational Quality (SACMEQ).
• Teacher development: Improving teacher skills for the Foundation Phase and Grade R; ensuring that all Funza Lushaka bursary scheme graduates are absorbed into the schooling system and deployed in areas of shortage such as Mathematics, Science and Technology as well as in the Foundation Phase (particularly teaching in African languages), and to rural areas; and, developing a supply and demand model to incorporate information regarding teacher recruitment, attrition, exit, utilisation and migration to inform planning and resourcing of the teaching workforce.
• Infrastructure: Working towards the NDP’s objective that all schools meet the minimum infrastructure standards for sanitation, classrooms and libraries by 2017; implementation of the infrastructure norms and standards in all new projects; and providing progressive maintenance and provisioning of school furniture for each learner.
• Strengthening management at school level: Changing the process of appointing principals to ensure that competent individuals occupy these posts in order to strengthen school management and ensure that curriculum implementation takes place.

 

2.3 Overview of the service delivery environment and context for 2014/15

 

The service delivery environment in the education sector comprises the Department of Basic Education (DBE) and the nine Provincial Education Departments (PEDs), including district offices and schools, working collaboratively to achieve Outcome 1 of government’s Programme of Action. For the period under review, based on the 2014 School Realities which reflects the 10th school day statistics, the education sector (ordinary public and independent schools) comprised 12 655 436 learners, 425 090 educators and 25 741 schools.

 

During the period under review, the DBE continued to focus on school infrastructure development; the administering of the Curriculum and Assessment Policy Statements until Grade 12 to improve curriculum coverage; addressing Data and Information challenges;  ensuring the expansion of ECD; ensuring that the  National Senior Certificate results improve; deepening the utility of the Annual National Assessments; the competence, professionalism and status of teachers; performing effective teaching and learning in the classroom; learner well-being; and Section 100 (1) (b) interventions in the Eastern Cape and Limpopo. The DBE also played a supportive role in the alleviation of provincial budget pressures as determined by the National Education Policy Act, 1996.

 

Major achievements for the 2014/15 financial year reported in the Annual Report were as follows:

 

• Recording a total of 21 542 Early Childhood Development (ECD) practitioners in Grade R in public schools;
• Delivering 99 percent of Learner Teacher Supply Material (LTSM);
• Reaching a peak Matric pass percentage of 77.1 per cent;
• A total of 421 440 learners completing the Kha Ri Gude mass literacy campaign;
• Awarding 14 349 Funza Lushaka bursaries;
• Appointing 3 875 qualified educators who were aged 30 and below;
• Ensuring that over 20 727 Quintiles 1 - 3 primary, secondary and identified special schools nationally, fed learners with nutritious meals on every school day.

 

2.4 Sectoral challenges and constraints remain as follows:

 

• District capacity & effectiveness were variable in respect of the full range of critical functions required to support teaching and learning, further contributing to inequity across schools;
• The quality of learner performance in Mathematics and Science;
• Delays in finalising the Quality Management System (QMS) in the Education Labour Relations Council (ELRC);
• Provincial budget pressures.

 

2.5 A Summary of previous key Performance Recommendations of the Portfolio Committee

 

2.5.1 Budgetary Review and Recommendation Report 2014

 

1. Responses of the Department of Basic Education

 

In the 2014 Budgetary Review and Recommendation Report 2014 (BRRR), the Portfolio Committee recommended that the Department address audit shortcomings highlighted by the Auditor General in order to avoid their recurrence in the future. These shortcomings were around material underspending of the ASIDI programme; predetermined objectives;  restatement of corresponding figures; Supply Chain Management; material compliance in respect of strategic planning and performance management; annual financial statements, expenditure management, transfer payments; procurement and contract management; human resource management; and, governance.

 

Further key service delivery recommendations related to:

 

• Addressing the gaps identified by the Management Performance Assessment Tool (MPAT) conducted by the Department of Performance Monitoring and Evaluation for 2013/14;
• Ensuring that the long-standing challenge regarding the reliability and veracity of data is resolved, including that accurate teacher profiles were completed in all provinces by the set target date of 30 November 2014;
• Providing Parliament with details of critical areas requiring additional funding;
• Strengthening the Department’s monitoring systems, ensuring that they include all areas of concurrency;
• Reporting in future Annual Reports on sectoral data relating to teacher supply, utilisation and demand that capture factors such as the subjects they teach, school phases and geographical areas;
• Improving efficiency in conducting processes linked to the appointment of educators;
• Improved service delivery and spending in respect of ASIDI; improved management of the National School Nutrition Programme (NSNP);
• Continuing to invest, focus on and refine programmes on Inclusive Education;
• Ensuring the adequate supply of competent teachers;
• Strengthening monitoring of Provincial Education Departments in respect of the retrieval of textbooks in schools; strengthening support to Districts and circuits;
• Ensuring that all deserving learners have access to learner transport;
• Providing Parliament in the Second Quarterly Report with a progress report on the delivery of furniture to Eastern Cape schools experiencing a shortage; and,
• Ensuring that there is time and space at schools for sporting facilities and activities for various sporting codes.

 

Some improvements in respect of these recommendations have been noted as follows:

 

b) Action Plans to address audit findings

 

• Material under-spending of the ASIDI programme - Spending on ASIDI improved significantly. At the end of the 2014/15 financial year there was an overspending of approximately R2 million.
• Restatement of corresponding figures – The Department’s Human Resources (HR) section issued a schedule indicating due dates for submission of all claims. The circular indicated that claims received after a specific period would be declared “Invalid”. However, there were still gaps in the internal control environment requiring attention. For example, the Department reported that, HR was not in a position to know who had not submitted a claim especially for Examiners and Moderators. They were only aware of this when a physical claim was submitted.
• Supply Chain Management - The DBE aimed to perform a needs assessment prior to appointments of consultants. This would entail discussions with Branch Heads on the urgency for appointment of consultants, thereby establishing and verifying the need for such appointments. Other Supply Chain matters related to Implementation Agents (IAs) processes. The Department appointed additional capacity to look into procurement processes of IAs.
• Material non-compliance with legislation in respect of the issues raised by the AG – The Department noted that issues of non-compliance raised were mainly in respect of Implementing Agents (IAs). To look into procurement processes of IAs, the Department reported that they have appointed additional capacity. Areas of material non-compliance that directly involved the Department were reportedly addressed with the relevant officials.

 

1.    Remedial programme to effect improvement in response to the Management Performance Assessment Tool (MPAT)

 

The Department reported that an Improvement Plan was developed and officials were nominated who would be responsible for self-assessments and provision of the requisite documents in the designated Key Performance Areas. No further progress was reported on the remedial programme to effect improvement in response to the MPAT.

 

d)   Service delivery issues

 

• Progress in ensuring that the long-standing challenge regarding the reliability and veracity of data was resolved, including that accurate teacher profiles would be completed in all provinces by the set target date of 30 November 2014: The Department reported that although all Provincial Education Departments were informed of the deadline of the 30 November 2014 for the capturing of the teacher profiles, none of them met the deadline. It was subsequently resolved at the Council of Education Ministers meeting on 13 March 2015 that all Heads of Departments (HODs) were to ensure that all teacher profiles were captured accurately on PERSAL by 31 March 2015. HoDs were further requested to identify and communicate issues that were threatening the completion of the project to the Department of Basic Education (DBE) outlining exactly how the DBE could help in unblocking the blockages. No inputs were received from the PEDs.

 

PERSAL data, as of 31 March 2015, was analysed and a report was produced. The report provided a national picture of the rate and quality of capturing on PERSAL of qualifications, what teachers were qualified to teach and what they were teaching. The rate of capturing had not met the expectations of the project. The number of qualifications, didactics and major tutoring subjects not captured was quite significant. In addition, the quality of the capturing was questionable. The PEDs reported to the DBE the following challenges impeding the completion of the project:

 

• The unavailability of academic transcripts of teachers;
• A lack of capacity to capture and quality assure data;
• The relocation of files to sites away from district offices;
• PERSAL teams not adequately trained to capture;
• PERSAL functions being removed from PERSAL users in the districts; and
• A moratorium on the filling of office-based posts.

 

The CEM agreed on 4-5 June 2015, that a provincial workshop consisting of the MEC, the HoD, a high level DBE contingent, and relevant Provincial and District personnel be held as a matter of urgency, to discuss and resolve the challenges preventing the successful completion of the project.

 

• Details of critical areas requiring additional funding in the medium term to fulfil the Department’s priorities in line with the National Development Plan: The Department identified the following programmes requiring additional funding:

 

• ASIDI – progress on this project in the 2014/15 financial year was significant that the Department did not have enough funds for the programme. The Department reported that requests for funding from Implementing Agents received in March 2015 were only honoured in April 2015.
• Curriculum programmes – It was reported that there were not enough funds for the various programmes. In the 2014/15 financial year the Department had to obtain Treasury approval in terms of the PFMA and Treasury Regulations to utilise savings on some of the Earmarked Funds to fund curriculum programmes. Some of these programmes were continuing in the current financial year and they were either not funded or were insufficiently funded at all.
• Teacher Development programmes – Savings within the Department were utilised to fund activities. Some of these activities were not funded adequately.
• Social Cohesion programmes – New programmes that were identified were not funded.

 

• Strengthening the Department’s monitoring systems, ensuring that they include all areas of concurrency:  The Department noted that, as per the National Education Policy Act (NEPA), (Act 27 of 1996), the promotion and coordination of monitoring and evaluation in the basic education sector was undertaken through internal and inter-provincial structures such as the Council of Education Ministers (CEM), Heads of Department Committee (HEDCOM) and their HEDCOM Subcommittees, research workshops and Steering Committees.

 

The HEDCOM Subcommittees discussed issues pertaining to the implementation of the National Development Plan (NDP), the Medium Term Strategic Framework (MTSF), Sector Plan, policies, interventions, and regulations, the planning, monitoring and evaluation issues in the sector. All Provincial Education Departments were represented in HEDCOM Subcommittee meetings that took place three to four times a year.

 

The Department had a dedicated Unit, the Research Coordination, Monitoring and Evaluation Unit, that produced monitoring and evaluations reports in line with national priorities and international obligations. Other initiatives to monitoring systems included organising platforms for sharing research findings and evaluation reports with stakeholders. These included, research indabas; policy dialogues; and Research seminars amongst other events.

 

• Reporting in future Annual Reports on important sectoral data relating to teacher supply, utilisation and demand that capture factors such as the subjects they teach, school phases and geographical areas:  The Department would incrementally report on key indicators relating to teacher supply, demand and utilisation. The work on teacher profiling was critical as a basis for such reporting and planning. The improvement in accuracy of the data at the source or level of capturing (district and school) was therefore critical.

 

• Improving efficiency in conducting processes linked to the appointment of educators, including the redeployment of educators additional to the post establishments in schools, the conversion of temporary appointments and the placement of Funza Lushaka graduates: As in the response to the Portfolio Committee’s 2013 BRRR, the Department again reported that they had developed a Human Resource Planning Framework in which processes linked to the appointment of educators, including redeployment, the conversion of temporary educators and the appointment of Funza Lushaka graduates had been addressed. This framework was approved by CEM and implementation was monitored continuously by the Department.

 

Notwithstanding the above efforts of the Department to improve efficiency in conducting processes linked to the appointment of educators, it should be noted that the Portfolio Committee observed challenges during oversight visits in the filling of posts in provinces such as the Eastern Cape, Limpopo and Mpumalanga. More effort is required to resolve these challenges.

 

• Improving service delivery and spending in respect of ASIDI to ensure that all inappropriate school structures would be replaced by 2016/17 in line with the National Development Plan imperatives: ASIDI spending for the 2014/15 financial year had substantially improved. The Department had spent 100% of the allocated budget.

