ATC160503: Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 3 May 2016

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 3 May 2016

The Portfolio Committee on Basic Education having considered Budget Vote 14: Basic Education, together with the Annual Performance Plan and Revised Strategic Plan of the Department of Basic Education and its Statutory Bodies, reports as follows:

1. Introduction

1.1 The Portfolio Committee on Basic Education considered the Revised Strategic Plan, Annual Performance Plan and Budget 2016/17 of the Department of Basic Education and its two Statutory Bodies, namely, the Council for Quality Assurance in General and Further Education and Training (Umalusi) and the South African Council for Educators (SACE).

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

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

1.3.1 Department of Basic Education (DBE): Hon E Surty: Deputy Minister of Basic Education, Mr H M Mweli: Director-General, Mrs N Molalekoa: Chief Finance Officer, Ms V Carelse: Deputy Director-General, Dr G Whittle: Deputy Director-General, Mr A Schoeman: Deputy Director-General, Ms P T Tyobeka: Deputy Director-General, Dr M Mabula: Director, Mr B Mpanza: Chief Director, Mr S Ngobese: Deputy Director, Mr T E Rabotapi: Acting Chief Director, Mr E R Mafoko: Director, Ms C Van Wyk: Parliamentary Liaison Officer (Office of the Deputy Minister), Ms M Letsoha-Mathae: Parliamentary Liaison Officer (Office of the Minister), Mr L Mahada: Parliamentary Liaison Officer (Office of the Director-General), Ms K Mohoebe: Acting Parliamentary Liaison Officer (Office of the Director-General) and Mr R Van Den Heever: Parliamentary Liaison Officer (Office of the Minister).

1.3.2 South African Council for Educators (SACE): Mr R Brijraj: Chief Executive Officer, Ms M Dipholo: Chief Operations Officer, Mr M Mapindani: Chief Finance Officer, Ms E Mokgalane: Senior Manager (Policy and Research), Mr B Snayer: Audit Committee, Ms V Hoofmeester: Chairperson of Council and Ms G Bowles: EXCO Member

Council for Quality Assurance in General and Further Education and Training (Umalusi): Dr M Rakometsi: Chief Executive Officer, Mr J Thomas: Chief Finance Officer, Dr C Loock: Member of Council, Mrs L Burroughs: Senior Manager and Ms Z Modimakwane: Executive Manager.

1.4 This report gives a brief summary of the presentations made by the Department and its statutory bodies to the Portfolio Committee, focusing mainly on the Department’s 2015/16 – 2019/20 Revised Strategic Plan, the 2016 – 17 Annual Performance Plan and the 2016 Medium Term Expenditure Framework (METF) allocations and an overview of allocations per programme. The report also provides the Committee’s key deliberations and recommendations relating to the Vote.

1.5 The Committee engaged with the Department and its Statutory Bodies on their performance for the previous financial year and the funding needs for the current financial year, in October 2015, as part of the Budgetary Review and Recommendation Report (BRRR) process. The observations made in this report should be read in conjunction with those made in the BRRR report.

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

2. Overview of the Strategic Plan

2.1 Address by the Deputy Minister for Basic Education – Hon E Surty

The Deputy Minister, in his address to the Portfolio Committee gave a brief political input in respect of the Budget Vote 14: Basic Education. Apologies had been submitted for the Minister of Basic Education, Hon A Motshekga’s absence due to international commitments. Hon Surty expressed his gratitude for the hard work conducted by the Portfolio Committee in respect of oversight and monitoring. He was of the view that such work kept the Ministry and Department focussed. The work of the Portfolio Committee created an important link between public representatives and our communities.

Hon Surty indicated that the Department had aligned its programmes to the National Development Plan (NDP) and the Medium Term Strategic Framework (MTSF) 2014-2019. These programmes formed part of the Department’s Action Plan. The Deputy Minister further highlighted areas in the school system that had improved. These included:

Grade R participation;
Occupational streams;
Gender parity in school enrolment;
Inclusive Education;
The decrease in general complaints pertaining to basic education;
A more equitable system through the School fees policy; and
Infrastructure.

The Deputy Minister further alluded to the National School Nutrition Programme (NSNP), a flagship programme of the Department of which they were very proud. He further spoke on issues around the integration of Information and Communication Technology (ICT) in teaching and learning; Continuous Professional Teacher Development (CPTD); and, legislation being prepared for processing. The Deputy Minister also gave an overview of the following focus areas:

The promotion of Maths, Science and Technology (utilisation of resources)
The Annual National Assessments (ANA) – It was envisaged that the new model would soon be finalised
Moot Court competitions – SA had done very well overall
The “Year of the Constitution” – preambles had been distributed to learners across the country
Health and Funza Lushaka Programmes were currently fairly successful..

2.2 Overview by the Department of Basic Education (DBE)

2.2.1 Strategic Focus on Mandates

The Director-General, Mr Mweli, presented the Department’s Revised Strategic Plan and the 2016/17 Annual Performance Plan. The Department of Basic Education plans and programmes enjoy greater alignment with those of the NDP and the MSTF. The Department revised its Five-Year Strategic Plan for 2015/16-2019/20 tabled in March 2015 as a result of advice from the DBE Audit Committee of ensuring alignment between the DBE Budget and Plans and in accordance with the policy and oversight role of the Department, as expressed in the National Education Policy Act (Act No.27 of 1996). The strategic objectives were also revised in order to ensure that they are specific, measurable, attainable, realistic and time-bound. Indicators were developed to measure and report mainly on the DBE driven initiatives, based on the DBE budget. In so doing the Department set out to leave indicators pertaining to the sector functions of implementation to be covered in the various provincial plans and programmes.

Since 2009, the focus of the education sector is on “Improved quality of basic education”: Outcome 1. The Department’s plans are guided by the National Development Plan and the MSTF, which are aligned. The MSTF indicators and targets form the programme of action for the sector and progress is reported to the Department of Performance Monitoring and Evaluation (DPME) on a quarterly basis. The MSTF is also aligned to the Basic Education long-term sector plan: Action Plan to 2019: Towards the Realisation of Schooling 2030. The DBE has developed a framework to be used to monitor progress on the MTSF targets. The sector also has non-negotiables to focus on other areas not covered in the MTSF.

2.2.2 Medium Term Strategic Framework (MTSF) 2014 – 2018

The Department’s priorities for the 2014 – 2019 MTSF are as follows:

Improved quality of teaching and learning through development, supply and effective utilisation of teachers.
Improved quality of teaching and learning through 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 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.
Partnerships for education reform and improved quality.

