ATC170517: Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 17 May 2017

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 17 May 2017
 

The Portfolio Committee on Basic Education having considered Budget Vote 14: Basic Education, together with the Annual Performance Plans (APPs) 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 Annual Performance Plan (APP) and            Budget 2017/18 of the Department of Basic Education (DBE) 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 for 2017/18.

 

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

 

1.3.1     The 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, Mr A Schoeman: Deputy Director-General, Dr M Mabuya: Deputy Director-General, Mr M Mlambo: Chief Director, Ms Montsho: Director, Mr D Ntloana: Director, Mr P Padayachee: Deputy Director-General, Ms C Nuga-Deliwe: Chief Director, Ms S Geyer: Chief Director, Ms C Van Wyk: Parliamentary Liaison Officer (Office of the Deputy Minister), Mr L Mahada: Parliamentary Liaison Officer (Office of the Director-General) and Ms K Mohoebe: Acting Parliamentary Liaison Officer (Office of the Director-General).

 

1.3.2     The South African Council for Educators (SACE): Ms E Mokgalane: Acting Chief Executive Officer, Mr G M Mapindani: Chief Finance Officer, Dr L H Swanepoel: Deputy Chairperson, Ms G Bowles: Exco Member, Ms N Nduna-Watson: Exco Member and Ms V Hoofmeester: Chairperson of Council.

 

1. The Council for Quality Assurance in General and Further Education and Training (Umalusi): Dr M Rakometsi: Chief Executive Officer, Prof J D Volmink: Chairperson, Ms S Mosimege: Senior Manager and Ms J Rousseau: Chief Finance Officer.
2. Office of the Auditor-General of South Africa (AGSA): Mr E De Haan: Senior Manager, Ms M Nkau: Business Executive and Mr A Patel: 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 2017 – 18 APP and the 2017 Medium Term Expenditure Framework (MTEF) allocations with 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 2016, 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 2017/18 APP and 2014 – 2019 Medium Term Strategic Framework (MTSF) priorities for the Basic Education Sector

 

Overview of the APP

 

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 absence of the Minister of Basic Education, Hon A Motshekga, due to prior commitments. The Deputy Minister addressed the issue of the poor performance of the Accelerated School Infrastructure Development Initiative (ASIDI) programme mentioning the key factors that contributed to such poor performance. The two key factors were learner migration and school rationalisation as well as challenges with implementing agents. In response, the Department had set up a team to put together certain guidelines in respect of the merging of schools for implementation by all the provincial education departments (PEDs). Challenges with implementing agents were a key contributor to the ASIDI delays in the Eastern Cape. The Department engaged with the affected implementing agents such as the Independent Development Trust. (IDT) and due to their shortcomings and inefficiencies, some responsibilities were taken away from them. The Deputy Minister was confident that the Department would exceed their ASIDI targets for the coming financial year. He indicated that the Department would strengthen its monitoring and oversight of ASIDI projects in the future.

 

Mr Surty further indicated that, moving forward, the Department needed to ensure focussed attention on the             following key priorities of education:

• Improving, enhancing and expanding ICT in schools;
• A focus on the professionalisation of educators to facilitate learning (e.g. teacher resource centres)
• Mitigating challenges with Mathematics and Science (especially in rural education).

 

2.2        Briefing by the Office of the Auditor-General of South Africa (AGSA) on its Review of the        Draft 2017/18 Annual Performance Plan of the Department of Basic Education

The AGSA briefed the Portfolio Committee on its findings on the review of the draft 2017/18 APP of the Department of Basic Education. These findings had been communicated to the Department and were in the process of being corrected or coordinated with the Department of Planning, Monitoring and Evaluation (DPME) and the education sector. The AGSA findings included the following:

 

2.2.1           The following indicators in the 2014 – 2019 Medium Term Strategic Framework (MTSF)                 were not included in the Department’s 2017/18 APP:

• Percentage of learners in schools with at least one educator with specialist training on inclusion;
• Number and percentage of Funza Lushaka bursary holders placed by June of the year after qualifying;
• Proportion of principals who had signed performance agreements;
• Percentage of learners who completed the whole curriculum;
• Percentage of school principals rating the support services of districts as being satisfactory;
• Percentage of district managers whose competency had been assessed against criteria;
• Complete and consistent post-provisioning policy and regulations in place - and proceeding with implementation and monitoring; and
• Clear roles and functions for district offices and minimum competencies for district officials.

 

1. Similar issues were reported at all nine of the PEDs’ review of the sector customised indicators. The root cause was inadequate planning and co-ordination within the education sector to ensure the alignment of the APP’s with the NDP and MTSF.

 

1. Certain PEDs had set 0 targets for certain customised sector indicators on account of lack of funding. The root cause was the poor planning to achieve key sector deliverables.

 

1. There were MTSF measures that require actions from the DBE first and thereafter implementation by the provinces. These included the MTSF indicator on the proportion of principals who have signed performance agreements.

 

1. The 2014-2019 MTSF indicator could not be implemented as yet by the PEDs because the DBE was presently negotiating with Unions on this matter. In this regard, key milestones were not included in the APP of the DBE and therefore MTSF indicators were not measured for performance within the education sector.
2. Performance measures in the APP and MTSF not translated into performance indicators resulted in poor alignment between the national and provincial departments of education. 

3.         Strategic overview by the DBE

 

3.1        Background and Context - The Portfolio Committee was presented with some background and context to the presentation and an indication that the Department had prioritised efficiency and improved institutional performance at all levels of the system. The monitoring of the system still showed a number of challenges across the country but there were signs of quality and improvement in the sector. These included low learner performance, which impacted negatively on the number of youths who are able to cope with university-level studies; high drop-out rates, particularly in higher grades; persistent challenges relating to conducive school environment and infrastructure; and community protests that lead to disruption of schooling and vandalism of property. Despite these challenges, there were signs of quality and improvement in the sector. The Department supplied details of the progress made as expressed in the 2015 General Household Survey (GHS). This included improved access to Language and Mathematics workbooks, changes in achievements between 2003 and 2015 in the Trends in International Mathematical and Science Study (TIMSS) as well as improved performance in respect of the Management Performance Assessment Tool (MPAT).