 

• Ensuring that the National School Nutrition Programme (NSNP) was well managed: The Department reported that they had been successful in managing and implementing the NSNP due to the mandatory legislative framework (Conditional Grant Framework) reviewed yearly through the promulgation of the Division of Revenue Act.  The Framework was modified in line with the specific needs and/or evidence-based research which inform policy mandates.  This had also given room for a more uniform approach for all Provincial Education Department (PEDs) in meeting minimum requirements of the programme, for example, targeting, menus, feeding time, stipend for volunteer food handlers, to name but a few. Thus, the PEDs were held accountable to report on performance in relation to the set objectives and/or requirements.  At the same time, provinces are left with considerable discretion to choose the design and level of services.

 

The Department had intensified the monitoring strategy at national, provincial and district level to assess whether the programme met its objectives and was effectively implemented. For example, at the national Department, there had been increased capacity to monitor from a staff component of eight officials in 2007/8 to 20 officials in 2010/11.  In 2014/15, 238 schools were monitored by the DBE alone. This had recently been increased to 500 due to an alignment with monitoring plans of all nine provincial departments.

 

In respect of financial performance, the Department noted that the NSNP had been successful in spending patterns in the 2014/15 financial year. The total Provincial Education Departments’ expenditure as of 31 March 2015 was 99.82%. 

 

• Continuing to invest, focus on and refine programmes on Inclusive Education: The Department reported to the Portfolio Committee on progress in the implementation of Education White Paper 6 on Inclusive Education. Key gains reported related to increased access to special schools and full service schools; the development of policies such as the Screening, Identification, Assessment and Support Services (SIAS), the introduction of interventions such as the incremental procurement and delivery of assistive devices, including Braille and large print; the establishment and training of School-Based Support Teams as key drivers of Inclusive Education as key drivers of Inclusive Education. Notwistanding these efforts, the Portfolio Committee during the oversight visits to Limpopo and Mpumalanga in July 2015 observed areas that needed to be strengthened and improved.  These included the limited availability to the necessary LTSM in some schools and assistive devices for Special Schools, as well as inadequate infrastructure in some schools. Other areas that needed attention included post provisioning in respect of both teaching and non-teaching staff; the need to fast-track training and development. The Committee also observed the need to consider providing assistant teachers in Special Schools and Full Service Schools. Instances of educators teaching subjects they were not qualified to teach, a lack of transport and inadequate security in some schools were also noted.

 

• Ensuring that needy learners have access to Special Schools and that teachers in these schools should be adequately trained and developed: The Department reported that special attention had been given since 2013 to ensure that all special schools participated in the follow-up training on the National Curriculum Statement, Grade R to 12. After the National Training held in July 2013, provinces had all been responsible for conducting training of Provincial Training Teams, districts and schools in rolling out of the:

 

• Guidelines for Responding to Diversity in the Classroom – introducing curriculum differentiation;
• Guidelines for Full-Service/Inclusive Schools;
• Guidelines for Quality Education and Support in Special Schools and Special School Resource Centres;
• South African Sign Language as a LOLT; and
• Braille: Grade 1 and 2.

                                                    

Data of the DBE presented to the Portfolio Committee in 2014 showed that training in the above areas was uneven across provinces with Limpopo and the Eastern Cape having no training or minimal training respectively. The oversight visit conducted by the Portfolio Committee on Basic Education to Limpopo and Mpumalanga in July 2015 showed that many schools still required training on Curriculum Differentiation.

 

• Continuing to accelerate the implementation of e-Education, including ICT Infrastructure at schools as a means to improve learner success: A draft 2014 – 19 Basic Education Sector implementation plan for e-education had been developed and its main intended outcome was to “Increase access to ICT to support Curriculum delivery and improve learner attainment”.

While the DBE, besides its traditional role of monitoring and evaluation, took responsibility for the development and distribution of electronic content resources, Provinces were responsible for both ICT professional development for teachers and the provision of ICT infrastructure to schools.  The Department of Telecommunication and Postal Services was responsible and provided leadership for schools ‘connectivity.

 

In order to fast-track and unravel challenges in the implementation of ICT in education, the Council of Education Ministers (CEM) and the HEDCOM had adopted the Big Fast Result methodology, referred to as “Operation Phakisa”.

 

The Department further reported about the plans and objectives of Operation Phakisa introduced to fast track the implementation ICT in education

 

• Strengthening the monitoring of Provincial Education Departments to ensure that they implement policies regarding the retrieval of textbooks in schools:

 

The DBE had requested provinces to submit Retention and retrieval reports by the end of February 2015. It was reported that to date of all the PEDs only Gauteng and the Western Cape had submitted their reports.

 

• Continue to strengthen support to Districts and circuits to ensure that they are accountable and perform their functions effectively:

The Department noted that the Minister of Basic Education had prioritised investments in districts and circuits to fulfil their mandate. Since the gazetting of the Policy on the Organisation, Roles and Responsibilities of Education Districts the DBE had worked very closely with the PEDs to build the capacity of districts and circuits.

 

Significant progress had been made in district support, and quarterly meetings between the Minister of Basic Education and heads of Districts in provinces had ensured momentum, accountability and the sharing of best practice across the system.

All provinces had made significant movement to align their district structures with the National Policy in a clear attempt to ensure that all districts have the capacity to provide the necessary support to schools and learners. Draft staffing norms were currently being consulted on with provinces and would inform whatever amendments to the Policy may be necessary.

 

Recruitment and selection criteria were also being strengthened and their implementation being monitored. It was reported that there had been significant improvement in the filling of posts with vacancies in circuit manager and subject advisory posts in critical skills areas greatly reduced.

 

• Ensuring that all deserving learners have access to learner transport: A Policy on Scholar Transport was developed by both the Department of Basic Education and the Department of Transport and was approved by Cabinet on 27 May 2015.

 

• Progress report on the delivery of furniture to Eastern Cape schools experiencing a shortage, in the second Quarterly Report: The Department reported that by the end of the 2014/15 financial year, 358 481 double combination desks had been ordered to benefit 716 962 learners, 5375 teachers table and 5490 teachers’ chairs from the Departments of Labour, Environmental Affairs and Correctional Services. Of the 358 481 desks 144 985 were delivered to schools in the Eastern Cape, Mpumalanga, Limpopo, the North West and a few to KwaZulu-Natal. These had benefited 259 612 learners in the above mentioned provinces. Whilst appreciating the efforts to deliver furniture by the Department, the Portfolio Committee expressed a concern that the target for the delivery of furniture to the Eastern Cape as pronounced in the President’s 2014 State of the Nation Address had not been met.

 

• Ensuring that there was time and space at schools for sporting facilities and activities for various sporting codes: The DBE noted that, in partnership with the Department of Sport and Recreation, they engaged with provinces through the Joint National Task Team (JNTT) in ensuring that the school sports programme was implemented. Key to the implementation of Schools Sport Plans is the involvement of Provincial Departments of Sport and Recreation and Basic Education, Schools Sport Code Conveners and National Sport Federations in order to ensure synergy between the plans and schools sport strategy. 

 

The DBE further reported that they developed and widely consulted on the Department’s Draft School Sport Policy that defined the roles and responsibilities of all the stakeholders within the sector. The policy had been approved by the Council of Executive Members (CEM) and the process of gazetting the policy was underway. The policy further committed all schools to expose learners to Physical Activity programmes and organized school sports activities during their school programme. The provision of facilities by the Department, through lobbying support from private organizations and institutions, key government departments and their agencies were some of the highlighted commitments agreed to by the DBE.

 

While the Department acknowledged that spatial planning in some areas of the country especially in townships may not allow the construction of sporting facilities, the plans around access and sharing of sporting facilities with other schools or communities were in place in provinces. 

 

1. Responses of the National Treasury

The National Treasury responded to the Portfolio Committee’s endorsement of the Auditor General of South Africa’s assertion that it is necessary to ensure that the resources required to ensure that sound oversight of infrastructure projects can be achieved are made available.

               

The National Treasury earmarked a proposed allocation of R84 million over the 2015 MTEF for the Department to exercise the required oversight over School Infrastructure Backlogs conditional allocation projects. This was aimed at improving the efficiency of the conditional allocation.

 

3. Overview and Assessment of Financial Performance

 

3.1 Overview of Vote 15: Basic Education for 2014/15

 

Table 1: Allocation versus Expenditure per Programme, 2013/14 and 2014/15

 

	2014/15				2013/14
Programme	Allocation (Final Appropriation)	Actual Expenditure	Deviation/ Variance	% Spent	Allocation	Actual Expenditure	Deviation/ Variance	%    Spent
	R’ 000
Administration	383 579	380 799	2 780	99.3%	366 914	366 500	414	99.9%
Curriculum Policy, Support and Monitoring	1 827 761	1 685 219	142 542	92.2%	1 471 088	1 469 592	1 496	99.9%
Teachers, Education Human Resources Development and Institutional Development	1 307 974	1 314 462	(6 488)	100.5%	1 011 592	1 010 829	763	99.9%
Planning, Information and Assessment	10 429 677	10 428 875	802	100.0%	8 995 880	8 435 609	560 271	93.8%
Education Enrichment Services	5 740 882	5 719 548	21 334	99.6%	5 773 781	5 728 564	45 217	99.2%
Total	19 689 873	19 528 903	160 970	99.2%	17 619 255	17 011 094	608 161	96.5%

 

1. Allocation

 

The Final Appropriation for the Basic Education Vote increased from R17.6 billion in the 2013/14 financial year to R19.7 billion in 2014/15. The majority of the budget (R14.7 billion) consisted of transfer payments to Conditional Grants (R13.6 billion), Public Entities (R1.05 billion) and Other Transfers (R78.7 million).

 

The remainder of the budget (R4.98 billion) consisted of Compensation of Employees (R314.9 million), Examiners and Moderators (R19 million), Earmarked Funds (R1.6 billion), Office Accommodation (R158 million), Specifically and Exclusively Appropriated funds(R2.5 billion), Departmental Operations ( R151.7 million) and Departmental Projects (R197.2 million).

 

1. Virements and shifts

 

            Virements amounting to R68.166 million were made as follows:

 

• The Department shifted funds from Curriculum Policy Support and Monitoring to other programmes such as Administration (R32. 131 million); Teachers, Education Human Resources and Institutional Development (R26. 727 million); and Planning Information and Assessment (9. 308 million)[1].
• Savings were realised from Programme 2 on funds provided for Kha Ri Gude Campaign using stringent control measures. It is these funds that were shifted to defray expenditure on unforeseen and unavoidable goods and services.

 

3.1.3     Spending trends during 2014/15

 

Overall, the Department spent 99.2 per cent of its allocated budget in 2014/15 compared to 96.5 per cent in 2013/14. The unspent balance of R161 million at the end of 2013/14 was less than in 2013/14, when R608 million was unspent. Table 1 shows that the main contributor to the under-spending in 2014/15 was Programme 2 that had spent 99.2 per cent. Notably, spending in Programme 4 (infrastructure) has improved significantly from 84.9 percent in the 2012/13 financial year to 93.8 percent in 2013/14 and 100 percent in 2014/15.

 

1. Reasons for deviation in the above programmes

 

• Programme 1: Administration (Unspent: R 2.780 million) – The underspending on this programme was as a result of delays in the submission of invoices for the Department's server that resulted in the inability to finalise the processing of payments before the end of the financial year, as well as saving in respect of office accommodation due to the fluctuation of the unitary fee.
• Programme 2: Curriculum Policy, Support and Monitoring (Unspent: R 142.542 million) - The under-expenditure was due mainly to funds which were withheld for the Dinaledi Schools Conditional Grant to the Limpopo province due to low spending. Furthermore, there were delays in verification of learners registered on the Kha Ri Gude campaign, which resulted in under-expenditure for payments to volunteer educators.
• Programme 3: Teacher and Education Human Resources Development and Management (Overspent: - R 6.448 million) - The overspending on this programme was due to the National Teachers' Awards expenditure that was higher than the available funds.
• Programme 4: Planning, Quality Assessment and Monitoring and Evaluation (Underspent: R 802 000) - There were no material variances in this programme.
• Programme 5: Educational Enrichment Services (Underspent: R 21.334 million) - The underspending on this programme was due to the transfer of funds withheld for the HIV and Aids Conditional Grant to the Limpopo Province due to low spending.