2.2.3 Non-Negotiables

The following non-negotiables form part of the key deliverables finding expression in the DBE and provincial plans, in order to fast-track some of the key imperatives of government in the basic education sector over the 2014 – 2019 MTSF:

Learner Teacher Support Material (LTSM) - one text per grade per subject;
Infrastructure – basic services and maintenance;
Districts – monitoring, support and improvement;
Teacher deployment and placement;
Information and Communications Technology (ICT)- the main focus area for Big Fast Results (Operation Phakisa);
Kha Ri Gude – advocacy and youth volunteers. The programme was ending and the focus would be on the Matric Second Chance Programme;
Library services - focus on reading and heightened library resourcing in schools;
Rural schools (Multi-grade, farm & non-viable schools);
Curriculum (The three stream schooling system, MST, History, IIAL, Reading, Inclusive Education, Technical Subjects); and
Social mobilisation, partnerships and learner well-being and safety.

Key Focus Areas

Over the MTEF, specific focus areas of the Department per programme are as follows:

Programme 1: To provide performance development and improvement together with compliance, accountability and sound financial systems in the Department of Basic Education.

Programme 2: The Department aims to introduce a three stream schooling system that consists of the academic, technical vocational and technical occupational currently piloted in 58 Schools of Skills. The Department is looking at the implementation of the CAPS for Technical subjects as well as the improvement of learner retention by supporting matriculants through the Second Chance Programme. The Programme also covers support to all schools who would be implementing the Incremental Introduction of African Languages (IIAL) in 2016. The Programme is also working towards formalising the Grade R class. Further to this, the Programme continues with the provision of high quality workbooks and the provision of Grade R workbooks as well as improved access to Maths, Science and Technology.

Programme 3: The Funza Lushaka Bursary Scheme is complemented by ensuring that all graduates were absorbed into the schooling system and deployed in areas of shortage. These include Mathematics, Science and Technology as well as the Foundation Phase (particularly teaching in African languages) - and to rural areas. The Programme also focusses on teacher skills for the Foundation Phase and Grade R teachers. This includes the administration of diagnostic self-assessments to measure teachers’ pedagogical and content knowledge in the offering of Mathematics and English First Additional Language.

Programme 4: The Programme entails working with stakeholders to ensure the remodeling of the Annual National Assessments (ANA). Further to this the Programme is also working towards the NDP’s objective that all schools meet minimum infrastructure standards for sanitation, classrooms and libraries by 2017. The Department commits to continue 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). The Programme also includes strengthening the Quality Learning and Teaching Campaign (QLTC) in education to become a catalyst for positive change, quality improvement and transformation by ensuring that communities participate fully in education.

Programme 5: The Programme involves the building of social capital and the fostering of greater social cohesion in schools and communities. The Department aims to continue to ensure that learners participate in co- curricular and enrichment activities such as the South African Schools’ Choral Eisteddfod (SASCE).

Programmes, Strategic Objectives and Indicators

Programme 1: Administration - The strategic objective of this Programme is to improve the administrative and governance systems through efficient corporate services in order to support the delivery of education and to strengthen compliance and accountability. All performance indicators in this Programme were introduced in the 2016/17 financial year. The Department’s target is to ensure 100 percent payment of service providers within the procurement unit within 30 days. The Department also aims to ensure 80 percent of misconduct cases being resolved within 90 days. The third target is to ensure 75 percent of grievance cases being resolved within 30 days. The reduction in the Departments compensation of employee’s budget over the MTEF, as part of Cabinets decision to lower the national aggregate expenditure ceiling, has resulted in a shift in focus from the creation of opportunities for staff development and internships as was the case in 2015/16, as well as the performance indicators thereof.

Programme 2 - Curriculum Policy, Support and Monitoring - Over the MTEF, this Programme has five strategic objectives and 16 performance indicators compared to four strategic objectives and eight performance indicators in 2015/16. New indicators introduced include those related to ICT with the view to promote e-learning (three indicators), Reading in Grades R – 9 to improve teaching and learning (three indicators), and Mathematics, Science and Technology (MST) to improve learner performance on these subjects (five indicators). All these indicators are linked to key priorities in the MTSF and the National Development Programme (NDP). The Department has also introduced a new indicator on the number of learners obtaining a National Senior Certificate through the Second Chance Programme. The target on the percentage of public schools with workbooks for Grade R to 9 have been adjusted upwards from 97 – 100 percent to 100 percent. Indicators that have been dropped include the percentage of learners obtaining a National Senior Certificate and percentage of Grade R practitioners with NQF levels 4 – 6. All the Strategic Objectives and indicators for Programme 2 are as follows:

To develop and distribute digital content annually to promote e-learning in schools: The Department aims to ensure that 10 off-line digital content are packaged and distributed to provinces. Another target is to ensure that 27 schools are monitored for the utilisation of ICT resources (three per province). The Department also aims to ensure the development of four off-line digital content resources in 2016/17.

To develop printing and distribution workbooks to schools annually for grades R to 9 in order to support teaching and learning monitoring of LTSM provisioning in provinces: Targets linked to this strategic objective are: 100 percent of public schools with Home Language workbooks for learners in Grades 1-6; 100 percent of public schools with Mathematics workbooks for learners in Grades 1-9; and, 100 percent of public schools with workbooks for Grade R.

To monitor and support the implementation of the National Curriculum Statements (NCS) on Reading in Grades R-9 each year in order to improve teaching and learning: The Department aims to ensure that 20 underperforming schools are monitored on the implementation of the Early Grade Reading Assessment (EGRA). The Department also intends to ensure that 20 schools are monitored on the implementation of the reading norms, as well as being monitored on the implementation of the Incremental Introduction to African languages nationally.

To develop and review the Mathematics, Science and Technology (MST) Framework to support provinces in improving learner performance in MST subjects: The Department’s target is to develop lesson plans for Mathematics Grade 7, Natural Sciences Grades 7-9 and Physical Science Grades 10-12. Another target is to ensure that Mathematics and Science teacher guides are developed for the Senior and FET Phase. The Department also aims to ensure that nine districts are visited for monitoring the 1+4 strategy and 14 training centres of CAPS for Technical subjects visited during a training session. The Department further aims to ensure that 27 schools are visited for the monitoring of CAPS implementation in technical schools.

To deliver the Kha Ri Gude mass literacy programme to reduce the number of illiterate adults by 4.7 million: The target for this strategic objective is to enrol 561 722 learners in the Kha Ri Gude programme in 2016/17 with a target of 10 000 learners obtaining a National Senior Certificate (NSC) through the Second Chance Programme.

Programme 3: Teachers, Education Human Resources and Institutional Development - Over the MTEF, the Department aims to ensure the adequate supply of quality teachers and assess the quality of teaching and learning. The programme has five strategic objectives and 10 performance indicators. Five indicators from the previous Strategic Plan have been retained, whilst four new indicators have been introduced in 2016/17. The strategic objectives and performance indicators for 2016/17 are as follows:

To monitor the basic functionality of schools and school governing bodies on an annual basis in order to improve school effectiveness and accountability: The two targets for this strategic objective are: 70 percent of sampled SGBs that meet minimum criteria in terms of effectiveness in public ordinary schools; and 60 percent of the 2000 sampled schools producing the minimum set of management documents at a required standard.