 

3.2        The 2017 National Strategy for Learner Attainment (NSLA) Scope - The Department touched on the functions pertaining to the NSLA, its objectives and focus.         The NSLA is an overarching framework used to direct the focus of the education system to raise the level of achievements of learners. The Department highlighted the key messages and recommendations from the 2017 NSLA Lekgotla which include the following:

• Restoring basic functionality at National, Provincial, District and School Levels;
• Implementing effective monitoring and accountability systems at all levels in the Sector;
• Early Childhood Development (ECD): Strengthening the implementation of the National Curriculum Framework (Birth-4). Addressing qualifications and conditions of service of Grade R practitioners;
• Setting performance targets and tracking learner performance from Grades 1-12, including all Languages; and
• Improving the quality of School Based Assessment (SBA).

 

3.3        Programme, Planning and Monitoring Improvements - The Department further             highlighted the various activities undertaken to improve performance information reporting         which include, amongst others, the following:

• Regular engagements with the office of  the Auditor-General and the DPME;
• Strengthening the capacity of the internal audit in the Department;
• Enriching internal operational planning and evidence based quarterly reporting that tracks achievements and milestones;  
• The Quarterly Branch Reviews used to track progress and indicate potential risks;
• Analysis of the PED and Public Entities’ plans and reports that will continue to strengthen the quality of plans and reports in the sector.
• Ensuring the alignment and expression of MTSF Indicator and targets within the APP; 
• Sector progress received from various provinces is reported through programmes within the DBE responsible for monitoring the implementation of the sector indicators at a provincial level; and
• Progress through the other supporting outcomes e.g. Outcome 13/14 is coordinated through strategic planning and reporting and submitted to the relevant department.

 

3.4        Medium Term Strategic Framework (MTSF) 2014 – 2019

 

            The DBE’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 ECD 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; and
• Partnerships for education reform and improved quality.

 

The Department highlighted the sector plans to strengthen the monitoring of the MTSF. The Portfolio Committee was briefed on the Action Plan to 2019 “Towards the Realisation of School 2030” as well as the strategic goals linked to the five Budget Programmes of the Department. Within the Strategic Plan, the Department outlined the purpose of the five Budget Programmes of the Department.    

           

3.5        Key Priorities   - Specific areas of the Department’s focus per programme over the MTEF,                    include the following

 

• Programme 1: Performance development and improvement, compliance, accountability and sound financial systems
• Programme 2: Implementing the Early Grade Reading Assessment (EGRA); implementing the three stream system and CAPS for Technical subjects; Continuing the provision of workbooks; Improved learner performance across all grades and retention through the Second Chance Programme; Supporting the implementation of the Incremental Introduction of African Languages; working towards formalising Grade R; Continuing the provision of ICT; and, improved access to Maths, Science and Technology, including improving teachers’ content knowledge of the subjects. 
• Programme 3: Increasing the number of qualified teachers through the Funza Lushaka Bursary Scheme and ensuring that they are deployed in areas of shortage in schools; improving teacher skills for the Foundation Phase and Grade R teachers; and, administration of the diagnostic self-assessments to measure teachers’ pedagogical and content knowledge.  
• Programme 4: Improved monitoring and oversight of the sector; Improving School Infrastructure through ASIDI; Participation in international assessments such as the Trends in International Mathematics and Science study (TIMMS), the Progress in International Reading Literacy Study (PIRLS) and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ); and, Strengthening the Quality Learning and Teaching Campaign (QLTC); Supporting education districts.
• Programme 5: Continuing the provision of the National School Nutrition Programme (NSNP); Fostering greater social cohesion in schools and communities; and ensuring that learners continue to participate in co-curricular and enrichment activities.

 

3.6               Revisions in the Strategic Plan –

 

The DBE’s Strategic Plan for 2015/16 – 2019/20 was revised at the beginning of 2016 with a view to reflect more explicitly the Department’s core functions of policy development, monitoring the implementation of policy and the oversight role over provinces, as expressed in the National Education Policy Act (Act No. 27 of 1996). In so doing the Department set out to leave the sector functions of implementation to be covered in the plans and programmes of the PEDs.

 

For 2017/18 the Department made minor revisions to the 2015/16 – 2019/20 Strategic Plan due to the discontinuation of the Kha Ri Gude Literacy Programme. A new focus for the Department over the medium term is the Second Chance Matric Programme intended to give learners an opportunity to rewrite the National Senior Certificate (NSC) examination. As a result, a new strategic objective and relevant Technical Indicator Description for Matric Second Chance programme was developed.

 

3.7        Overview of Strategic Objectives, Indicators and Targets:

 

            Most performance indicators in the 2017/18 APP were introduced in 2016/17 as part of the           Revised Strategic Plan of the Department. As noted in the Portfolio Committee’s 2016 Report      on Budget Vote 14 many of these indicators show an improved alignment with the     Department’s policy development and monitoring role and they are largely anchored in the MSTF and the APP.

 

3.7.1     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 three performance indicators in this programme were introduced in the 2016/17 financial year. The Department’s first target remains to ensure 100 percent payment of service providers within the procurement unit within 30 days. The Department also aims to ensure 90 percent of misconduct cases being resolved within 90 days, compared to the target of 80 percent in 2016/17. The third target is to ensure 80 percent of grievance cases being resolved within 30 days, up from 75 percent in 2016/17.

 

3.7.2     Programme 2: Curriculum Policy, Support and Monitoring – This programme retains its five strategic objectives and 15 of the 16 performance indicators in the 2016/17 APP. The performance indicator on the number of learners enrolling for the Khai Ri Gude Programme has been dropped due to the discontinuation of the programme.