 

1. Report of the Auditor-General (A-G)

 

The Department received an unqualified audit opinion for 2014/15 as in previous years. The emphasis of matters raised by the Auditor-General (A-G) included:

 

• Accruals and payables exceeding 30 days deemed unauthorised expenditure:  Accruals and payables that exceeded the payment term of 30 days as required in Treasury Regulation 8.2.3 amounted to R329.9 million. This amount, in turn, exceeded the voted funds to be surrendered of R167.5 million by R162.5 million. The amount of R162.5 million would therefore have constituted unauthorised expenditure had the amounts due been paid in a timely manner.

 

• Payables: The Department received money from an implementing agent for infrastructure expenditure incurred during the 2014/15 financial year without the approval of the Minister of Finance or an official authorised by the Minister of Finance, and without the agreement of the Department in contravention of section 66(2) of the PFMA. The implementing agent deposited the money into the DBE’s bank account without prior approval from the Department and the expenditure incurred in this regard was recorded by the Department.

 

• Restatement of corresponding figures: As in the previous financial year, corresponding figures for 31 March 2014 had been restated as a result of an error discovered during the year ending 31 March 2015 in the financial statements of the Department, and for the year ending, 31 March 2014.

 

Commendably, unlike in previous years, there was no material under-spending of the budget in respect of the School Infrastructure Backlog Grant – ASIDI.

 

The A-G also drew attention to additional matters including the following:

 

1. Predetermined objectives

 

• The reliability of reported performance information in respect of Programmes 2, 3, 4 and 5, as follows:

 

• Programme 2: Adequate and reliable corroborating evidence could not be provided for 20% of the targets to assess the reliability of the reported performance information. The evidence supporting the reported performance was not in line with the defined source/collection of data for the indicator per the technical indicator description due to the fact that the department reported performance which was not validated to reflect the achievement of the indicator.
• Programme 3: The reported performance information was not valid, accurate and complete when compared to the source information or evidence provided. This was due to the lack of monitoring of the completeness and accuracy of source documentation in support of actual achievements.
• Programmes 4 and 5: The A-G was unable to obtain information and explanations considered necessary for the reliability of the reported performance information. In respect of Programme 4, this was due mainly to the Department’s reliance on statistical information produced by other agencies without alternative credible information produced by the Department to corroborate the results of the statistical information reported as performance achieved. With regard to Programme 5, this was due to the evidence supporting the reported performance being different to the method of collection of data for the indicator per the technical indicator description.

• Misstatements of the Annual Financial Statements

 

• Commitments:

            Contractors on ASIDI projects that were terminated were deemed to be classified as commitments approved but not contracted.

 

• Accruals:

     Implementing agencies on ASIDI projects did not submit all invoices received on time to be disclosed as accruals.

 

• Irregular expenditure:

                        Apart from the appointment of implementing agencies that was declared irregular expenditure in previous financial years, additional irregular expenditure was discovered in the appointment of contractors by the implementing agents on ASIDI projects, HR and Kha Ri Gude.

 

• Procurement and contract management - Goods and services with a transaction value below R500 000 were procured without obtaining the required price quotations, as required by Treasury Regulation 16A6.1. Contracts were also awarded to bidders based on preference points that were not allocated in accordance with the requirements of the Preferential Procurement Policy Framework Act and its regulations. In addition, sufficient appropriate audit evidence could not be obtained that contracts for the acquisition of school furniture were awarded in accordance with the legislative requirements as a result of payments in contravention of the requirements outlined in the conditions of the School Infrastructure Backlogs Grant framework.

 

4. Financial Performance for the First Quarter 2015/16, DBE

 

4.1        Analysis of the First Quarter Expenditure Report for 2015/16 Financial Year

 

Table 4.1: Allocation against Actual Expenditure per Programme for the 2015/16 Financial Year:

 

PROGRAMMES	2015/16			Expenditure as % of Appropriation
	APROPRIATION	ACTUAL EXPENDITURE	VARIANCE
	R’000	R’000	R’000
Administration	357 697	94 247	263 450	26.35%
Curriculum Policy, Support and Monitoring	1 877 765	294 425	1 583 340	15.68%
Teachers, Education Human Resources Development and Institutional Development	1 171 484	742 212	429 272	63.36%
Planning, Information and Assessment	12 129 738	4 029 308	8 100 430	33.22%
Educational Enrichment Services	5 974 456	1 936 024	4 038 432	32.41%
Total	21 511 140	7 096 216	14 414 924	32.99%

 

 

The total Final Appropriation budget of the Department for the 2015/16 financial year amounted to R21.5 billion which represented a nominal increase of R1.8 billion, or 9.2 percent, from 2014/15. The majority of the budget (R17 billion) consisted of transfer payments as follows:

• Conditional Grants: R15.9 billion;
• Transfers to Public Entities: R1.1 billion; and
• Other Transfers: R73.5 million.

 

      The majority of the budget (R17 033.856 million) was allocated to transfer payments as follows:

• Conditional Grants: R15 856.485 million;
• Transfers to Public Entities: R1 103.789 million; and
• Other Transfers: R73.582 million.

 

The remainder of the budget (R4 477.284 million) was allocated to the following:

• Compensation of Employees: R368.715 million;
• Examiners and Moderators: R20.445 million;
• Earmarked Funds: R1 665.793 million;
• Office Accommodation: R166.118 million; and
• Specifically and Exclusively Appropriated: R2 046.186 million;
• Departmental Operations: R87.541 million; and
• Departmental Projects: R122.486 million.

 

4.2        Allocation against Actual Expenditure

 

4.2.1     Overall: The total actual expenditure of the Department for the 2015/16 financial year First Quarter amounted to R7 096.216 million. The majority of the expenditure (R6 246.837 million) was made up of transfer payments as follows:

• Conditional Grants: R5 485.069 million;
• Transfers to Public Entities: R721.043 million;
• Other Transfers: R40.725 million.

 

The remainder of the expenditure (R849.379 million) was made up as follows:

• Compensation of Employees: R92.668 million;
• Examiners and Moderators: R1.175 million;
• Earmarked Funds: R217.873 million;
• Office Accommodation : R40.133 million;
• Specifically and Exclusively Appropriated: R428.252 million;
• Departmental Operations: R41.117 million; and
• Departmental Projects: R28.161 million.

 

4.2.2     Allocation against actual expenditure per Programme: The total actual expenditure of the Department for the 2014/15 financial year first quarter amounted to R7 096 216 million or 33 per cent of the available budget. With the exception of Programmes 2 and 3, which had spent 15.68 per cent and 63.36 per cent, the expenditure of the Department per Programme at the end of the First Quarter was predominantly on track. Although the Department underspent in Programme 2, the spending of 15.68 percent was higher compared to the 7.9 percent spent in the comparable period in 2014/15. As in the previous year, the spending trend in this programme was influenced by the late start of the Kha Ri Gude classes as well as the printing and delivery of workbooks.

 

The high spending in Programme 3 was due to the transfer of 69.91 percent of the Funza Lushaka Bursaries funds to the National Student Financial Aid Scheme (NSFAS), which were transferred in April 2015. The remainder of the Funza Lushaka Bursary funds would be transferred in January to cover the registration fees for the 2016 academic year.

 

4.2.3     Actual Expenditure per Economic Classification: the Department had underspent in the 2015/16 First Quarter on Goods and Services (16.17%). The spending would accelerate in the second and third quarter of the financial year when Kha Ri Gude classes had started. The invoices for the printing and distribution of Annual National Assessment tests and workbooks would also be received during the second and third quarter.

 

4.2.4     Transfer and subsidies, (predominantly comprising conditional grants): The transfers for the first quarter were made as scheduled, except the transfer of the Education Infrastructure Grant (EIG) to Limpopo Province. The transfer was delayed due to non-submission of the business plan. However, the business plan was submitted and the transfer was made in July 2015.

 

4.2.5     Payment for capital assets (predominantly comprising the allocation in respect of the Accelerated School Infrastructure Development Initiative (ASIDI) project): the Department noted that although the spending seemed low at 20.93 per cent, the progress on the ground had gained momentum. The invoices received from implementing agents were reviewed prior to processing. The delays in reviewing invoices were not compromising the projects since Implementing Agents (IAs) received advances to pay contractors within 30 days.

 

4.2.6     Earmarked Funds: the progress on the ground had gained momentum. The invoices received from implementing agents were reviewed prior to processing. The delays in reviewing invoices were not compromising the projects since Implementing Agents (IAs) received advances to pay contractors within 30 days.

 

Table 4.2: Details of Earmarked Allocations/Conditional Grants for the 2015/16 Financial Year:

 

SERVICE				Expenditure as % of Appropriation
	APPROPRIATION	ACTUAL EXPENDITURE	VARIANCE
	R’000	R’000	R’000
Earmarked Funds:	1 665 793	217 872	1 447 921	13.08%
Kha Ri Gude Literacy Project	439 584	155 190	284 394	35.30%
EPWP: Kha Ri Gude	65 099	-	65 099	0.00%
Workbooks	957 825	43 423	914 402	4.53%
NEEDU	14 939	5 925	9 014	39.66%
MST	5 000	46	4 954	0.92%
NSNP	15 986	3 871	12 115	24.21%
National Assessment	167 360	9 417	157 943	5.63%
Conditional Grants:	15 856 485	5 485 069	10 371 416	34.59%
Education Infrastructure	9 517 555	3 468 441	6 049 114	36.44%
National Schools Nutrition Programme	5 703 715	1 902 757	3 800 958	33.36%
HIV and AIDS (Life Skills Education)	221 070	22 102	198 928	10.00%
Occupation Specific Dispensation for Therapists (OSD)	67 000	22 334	44 666	33.33%
MST	347 187	69 435	277 750	20.00%

 

The Department gave the following explanations regarding deviations in respect of the above:

 

• Kha Ri Gude Literacy Project - The bulk of the allocation in Kha Ri Gude was in respect of stipends paid to volunteer educators. Kha Ri Gude classes were expected to start during August 2015.

• Workbooks - The verification and signed off learner’s data had been received from Heads of Departments and the printing of the 2016 Volume 1 workbooks was being processed. It was anticipated that the delivery of workbooks Volume 1 would be made from August 2015

.      National Assessments - The Annual National Assessment (ANA) was scheduled to take place during September 2015. A service provider had been appointed for the printing and packing ANA tests for the 2015.

• Maths, Science and Technology - The bulk of the allocation on the earmarked funds was in respect of compensation of employees. The Department was currently in the process of appointing officials who would be monitoring the implementation of the conditional grant in provinces.

 

4.3 Overview and Assessment of Service Delivery Performance

 

4.3.1 Service delivery performance for 2014/15

 

The Annual Performance Plan summarises the priorities of the DBE 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 total number of targets for all DBE programmes was 26, consisting of 22 annual targets (95 percent), three quarterly targets (4 percent), and 1 bi-annual targets (1 percent).

 

4.3.1.1  Programme One: Administration - The Administration Programme is responsible for the management of the Department and the provision of strategic and administrative support services.

 

a)         Highlights and Achievements – A total of 452 officials were trained in the financial year 2014/15. The Minister received 44 items of legal correspondence which were all addressed satisfactorily through the assistance of Legal Services. The Department undertook research on Education for All (EFA) and the Reading Strategy Research Project. The Department produced its five year Strategic Plan for 2015/16-2019/20 and the Annual Performance Plan for 2015/16 and tabled these in March 2015. Quarterly Performance Reports for all the quarters were received from the different branches, compilation, evidence verified and reports consolidated and produced. The DBE produced a report with analysis of its three public entities on their Third Quarter performance information. The DBE coordinated the submission of all 54 business plans, that is, six business plans per PED for approval and certificates of compliance for the six conditional grants. During the term under review, the DBE provided preliminary input to the draft conditional grant framework and MTEF allocations which were sent to National Treasury. The Monitoring and Evaluation of Conditional Grants was undertaken for five conditional grants in all nine Provinces. The sixth conditional grant was only implemented in 2014/15 when the evaluation was undertaken and, as a result, it did not qualify for evaluation.