To identify and recruit the youth from all provinces for the Funza Lushaka bursary in order to increase the supply of young teachers in the education system: The Department aims to ensure 14 000 Funza Lushaka bursaries were awarded to students enrolled for initial teacher education.

To administer the diagnostic self-assessment tests to Mathematics, English First Additional Language, Physical Sciences and Accounting teachers in order to determine their content training needs: The Department’s target is to ensure that 10 000 English First Additional Language (EFAL) teachers participate in the EFAL diagnostic tests and 10 000 Mathematics teachers participate in the Mathematics diagnostic tests.

To monitor the implementation of performance management systems in Provincial Education Departments (PEDs) annually in order to strengthen accountability of schools and office based educators: The Department targeted to ensure that three schools in six PEDs are monitored on the implementation of IQMS and six PEDs are monitored on the implementation of PMDS.

To monitor the implementation of the post provision policy and the model annually per province to ensure that there is an equitable distribution of teachers: The target is to ensure that all nine PEDs have their post provisioning process assessed for compliance with the post provisioning norms and standards.

Programme 4: Planning, Information and Assessment – This Programme, which receives the largest allocation due mainly to the school infrastructure delivery programme, has four strategic objectives and 13 performance indicators, compared to nine performance indicators in 2015/16. The Strategic Objectives for 2016/17 are as follows:

To provide data on learner performance through the setting of question papers, administering the examinations and data analysis of the national Examinations and assessments conducted periodically: The Department’s four targets linked to this strategic objective are to ensure that two ANA reports are produced; and, 100 Language and Mathematics items are developed per grade and subject for Grade 3, 6 and 9. The Department also aims to produce five reports on National Senior Certificate (NSC) and Senior Certificate (SC) and ensure that 358 question papers are set annually for the NSC and SC.

To provide basic infrastructure services (water, sanitation, electricity) and replace schools built using inappropriate materials on an annual basis in order to improve the conditions under which learners are taught: For 2016/17, the Department aims to build and complete 59 new schools through ASIDI, with 265 schools provided with sanitation facilities through ASIDI. The Department also aims to ensure that 280 schools are provided with water and 620 schools provided with electricity. Overall, over the MTEF, through the school infrastructure backlogs grant (ASIDI), the Department aims to have replaced 510 inappropriate and unsafe schools, and provided water to 1 120 schools, sanitation to 741 schools and electricity to 916 schools across South Africa by 2016/17, in line with the set targets of the National Development Plan. Notably, it is envisaged that the school infrastructure backlogs grant will shift to the education infrastructure grant administered by provinces from 2017/18, to allow for the provision of current infrastructure requirements, and to progressively meet the norms and standards for school building.

To provide basic infrastructure services (water, sanitation, electricity) and replace schools built using inappropriate materials on an annual basis in order to improve the conditions under which learners are taught: For 2016/17, the Department aims to build and complete 59 new schools through ASIDI, with 265 schools provided with sanitation facilities through ASIDI. The Department also aims to ensure that 280 schools are provided with water and 620 schools provided with electricity.

To promote the functionality of schools through institutionalizing a standardized school administration system, designed to assist with school management and reporting to a national information system: For 2016/17, the Department’s two targets are to ensure that 98 percent of public schools are using the standardized school administration system, SA-SAMS for reporting and 99 percent of learners from public schools are successfully uploaded onto LURITS.

To mentor and assess the performance of districts on an annual basis in order to strengthen the capacity of districts to support schools: The Department’s targets are to ensure that 30 officials from districts who achieved below the national benchmark in the NSC participate in a mentoring programme; at least 63 percent of principals rate the support of district offices as satisfactory; and 75 percent of district managers are assessed against developed criteria.

Programme 5: Educational Enrichment Services – Over the MTEF, this Programme has three strategic objectives and four performance indicators, compared to two strategic objectives and three performance indicators in 2015/16. Strategic objectives and targets are as follows:

To monitor the provision of nutritious meals served in identified public schools annually to enhance learning capacity and well- being of learners: The Department aims for 150 schools to be monitored for the effective implementation of the National School Nutrition Programme (NSNP).

To promote the participation of learners in enrichment and co-curricular activities in order to make a positive impact on learning: The set target is for 900 adjudicators, data capturers and school conductors to be trained in SASCE programmes. Another target is to ensure that 5 000 learners participate in social cohesion programmes.

To monitor the implementation of the NSSF in 185 Hot Spot Schools by 2019/20 in order to attain safe, caring and violence-free school environments: The Department aims for 46 Hot Spot Schools to be monitored towards the implementation of the NSSF.

Overview of the Budget for 2016/17 and the Medium Term Expenditure Framework (MTEF) Allocation

The Chief Financial Officer (CFO), Ms Molalekoa, gave the Portfolio Committee a detailed overview of the 2015 Medium Term Expenditure Framework (MTEF) allocation with information on the 2016 Estimates of National Expenditure (ENE) Allocations from the Treasury.

The budget of the Department of Basic Education for 2016/17 is R22.3 billion, which represents an increase of 3.4 per cent from the 2015/16 allocation of R21.5 billion. Over the medium term, the Department’s budget is expected to increase from R22.3 billion in 2016/17 to R24.9 billion in 2018/19. Infrastructure activities account for the bulk of the Department’s spending over the medium term, particularly in Programme 4 (Planning, Information and Assessment).

In the 2015 MTEF, the Department of Basic Education was allocated a budget of R22.5 billion for the 2016/17 financial year, which would increase to R25.2 billion in 2018/19. In reprioritising on the baseline, the Kha Ri Gude programme was reduced by R150 million over the MTEF to fund the National Senior Certificate Learner Retention programme (Second Chance Matric programme). The Integrated Quality Management System (IQMS) compensation of employees was reduced by R41.213 million over the MTEF to cover the shortfall for the National Education Evaluation and Development Unit (NEEDU) compensation of employees. The Accelerated Schools Infrastructure Delivery Initiative (ASIDI) was converted to the Education Infrastructure Grant (EIG) in the 2017/18 and 2018/19 financial years. For Goods and Services, funds were shifted within the Department to cover audit fees, legal services and IT infrastructure in the Department.

The Department reported that Cabinet approved budget reductions as follows:

The total budget reduction over the MTEF amounted to R1.025 billion (R261 million in 2016/17, R371.8 million in 2017/18 and R392.6 million in 2018/19).
Compensation of Employees (CoE) was reduced as follows: R30.674 million in 2017/18 and R48.553 million in the 2018/19 financial years.
The Annual National Assessment (R300 million over the MTEF years) was taken away from the Annual National Assessment - R100 million in 2016/17, R100 million in 2017/18 and R100 million in 2018/19.
Goods and Services which amounted to R5.4 million was reduced over the MTEF.
The National Education Collaboration Trust (NECT) was broken down into R100 million in 2017/18 and R100 million in 2018/19. This amounted to R200 million over the MTEF years.
The Education Infrastructure Grant - R160 million in 2016/17, R170 million in 2017/18 and R190 million in 2018/19 which amounted to R520 million over the MTEF years.