 

The strategic objectives and performance indicators of this programme are as follows:

 

3.7.2.1  Develop and distribute digital content annually to promote e-learning in schools. Performance indicators and targets for this sub-objective are as follows:

 

• The number of off-line digital content packaged and distributed to provinces is 12.
• The number of schools per province monitored for utilisation of ICT resources is 27 (3 per province).
• The number of off-line digital content resources developed annually stands at six (6).

 

3.7.2.2  Develop, print and distribute workbooks to schools annually for Grades R to 9 in order to support teaching and learning and monitoring of LTSM provisioning in provinces. Performance indicators and targets for this sub-objective are as follows:

 

• The percentage of public schools with Home Language workbooks for learners in Grades 1-6 stood at 100 percent.
• The percentage of public schools with Mathematics workbooks for learners in Grades 1-9 was 100 percent.
• The percentage of public schools with workbooks for Grade R was 100 percent.

 

3.7.2.3  Monitor and support the implementation of the National Curriculum Statements (NCS) on Reading in Grades R to 9 each year in order to improve teaching and learning. Performance indicators and targets for this sub-objective are as follows:

 

• The number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) is 50.
• The number of schools monitored on the implementation of the reading norms is 20.
• The number of schools monitored on the implementation of the Incremental Introduction to African languages nationally is 20.

 

            3.7.2.4  Develop and review the Mathematics, Science and Technology (MST) Framework to             support provinces in improving learner performance in MST subjects. Performance indicators      and targets for this sub-objective are as follows:

 

• Mathematics Science and Technology lesson plans developed for the Senior and Further Education and training (FET) Phases – For the period under review, Mathematics Grade 4-6, Natural Sciences & Technology Grade 4-6 and Mathematics Grade 10-12 lesson plans are developed.
• Mathematics Science and Technology teacher guides developed for the Senior and FET Phases – Mathematics Grade 4-6, Technology Grade 4-6 and Gr 7-9 teacher guides developed.

 

            3.7.2.5  Provide support to learners who have not achieved all the requirements of the     National Senior Certificate (NSC) and extended Senior Certificate (SC) through the Second            Chance Matric Programme. The target for the number of learners obtaining subject passes         towards a national senior certificate through the Second Chance programme per year is     20 000.

 

            3.7.3     Programme 3: Teachers, Education Human Resources and Institutional             Development – The purpose of the programme is to promote accountability, quality        teaching and institutional performance through the effective supply, development and             utilisation of human resources. The strategic objectives of this programme include the           following sub-   objectives:

 

            3.7.3.1  Monitor the basic functionality of schools and school governing bodies on an             annual basis in order to improve school effectiveness and accountability – The target was      that 70 percent of sampled SGBs meet the minimum criteria in terms of effectiveness in         public ordinary schools. A further target is for 70 percent of the 2 000 schools sampled produced the minimum set of management documents at a     required standard.

 

            3.7.3.2  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 target for          the number of Funza Lushaka bursaries awarded to students enrolled for initial teacher          education is 13 500.

 

            3.7.3.3  Administer the diagnostic self-assessment tests to Mathematics, English First             Additional Language (EFAL), Physical Sciences and Accounting teachers in order to             determine their content training needs: The sub-programme has four targets set for the             period under review:

 

• The number of teachers participating in the EFAL diagnostic tests is 10 000;
• The number of teachers participating in the Mathematics diagnostic tests is 10 000;
• The number of teachers participating in the Accounting diagnostic tests is 2 000; and
• The number of teachers participating in the Physical Science diagnostic tests is 2 000.

 

            3.7.3.4  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 target for the number of PEDs      monitored on the implementation of Integrated Quality Management System (IQMS) stands    at six (6) PEDs. The number of PEDs monitored on the implementation of Performance        Management and Development System (PMDS) stands at six (6) PEDs.

 

            3.7.3.5  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 number of   PEDs that have their post provisioning process assessed for compliance with the post           provisioning norms and standards is nine (9).

 

            3.7.4     Programme 4: Planning, Information and Assessment – The purpose of the     programme is to promote quality and effective service delivery in the basic education            system through planning, implementation and assessment.

 

            3.7.4.1  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 sub-programme has             three targets set for the             period under review:

 

• A bank of Language and Mathematics test items for grade 3,6 & 9 developed – 150 items are developed per grade and per subject;
• The number of NSC reports produced is four (4) reports;
• The number of question papers set annually for NSC and SC is 348 question papers.

 

            3.7.4.2  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 - The sub-programme has four targets set for         the period under review:

• The  number of new schools built and completed through ASIDI is 115;
• The number of schools provided with sanitation facilities through ASIDI is 257;
• The number of schools provided with water through ASIDI is 344; and
• The number of schools provided with electricity through ASIDI is 134.

 

            3.7.4.3  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 – The target for the percentage of public schools using the             standardized South African School Administration and Management System (SA-SAMS) for    reporting is 98 percent and the percentage of learners from public schools that were             successfully uploaded onto Learner Unit Record Information and Tracking System (LURITS)          is 99 percent.

 

            3.7.4.4  Mentor and assess the performance of districts on an annual basis in order to             strengthen the capacity of districts to support schools – The target for the number of   officials from districts that achieved below the national benchmark in the NSC participating          in a mentoring programme is 130. The target for the percentage of district managers assessed   against developed criteria is 85 percent. A further target is the development of an       Improvement     Plan for district offices on areas that were rated unsatisfactory by school       principals. The improvement plan for the districts that are rated as unsatisfactory by schools          is produced for the first year and districts have to implement the plan and the survey was        conducted again after two years.

 

            3.7.5     Programme 5: Educational Enrichment Services – The purpose of the programme      is to develop policies and programmes to improve the quality of learning in schools. The        programme has three sub-programmes as follows:

 

1. To monitor the provision of nutritious meals served in identified public schools annually to enhance learning capacity and well- being of learners - The number of schools monitored for effective implementation of the NSNP stand at 130 schools.