 

b)         Programme One: Targeted Outputs vs. Actual Output for 2014/15

 

Within this programme, targets were achieved or exceeded in all seven performance indicators, as was the case in 2013/14, as follows:

 

1. The Number of officials participating in staff development activities – The target set was 315 and the Department recorded 371 officials participating.

 

1. The number of internships implemented for unemployed graduates in the Department – The target stood at 65 and the Department appointed a total of 72 interns.

 

1. Signed Financial Disclosure forms for the DBE SMS members submitted by 31 May 2013 – The target was for all SMS members to sign financial disclosure forms. All FDIs were submitted to the Public Service Commission.

 

1. Signed Performance Agreements by the DBE SMS members by 31 May 2013 – The target was for all SMS members to have signed Performance Agreements and the Department was able to reach this target. 

 

1. Number of audit reports signed off – The target was 29 signed audit reports and the Department achieved 35.

 

1. MPAT process facilitated and report developed on time – The target was for MPAT to process results to be available and submitted to the DPME. This was achieved.

 

1. A report highlighting South Africa’s role and participation in multilateral bodies and international organisations in support of the development of the education system is produced – The target was for two reports on partnerships and participation in multilateral bodies and international organisations – and they were produced.

 

4.3.1.2  Programme Two: Curriculum Policy, Support and Monitoring - The purpose of Programme Two is to develop the curriculum and assessment policies and to monitor and support their implementation.

 

1. Highlights and Achievements – The DBE formed a steering committee on the launch of the 1000 Libraries Campaign. Reading promotion had been identified as one of the priority programmes for 2014/15, hence the development of the Early Grade Reading Assessment (EGRA) project.  The DBE implemented the South African Sign Language (SASL) CAPS in the Foundation Phase and Grade 9 in Schools for the Deaf in all provinces. The Incremental Introduction of African Languages (IAL) pilot project was successfully rolled out in 215 schools across six provinces. A total of 285 teachers from 159 multi-grade schools and 42 subject advisors were trained during May and June 2014. The multi-grade toolkit was produced comprising multi-grade annual teaching plans and exemplar teaching plans in all subjects ranging from Grades 1 to 9. Mop-up operations took place at the start of the 2015 school year to resolve any shortages arising as a result of learner migration.

 

The delivery of workbooks for the period under review was at 100%. The screening of the National Catalogue took place on 16 January to 20 February 2015, where 630 FET Literature setworks and 74 Grade R Integrated Packs were screened. The Department was in the process of developing State-owned textbooks that would be produced, printed and delivered to all schools.

 

The Department developed and launched the “1+4 Model” during the quarter under review, a Mathematics strategy to improve the Grade 9 ANA results. The DBE completed the review process of the Dinaledi and Technical Secondary Schools conditional grants. This review resulted in the introduction of a new Mathematics, Science and Technology (MST) conditional grant.

 

The Kha Ri Gude campaign started late in July 2014 for both learners with disabilities and the mainstream learners.  The 2014 NSC examination was written by 550 127 full-time candidates and 138 533 part-time candidates.

 

1. Programme Two: Targeted Outputs versus Actual Output for 2014/15

 

Within this programme, The Department fully achieved or exceeded three of the five targets set, as follows:  

 

1. Number of interactive workbooks developed – The target was to develop 10 workbooks but only four had been developed.

 

1. The percentage of learners who obtain a National Senior Certificate – Of a set target of 75 percent, the Department was able to achieve 77.1 percent. A total of 412 606 passed of the 534 952 learners who wrote the examination.

 

1. The Percentage of Grade R workbooks developed, printed and delivered to learners in public primary schools – The target was set between 97-100 percent as per data sets from provinces of Grade R learners in public schools. There was an achievement of 99.96 percent.

 

1. Percentage of Grade 9 Mathematics workbooks developed, printed and delivered to learners in public schools – The target was set at between 97-100 percent as per data sets from provinces of Grade 9 learners in public schools. There was an achievement of 98.19 percent

 

1. The number of learners completing the Kha Ri Gude programme per year – Of a target set at 545 386, the Department only achieved a total of 421 440.

 

4.3.1.3  Programme Three: Teacher and Education Human Resources Development and Management - The purpose of Programme Three is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources.

 

1. Highlights and Achievements – A total of 10 788 young and qualified educators (30yrs and below) entered the system, this was 2 788 above the annual target of 8 000. A total of 1 321 young and qualified educators left the system. In 2014, 3 875 Funza Lushaka Bursary graduates were eligible for placement and as at December 2014, 3221 graduates were placed. A total of 31 968 educators participated in information sessions on IQMS implementation in the provinces, included in this figure were 22 363 members of the SMT. The 2015 SGB elections were held in all provinces from 6 - 28 March 2015 which were monitored by the DBE. The elections were preceded by a strong advocacy programme. At least 60 Teacher Centres had been upgraded by Vodacom with the expansion of an extra 20 Teacher Centres having begun.

 

1. Programme Three: Targeted Outputs vs. Actual Output for 2014/15

 

All the three set targets in this programme were achieved or exceeded, as follows: 

 

1. Number of qualified teachers aged 30 years and below entering the profession for the first time during the financial year - The target for this was 8000 and the Department reached an achievement of 10 788. 

 

1. A report on the number of qualified teachers aged 30 and below exiting the system during the past year – The target was to produce a report on the termination of qualified educators aged 30 and below. The Department produced a report reflecting 1 321 terminations.

 

1. Number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education during the past year - The target for this was 13 500 and the Department reached an achievement of 14 349 bursaries awarded.

 

            4.3.1.4  Programme Four: Teacher and Education Human Resources Development and Management - The purpose of Programme Four is to promote quality and effective service delivery in the basic education system through planning, implementation and assessment.

 

1. Highlights and Achievements – Preparation for the 2015 NSC examinations had begun with 258 question papers for the November 2015/March 2016 examinations having been set and are currently at different stages of internal and external moderation. The Provincial Programme Budget Structure was reviewed through the consultation with the PEDs, and all the changes on the budget structure were communicated with the National Treasury. Strengthening Infrastructure delivery capacity in the PEDs’ Infrastructure units had been ongoing, with the key objective of recruiting and appointing Built Environment and finance personnel. On ASIDI, a total of 106 schools had been completed, 371 schools had been provided with sanitation, a total of 381 schools had been provided with water and 292 schools had been provided with electricity.

 

A total of 24,706 (99 percent) public ordinary schools with 11,346,308 (89 percent) learners provided 2014 data to the Learner Unit Record Information and Tracking System (LURITS). A draft guideline on protocols for school visits by district officials was developed and schools were profiled in all 81 education districts and 24 270 schools were profiled out of 24 727 shown in the EMIS database. Of the 81 districts, school profiles in 68 have been analysed.

 

1. Programme Four: Targeted Outputs versus Actual Output for 2014/15

 

Within this programme, targets were fully achieved in 7 of the 9 set targets, as follows:.

 

1. Reliable and valid learner results of performance in Mathematics and Languages in Grades 1 and 9 provided – The target was to produce a National ANA report as well as a Diagnostic report. This target was achieved.

 

1. Valid and reliable data on learner performance on the National Senior Certificate (Grade 12) - The target was to produce a Technical Report, School Statistics Report, Diagnostic Report on selected subjects and a schools’ statistics report indicating three-year performance in selected subjects. This target was achieved.

 

1. Number of schools completed through ASIDI – The target set was 150 but the Department continued to miss this target, only completing 106 schools.

 

1. Percentage of Grade 1 learners who have received formal Grade R – The target set was 94 percent but the achievement was only 91 percent (2013 General Household Survey).

 

1. Percentage of 7 to 15 year olds attending education institutions – The target was 99 percent and this was achieved.

 

1. Percentage of children who turned 9 in the previous year who are currently enrolled in Grade 4 (or a higher grade) - The target was 65 percent and the Department was able to achieve 85 percent.

 

1. Percentage of children who turned 12 in the previous year who are currently enrolled in Grade 7 (or a higher grade) - The target was 52 percent and the Department was able to achieve 71 percent.

 

1. Number of officials from districts who achieved less than 65% in the National Certificate participating in mentoring programme - The target was 30 and the Department achieved 31.

 

1. Reported cases to the DBE on education delivery successfully managed through the Call Centre – The target rate for the Call Centre Referrals was 100 percent and the resolution rate at 90 percent. The Department achieved these targets with a resolution rate of 99.84 percent.

 

4.3.1.5  Programme Five: Teacher and Education Human Resources Development and Management - The purpose of Programme Five is to develop policies and programmes to improve the quality of learning in schools.

 

1. Highlights and Achievements – By the end of the 2014/15, provinces cumulatively reached 18 888 educators who had completed training on HIV and AIDS Life Skills Education Programme. The National School Nutrition Programme (NSNP) officials visited a total of two hundred and thirty (230) schools in eight (8) provinces. Learners in 20 727 schools were fed through the NSNP. As of January 2015, the de-worming programme became part of the NSNP. In the 2014/15 financial year, the Jamboree involved six provinces and 12 districts, reaching approximately 7 747 learners. The 2014 SASCE National Championships were held on 15–17 July 2014 at the Chief Albert Luthuli International Convention Centre (ICC) in Durban, KwaZulu-Natal.  A total of 7 203 learners and 436 teachers from 201 schools participated in this Eisteddfod. The linking of schools to local police stations and the establishment of safe school committees is ongoing in all provinces. The Department has captured in its database 15 769 schools that are linked to local police stations and have established safe school committees.

 

1. Programme Five: Targeted Outputs versus Actual Output for 2014/15

 

The Department exceeded the two targets set for this programme, as follows:

 

1. Number of schools that provide learners with nutritious meals – The target was 19 800 and the Department achieved a total of 20 727.

 

1. Number of learners participating in the DBE’s organised activities on citizenship, rights and responsibilities, and constitutional values – The target was set at 2 500 and the Department overachieved with a total of 8 305. 

 

The achievement of the planned targets as outlined above should be considered in the context of the material findings on the reliability of the reported performance information highlighted in the A-G’s report.

 

4.3.2 Service Delivery performance, 2015/16

The Department met the majority of the targets set for the First Quarter as per 2015/16 Annual Performance Plan, and appeared to be on track to meeting the annual targets in most of the targets, as follows:

 

• Programme One: All the four Performance Indicators set in this Programme are Annual Indicators. As at the end of the First Quarter, targets were fully met in two of the four Performance Indicators. These relate to the signing of the Financial Disclosure forms and Performance Agreements by all Department Senior officials within the stipulated time. Targets on the remaining two performance indicators of the number of staff development opportunities offered to officials and the number of internships implemented in the Department appear to be on track to being achieved.

 

• Programme Two: The Department reported progress made related to library services, ECD, Rural Education, LTSM, Cataloguing, Mathematics Science and Technology, ICT and Kha Ri Gude. However there was no reporting in respect of the actual output against the set Performance Indicators since none of them in this Programme were Quarterly.

 

• Programme Three: Within this Programme, six of the seven set Performance Indicators were Annual Indicators, with only one being a Quarterly indicator. The Department did not meet the Quarterly indicator of 70 percent of 500 School Governing Bodies (SGBs) who meet the minimum criteria in terms of effectiveness (in sampled schools). It was reported that the evaluation of the effectiveness of the SGBs would only commence in the fourth term. The Department exceeded the set Annual targets in two of the seven performance indicators, whilst the actual output was low in respect of two Annual targets.

 

• Programme Four: Within this Programme, five of the nine set targets were fully met, including the only Quarterly target on the percentage of public schools using the Schools Administration and Management Systems (SAMS) to record data to the national learner tracking system. The Department exceeded the target of 60 per cent and recorded 99 per cent in the First Quarter. The Department also fully met the set targets on the following Annual Performance Indicators:

 

• The percentage of schools provided with sanitation facilities, water and electricity
• The number of officials from districts whose schools achieved less than 65 percent in the National Senior Certificate participating in the mentoring programme.