Table: Allocation per Programme for 2016/17 compared to 2015/16:

			Percentage increase/ decrease
	357 697	377 893	5.3 percent
Curriculum Policy, Support and Monitoring	1 877 765	1 936 100	3.0 percent
Teachers, Education Human Resources and Institutional Development	1 171 484	1 163 742	(0.7) percent
Planning, Information and Assessment	12 129 738	12 500 176	3.0 percent
Educational Enrichment Service	5 974 456	6 291 684	5.0 percent
2016 ENE ALLOCATIONS	21 511 140	22 269 595	3.4 percent

At the programme level, four of the five programmes (Programmes 1, 2. 4 and 5) show budget increases, while Programme 3 shows a decrease compared to the 2015/16 financial year. The Administration Programme (Programme 1) shows the largest growth of 5.3 per cent. Programmes 2 (Curriculum Policy, Support and Monitoring) and 4 (Planning, Information and assessment), which receives the largest budget allocation due to the school infrastructure programme, show an increase of 3 per cent each. Programme 3 (Teachers, Education Human Resources and Institutional Development shows a marginal decrease of 0.7 per cent. Programme 5, (Educational Enrichment Service) which receives the second largest allocation of R6.2 billion, grows by 5 per cent.

Table: Allocation per Programme over the 2016 MTEF:



	377 893	396 603	418 553
Curriculum Policy, Support and Monitoring	1 936 100	1 909 648	2 019 006
Teachers, Education Human Resources and Institutional Development	1 163 742	1 219 284	1 290 555
Planning, Information and Assessment	12 500 176	13 334 175	14 106 751
Educational Enrichment Services	6 291 684	6 611 329	6 994 731
	22 269 595	23 471 039	24 829 596

-The Department attributes deviations for programmes as follows:

Programme 1: The increase over the medium term is mainly due to increases for the allocation of the office accommodation.

Programme 2: The budget for this programme increases over the 2016 MTEF period. The increase is mainly due to inflationary adjustments.

Programme 3: The budget for this programme decreases over the 2016 MTEF period. The decrease in 2016/17 is mainly due to baseline reduction effected by Treasury through Cabinet as well as reprioritisation of Compensation of Employees from Integrated Quality Management Systems to NEEDU.

Programme 4: The budget for this programme increases over the 2016 MTEF period. The main item of spending is expected to be on transfers to Provincial Education Departments (PEDs) for the Education Infrastructure Grant (EIG).

Programme 5: The budget for this programme increases over the 2016 MTEF period. The increase is mainly due to inflationary adjustments and the main item of spending is expected to be on transfers and subsidies to PEDs.

Table: Allocation per Economic Classification for 2016/17 compared to 2015/16:

ECONOMIC CLASSIFICATION	2015/16 R’000	2016/17 R’000	Percentage increase/ decrease
Compensation of Employees	440 945	472 143	6.6 percent
Goods and Services	1 943 407	2 030 033	4.3 percent
Computer Services	55 170	59 563	7.4 percent
Agency and support/outsourced Services(a)	32 736	10 703	(205.9) percent
Inventory: LTSM(b)	642 960	1 037 856	38.0 percent
Property payments	99 975	119 194	16.1 percent
Operating expenditure(b)	732 358	349 945	(109.3) percent
Travel and subsistence	101 136	116 611	13.3 percent
Other	279 072	336 161	17.0 percent
Interest and rent on land	47 524	46 321	(2.6) percent

The Department attributes deviations on Economic Classifications, as follows:

The increase on compensation of employees is due to improvements made on the conditions of services and the inflation rate.
The increase on goods and services from 2015/16 financial year to 2016/17 is due to the following items:
- Agency and support/outsourced decreased due to the Department refrained from utilising the agency due to cost containment measures implemented within the Department.
- Inventory: Learner Teacher Support Materials(LTSM)
- Previously payments relating to this item were classified under operating payments, due reclassification of Standard Chart of Accounts the payments were now classified under LTSM hence the decrease in Operating payments and increase in Inventory LTSM.
Other - The growth on this item is due to payments relating to Professional Services unit for the ASIDI which were previously capitalised and were reclassified as goods and services due to the nature of their service.
The increase in the payment for capital assets between the 2015/16 to 2016/17 financial years is mainly due School Infrastructure Backlogs Indirect Grant and the payments for capital assets.

Table: Details of Earmarked Allocations/Transfers over the 2016 MTEF:

SERVICE	2016/17 R’000	2017/18 R’000	2018/19 R’000
Earmarked Funds
EPWP: Kha Ri Gude	68 549	-	-
Workbooks	1 008 441	1 058 863	1 120 277
National School Nutrition Programme: National	17 014	18 017	19 062
National Education Evaluation and Development Unit	22 330	24 132	24 762
Oversight-Maths, Science and Technology	5 220	5 547	5 869
National Senior Certificate Learner Retention Programme (Second Chance)	50 000	50 000	50 000
TOTAL: EARMARKED FUNDS	1 171 554	1 156 559	1 219 970

Conditional Grants	2016/17 R’000	2017/18 R’000	2018/19 R’000
Education Infrastructure Conditional Grant	9 613 692	12 780 435	13 511 560
HIV and Aids Conditional Grant	230 849	245 308	259 536
National School Nutrition Programme Conditional Grant	6 006 012	6 306 313	6 672 079
Maths, Science and Technology Grant	362 444	385 145	407 483
TOTAL CONDITIONAL GRANTS	16 212 997	19 717 201	20 850 658

Reasons for deviations on the above included the following:

Education Infrastructure Grant (EIG) - In the 2016 MTEF, EIG was increased by R2.450 million in 2017/18 and R2.582 million in 2018/19 which is a conversion of ASIDI projects to the EIG grant.

Portfolio Committee Observations

The Portfolio Committee raised the following with the Department of Basic Education in respect of Budget Vote 14: Basic Education:

2.3.1 Policy and strategic direction

Overall, the Portfolio Committee appreciated the effort of the Department of Basic Education in ensuring that its plans and programmes enjoy greater alignment with those of the National Development Plan and the Medium Term Strategic Framework.

2.3.2 Programme 1: Administration

The Portfolio Committee requested the timeframe of the Department’s legislative programme to be introduced to Parliament in the 2016/17 financial year and over the MTEF period.
Members expressed concern on the audit outcomes of some provinces regarding performance reporting, financial statements and compliance to legislation.
Members noted the decrease in the allocation for personnel in response to National Treasury’s restriction on compensation budgets and queried how this would affect employment.