 

1. Promote the participation of learners in enrichment and co-curricular activities in order to make a positive impact on learning –The number of adjudicators, data capturers and school conductors trained in South African Schools Chorale Eisteddfod (SASCE) programme was 900. The number of learners, teachers, officials and SGBs participating in social cohesion and gender equity is 6 000.

 

1. 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 number of Hot Spot Schools monitored towards Implementation of the National School Safety Framework (NSSF) is 46.

 

For all of the above programmes of the DBE, the Portfolio Committee was given a detailed overview of the Sector Customised Indicators for each of the programmes.

 

3.8        Medium Term Expenditure Framework (MTEF) Allocation 2017

National Education	2017/18	2018/19	2019/20
	R’000	R’000	R’000
2016 MTEF Allocation	23 471 039	24 829 596	26 230 172
Less: Baseline Reduction	(146 262)	(315 120)	(398 124)
Kha Ri Gude	(98 843)	(293 853)	(372 910)
Compensation of Employees	(5 302)	(5 670)	(5 984)
Goods and Services	(16 942)	(15 466)	(19 066)
Payments for capital assets	-	(131)	(164)
School Infrastructure Backlog Grant: Capital	(25 175)	-	-
Adjustment to Conditional Grants to Provincial Government	(2 562 873)	172 471	211 785
Educational Infrastructure Grant	(2 734 873)	(122 000)	(127 000)
Learners with Profound Intellectual Disabilities	72 000	185 471	220 785
Maths, Science and Technology Grant	(20 000)	(21 000)	(22 000)
National School Nutrition Programme	120 000	130 000	140 000
Add: Reprioritisation within Department baseline budget	2 646 716	108 382	152 125
School Infrastructure Backlog grant	2 619 873	-	-
Matric Second Chance	-	50 000	82 500
Early Grade Reading Assessment	4 100	11 000	15 000
Learners with Profound Intellectual Disabilities	6 000	5 000	3 000
South African Council for Educators	9 743	16 000	20 000
Reprioritisation towards goods and services	-	10 382	12 625
Operation Phakisa	7 000	16 000	19 000
2017 ENE ALLOCATIONS	23 408 620	24 795 329	26 195 958

 

3.8.1     Overview - The budget of the DBE for 2017/18 is R23.4 billion, which represents an increase of 5.1 per cent from the 2016/17 allocation of R22.3 billion. Over the medium term, the Department’s budget is expected to increase from R23.4 billion in 2017/18 to R26.2 billion in 2019/20. Infrastructure activities continue to account for the bulk of the Department’s spending over the medium term, particularly in Programme 4 (Planning, Information and Assessment).

 

3.8.2 Reprioritisation of the Baseline - For 2017/18 an amount of R2.6 billion was shifted to the School Infrastructure Backlog Grant for the completion of outstanding ASIDI projects. Kha Ri Gude was reduced by R765.6 million over the MTEF to fund the National Senior Certificate Learner Retention programme (second chance) and the new conditional grant. An amount of R45.7 was allocated from the Department to South African Council for Educators (SACE) to fund the Continuing Professional Teacher Development (CPTD) programme. An amount of R42 million was allocated for Operation Phakisa over the MTEF period. A new conditional grant for Learners with Profound Intellectual Disabilities was allocated an amount of R478.3 million over the MTEF period. An additional R390 million was allocated for the NSNP over the MTEF period to ensure that the grant can continue to provide meals as specified in the light of the high food inflation.

 

3.8.3     Cabinet approved budget reductions as follows:

• For 2017/18 financial year an amount of R2.6 billion was shifted from Education Infrastructure Grant to the School Infrastructure Backlog Grant for the completion of outstanding ASIDI projects.
• Compensation of Employees (CoE) was reduced as follows: R5.3 million in 2017/18; R5.7 million in 2018/19 and R5.98 million in 2019/20 financial years.
• Education Infrastructure Grant – An additional R364 million has been taken away from the Education Infrastructure Grant over the MTEF years. R115 million in 2017/18, R122 million in 2018/19 and R127 million in 2019/20.
• Kha Ri Gude - R765.6 million was reallocated to other activities over the MTEF period due to the phasing out of the programme in 2016/17. R98.8 million in 2017/18, R293.9 million in 2018/19 and R372.9 million in 2019/20.
• Goods and Services amounting to R51.5 million was reduced as follows, R16.9 million in 2017/18,  R15.5 million in 2018/19 and R19.1 million in 2019/20 financial years over the MTEF period.
•  Capital Assets were reduced by R295 000 over the MTEF period, R131 000 in 2018/19 and R164 000 in 2019/20.

 

3.8.3     Allocation per Programme for 2017/18 Compared to 2016/17

PROGRAMMES	2016/17 R’000	2017/18 R’000	Percentage increase/ decrease
Administration	377 893	416 283	10.2%
Curriculum Policy, Support and Monitoring	1 936 100	1 801 953	-6.9%
Teachers, Education Human Resources and Institutional Development	1 163 742	1 215 104	4.4%
Planning, Information and Assessment	12 500 176	13 248 303	6.0%
Educational Enrichment Service	6 291 684	6 726 977	6.9%
2017 ENE ALLOCATIONS	22 269 595	23 408 620	5.1%

 

At the programme level, four of the five programmes (Programmes 1, 3. 4 and 5) show budget increases, while Programme 2 shows a decrease compared to the 2016/17 financial year. The Administration Programme (Programme 1) shows the largest growth of 10.2 per cent. Programme 3 (Teachers, Education Human Resources and Institutional Development) shows a marginal increase of 4.4 per cent whilst Programmes 4 (Planning, Information and assessment), which receives the largest budget allocation due to the school infrastructure programme, shows an increase of 6.0 per cent. Programme 5, (Educational Enrichment Service) which receives the second largest allocation of R6.7 billion, grows by 6.9 per cent. Programmes 2 (Curriculum Policy, Support and Monitoring) shows a decrease of 6.9 per cent.