 

• Programme Five: Of the two targets set in this Programme, one target was Annual whilst the other was Quarterly. Of the two targets set in this Programme, one target was Annual whilst the other was Quarterly. The Quarterly target of 19 800 schools providing learners with nutritious meals was not fully achieved since the process of verifying data was underway. The Department was on course to meet the Annual target in the second target on the number of educators, officials and learners participating in DBE organised activities on social cohesion, nation building, citizenship, rights & responsibilities and constitutional values.

 

 

5. Consideration of other service delivery performance findings

 

Progress report on the implementation of the Medium-Term Strategic Framework (MTSF) 2014-19 by the Department of Planning, Monitoring and Evaluation

 

In general, the DBE is making good progress on the implementation of the Medium-Term Strategic Framework (MSTF). However, there are areas requiring further attention. In its progress report to the Standing Committee on Appropriations in September 2015, on the implementation of the Medium-Term Strategic Framework (MSTF), the Department of Planning, Monitoring and Evaluation (DPME) noted similar findings to the observations made by the Portfolio Committee regarding the DBE’s performance in respect of infrastructure and Learner Teacher Support Materials. These include the following:

 

• Although the building of ASIDI schools is improving, targets are not met and school sanitation still remains a challenge in the sector.
• Although the infrastructure norms and standards have been published, it is unclear whether the sector is able to adequately determine the extent to which schools are meeting infrastructure norms.

 

• Processes developed by the DBE to monitor build projects are slowly maturing, but some provinces are still unable to spend their education infrastructure budgets.  By the end of March 2015, provinces had spent an average of 93% of allocated budgets.
• Although systems for distributing Learner Teacher Support Materials have improved, measuring the target of one textbook per learner for each subject remains a challenge.

5.2 Concluding comments on service delivery

 

There were notable achievements during the 2014/15 period towards improving the quality of basic education. Important gains made included the improvement of ANA results, particularly in the Foundation and Intermediate Phases as well as the delivery of ASIDI. The Department’s oversight role became more prominent in improving learner performance, through a number of interventions. Challenges remain with regard to the quality of learner performance, particularly in Mathematics Grade 9. Further notable challenges include the effective implementation of Inclusive Education in some provinces and imbalances in the supply and demand of educators, particularly in certain subjects.

 

6. Statutory Bodies

 

6.1        South African Council for Educators (SACE)

 

The South African Council for Educators is established under the SACE Act (Act No. 31 of 2000). The core mandate of the South African Council for Educators is the following:

 

• Compulsory registration of all educators;
• Management of the Continuing Professional Teacher Development (CPTD) system and promoting and developing the teaching profession; and
• Reviewing and maintaining ethical standards.

 

6.1.1 Financial Report

 

Statement of Financial Position

Assets	2015	2014
Non-Current Assets
Property, plant and equipment	1,947,387	2,417,806
Intangible assets	601,750	1,095,281
	2,549,137	3,513,087
Current Assets
Trade and other receivables	8,066,640	6,972,076
Cash and cash equivalents	81,415,716	71,093,226
	89,482,356	78,065,302
Total Assets	92,031,493	81,578,389
Equity and Liabilities
Equity
Accumulated surplus	21,700,651	9,899,431
Building reserve fund	63,702,019	63,702,019
	85,402,670	73,601,450
Liabilities
Current Liabilities
Trade and other payables	4,192,758	6,601,079
Provisions	2,436,065	1,375,860
	6,628,823	7,976,939
Total Equity and Liabilities	92,031,493	81,578,389

 

6.1.2     Analysis of Financial Position – SACE’s total assets increased by 12.8 percent while the cash equivalent increased by 16 percent (surplus). Included in current liabilities was R2.6 million deferred government subsidy, to be budgeted in the following financial year. SACE enjoyed a positive financial position.

 

Statement of Comprehensive Income

 

Assets	2015	2014
Continuing Operations
Revenue	58,108,346	55,357,384
Government Grant	10,530,847	10,385,063
Other Income	258,547	415,386
Operating Expenses	(61,433,019)	(53,165,653)
Operating Surplus	7,464,721	12,992,180
Investment Revenue	4,336,499	2,850,594
Surplus for the Year	11,801,220	15,842,774
Loss on Sale of Non-Current Assets held for sale	-	(1,500,000)
Surplus for the Year	11,801,220	14,342,774

 

6.1.3     Analysis of Income

 

• Revenue increased by five percent (registration fees);
• R10.5 million of R13.1 million was spent on CPTD;
• Unspent funds deferred to the following year;
• Planned surplus of R11.8 million was for the purchase of the building;
• Purchase price settled in June 2015 when SACE took over ownership of the property;
• Provincial offices opened in two provinces (KwaZulu-Natal and Free State); and
• Council was considering opening the remaining six in 2016/17 financial year.

 

6.1.4 Performance on Core Mandate

 

6.1.4.1  Registration – A total of 29 483 educators were registered with SACE which was 3 483 above those targeted for the financial year. The number of registration documents updated was 39 296 which was 14 2296 above target. Registration to date stood as follows:

• Full Registration            :           589 267
• Provisional                    :           98 339 (20 287 foreign educators)
• Incomplete                    :           20 287
• Total on Data Base        :           707 893
• Fee Paying                   :           407 104

SACE would strive to issue certificates within seven working days of the office receiving applications. At least 80 percent of all applications to be finalised annually with all educators being vetted and all qualifications verified in the five year period. SACE aimed to ensure validation and categorisation of the register to be completed.

 

6.1.4.2  Ethics – The expected number of cases to be finalised by SACE including the 283 carried over from 2013 stood at 869 while the actual number of cases finalised including those carried over from 2013 stood at 647. A total of 222 cases could not be finalised and would be carried over into the next financial year. SACE would ensure more officials were trained to achieve an 80 percent forecast.

 

The expected number of educators and stakeholders to be workshopped on the code of professional ethics stood at 35 000 while the actual number of educators and stakeholders workshopped on the code of professional ethics was only 5 786. Owing to the lack of sufficient personnel, workshops could not be conducted physically as anticipated. SACE was of the view that the budget allocation should be increased to reach a wider audience. SACE was striving to ensure that all complaints were processed within a three month cycle and at least 80 percent of all complaints were finalised annually. The Council would also work to ensure the SACE code and procedures would be updated annually with intensive outreach to reduce breaches of the code. SACE would look to the publishing of names of educators who were struck off.

 

6.1.4.3  Professional Development – The target for the number of educators orientated and signed – up on the CPTD system was 46 788. Only 30 389 (64.95 percent) of school Heads of Departments (HODs) were orientated and signed-up for participation in the CPTD system from January 2015 onwards. SACE experienced challenges with regard to funding. The first R4.5m was transferred to SACE in September 2015 and the remaining R4m was transferred only during mid-March 2015 towards the end of the financial year. The CPTD system was not part of the strategic plan and annual performance plan of some of the Provincial Education Departments and therefore not included in the budget.

 

The target for the number of Professional Development providers to be evaluated and approved was 250. This was not achieved. In 2014/15, a total of 119 new provider applications were received by SACE. Only 113 providers received the SACE approval status and most of the providers were mainly located in Gauteng, Western Cape, Free State and North West though they present their activities nationwide. The projected number was not reached because of a low turn-over in submission of applications. The bulk of envisaged providers from HEI’s and PDE’s had not yet responded.

 

Broadly, SACE wanted to ensure that all educators participated in relevant CPTD activities and programmes throughout their career.

 

6.1.4.4  Research – The NQF Act (2008) required that both statutory and non-statutory professional bodies were recognised by the South African Qualifications Authority (SAQA). Part of that recognition process and criteria required that professional bodies developed the professional designations which would be registered on the National Qualifications Framework (NQF). SACE had commenced an application process with the support of SAQA. A SACE report responding to the professional bodies’ recognition criteria was being drafted.

 

The planned target for the number of research projects undertaken in line with the SACE research policy and priorities was nine. This target was not reached and only five research projects were undertaken. This was due to inadequate internal capacity in terms of human resource. The research sub-division was without staff for a period of six months due to resignations.

 

In respect of the research project on the needs analysis for HODs, a total of 14 129 HODs completed the needs identification questionnaires during the CPTD orientation and sign-up processes across the nine provinces in the previous financial year. The data had already been captured in the previous financial year. The analysis of captured data was being completed with the ultimate goal of producing the HODs needs analysis report by the end of the year (2015). The same process would be followed with the Post Level 1 Teachers (PL1) during the 2015/16 CPTD orientation and sign-up sessions and processes. PL1 Teachers needs identification Questionnaires had been developed and printed. The process of administering the questionnaires would take place through the CPTD orientation and sign-up process when the schools re-opened in July 2015.

 

The principals, deputy principals and HODs were currently participating in a three year CPTD cycle which involved recording and reporting their participation in the three types of Professional Development (PD). Currently the reporting levels were low and some of the PEDs had not yet submitted their PD activities for endorsement to enable teachers to begin to earn their PD points. The research project had not commenced as yet.

 

6.1.5     Highlights and Achievements:

 

The achievements of Council during the period under review included:  

• A stricter and more efficient registration regime;
• A compulsory programme for continuing professional development and growth for all teachers in the system;
• A streamlined system for addressing alleged breaches of the Code of Ethics;
• The appointment of an expert pool of researchers to guide SACE by providing evidence-based advice regarding issues of teacher professionalism; and
• A multi-faceted outreach programme using a variety of different methodologies in order to enhance the delivery of SACE’s areas of responsibility.

 

6.1.6     Infrastructure – The Council had improved SACE’s infrastructure needs by: 

• Acquiring its own premises to save escalating rental costs;
• Securing SACE branch offices in Bloemfontein and Durban, as part of a nine province plan, to take service delivery to local levels; and
• Expanding its staff complement to maximise delivery and output.

 

6.1.7     International – The Council had marked its footprint internationally as a founding and leading member of the International Forum for Teacher Regulatory Authorities (IFTRA), which consisted of participants from 18 countries. Within the African continent, SACE was currently the chair of the African Forum for Teacher Regulatory Authorities (AFTRA), which was responsible for promoting professionalism and well-being of teachers in at least 20 African countries. Moreover, SACE participated in Education International (EI) as a valued observer.

 

6.1.8     Challenges:

 

• While SACE was grateful to government for the financial support it received every year, the expanded mandate of SACE during this period was not commensurate with its financial capacity.
• There still remained in some sections of South African society a lack of understanding of the real business and role of SACE; and
• There have been discernible tensions between the notion that SACE needed to be externally managed and supervised, on the one hand and the need for SACE to maintain its autonomy, as do similar councils nationally and internationally, on the other hand.

 

6.1.9     Portfolio Committee Observations

 

Members highlighted the following during deliberations:

 

• The Portfolio Committee congratulated SACE on their unqualified audit report but urged the Council to address areas of emphasis that needed attention, including material compliance in respect of Annual Financial Statements and Procurement and Contract Management.
• Members raised concern over the length of time it took for the issuing of certificates by SACE.
• Members queried the number of full-time investigators employed by SACE and at what cost.
• Members queried why SACE interaction with Universities was confined to the Gauteng Province only.
• Members were concerned over the safety of learners and educators and the programmes by SACE to orientate educators on programmes on the dangers of corporal punishment. How protected were educators against school violence?
• Members queried when SACE would establish offices in all nine provinces.
• Members queried the interventions in place to remedy the financial matters raise by the Report of the Auditor-General. What improvement plan was in place in respect of audit findings on non-compliance with treasury regulations?
• Members queried the plans in place to ensure the protection of those giving evidence as well as plans to improve human resource capacity to improve audit outcomes.
• Members queried the reasons for the CEO not receiving a bonus as did the rest of the Executive.
• Members queried the type of advocacy by SACE since many educators were not aware of SACE or how to access SACE.
• Members queried whether cases of absenteeism were also referred to SACE, the frequency of cases and how these cases were treated. Members also sought clarity on how SACE dealt with cases involving minors.
• Members queried the timeframe for the approval of training service providers and why they were a limited number.
• Members were concerned that there were cases where educators were employed and in the system, but not registered with SACE. 