2.3.3 Programme 2: Curriculum Policy, Support and Monitoring

The Portfolio Committee appreciated that the targets on the percentage of public schools with workbooks for Grades R to 9 had been adjusted upwards from 97-100% to 100% in line with the Court ruling of December 2015, as well as the long established view of the Portfolio Committee. However, it was queried whether the Department had the capacity to meet the revised targets.
Although members welcomed the training of ECD practitioners, they queried why qualified ECD practitioners were not receiving a commensurate salary.
Members were concerned that the Screening, Identification, Assessment and Support (SIAS) policy was not being implemented as it should and requested that the Department address the issue urgently.
In respect of the Second Chance Matric Programme, the Portfolio Committee requested details on the breakdown per province in respect of access to funds for the programme. Although Members supported the Programme, they were concerned that this type of intervention was not also geared towards the lower grades. Members queried the type of assistance provided for these grades.
Members queried how the issues around Home Language were being dealt with and implemented.
Members felt that although the Department indicated that Inclusive Education would be a priority, this was not evident in the budget presented. Performance indicators and targets on this priority were also lacking.

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

The Portfolio Committee noted the Department’s commitment to appoint principals on merit/competency –though they queried plans in place to assist those principals already in the system as many could be deemed to be incompetent. Members also queried how the Department would assist these principals.
Members queried the timeframes for the implementation of the introduction of performance contracts for principals.
A concern was raised over the mismanagement of school finances due to School Governing Bodies (SGBs) not receiving the necessary training and support. Members queried how the Department was attracting parents to participate effectively in SGBs.
Members noted an outcry in the Eastern Cape around challenges with the Peter Morkel Model. Members queried as to how the model was affecting school Post Provisioning Norms (PPN).

2.3.5 Programme 4: Planning, Information and Assessment

The Portfolio Committee raised concerns over the Department’s target on the production of two ANA Reports as per the APP while the matter of ANA was still not resolved or finalised.
Members questioned the figures given for the replacement of inappropriate schools, sanitation and water targets and why there were apparent discrepancies.
Members noted the resistance from certain communities regarding school rationalisation and queried the advocacy from the Department in educating parents and communities around the issue. Members were not against rationalisation but felt that proper procedures needed to be followed. A school should not be allowed to be neglected to a point where it needed to be closed.
Members raised a concern that there was a move to allocate ASIDI budgets directly to provinces from 2017/18 when many provinces were unable to manage and utilise their budgets. There was a view that this be in the form of a conditional grant.
With ASIDI seizing to exist from 2017/18, Members requested a breakdown per province of the remaining 221 projects earmarked for completion by provinces, in order to track progress towards the achievement of the ASIDI goal.

2.3.6 Programme 5: Educational Enrichment Services

Members raised a concern that many schools lacked the facilities and equipment for Physical Education and school sport.

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

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

The Chief Executive Officer (CEO) of Umalusi, Dr Rakometsi, presented the Council’s Strategic Plan and the 2016/17 Annual Performance Plan. Umalusi revised its five-year strategic plan for 2015/16-2019/20 in 2015 to ensure greater alignment with the NDP, the MSTF and the Action Plan to 2019; to address the audit findings raised during the 2014/15 external audits; and, to ensure that strategic objectives are smarter and measurable.

Umalusi’s strategic oriented goals are directed at: improved organisational management, governance and financial viability to ensure high-quality, effective and efficient delivery of Umalusi’s mandate; and, improved assessment and quality assurance that is relevant and internationally benchmarked and supports the nation’s strategic interests for a highly skilled workforce and well qualified citizens.

In respect of Umalusi’s strategic planning process, the strategic planning at Council level was conducted in February 2015, which mapped the Strategic Planning Imperatives and discussed Strategic Risks and Mitigation processes. The Strategic Plan and Annual Performance Plan was drafted and subjected to a risk assessment. The Annual Performance Plan and the budget were developed and engagement with the Planning Directorate of the DBE took place in August 2015 - for the analysis and support with regards to Umalusi’s first draft plans. The feedback was incorporated into the drafts submitted to the Department of Basic education (DBE), the Department of Planning, Monitoring and Evaluation (DPME) and the National Treasury with a further engagement conducted in February 2016.

3.1 Programme Plans: Strategic Objectives, Indicators and Targets

Umalusi’s activities are spread across three main programmes, namely, Administration;

Qualifications and Research; and, Quality Assurance and Monitoring.

Programme 1: Administration – Programme 1 covers the following sub-programmes:

Governance and Office of the Chief Executive Officer (GOCEO);
Public Relations and Communications (PR and Comms);
Information Communication Technology (ICT);
Finance and Supply Chain Management (F&SCM); and
Human Resource Management and Development (HRM&D)

Strategic objectives for the programme include:

To improve administrative and governance services (Finance, HR, and Communication) in order to support the mandate of Umalusi and to strengthen compliance and accountability: The set targets for each year in the MTEF are to achieve a financially unqualified opinion with 100 percent of service providers paid within 30 days. Umalusi also aims to ensure that 98 percent of staff meet level 3 and above of their performance target on the Performance Management and Development System (PMDS). Further to this the Council aims to ensure seven communication platforms are used by stakeholder clusters within the GFET sub- framework to access information.

To provide ICT Infrastructure and business applications so as to promote efficiency through ICT as a business operations enabler on an annual basis: The target is to produce four reports which provided an executive summary of the status of the ICT infrastructure. The Council also aims to produce one report on the customer satisfaction survey on performance of the ICT System.

The following risks have been identified:

Lack of succession planning and retention practices
Insufficient resources

Programme 2: Qualifications and Research – This programme has two sub-programmes, namely:

Qualifications, Curriculum and Certification (QCC) - Standards set and maintained for qualifications, curriculum, verification and certification. The role of QCC is to ensure and enhance the status and quality of the sub-framework of qualifications which Umalusi developes, manages, reviewes and certifies.

Strategic objectives for the sub-programme include:

To effectively manage the General and Further Education and training Qualifications Sub-framework: The target is to ensure 12 South African and one International Curricula being evaluated annually. The Council aims to ensure 100 percent of learner records are evaluated per qualification in terms of certification requirements. The Council aims to ensure that 336 000 verifications are completed annually.

Statistical Information and Research – The Council conducts research and analysis and reports on quality within the general and further education and training sub-framework. The mandate is to:
- Conduct research that is informed by the emerging needs of the education system to engage stakeholders towards innovative thinking;
- Report on the key indicators of quality and standards in general and further education and training; and
- Establish and maintain databases.

Strategic objectives for the sub-programme include:

To undertake research projects annually in order to plan and strategize for the emerging needs of the Quality Council as well as the General and Further Education and Training Sector: The target is to publish six research reports.

The following risks have been identified:

Delay in the implementation of new qualifications;
Umalusi fading from public consciousness and perhaps having the Umalusi mandate reduced;
Lack of agreement regarding roles and responsibilities in qualification development and implementation; and
Research does not inform strategic direction and position papers.

Programme 3: Quality Assurance and Monitoring – This programme has two sub-programmes namely:

Quality Assurance of Assessment – This function entails the following:
- external moderation of question papers;
- external moderation of continuous assessment;
- verification of monitoring of the conduct administration and management of assessment and examinations processes;
- management of concessions and examination irregularities;
- external moderation of marking; and
- moderation of assessment results.