 

3.8.4     Allocation per Programme over the 2017 MTEF

	2017/18	2018/19	2019/20
Programmes	R’000	R’000	R’000
Administration	416 283	444 752	476 928
Curriculum Policy, Support and Monitoring	1 801 953	1 955 479	2 112 176
Teachers, Education Human Resources and Institutional Development	1 215 104	1 290 773	1 366 591
Planning, Information and Assessment	13 248 303	13 982 724	14 714 179
Educational Enrichment Services	6 726 977	7 121 601	7 526 084
TOTAL	23 408 620	24 795 329	26 195 958

 

Reasons for deviation on Programmes:

• Programme 1: The increase over the medium term is mainly due to the increase to the allocation of office accommodation.
• Programme 2: The budget for this programme increases over the 2017 MTEF period. The increase is mainly due to inflationary adjustments, Matric Second Chance Programme and the introduction of the new conditional grant for Learners with Profound Intellectual Disabilities Grant.
• Programme 3: The budget for this programme increases over the 2017 MTEF period. The increase in 2017/18 is mainly due the new transfer to South African Council for Educators (SACE) for the CPTD programme.
• Programme 4: The budget for this programme increases over the 2017 MTEF period. The main item of spending is expected to be on transfers to PEDs for the Education Infrastructure Grant (EIG).
• Programme 5: The budget for this programme increases over the 2017 MTEF period. The increase is mainly due to the increase on the allocation of the NSNP and the main item of spending is expected to be on transfers and subsidies to PEDs.

 

3.8.5     Allocation per Economic Classification for 2017/18 Compared to 2016/17

ECONOMIC CLASSIFICATION	2016/17 R’000	2017/18  R’000	Percentage increase/ decrease
Compensation of Employees	472 143	476 694	1.00%
Goods and Services	2 030 033	1 921 288	-5.40%
Computer Services	59 563	40 598	-31.80%
Consumables: Stationery, printing and office supplies	114 362	33 463	-70.70%
Inventory: LTSM(b)	1 037 856	1 018 087	-1.90%
Property payments	119 194	125 067	4.90%
Operating expenditure(b)	349 945	156 197	-55.40%
Travel and subsistence	116 611	151 951	30.30%
Other	232 502	395 925	70.30%
Interest and rent on land	46 321	48 637	5.00%
Transfers and Subsidies	17 464 973	18 502 826	5.90%
Payments for Capital Assets	2 256 125	2 459 175	9.00%
Total	22 269 595	23 408 620	5.10%

 

Reasons for deviations on economic classifications:

• The increase on compensation of employees is due to improvements on the conditions of services and the inflation rate.
• The decrease on goods and services from 2016/17 financial year to 2017/18  is due to the following items:
  • Consumables: Stationery, printing and office supplies decrease is due to the re-design of the National Assessment in the 2016/17 financial year.
  • Decrease on Inventory LTSM is due to the phasing out of Kha Ri Gude which came to an end in 2016/17 financial year. There would no longer be procurement of Kha Ri Gude books.
• The increase in the payment for capital assets between the 2016/17 and 2017/18 financial years is mainly due School Infrastructure Backlogs Indirect Grant and the payments for capital assets.

 

3.8.6     Detail of Conditional Grants over the 2017 MTEF

Conditional Grants	2017/18 R’000	2018/19 R’000	2019/20 R’000
Education Infrastructure Conditional Grant	10 045 562	13 389 560	14 141 207
HIV and Aids Conditional Grant	245 308	259 536	274 070
National School Nutrition Programme Conditional Grant	6 426 313	6 802 079	7 185 715
Maths, Science and Technology Grant	365 145	386 483	408 302
Learners with Profound Intellectual Disabilities	72 000	185 471	220 785
TOTAL CONDITIONAL  GRANTS	17 154 328	21 023 129	22 230 079

 

Reasons for deviations on Conditional Grant to Provinces:

• Education Infrastructure Grant - In the 2017 MTEF, EIG is reduced by R2.619 million in 2017/18 for completion of outstanding ASIDI projects.
• Learners with Profound Intellectual Disabilities - A new conditional grant for Learners with Profound Intellectual Disabilities is allocated R478.3 million over the MTEF period.

 

In conclusion, the DBE is confident that it will deliver on it 2017/18 APP. The Department has adequate personnel and sufficient financial resources to deliver on the plan. The Department aims to support, monitor and oversee the sector to strengthen accountability at all levels of the system and continuously seek to improve and implement ways to make the system more efficient. The Department also aims to continue to place improved learner performance and quality basic education at the centre of all its work.

 

4.1          The South African Council for Educators (SACE) Annual Performance Plans and Budget for 2017/18

 

      4.1.1     The Deputy Chairperson of the Council of SACE, Dr Swanepoel, in his introductory         remarks, took the time to respond the concerns raised by the Portfolio Committee during previous       engagements with SACE. These included the following:

• Delays in concluding the misconduct cases submitted to SACE by various complainant;
• Implementation of the SACE sanctions by the PEDs;
• Reporting to SACE referring to the participation in professional development activities by educators and PEDs;
• Vetting of educators and verification of qualifications; and.
• Registration and database clean-up.

 

1. NDP/MTSF priorities relevant to SACE

 

For SACE, the NDP envisages that the Council should play a greater role in the CPTD and promotion of professional standards. The Council is also expected to investigate introducing professional certification. Newly qualified teachers would need to demonstrate certain competencies before they are employed in schools, and after that they would be offered preliminary or probationary certification, to be finalised based on demonstrated competence”. The NDP further states that “the professional certification of all teachers would need to be renewed periodically (for example, every five years), serving as an incentive for teachers to undertake continuous professional development.