6.1.10   Portfolio Committee Recommendations

 

Based on the above observations, the Portfolio Committee recommends that the Minister ensures that SACE consider the following:

• Submit a schedule of CPTD programmes and dates and locations of their training programme.
• Work to establish and open offices in all provinces.
• Investigate the matter of educators in the system who were not registered with SACE. Also to ensure that all educators in the system undergo the prescribed vetting.
• SACE submits to the Committee plans to improve on the audit findings indicated.
• The matter of the CEO bonus not being processed be addressed.
• Ensure that the new registration forms are made available to all educators moving forward.

 

6.2        Education Labour Relations Council (ELRC)

 

6.2.1 Mandate of SACE: The primary business of the Council is to promote the maintenance of labour peace in the public education sector through the provision of dispute resolution (and prevention) services. The secondary business of the Council involves the promotion and maintenance of labour peace in the public education sector through the provision of consultation and negotiations between trade unions and the Department of Basic Education. Key legislation directing the work of the ELRC in its core business includes:

 

• The Labour Relations Act (Act 66 of 1995);
• The Public Finance Management Act (Act 1 of 1999);
• The Employment of Educators Act (Act 76 of 1998); and
• The Further Education and Training Colleges Act 1(Act 3 of 2012).

 

For 2015, in respect of the strategic outcomes orientated goals of the ELRC, the following progress could be noted:

 

1. Goal 1: Research, monitoring and evaluation activities that provides an evidence base for improved policies and policy implementation in basic education: The Council approved a research concept document on Policy and Conditions of Service for the Institutionalisation of Grade R Practitioners and the appointment of a researcher to conduct national research.

 

1. Goal 2: Proactive dispute prevention and dispute resolution: Dispute prevention committees in nine provinces played a role in resolving grievances related to promotional posts. The pool of panelists and intermediaries was increased and appropriate venues were secured for special disputes. 

 

1. Goal 3: Collective bargaining processes that maximised the scope of the parties’ shared interest: Three national collective agreements were concluded:

• CA 1 of 2014: The Process of Acquiring Organisational Rights in the Education Sector.
• CA 2 of 2014: Quality Management System (QMS) for School Based Educators.
• CA 1 of 2015: The appointment of a Panel of Conciliators and Arbitrators.

 

No incidences of labour unrest was reported in any of the nine provinces during the period under review.

 

1. Goal 4: To provide appropriate support and training for all involved in dispute resolution and collective bargaining: The Council trained 94 panellists and 345 dispute resolution practitioners.

 

1. Goal 5: Sound communication strategies, special initiatives and campaigns to support and complement the core activities of the Council: SACE had the following marketing initiatives:

 

• An Education Handbook; National Teacher Awards (NTA) Message of Support in Mail & Guardian; Education Week exhibition and national and at provincial party conferences.
• Survey research

 

6.2.2 Performance Information

 

6.2.2.1  Dispute Management Services

 

• Dispute Prevention and Facilitation: The Council adopted a proactive approach with a focus on prevention. The Council had functional Dispute Prevention Committees / Task Teams in all provincial chambers. The work of the Dispute Prevention Task Teams focussed on the need for a comprehensive workshop on the Discipline of Educators in KwaZulu-Natal and Gauteng.

 

• Dispute Resolution: The Council looked at the improvement of efficiencies related to the resolution of disputes on appointments and promotions as well as the recruitment and training of Interpreters and Intermediaries. The Council secured appropriate venues for special hearings. There was a Collective Agreement (No. 1 of 2015) on the appointment of a panel of Conciliators and Arbitrators as well as a Draft Collective Agreement on the ELRC Guidelines for Promotion Arbitrations.

 

            6.2.2.2  Collective Bargaining Service

 

Parties continued to monitor the implementation of the current policy on incentives. The Council undertook research on the Conditions of service of ECD Practitioners in South Africa. The Personnel Administration Measures (PAM) task team concluded its work during the period under review and there was a Draft Collective Agreement (No. 1 of 2014) on the Quality Management System (QMS) for School-Based Educators.

 

6.2.2.3  Administration Services

 

The Council had a functional Supply Chain Management (SCM) unit and the necessary recruitment and retention strategy in place. There was a total reward strategy, salary benchmarking and a remuneration policy. The council developed a five-year Employment Equity Plan with in-house internal audit functions to improve effectiveness of governance, risk management, control processes and to ensure compliance. The Council had a safety, health and environmental (SHE) Committee for staff with a draft Collective Agreement to address static revenue.

 

6.2.2.4  Policy Developments and Legislative Changes

           

The ELRC was delisting as a Schedule 3A public entity. The Council embarked on processes to delist as Schedule 3A Public Entity in the 2014/15 financial year. The Registrar of Labour Relations highlighted the Council’s non-compliance with the LRA 66 of 1995, sections 53 (1) and 53 (2)(b). Failure to delist in terms of the PFMA, would have led to the review of the Council’s registration as a bargaining council. The Minister of Finance, acting in terms of Section 47 & 48 of the PFMA, 1999 – delisted the Council with effect from31st March 2015.

 

6.2.3     Performance Information by Programme

 

6.2.3.1  Programme One: Administration Services - The purpose of the Programme was to provide support services to the core operational functions of the Council to ensure that it delivers an efficient and effective service on its mandates.

           

1. Performance for 2014/15

 

1. Minimise fruitless and wasteful expenditure – The target was to reduce fruitless and wasteful expenditure by 100 percent. This was not achieved due to Parties not attending scheduled meetings

 

1. Eliminate irregular expenditure - The target was to eliminate irregular expenditure. There was no irregular expenditure due to non-compliance with the requirements of Treasury Regulations 16A3 & Practice note 8 of 2007/8.

 

1. Establish a Supply Chain Management (SCM) unit and provide training – The target was to train and develop SCM officials. This was not achieved because the unit was established during the period under review and officials only recruited in October as a result of training would only commence in the new financial year.

 

1. Train and develop staff – The target was to train and develop a total of 30 staff. The Council was able to train 53 staff which was an overachievement.

 

1. Introduce and conduct employee wellness programmes – The target was to introduce and conduct four employee wellness programmes. This target was achieved.

 

1. Implement the Council’s Marketing Strategy as a means to promote the image of the ELRC – The target was to conduct survey research to measure how the Council was perceived by educators – with a sample of 4 000 educators. This target was achieved with a sample of 1 862 educators and the findings presented to management.

 

1. Manage the property and assets of the Council with a focus on increasing effectiveness, economy, transparency and integrity - This target was to ensure that 80 percent of the refurbishments would be completed. Although this target was not achieved, all demolition work was carried out and excavation had commenced.

 

1. Overview of Programme One: Administration Services

 

1. Finance and Administrative Systems – The Council finalised the process of changing banks. SARS refunded the Council an amount of R920 675, in relation to R1,8-million that was incorrectly deducted.

 

1. Information Technology (IT) – The majority of IT findings were addressed in the 2014/15 financial year with IT policies being updated (Disaster Recovery Plan and IT Policy on Hardware & Software) and new policies drafted (IT Change Management Policy & Patch Management Policy).

 

1. Communications - Survey research was conducted on how the Council was perceived by educators. Recommendations of the study had informed marketing activities for 2015/16. The Council’s profile was featured in the Education Handbook and a message of support for the NTAs was placed in the Teacher supplement of the Mail & Guardian. The Council participated in 10 provincial Party conferences (exhibitions), an exhibition at Education Week, the Inspired Teachers’ Conference and the SA Basic Education Conference.

 

1. Building Refurbishment Project – The Site was handed over to an appointed contractor with a projection that the project would be completed in November 2015.

 

1.   Strategy to overcome areas of under performance

• Fruitless and wasteful expenditure - The Council would introduce a “Cost Order” process in the 2015/16 financial year in an effort to curb wasteful expenditure.
• SCM unit - The training of SCM Officials had been deferred to the 2015/16 financial year.
• Irregular Expenditure - Disciplinary actions would be instituted against the SCM             officer.

 

6.2.3.2  Programme Two: Dispute Management Services - The purpose of the Programme was to manage disputes proactively in terms of prevention and resolution.

 

1. Performance for 2014/15

 

1. Provision of dispute resolution services (Conciliations finalised within 30 days) – The target was to achieve 100 percent finalisation within 30 days. This target was not achieved with only 464 disputes in the Council’s jurisdiction and only 309 conciliated within 30 days

 

1. Training of Dispute Resolution Practitioners (Dispute Resolution Practitioners trained) – The target was to train 240 practitioners. This target was overachieved with 345 practitioners trained.

 

1. Panellists Professional Development (Panelists professionally developed) - The target was to develop 80 practitioners. This target was overachieved with 94 panellists developed.

 

1. Overview of Programme Two: Dispute Management Services

 

1. Referrals -   The Council received 762 disputes which were predominantly related to ULP (Promotion and Appointments). The Council was continuing with the recruitment and training of interpreters.

 

1. Jurisdiction:  Of the 762 referrals, 464 were within the Council’s jurisdiction while 298 were outside the Council’s jurisdiction.

 

1. Strategy to overcome areas of underperformance – The Council would continue the process of recruiting and training interpreters and intermediaries in an effort to overcome delays and postponements. Added to this the Council needed to ensure appropriate venues for special hearings.

 

1. Provincial Referrals:

 

	Number of Referrals
Eastern Cape
Western Cape
Free State
North West
Northern Cape

 

6.2.3.3  Programme Three: Collective Bargaining Services - The purpose of the Programme was to contribute to the Council’s vision of a strengthened social contract between government, teacher unions and civil society. Another purpose was to create a conducive environment for improved quality in teaching and learning and to promote collective bargaining at national and provincial levels. Furthermore the Programme ensured the development of effective policies for quality public education in a non-disruptive environment for teaching and learning.

 

1. Performance for 2014/15

 

1. Collective Bargaining (Concluding bargaining on identified matters of mutual interest in public education) - The target was to conclude the bargaining of four identified matters of mutual interest. This target was overachieved with seven matters concluded.

 

1. Research Services (A report on the factors that promote labour peace, educator morale and wellbeing is available) - The target was to produce one research report. This target was not achieved. The Council approved the research concept document on the Policy and Conditions of Service for the Institutionalisation of Grade R Practitioners and the appointment of a researcher to conduct the research. However, no report has been tabled at Council.

 

1. Quality Learning & Teaching Campaign (QLTC) (To establish and empower all-inclusive and functional QLTC structures on all levels i.e. provincial, district, circuit/ward and school levels) – The target was set at 27 structures. Only 13 structures were achieved. The training of districts only commenced in the second quarter of 2014 and it impacted negatively on the achievement of the set target

 

1. Overview of Programme Three: Collective Bargaining Services

 

1. The Council identified one evidence-based teacher welfare and national development issue i.e. Conditions of service of ECD Practitioners;
2. A total of 13 delegates participated in the International Labour Organisation (ILO) Conference in Geneva during period under review; three national agreements were concluded and five provincial agreements were ratified.
3. Regarding the strategy to overcome areas of underperformance the proposed recommendations for considerations by the Quality Learning and Teaching Campaign (QLTC) coordinators to ensure the training programme was strengthened and included:
   • Close cooperation between the Quality Coordinating Teams (QCT) and provincial Coordinators;
   • Provincial coordinators to assist in the dissemination and advocacy of the training of districts and stakeholders;
   • The compilation of accurate data of all QLTC structures and stakeholders; and
   • Research on conditions of service for the Institutionalisation of Grade R Practitioners, would be concluded in the 2015/16 financial year.

 

6.2.4 Financial Report

Annual Financial Statements

	2014/15	2013/14	2012/13	2011/12
Levies Received	49,213	49,322	49,319	49,693
Contributors	409,236	410,816	410,991	414,104
Average Increase (Decrease) in Total Levies	(109)	3	(374)	271
Average Increase (Decrease) in Total Levies	(6,931)	(175)	(3,113)	(2,254)

 

Financial Performance

	2014/15	2013/14	2012/13	2011/12
Total Revenue	49,213	49,322	49,319	49,693
Other Income	7,276	5,696	4,949	4,492
Personnel Related Expenses	(19,988)	(15,549)	(14,555)	(14,625)
Total Operating Expenditure	(31,667)	(30,033)	(29,350)	(33,312)
Surplus/(Deficit)	4,833	9,436	10,364	6,247

 

The financial position of the ELRC was such that it was able to pay its short term debt and be able to survive in the long term and avoid insolvency by remaining solvent.