Strategic objectives for the sub-programme include:

To ensure the credibility of the Examination results of the qualifications registered in the GFET sub- framework: The target is to ensure question papers are quality assured per qualification per assessment body. This includes quality assurance of assessment reports per qualification, per assessment body, per examination cycle.

Evaluation and Accreditation – This function entails the following:

Standards for provision determined, maintained and strengthened;
Public and private assessment bodies being monitored;
Quality assurance of provision, through an accreditation and monitoring process of private institutions offering the qualifications Umalusi certifies;
Evaluates the capacity of private education and training providers to implement registered qualifications for which they seek accreditation; and
Monitors and evaluates the capacity of private providers and assessment bodies to conduct practical, internal and external, assessment of learner achievements that lead to the issuing of registered qualifications by Umalusi.

Strategic objectives for the sub-programme include:

To improve the provisioning and assessment of qualifications on the General and Further Education and Training sub-framework by evaluating and pronouncing on applications received for accreditation annually: The target is to ensure the production of one report on evaluation and accreditation of private education institutions and independent assessment bodies.

The following risks are identified:

Inadequate HR capacity to meet expanding mandate;
Reputational risk if IRT principles not implemented;
Inadequate HR capacity to meet expanding mandate;
Access to and integrity of data; and
Registration/Accreditation interplay relating to FET Colleges.
1. Budget 2016/17 – 2018/19

Table 2: The Three-Year Budget Forecast (Revenue estimates):

2015/16	2016/17	2017/18	2018/19
R 134.6 million	R155.1 million	R165.4 million	R176.8 million

Umalusi’s revenue estimate for 2016/17 is R155.1 million, comprising the grant received from the DBE of R 118 678 000, administrative fees of R27.7 million and other non-tax revenue of R8.8 million. Umalusi faces a challenge that the revenue estimates in the outer years are less than the expenditure estimates.

The Portfolio Committee received a detailed overview of Umalusi Revenue Estimates, Revenue projections and Expenditure estimates. In respect of transfers from the accumulated surplus 2015/16, the National Treasury approved Umalusi’s request to retain surpluses for the following projects in July 2015:

Renovations of the purchased building; and
Contingency expenditure.

Due to unforeseen circumstances the renovations would only be carried out in 2016/2017. Umalusi would request National Treasury to retain surpluses.

The Council, in respect of the expenditure trends for Strategic Outcome Oriented Goal 1 and 2, alluded to the following:

Ensuring compliance;
Effective policies, strategies and plans compliant with legislation and good corporate governance;
Establishment of a Strategic Planning Unit;
Roll out of full accreditation;
Internal research in educational aspects and quality assurance processes;
Introduction of new qualifications required enduring funding; and
Security features in respect to certificates needs ongoing improvement

Portfolio Committee Observations

The Portfolio Committee acknowledged the sterling work performed by Umalusi, including the consistent satisfactory audit outcomes. There was a further acknowledgement of a greater alignment between Umalusi’s strategic direction with that of the DBE, including the structure of the targets and indicators related to ICT and the turnaround time for payment of service providers.
On the National Senior Certificate results, Members were interested to know whether a joint task team of the DBE and Umalusi had been established to look at reasons for the poor results. Members were aware of bilateral discussions between the DBE and Umalusi and were interested in the findings on these bilateral discussions; and whether there was a report that could be shared with the Portfolio Committee.
A view was expressed, which queried the credibility of the process regarding the upward/downward revision of marks. The view was that this needed to be based on an objective assessment of an examination paper.
Members noted with concern that question papers were not under the control of Umalusi, and queried as to how Umalusi ensured that papers were not leaked. Did Umalusi have the necessary resources to assist in this regard?
Members queried why Umalusi was not aiming for a Clean Audit; rather than the Unqualified Audit.
Members were interested to know why Umalusi was not cascading its work down to the lower grades.
Members queried Umalusi’s readiness to assess the implementation of home language as the Language of Learning and Teaching (LoLT) at schools.
Members queried the incidents of complaints regarding the bias of certain questions aimed at learners exposed to media coverage – and the level at which Umalusi perceived a question to be either above or below a certain standard.
Members queried the support and strategies in place to assist and monitor progressed learners and improve poor results.
Members felt that there was need for greater support of Full Service Schools since these schools had learners with different levels of intellect.
Members queried the status of the phasing-out of language compensation.
Members queried the strategies in place to assist and educate parents and learners of institutions that were not registered or accredited.
The Portfolio Committee noted the decrease in Umalusi’s budget allocation for 2016/17, including for Administration and Research. It was queried how the budget decrease was affecting Umalusi’s work. Members noted with concern that Umalusi remained challenged in respect of their core functions which was not adequately funded. There was a need to renovate their building, their mandate had expanded and there had been an increase in the staff complement. Umalusi quality assured nationally with only a fraction (less than one percent) of the education budget. Umalusi had to compromise on some areas of its work with the available budget.
Members queried whether markers were effectively trained to mark papers for Full Service Schools and Special schools (in particular regarding visually impaired learners).
With the introduction of the three stream model, Members queried how ready Umalusi was to support the system.
Members queried how the “austerity measures in respect of budget expenditure were affecting Umalusi and how they planned to adjust
Members raised concerns over the funding for the International Association of Educational Assessment (IAEA) Conference to be hosted by Umalusi.

Portfolio Committee Recommendations

The Portfolio Committee recommends the following in respect of the Umalusi presentation:

Umalusi, in conjunction with the Department of Basic Education, and other relevant stakeholders, should engage in reasons for the poor National Senior Certificate results of 2015, and share their report and findings with the Portfolio Committee.
Umalusi should consider aiming for a Clean Audit rather than the Unqualified Audit, since the Council had consistently achieved an Unqualified Audit in previous years.
Umalusi should consider similar work to be cascaded to the lower grades as is currently the case with the higher grades.
Umalusi should support the Department with strategies to assist and monitor progressed learners.
Together with the Department of Basic Education, Umalusi should take the necessary steps to improve its advocacy in respect of concessions for learners with special needs.
Umalusi should ensure that the phasing-out of language compensation be prioritised and finalised.
Umalusi should expand and improve its advocacy in respect of educating and assisting parents and learners with relevant details of institutions not registered or accredited by Umalusi.
Umalusi should ensure that all relevant markers are trained to mark papers for Full Service Schools and Special schools (particularly visually impaired learners).

The South African Council for Educators (SACE)

The South African Council for Educators (SACE) is a Schedule 3A public entity[1], established in terms of Act No. 31 of 2000, as amended, to enhance the status of the teaching profession. The Basic Education Laws Amendment Act (2011) has amended the South African Council for Educators Act No. 31 of 2000 to enable the Council to manage the Continuing Professional Teacher Development System, and to allow the Council to request for additional funding from the public fiscus when necessary.