 

In its strategic overview, SACE noted the following progress regarding the alignment of its mandates to that of the NDP Vision 2030:

 

• Teacher professionalization and professional practice standards development process is in progress in collaboration with the DBE, the Department of Higher Education and Training (DHET), the Joint Education Trust (JET) Education Services, Teachers Unions, the Education Labour Relations Council (ELRC), the Education Deans Forum and all other stakeholders.
• The CPTD Management System funding challenge has been resolved with a more permanent solution. SACE is now receiving direct funding from fiscus in line with Appropriation Act 2017, and Section 19 of the SACE Act.
• SACE-Higher Education Institutions (HEIs) collaboration on verification of qualifications and curbing fraudulent qualifications. Linked to this, is the verification of schools in terms of the registration applicants’ employment status, and a smaller scale SAQA qualification verification research project to test the magnitude of the problem.
• SACE provincial presence has been extended to three additional provinces – Limpopo, Eastern Cape and Western Cape Provinces. 

 

4.1.3 Strategic Outcomes Oriented Goals (2014/15 – 2019/20) – The goals identified by SACE in terms of its Strategic Plan include the following:

• Maintaining an updating the register of all qualified educators, sub registers of special categories, and issue relevant different certificates;
• Setting and maintaining ethical standards and process complaints;
• Improving participation in continuing professional development that contributed to quality teaching and learning;
• Improving research production to advise and inform the teaching profession; and
• Enhancing teacher professionalization.

 

4.1.4     Programme and Sub-Programme Plans

 

            4.1.4.1  Programme 1: Registration – The purpose of the programme is to:

• Register qualified educators and create sub registers for special categories;
• Maintain and update educator database;
• Enhance the quality of the registration of teachers by introducing standards; and
• Validate all registrations current and new.

The key functions for the programme are, amongst others, to determine minimum criteria and procedures for registration or provisional registration. SACE also considers and decides on any application for registration or provisional registration and keeps a register of the names of all persons who are registered or provisionally registered.

 

            Performance Indicators and Annual Targets – In respect of the registration of educators             (including on-line registration) SACE intends to reach a target of 25 000 in 2017/18. A      total of 40 000 registrations are expected to be updated and 65 000 verifications of         qualifications and vetting will be conducted.

 

            Challenges - SACE is striving to address the vetting of educators and verification of             qualifications, however, progress on this matter is hampered by challenges with capacity             and financial constraints. Coupled with this, is the emerging trends in fraudulent         qualifications submitted during the registration process in the national and two provincial offices. The process of cleaning the registration database in order to have current and usable             data for planning and related purposes is taking long due to financial constraints.

 

4.1.4.2  Programme 2: Ethics – The purpose of the programme is to promote ethical conduct among educators through the development and enforcement of the Code of Ethics. Further, to facilitate interventions and support for schools, educators and school communities on ethical matters.

 

The key functions of the programme are to uphold the image of the teaching profession by reviewing the Code of Professional Ethics periodically and investigate complaints of improper conduct against educators. Further to this, the programme also institutes disciplinary hearings at the behest of the Council where evidence of a breach of the Code of Professional Ethics for Educators has been found.

 

Performance Indicators and Annual Targets – In respect of the number of beneficiaries to be appraised of the Code of Professional Ethics, SACE aims to reach a target of 10 000 beneficiaries. SACE also aims for a target of 500 concluded cases as measured against the number of cases received for the year.

 

Challenges - SACE reported that they continue to experience delays in concluding cases due to the case postponements where there were legal representatives and withdrawals by parents or their disappearance. Once the Council issues struck-off indefinitely or struck-off for a certain period, the educators are deemed to have been dismissed in terms of the EEA. Thus, SACE forwards the sanctions to the relevant PED to effect the sanction. The majority of provinces are failing to implement the sanctions accordingly resulting in the struck off teachers moving from one province to the next.

 

4.1.4.3  Programme 3: The Continuing Professional Teacher Development (CPTD) Management System - The purpose of the programme is to manage a system for Continuing Professional Development with the support of the DBE and the nine PEDs.

 

The key functions of the programme include the monitoring and support of educators’ participation in the three year CPTD system cycle and uptake. The programme also endorses professional development activities and approved professional development providers.

 

Performance Indicators and Annual Targets – The following targets have been set by SACE for the period under review:

• The number of Practicing Educators signed-up for the CPTD System: 80 000;
• The percentage of signed up teachers who engage in three types of Professional Development (PD) Activities from January to December: Type 1: Self-Initiated PD Activity - 65 percent and Type 2: School Initiated PD Activity – 55 percent and Type 3:Externally Initiated – 40 percent;
• The percentage of signed up educators who meet the minimum requirement of 150 CPTD points over the three year cycle – 70 percent;
• The number of new Professional Development Providers processed in the year of submission – 120 (80 percent);
• The number of new Professional Development Activities processed in the year of submission – 600; and
• The number of endorsed Development Activities subjected to quality assurance by SACE in a financial year – 130.

 

Challenges - SACE has a responsibility to monitor teachers’ uptake in professional development which is done through the reporting, to SACE, by teachers, schools and providers. Currently the level of reporting is still low due to the mind-set shift and culture that was necessary. The CPTD participation rates are just above 50 percent especially at School Management Teams level. This is attributed largely to the lack of professional development culture and consequences for non-participation.

 

            4.1.4.4  Programme 4: Professional Standards - The purpose of the programme is to develop a set of professional standards for teachers’ practice that is theoretically informed, contextually appropriate and widely accepted by stakeholders. The programme assists with the development of various strategies and processes to support educators with regard to professional matters and needs.

 

The key functions of the programme include the management and implementation of the teacher professionalization programme in collaboration with the education stakeholders. Further to develop, implement and maintain professional practice standards across the teacher education continuum.

 

Performance Indicators and Annual Targets – In respect of setting professional practice standards for teaching, the 2017/18 target is to produce and consult on a professional practice standards framework – the draft professional standards are produced for consultation. Regarding professional designation for teacher development and registration, the target is to ensure the draft professional teacher designation is finalised for consultation with employers and stakeholders.