 

	2014/15	2013/14	2012/13	2011/12
Total Income	56,489	55,018	54,268	54,185
Cash and Cash Equivalents	136,541	126,197	109,749	95,814

 

6.2.5 Portfolio Committee Observations

 

Members highlighted the following during deliberations:

• Members queried whether the QLTC was still the responsibility of the ELRC or whether this was not in their plans going forward. What role would the Council play in respect of the QLTC, if at all? Members also sought clarity on the Council’s findings in respect of the Quality Management System (QMS) – and whether it was being effective.
• Members requested timeframes for the rectifying of the fruitless and wasteful expenditure. Further to this, Members queried how the Council was planning to deal with audit outcomes identified by the Auditor-General.
• Members sought clarity on the possible escalation of disputes in respect of the challenges around the ANA 2015. How was the ELRC dealing with this situation?
• Members queried whether the Council handled matters relating to PMDS (for non-educators) – and whether there were any unfair labour challenges in this regard.
• Members queried the use by the Council of the Mail & Guardian as the sole agent for marketing and advertising.
• Members also queried the finalisation of the report on research in respect of Grade R practitioners.

6.2.6 Portfolio Committee Recommendations

 

Based on the observations made above, the Portfolio Committee recommends that the Minister ensures that the ELRC consider the following:

• Work on the status of the provincial chambers and ensure the continued collaboration with Organised Labour in the pursuit of labour peace.
• Look to utilise the broader spectrum of print media, radio and other modes of marketing and advertising.
• Submit the finalised report on the research in respect of Grade R practitioners.

 

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

 

The Council is mandated to quality assure qualifications and standards, to monitor and moderate learners’ achievement and to issue certificates. The Council also evaluates whether the providers of education and training in the sector have the capacity to deliver and assess qualifications and are performing to expected standards of quality. Umalusi’s mandate is determined by two Acts i.e. the National Qualifications Framework Act of 2008 and the General and Further Education and Training Quality Assurance Act of 2001 amended in 2008. The mandate of Umalusi covers the following areas:

 

• Developing and managing a sub-framework of qualifications in collaboration with SAQA and the other two Quality Councils (QCs);
• Developing and implementing the necessary quality assurance policies in respect of quality assurance of provision;
• Maintaining a database of learner achievements and related matter;
• Commissioning and publishing research related to the development and implementation of the sub-framework of qualifications; and
• Advice and Collaboration.

 

During the period under review, aspects in the external environment that had an impact on the work of Umalusi were as follows:

 

• The National Development Plan highlighted education and training priorities that needed to be addressed in its planning;
• Collaboration with the South African Qualification Authority (SAQA) and other Quality Councils in the transition to the National Qualification framework (NQF) Act;
• The finalisation of the NQF with Ministerial regulations of the revised NQF;
• The White Paper on a post-school system;
• Umalusi’s sub-framework provided a vision for the post school system;
• The Department of Higher Education and Training had created significant changes in terms of the Act relating to colleges;
• The DBE was implementing the CAPS;
• The National Senior Certificate for Adults (NASCA) had been curriculated; and
• The General Education and Training Certificate for Adults had been regulated.

 

In respect of the Quality Assurance Regime for 2014/15, Umalusi argued that educational standards and quality were set and maintained through a combination of processes and interventions. The 2014/2015 quality assurance regime included the following:

 

• The evaluation and benchmarking of existing qualifications and curricula (Intended curriculum) and the issuing of authentic certificates; the development of new qualifications and curricula;

 

• Ensuring through external moderation processes that assessments at exit points were of an acceptable standard and that the examinations were conducted in a credible manner through verifying the national and provincial monitoring systems (Examined curriculum);
• Ensuring that standardisation processes were reliable, consistent and that standardisation decisions were upheld during the result process; and

 

• Accrediting private institutions (schools, FET colleges and Adult Centres), to offer the qualifications it certified (Enacted curriculum).

 

6.3.1     Qualifications, Curriculum and Certification Unit (QCC) - The role of QCC was to ensure and enhance the status and quality of the qualifications Umalusi certifies. Quality assuring the qualifications and their related curricula was QCC’s contribution to the overall quality of the certificate which Umalusi issues. This function also oversaw the issuing and verification of certificates. Umalusi was able to complete the following as planned:

 

1. Qualifications Sub-framework:

 

• The policy for the General and Further Education and Training Qualifications Sub-Framework (GFETQSF) was Gazetted in September 2014;
• NASCA regulated by Gazette in September 2014 with Umalusi providing guidance in respect of NASCA curriculum development;
• Policies regarding the management of qualifications, curricula and certification was reviewed;
• The Qualifications Standards Committee met as planned; and
• Relationships with Departments, SAQA and the Quality Councils (QC’s) were maintained.

 

1. Curriculum Evaluated and Benchmarked: The following was being undertaken as per plan.

 

• FET CAPS projects were prioritised. Reports were published, launched and disseminated; and
• Senior Phase CAPS research were planned and the first evaluation workshop was held.

 

1. Certification: The following was being issued in line with directives and guidelines:

 

• Certification systems in all qualifications were developed and/or enhanced;
• Certification for all qualifications were undertaken as data was submitted; and
• Verification was undertaken as per service level agreements.

 

6.3.2     Quality Assurance of Assessment Unit (QAA) - This function entailed establishing, maintaining and improving standards and quality in assessment at exit points in General and Further Education and Training. In order to fulfil this function, Umalusi used five key processes, as follows:

 

• external moderation of question papers;
• verification of monitoring the conduct of examinations;
• external moderation of marking;
• external moderation of continuous assessment; and
• standardisation of assessment results.

 

1. External Moderation of Question Papers: Reports were submitted to the Ministers of Basic and Higher Education and Training on all 2014 exams. The following was completed as per the plan:

• National Senior Certificate: 502 question papers;
• General Education and Training Certificate: 90 question papers;
• National Certificate Vocational (NCV): 390 and (NATED) 144 question papers; and
• Senior Certificate: 77 question papers.

 

1. Moderation of Marking: Reports were submitted to the Ministers of Basic and Higher Education and Training on all 2014 exams. The following was completed as per the plan:

• National Senior Certificate: 30 subjects;
• General Education and Training Certificate: 13 learning areas across the PEDs and four learning areas for the Independent Examinations Board (IEB) and two learning areas for benchmarking;
• NCV level 2 - 4: 86 subjects and (NATED) 33 subjects.390 and (NATED) 144 question papers; and
• Senior Certificate: 77 question papers.

 

1. Internal Assessment: Reports were submitted to the Ministers of Basic and Higher Education and Training on all 2014 exams. All internal assessments were moderated as per plan:

• National Senior Certificate:
  • Phase 1 - eight subjects across four PEDs
  • Phase 2 – eight subjects across nine PEDs
  • Phase 3 – 17 subjects
• The South African Comprehensive Assessment Institute (SACAI):
  • Phase 1 – 14 subjects
  • Phase 2 – 15 subjects
• General Education and Training Certificate: 26 learning (School Based Assessment Tasks), 17 learning areas across nine PEDs and four (IEB)
• NCV: 94 subjects (L2 – 4) sampled across 50 colleges and (NATED) 17 subjects

 

1. Monitoring Marking of Exams: Internal Assessment: The following were completed as planned:

 

• Senior Certificate: 15 Marking Centres (DBE);
• National Senior Certificate: 103 Sites (DBE), two Sites (IEB) and one centralised Site (SACAI);
• General Education and Training Certificate: eight (Department of Higher Education and Training), two (IEB) and one (Benchmarking) centres; and
• NCV: 45 Sites and 24 (NATED).

 

1. Standardisation: Reports were submitted to the Ministers of Basic and Higher Education and Training on all 2014 exams. The assessment outcomes were standardized for 11 examinations.

 

1. Irregularities: There were pending investigations in 11 Centres in KwaZulu-Natal and seven Centres in the Eastern Cape due to disruptions from candidates and the following legal action. The following irregularities were recorded:

• Senior Certificate: 153 Centres were implicated in systemic irregularities
• National Senior Certificate: In KwaZulu-Natal 21 Centres were implicated in group copying. In the Eastern Cape 14 Centres were implicated in group copying. Other Centres implicated in group copying were Gauteng (five), Western Cape (one), North West (one) and Northern Cape (one).

 

6.3.3     Evaluation and Accreditation Unit (E&A) - The unit was responsible for accrediting private institutions through quality assurance of their provision for the qualifications Umalusi certified. The unit evaluated the capacity of education and training providers to implement registered qualifications and approved curricula. The Unit also evaluated the capacity of assessment bodies to conduct practical, internal, and external assessment of learner achievement at the required standard, leading to the certification issuing of registered qualifications.

 

            Accreditation of Private Providers: 

                       

1. Independent School – New accreditation processes opened in October 2014 with 99 extensions of accreditation up to August 2015. Of the new application received 46 were granted seven-year accreditation, 25 granted one-year provisional accreditation, 12 not accredited and three deferred.

 

1. FET Colleges - New accreditation processes opened in September 2014 with 100 extensions of accreditation up to August 2015. Of the new application received none were granted seven-year accreditation, 22 granted two-year provisional accreditation, eight not accredited and three deferred.

 

1. AET Centres - New accreditation processes opened in September 2014 with 26 extensions of accreditation up to August 2015. Of the new applications received, two were granted seven-year accreditation, two were granted two-year provisional accreditation, two were not accredited and four were deferred.

 

            Umalusi undertook planned institutional site visits as follows:

 

• Independent Schools – 86 site visits were conducted;
• Private FET – 30 site visits were conducted; and
• Private AET – 10 site visits were conducted.

 

6.3.4     Statistical Information and Research Unit (SIR) - The mandate of the SIR unit was to conduct research as identified by the needs of the organisation and to report on the key indicators of quality and standards in general and further education and training. The Unit further established and maintained databases and led statistical research and analysis. The SIR Unit also informed and provided statistical support for the work in other units. The SIR Unit also played a role in organisational and professional development at Umalusi. Umalusi was able to cover the following areas during the year under review:

 

• Finalise a report on the National Senior Certificate Indicators;
• Finalise a report on making education judgments;
• Finalise a report on National Senior Certificate matriculation results as predictors of academic success in higher education (pilot study);
• Finalise a report on Consolidated Post-Examination Analysis 2014 (DBE and IEB);
• Finalise a report on Grade 12  (DBE and IEB);
• Publish a Seminar Report on Working our way up: Mathematics and Science education following poor international ratings;
• Published a Seminar Report on Education and South African Political Parties: Considerations for the General Elections; and
• There was ongoing research in respect of a report on Item Response Theory.

 

6.3.5     Governance and Office of the Chief Executive Officer (GOCEO) – This Unit ensured that Strategic and Annual Performance Plans were in place and that the organisation carried out its remit. The Unit also covered the areas of Corporate Governance, Advocacy of Umalusi’s work and Stakeholders relationship management. In this regard Umalusi could report the following:

 

• The new planning cycle was developed and organisational reports published as required;
• Policies were developed and implemented after Council’s approval;
• Performance was evaluated and monitored quarterly;
• Council meetings were conducted (committees supported and services rendered); and
• A communication strategy was implemented as per plan.

 

6.3.6     Public Relations and Communications – The purpose of this unit was to facilitate the management, through communication, of perceptions and strategic relationships between Umalusi and its internal and external stakeholders. In this regard Umalusi could report the following:

 

• External PR functions and communication were carried out as planned and in response to external needs;
• Internal PR functions were carried out as planned;
• Internal Umalusi events were managed and supported; and
• Publications, media conferences and stakeholder relations were completed as planned.