Mr Brijraj gave the Portfolio Committee a detailed strategic overview and an updated situational analysis of SACE in respect of the following:

Performance delivery environment;
Organisational environment;
Revisions to legislative and other mandates

Medium Term Expenditure Framework (MTEF) Projections

Financial performance in R,000	2013/14	2014/15	2015/16	2016/17	2017/18	2018/19	2019/20
Financial performance in R,000	Audited	Audited	budget	Medium term

	69 009	73 235	69 805	68 245	95 472	84 700	85 020

Registration fees	4 190	6 314	4 800	5 200	5 200	3 600	3 000
Subscription fees	50 122	49 735	52 080	50 400	75 960	75 600	76 320
Reprints of certificates	1 046	2 059	400	1 600	1 600	1 400	1 200
Interest receivable	2 851	4 337	768	1 400	2 600	3 800	4 200
CPTD Subsidy	10 386	10 531	11 557	9 345	9 812	0	0
Sundry income	414	259	200	300	300	300	300

Performance deli

	54 666	61 434	68 384	68 245	87 094	79 678	80 842

Administration	43 246	47 745	50 327	54 400	66 482	67 978	68 842
Research	73	670	2 000	1 000	3 000	3 200	3 200
Professional Development	10 385	10 531	12 557	9 845	11 812	2 500	2 500
Registration	296	394	1 500	1 000	2 300	2 500	2 500
Code of Ethics	666	2 094	2 000	2 000	3 500	3 500	3 800

Net Surplus	14 343	11 801	1 421	0	8 378	5 022	4 178

Membership is the main source of funding at R10 per month per educator since 2010. For 2016/17, SACE experiences a reduction in the mandatory functions budget, compared to last year owing to inflation effect. The Council would consider an increase of member subscription in its July 2016 meeting estimated at 50 percent - to counter the effect of inflation and to increase its delivery levels at provincial levels. The annual membership increase would be determined in line with inflation to manage continuous consultations on increases. SACE receives funds from the Department of Basic Education to subsidize the administration of the Continuing Professional Teacher Development (CPTD) System with an amount of R 9.3 million having been guaranteed.

SACE registration fees remains at R 400.00 for Foreigners, R 200.00 for South Africans and R 50.00 for renewals. The reduction of interest income is in line with the reduced bank balances. The Council is renting provincial office space with all mandatory functions being delivered at provincial points. The Council projects to establish all eight provincial offices within the MTEF period.

Programme and Sub-Programme Plans

Programme 1: Registration – the purpose of the programme is as follows:

Registration of qualified educators and creation of sub-registers for special categories;
Maintaining and updating the educator database;
Enhancing the quality of the registration of teachers by introducing standards; and
Validating all registrations current and new.

The strategic objectives for the programme include the following:

To register all qualified educators: For 2016/17, the target was to ensure that 26 000 educators were registered in the reporting period (including on-line registration). The Council aimed to ensure that 25 000 registrations were updated in the reporting period.

Number of educators to be registered and to be issued with specialized certificates: The target was to register 20 000 educators and issued with specialised certificates quarterly.

Number of educator registrations to be updated in the reporting period: The SACE target was 40 000 educator registrations quarterly.

Verification of qualifications- (at least 5 percent per quarter.): The aim was to verify a total of 60 000 qualifications.

In the 2016/17 financial year SACE was expecting to register 20 000 new educators and update 40 000 provisional registrations. All Foreign Educators were given up to a maximum of five years or the expiry date on their work permits. Student educators would still continue being given provisional registration when they were doing their fourth year of study, however, SACE was considering the registration of student teachers from their first year of study where they would be provided with a four-year provisional registration and updated, upon completion, to of full registration.

SACE was also researching the Post Graduate Certificate qualification in education, in relation to its relevance in addressing the knowledge gaps identified as the main reason that has led to negative outputs. In 2015/16 the Council depended on their processes in relation to the registration requirements and criteria for verifying. Amongst some of the processes which SACE would engage in to realise this objective would be:

Meeting CHE and HESA to establish working relations and exchange data in relation to verification of qualifications;
Working and concluding MOU’s with SAQA in relation to verifying foreign Qualifications;
Finalising MOU’s with the Department of Home Affairs in dealing with issues relating to work permits;
Working with the Department of Social Development in verifying the status of individuals against the child protection register.

For the current year, SACE would be vetting all the 20 000 new applicants, and verifying their qualifications - and those of the 40 000 updating their registration status.

Programme 2: Ethics – The purpose of the programme is as follows:

Promoting ethical conduct among educators through the development and enforcement of the code of Ethics; and
Facilitating interventions and support for schools, educators and school communities on ethical matters.

The strategic objectives for the programme included the following:

To maintain the ethical standards of the teaching profession: The target was to apprise 20 000 beneficiaries of the Code of Professional Ethics and ensure that 600 (plus 140 carried over) cases concluded as measured against the number of cases received for the year.

Number of beneficiaries to be apprised of the Code of Professional Ethics, i.e. Educators, parents and officials: The target set at SACE was 20 000 quarterly.

The number of concluded cases as measured against the number of cases received for the year: The Council set a target for the year at 700 cases.

The main function of this division is to promote ethical conduct amongst educators through the development and adherence to the Code of Ethics. SACE facilitated interventions and supported schools and all its stakeholders on ethical matters. In the 2016/17 year SACE would be appraising 20 000 stakeholders, including educators, parents, learners and the broader society on the Professional Code of Ethics. SACE was expecting to receive 600 new complaints in addition to the 140 carried over from 2015/16.

SACE would utilise more panellist to finalise all cases received. The Council planned to meet all nine Provincial Heads of Departments in the provinces to facilitate working relations - which would ensure the streamlining of cases and also implementation of sanctions given to educators. All names that were struck off the roll would be forwarded to the Department of Social Development so as to be included in the Child Protection Register.

The SACE website could be used to verify the professional standing of educators. All employer/school’s SGB’s would be mobilised to verify with SACE any person they intended to employ in relations to their professional standing.

Programme 3: The Continuing Professional Teacher Development (CPTD) Management System – The purpose of the programme is as follows:

Enhancing the quality of the practicing educators through the management of the CPTD system;
Developing various strategies and processes of assisting and supporting educators with regard to professional matters and needs;
Improving and maintaining the status and image of the teaching profession;
Facilitating processes of ensuring that more and better teachers join the teaching profession; and
Ensuring the quality of initial teacher education and ongoing professional development through quality assurance mechanisms and standards.

The strategic objectives for the programme include the following:

To promote career-long quality continuing professional development for all school-based educators: The target is to sign up 160 000 PL1 practicing educators in Primary and Special Education Needs Schools for the CPTD system. The Council aimed to sign up 7 500 student teachers for participation in the CPTD system. The percentage of SACE registered educators not signed up for the CPTD system are as follows:

Principals - 8 percent
HODs - 20 percent
PL1 teachers - 50 percent

SACE aims to ensure that 99 new Professional Development providers were processed in the quarter of submission. The aim is to ensure 245 new Professional Development activities processed in the quarter of submission with 100 approved Professional Development providers subjected to quality assurance.