 

SACE has done a comparative study with other professional councils and public entities on professional standards to inform the SACE teacher professionalization process and professional standards in particular. Standards Development Working Groups have been established and commenced the writing process. Extensive national consultation processes with the teacher unions, DBE, DHET, UMALUSI, CHE and Education Deans Forum has been concluded.

 

4.1.4.5  Programme 5: Policy and Research - The purpose of the programme is to enhance policy and research coordination within SACE and strengthen the SACE advisory role and service that was informed by policy, research, and consultative processes. The programme also promotes research on professional matters and any other educational matter relevant to SACE.

 

The key functions of the programme include advising the Ministers of Basic and Higher Education, Council and the profession on professional matters. The programme provides ongoing support to all the SACE Divisions and Committees in terms of policy and research matters as well as undertaking research on professional matters for purposes of informing SACE programmes, Council decisions, Educational Policy, advising the Minister of Education, Council and the profession.

 

Performance Indicators and Annual Targets – The target for the number of research produced in line with the SACE Research Policy and Agenda is five (5). The number of policy advice and briefs produced per annum stands at two (2). In respect of the number of provincial practitioner-based research conferences/seminars held, the target is two (2). Regarding the establishment of a SACE resource centre and virtual library the research and concept had been approved.

 

4.1.5  SACE Budget 2017/18

 

               4.1.5.1  Medium Term Expenditure Framework (MTEF) Projections

Financial performance in R,000		2014/15	2015/16	2016/17	2017/18	2018/19	2019/20
		Audited	Audited	Budget	Medium term
		73 235	70 721	71 392	70 403	100 700	105 020
Registration fees		6 314	7 067	6 000	5 200	3 600	3 000
Subscription fees		49 735	50 528	50 400	52 080	75 600	76 320
Reprints of certificates		2 059	2 029	1 600	1 680	1 400	1 200
Interest receivable		4 337	1 586	1 400	1 400	3 800.00	4 200
CPTD Subsidy		10 531	9 210	11 692	9 743	16 000	20 000
Sundry income		259	301	300	300	300	300
		61 434	60 913	71 392	70 403	95 678	100 842
Administration	47 745		48 952	55 201	56 660	67 978	68 842
Research	670		1 132	1 000	1 000	3 200	3 200
Professional Development	10 531		8 438	12 191	9 743	18 500	22 500
Registration	394		659	1 000	1 000	2 500	2 500
Code of Ethics	2 094		1 632	2 000	2 000	3 500	3 800
Net Surplus	11 801		9 808	0	0	5 022	4 178

 

          2.5.2          Provincial Budget

                   4.1.5.2       Provincial Budget

 

			2 provinces
Sundry income
OPERATIONAL EXPENDITURE
Cleaning of buildings
Leasehold Improvements
Office rental			580 800
Printing and Stationery
Repairs &maintenance
Sundry expenses
Water and Electricity

 

The registration fees remains at R400 for Foreigners, R200 for South Africans and R50 for renewals. The Council is considering an increase of annual member subscription from R120 to R180 to counter the effect of inflation and to increase its delivery levels at provincial levels. Consultations have been concluded with stakeholders to enable a decision in the next Council siting.

 

The current two provincial offices budget is included in the summation budget above. The Council is renting provincial office spaces and all mandatory functions are delivered at provincial points. A process is under way to establish offices in the Western Cape, Limpopo and Eastern Cape to be operational during this financial year as per council decision. The Council will lease the premises for provincial offices until it can afford to purchase. The establishment of the planned provincial offices will be financed through the increased subscription (under consideration). The surplus in 2019 and 2020 is to build reserves towards acquisition of provincial office buildings. Mobile services will be an option for the remaining three provinces in the circumstances.

 

              4.2        The Council for Quality Assurance in General and Further Education and Training (Umalusi) Annual Performance Plans and Budget for 2017/18

 

      4.2.1     Introductory Remarks

      The Chairperson of Umalusi’s Council, Prof Volmink, announced the appointment of Ms Rousseau          as the new Chief Finance Officer with effect from 1 April 2017. Umalusi now had its full complement of managers and senior officials. The Council was working hard to deliver on its        mandate for the period under review and Umalusi had provided clear and strategic direction and    oversight on the work of the Council. The Council had approved the appointment of at least four             senior managers and there was a marked improvement in the overall work of the Council.

 

      4.2.2     Updated Situational Analysis

      The Portfolio Committee received a detailed overview of the updated situational analysis of Umalusi.       The demand for quality education is expressed in the National Development Plan (NDP), the         Medium Term Strategic Framework (MTSF) and Action Plan to 2019. The Umalusi Annual            Performance Plan (APP) captures key targets, and, even though Umalusi is not directly responsible    for these targets, possible areas of intervention and collaboration are stated in the APP. Possible           areas of intervention include:

• Reporting on the key indicators of quality and standards;
• International benchmarking of practices and standards;
• Improving the quality of the NSC curriculum through research ;
• Continuing evaluation and benchmarking of curricula;
• Working with all Assessment Bodies to enforce, maintain and improve standards;
• Comparing the quality and standards of the current and previous exams to maintain consistency of standards;
• Making use of other international test results such as TIMSS and SACMEQ to do comparative research;
• Exploring the use of anchor items in standardizing results; 
• Promoting the development of a GCE for the schooling system and promote the use of the revised NC(V);
• Finding strategies in conjunction with assessment bodies to address the issues of under-performing institutions;
• Protecting the quality of qualifications in the sub-framework by tightening policies;
• Ensuring meaningful implementation of the National Senior Certificate for Adults (NASCA) and the General Education and Training Certificate for Adults (GETCA); and
• Training of all officials involved in the examinations.