 

6.3.7     Information Technology (IT) Systems – The Unit focused on ensuring that all information technology requirements of the organisation were met. The Unit served as an enabler and contributed to the achievement of Umalusi’s strategic goals. The Unit was responsible for system development and maintenance, network and hardware provisioning and support and ICT governance.

 

            Umalusi procured the following hardware:

• 245 computer components;
• Intel Next Unit of Computing;
• Two iPads;
• 35 laptops;
• Three printers and
• Four R730 servers

 

Regarding Software, Umalusi had 23 different applications and all software licencing was up to date. The MIS project was ongoing to improve operational output and the Umalusi website was maintained and supported. Umalusi also implemented an online accreditation system for private providers. 

 

6.3.8     Financial and Supply Chain Management (FSCM) – This sub-unit provided sound management of financial resources and timely production of financial reports in accordance with organisational policy and relevant statutes. The sub-unit also ensured timeous collection of debt and ensuring providers were paid within 30 days. Umalusi received an unqualified audit for the year under review. Internal renovations to the building were successful despite space constraints. Umalusi had requested to purchase additional premises.

 

6.3.9     Human Resource Management and Development (HRM&D) – This sub-unit provided efficient and timely support to all units including accurate, timely information regarding recruitment, selection and placement, benefit management, policies and procedures, training and skills development, staff establishment information, and the management of Employment Equity. The sub-unit was able to implement staff wellness programmes and staff training and development. The development of staff was a priority with a greater budget demand for 2014/15 and beyond.

 

6.3.10   Financial Performance for 2014/15

 

Revenue	Amount
Certification, verification and accreditation	25 098 948
Department of Basic Education Grant	107 354 000
Interest and other income	5 447 245
Total Income	R 137 900 193
Expenditure	132 177 344
Surplus	R 5 722 849
The surplus was due to: Increased accreditation applications; Private TVET college fee collections increased; Interest income from reserves still not expended; Reduced expenditure due to approval of posts to be filled over two financial years; and Cost containment measures generated reduction in operational expenses

 

6.3.11   Financial Position for 2014/15

 

Assets	37 401 694
Property & equipment	37 313 877
Intangible assets	87 817
Current Assets	58 549 045
Trade & other receivables	7 716 370
Cash & cash equivalents	50 832 675
TOTAL ASSETS	95 950 739
Equity	79 412 685
Accumulated surplus	71 216 063
Revaluation reserve	8 196 622
Liabilities	16 538 054
Trade & other payables	11 271 634
Provisions	5 266 420
TOTAL  EQUITY & LIABILITIES	R 95 950 739

 

Regarding the requirements in the year going forward in terms of grants, Umalusi was of the view that a scientific model was required where investment in quality assurance could make significant improvements, e.g. a study was conducted in 2011 where approximately 0,047 percent of the higher education budget was spent on SAQA and the QC’s. If an allocation of one percent of the basic education budget was allocated specifically for this, one should see significant systemic improvements and Umalusi was that independent Quality Council fit for this purpose. The Council was strengthening its QA process to deal with systemic irregularities and in the process of reviewing the accreditation process.

 

6.3.12   Portfolio Committee Observations

 

Members highlighted the following during deliberations:

 

• Members raised concerns and queried reasons for Umalusi having regressed, in part, in respect of the audit outcomes – and how Umalusi planned to turn things around.
• Members queried the reasons for the sudden phenomenon of ghost writing and group copying and what was the underlying cause thereof and how could this be curbed.
• Members queried reports of safety and security concerns in respect of papers and scripts in certain provinces.
• Members also queried the view of Umalusi on provincial exam readiness.
• Members queried how Umalusi dealt with “fly-by-night” colleges not accredited by Umalusi – and, in so doing, assist parents with choosing institutions for their children.
• Members also queried the working relationship between Umalusi and SACE in respect of the verification of certificates.
• Members were interested to know when the new Grade 9 certification would be implemented.
• Members queried whether Umalusi, during its oversight visits, experienced challenges by schools in respect of the lack of furniture for examination centres.
• Members also queried whether Umalusi was able to strike a balance between difficult and easy question papers.

6.3.13   Portfolio Committee Recommendations

 

Based on the observations made above, the Portfolio Committee recommends that the Minister ensures that Umalusi considers the following:

• Work to rectify all and any anomalies in respect of the audit findings of the Auditor-General.
• Ensure that all cases involving learners found guilty of irregularities be speedily finalised and that all the necessary measures were put in place to avoid a recurrence.
• Speedily deal with the backlog of certificates to be issued.

 

7. Portfolio Committee Observations

 

     7.1 Department of Basic Education

 

• The Portfolio Committee welcomes the quality and depth of information reported in the 2014/15 Annual Report, acknowledging the considerable work the Department covered during the year under review and the effort that has been expended in the reporting. The Committee remains concerned that sectoral data relating to teacher supply, utilisation and demand that captures factors such as subjects taught, school phases and geographical areas is still unreported due to delays in the completion of teacher profiling. However, the Committee welcomes the additional mechanisms that the Department now employs to ensure that the PEDs complete the teacher profiling. The Department is requested to continue to brief the Committee quarterly on progress regarding this matter.

 

• In terms of the reporting in the 2015/16 financial year, the Portfolio Committee noted during the consideration of the First Quarterly Report that the Department was not reporting on some key performance indicators quarterly to show progression with respect to Annual Targets. These include:

• the percentage of Grade R practitioners with NQF levels 4, 5 and 6; and
• the percentage of teachers absent from school on an average day.

 

The Portfolio Committee requests the Department to report on these performance indicators as well as in respect of the key priority of Inclusive Education (IE) particularly since they are linked to the objectives of the National Development Plan.

 

7.2 Governance Issues

• The Portfolio Committee once again commends the Department on continuing to receive an unqualified audit opinion in relation to the management of their finances. However, the Committee urges the Department to fast track the implementation of its Action Plan to pave the way for the achievement of a clean audit. The Portfolio Committee is concerned with the shortcomings as alluded to by the Auditor-General. These include the persistent restatement of corresponding figures; compliance with legislation in respect of expenditure management, annual financial statements; and, procurement and contract management. The Committee welcomes the Department’s report in the Annual Report that it has improved its internal control in ensuring efficient and effective service delivery, including through ensuring that senior management monitors and discusses the Department’s spending trends at its meetings.
• The Committee believes that the Department is moving in the right direction but urges it to intensify the implementation of these strategies to ensure that internal control deficiencies do not recur.The Committee urges the Department to consider introducing interventions and enforcing measures to ensure that officials who do not comply with legislation or perform poorly are held accountable.
• In respect of the provincial audit outcomes, the Portfolio Committee welcomes the improvements, including a decrease in the number of qualified audit opinions from four to two, and an increase in the number of unqualified audit opinions from five to six. The Committee is however deeply concerned that, as in the previous financial year, Limpopo Province received a disclaimer in 2014/15, despite having been under administration in terms of Section 100 100 (1) (b) intervention. Urgent measures should be enforced to ensure that the Province improves its audit outcomes.

7.3 Funding Issues

 

• The Portfolio Committee acknowledges the need for fiscal prudence in public spending and appreciates the directive for departments to reprioritise their spending within the existing expenditure ceiling. The Committee notes that, whilst in the previous financial years the Department was unable to spend its total budget allocation for the ASIDI programme, spending on the Programme has significantly improved to reach 100 per cent in 2014/15. Based on the current rate of expenditure, it is projected that the Programme will run out of funds before the end of the 2015/16 financial year. The Department projects that an additional amount of R500 million will be required to settle all the commitments by the end of the current financial year. Given that this Programme is vital to improving Basic Education and is linked to the imperatives of the NDP, the Committee supports the Department’s request for additional funding.

 

• The Portfolio Committee is concerned regarding the underspending of the Limpopo Province on the HIV and Aids conditional grant which resulted in the withholding of funds in the 2014/15 financial year. The Committee notes that the Province’s trend of underspending in this conditional grant continued in the First Quarter of the 2015/16 financial year. The Committee urges that appropriate steps be taken to ensure that the Province uses its resources as allocated.

 

• Members raised concerns over the issue of unspent funds from grants and donations and queried the Departments monitoring thereof.
• Members also queried the reasons for the high catering budget of the Department.

       7.4 Performance by Programme

 

7.4.1     Programme 1: Administration

 

• The Portfolio Committee welcomes strides made in alleviating capacity constraints through the filling of posts at Senior Management Service (SMS) level, which resulted in the reduction of vacancies as reported in the Annual Report.

 

• Members acknowledged the good performance of the Department though queried the balance between service delivery and applicable legislation and regulations being adhered to.

 

7.4.2     Programme 2: Curriculum

• The Committee commends the Department for improving systems for distributing Learner Teacher Support Materials, including meeting targets and making savings, particularly in provinces where central procurement is used. However, the Committee observed that measuring the target of one textbook per learner for each subject remains a challenge. The Committee urges the Department to intensify its monitoring of the implementation of the textbook retrieval system.

 

• Members queried the status of the Introduction of African Languages (IAL) in schools and the plans for the future.

 

• Members also queried the promotion and progression policy and how this was being implemented in the future.

 

• Whilst the Portfolio Committee acknowledges steps being taken to improve the implementation of Inclusive Education, the Committee urges the Department to intensify its interventions, including the effective implementation of SIAS.

 

 

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

 

• Members were concerned over the high number of educators leaving the system and the DBE’s interventions to keep educators in the system. Members were also keen to know how many of those educators who left were Fundza Lushaka Bursars.

7.4.4     Programme 4: Planning, Information and Assessment

• Members were interested in knowing the status of learners who had been implicated in irregularities during the 2014 NSC Examination and how they had been assisted.
• Members also noted that little information was available on issues concerning maintenance of school buildings and equipment, as well as the necessary funding made available.
• Members urged the Department to ensure that the School Governing Bodies receive the necessary training on budgeting and funding allocation.
• Members raised a concern that some ASIDI schools completed remain unoccupied for long periods due to the delays in handover.

8.         Portfolio Committee Recommendations

 

Based on the observations made above, the Committee requests that the Minister ensures that the Department and its Entities consider the following recommendations:

 

8.1 The Department of Basic Education

 

• Provide Parliament with the Action Plan to address the A-G’s 2014/15 audit findings, within three weeks of the adoption of this report by the National Assembly. The Department is also requested to report in its Second and Third Quarterly Reports on progress made. The Action Plans should include a focus on how the Department will address challenges around:
  • Accruals and payables exceeding 30 days deemed unauthorised expenditure;
  • The recurring challenge of the restatement of corresponding figures;
  • Material non-compliance with legislation in respect of the issues raised by the A-G, and;
  • Internal control deficiencies.
• Collaborating with relevant role players, take the necessary steps to ensure that Limpopo Province improves its performance, including its audit outcomes and spending in respect of the HIV and Aids conditional grant.
• Consider introducing interventions and enforcing measures to ensure that officials who do not comply with legislation or perform poorly are held accountable.
• Intensify the monitoring of the implementation of the textbook retrieval system to ensure that every learner has a textbook in line with the imperatives of the National Development.
• Intensify interventions in respect of the implementation of Inclusive Education, including the effective implementation of SIAS.
• Finalise the matter of learners who had been implicated in irregularities during the 2014 NSC Examination.
• Fast-track the completion of the teacher profiling to enable the reporting in future Quarterly and Annual Reports on important sectoral data relating to teacher supply, utilisation and demand that capture factors such as subjects they teach, school phases and geographical areas, which will further enable Parliament to monitor performance more effectively.
• Strengthen the monitoring of Provincial Education Departments to ensure that they implement policies regarding the retrieval of textbooks in schools.
• Collaborating with relevant role-players, intensify support to Provincial Education Departments to ensure they improve their expenditure on infrastructure budgets.

8.2   Minister of Finance

 

• The Portfolio Committee recommends that the Minister of Finance consider allocating additional funding to the Department of Basic Education (refer to 7.3 of this report) over the medium term in respect of the critical programme of ASIDI which has recently experienced significant progress in delivery and is projected to run out of funds before the end of the 2015/16 financial year.

 

Report to be considered.

 

 

 

 

 

 

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[1] Ibid