To improve the effective utilisation of the CPTD Information System (CPTD- IS): The target is to ensure the following percentage of educators that used the CPTD-IS as follows:

Sign-up - 55 percent
Upload participation - 40 percent
Develop online professional development portfolio – 35 percent
Search for approved providers and endorsed professional development activities – 30 percent

SACE also aims to ensure that 30m percent of signed-up schools used the CPTD-IS annually to upload teachers participation in Type 2 Professional Development

Programme 4: Professional Standards - The purpose of the programme is as follows:

Enhancing the quality of the practicing educators through the management of the CPTD system;
Developing various strategies and processes of assisting and supporting educators with regard to professional matters and needs;
Improving and maintaining the status and image of the teaching profession;
Facilitating processes of ensuring that more and better teachers joined the teaching profession; and
Ensuring the quality of initial teacher education and ongoing professional development through quality assurance mechanisms and standards.

The strategic objectives for the programme include the following:

To enhance teacher preparation and professional practice: The target is to draft professional standards completed for consultation and public comments processes with stakeholders. SACE aims to ensure that draft professional designations for principals, deputy principals and HODs are finalised for the consultation processes with employers and stakeholders.

Programme 5: Policy and Research – The purpose of the programme is as follows:

Enhancing policy and research coordination within SACE;
Strengthening the SACE advisory role and services that was informed by policy, research and consultative processes; and
Promoting research on professional matters and any other educational matter relevant to SACE.

The strategic objectives for the programme include the following:

To influence national policy and initiatives through quality evidence-based research and advice: The target is five research reports to be produced in line with the SACE Research Policy and Agenda. SACE aims to ensure that two policy advice and briefs were produced per annum.

3.2.3 Portfolio Committee Observations:

Members noted with appreciation the cutting down on expenditure by the Council, whilst managing to fulfill its mandate.
The matter of complaints raised parents regarding Foreign Educators teaching Mathematics on the basis that learners found it difficult to understand them. During vetting and verification of Foreign Educators, Members queried whether they were screened before or after being employed. Members also queried whether the Council had a data base of where Foreign Educators were placed within the system.
A concern was raised over the long contract extension of up to five years for temporary educators. Members questioned whether this was not too excessive, and asked whether the Council considered a one to three year contract?
A query was raised as to whether the Council had mechanisms in place to improve the capacity of their financial management?
Members further queried the number of unresolved/outstanding cases of improper conduct against educators versus the resolved cases.
It was also agreed that educators teaching learners with special needs required to be vetted and screened.
Members also queried whether there was a data-base of all educators to verify a teacher’s movement in the system - and whether they had any cases against them.
Members acknowledged the good intentions for meeting with all HODs of Provincial Education Departments. Members queried the timeframe for this to be completed.
Members also queried the action taken against educators who were found to possess fraudulent certificates.

Members queried whether the Council had reached its vetting target for 2015 – and at what cost to the Council.
Members requested that the Council ensure that the turnaround time for vetting and registration be within the stipulated timeframe.
Members appreciated the prioritisation of ICT and online registration. Members queried whether schools were directly connected to the Council website.
It was felt that the introduction of professional standards is a good initiative. How prepared was SACE to embark on this task and how much was being spent on this programme.
Members were of the view that SACE could do much more in terms of research. Members also queried the strategy in place to effectively implement the research work of SACE.
On belt-tightening/cost containment, Members queried how this affected SACE and whether it was considered when drafting the budget.

3.2.4 Portfolio Committee Recommendations:

The Portfolio Committee recommended the following in respect of the SACE presentation:

SACE should ensure that all Foreign Educators are screened prior to appointment to posts – and a verifiable database of all Foreign Educators should be put in place.
SACE should consider reviewing the long contract extensions of up to five years and limit this to be between one and three years.
SACE should find mechanisms to improve the capacity of their financial management.
SACE should ensure that all provincial offices be established as per the targets set for the financial year.
SACE should ensure that all educators who teach special learners are vetted and screened.
SACE should ensure that they create a data-base of all educators to verify an educator’s movement in the system - and whether they have any cases against them.
SACE should ensure that proper action is taken against those educators found to be in possession of fraudulent certificates.

SACE should ensure that the turnaround time for vetting and registration be within the stipulated timeframe.
SACE should look to improve and increase its research capacity and output - and effectively implement the research findings.

4. Conclusion

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

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

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

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

5. Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, having considered Budget Vote 14: Basic Education, together with the Annual Performance Plan and Revised Strategic Plan of the Department of Basic Education and its Statutory Bodies, recommends that the Minister of Basic Education ensure that the Department of Basic Education:

Programme 1: Administration

Provide Parliament with the timeframe of the Department’s legislative programme to be introduced to Parliament in the 2016/17 financial year in order to enable Parliament to effectively plan its Annual Programme, within three weeks of the adoption of this report by the National Assembly.
Collaborate with relevant role-players, to intensify their support to affected Provincial Education Departments to ensure that they improve their audit outcomes regarding performance reporting, financial statements and compliance to legislation, as well as expenditure on conditional grants.

Programme 2: Curriculum Policy, Support and Monitoring

Ensure that the PEDs fast-track the implementation of the Screening, Identification, Assessment and Support (SIAS) policy at schools.
Ensure that the policy on Home Language is properly implemented.
Submit a detailed breakdown, per province, of the access to funds for the Second Chance Matric Programme.

Programme 3: Teachers, Education Human Resources and Institutional Development

Fast-track the training of principals already in the system, –to ensure that they are competent.
Prioritise the implementation of the introduction of performance contracts for principals. The Department is requested to report to the Portfolio Committee in its Fourth Quarterly Report of 2015/16 on progress made on this matter.
Ensure that programmes and plans are in place to develop, train and support SGBs with the proper management of school finances.

Programme 4: Planning, Information and Assessment:

Ensure that the matter of ANA be finalised and resolved as a matter of urgency. A progress report should be made to the Portfolio Committee on the Department’s Fourth Quarterly Report.
Consider remunerating qualified ECD practitioners a commensurate salary.
Ensure that Provincial Educational Departments expand and improve their advocacy, education and engagement with affected parents and communities regarding school rationalisation. The PEDs need to ensure that, at all times, proper procedures are followed in respect of rationalisation of schools.
Together with relevant role-players, consider reviewing the move to allocate ASIDI budgets directly to provinces from 2017/18 since many provinces are unable to manage and utilise their budgets. The Department needs to consider making the budget available in the form of a conditional grant.

Umalusi

Ensure that consideration be given for an increase in the budget allocation for Umalusi over the MTEF in order to ensure that the Statutory Body is able to effectively carry out its mandate.

Report to be considered.

[1] South African Council for Educators Act (2000)

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ATC160503: Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 3 May 2016

Basic Education

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