     

      In respect of the Department’s three-stream model, Umalusi is of the view that there is a need for             a systematic approach as part of the larger process of rationalizing          and articulating the entire           education system between the DBE and the Department of Higher         Education and Training. Umalusi            strongly supports the principle of diversification in the last three years of schooling. Some of the         challenges faced by the Council include, amongst others, the following:

• Unregistered Adult Education and Training (AET) centres which compromises the qualification;
• Policy tensions on registration of Technical and Vocational Education and Training (TVET) colleges versus accreditation - accreditation before registration is not ideal;
• Inaccurate learner records for certification impacted on learners; and
• Group copying impacting on the credibility of results.

      Umalusi is also of the view that there be a revision to the Umalusi legislative mandates, policies   and       regulations.

 

      4.2.3     Umalusi Programmes and Sub-Programmes

 

     4.2.3.1  Programme 1: Administration – The programme provides strategic leadership, management and administrative support services to the entity as well as improves the effectiveness of Corporate Governance. Sub-programmes linked to this programme include:

• 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).

 

            Performance Indicators and Annual Targets –The following indicators and targets have been set for the period under review for Programme 1:

• The APP to be approved by 31 March – Umalusi aims to ensure that the 2018/19 APP is approved by March 2018 as required.
• Quarterly reports submitted to National Treasury and the Department 30 days after the end of the quarter – Umalusi’s target is to submit four quarterly reports.
• The number of communication platforms used to communicate to stakeholder clusters within the GFET sub-framework to access information – Eight (8).
• The percentage compliance against the requirements of the ICT Governance Framework – 80 percent.
• The average percentage of performance agreements and assessment reports submitted on time – 100 percent.
• The percentage of service providers paid within 30 days – 100 percent.

 

            4.2.3.2  Programme 2: Qualifications and Research – The programme purpose is to develop and manage an efficient and effective General and Further Education and Training Qualifications Sub-framework within the NQF and to undertake strategic research in support of that goal.  Sub-programmes linked to this programme include:

• Qualifications, Curriculum and Certification; and
• Statistical Information and Research.

 

            Performance Indicators and Annual Targets –The following indicators and targets have been set for the period under review for Programme 2:

• The number of reports produced on the management of qualifications in the sub-framework – Three (3);
• A report produced on the status of curriculum-related work – One report;
• The percentage of datasets with return datasets created within the turnaround time of 21 working days – 95 percent;
• The percentage of correctly submitted learner records per qualification per year – 75 percent;
• The percentage of error-free  learner records for which a certificate is printed annual – 75 percent;
• The percentage of verification requests received that are completed within the SLA (2 working days) – 95 percent; and
• The number of research reports completed in various formats – 7.

 

            4.2.3.3  Programme 3: Quality Assurance and Monitoring – The programme purpose is to ensure that the providers of education and training have the capacity to deliver and assess         qualifications registered on the GFETQSF and is doing so to the expected standards and quality. Sub-programmes linked to this programme include:

• Quality Assurance of Assessment; and
• Evaluation and Accreditation.

 

            Performance Indicators and Annual Targets –The following indicators and targets have been set for the period under review for Programme 3:

• The percentage of the question papers submitted that are quality assured per assessment body per qualification per examination cycle – 100 percent;
• The percentage of Quality Assurance of Assessment reports produced per qualification per assessment body per examination cycle – 100 percent;
• The number of comprehensive reports completed annually on the accreditation of Independent schools – One (1);
• The number of comprehensive reports completed annually on the accreditation of private colleges produced annually – One (1); and
• The number of comprehensive reports completed annually on the accreditation of private Assessment Bodies produced annually – One (1).

 

      4.2.4     Umalusi Budget 2017/18 – 2019/20

     

      The Portfolio Committee received detailed graphs and figures for the following:

• Revenue projections;
• Revenue estimates (administrative fees, non-tax revenue, transfers received);
• Expenditure estimates (goods and services, compensation of employees, depreciation);
• Expenditure per programme; and
• Growth in human capital (approved posts and post filled/planned)

      Regarding the transfer from accumulated surplus 2015/16 and 2016/17 National Treasury and DBE           approved Umalusi’s request to retain surpluses for the following projects in July 2016:

• Renovations of purchased building; and
• Contingency expenditure.

                     The funds regarding the renovations were committed before 31 March 2017. A request to retain    surpluses would be made to National Treasury.

5.         Portfolio Committee Observations and Findings

 

            5.1        The Department of Basic Education

 

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

 

1. Policy and strategic direction

 

Overall, the Portfolio Committee appreciated the effort of the DBE in continuing to ensure that its plans and programmes enjoy greater alignment with those of the NDP and the MTSF. However, the Committee urges the Department to progressively include in its future APPs all performance indicators contained in the MTSF that are not currently included. These include those identified by the AGSA. In the context of concurrent function the Committee recognizes that some of these indicators should be covered by the APPs of the PEDs.

 

5.1.2     Programme 1

 

• The Portfolio Committee requested the timeframe of the Department’s legislative programme to be introduced to Parliament in the 2017/18 financial year in order to enable the Committee to effectively plan its annual programme.
• The Portfolio Committee noted that the Department’s compensation of employees’ budget was reduced by R5.3 million for 2017/18 and R5.7 million for 2018/19 in response to National Treasury’s restriction on compensation budgets. Members queried whether the proposed measures to reduce the compensation of employees (as a share of total spending) were feasible and desirable, particularly in Programme 3, which experienced a significant reduction.
• Members queried the relationship between AGSA and the DBE and whether there was any collaboration and engagement to ensure that challenges were identified and addressed/rectified accordingly. Members noted the importance of the DBE submitting relevant and accurate information, data and documentation required by AGSA timeously for finalisation of reports.

 

5.1.3     Programme 2

 

• The Portfolio Committee noted that based on its oversight visits, learners experienced underperformance in Grade 10 and other lower grades. Members queried how the Department was assisting in building the Curriculum in these grades to ensure a better grasp of subject content in the higher grades.
• The Portfolio Committee raised a number of issues regarding the priority of Inclusive Education: It was appreciated that some indicators on Inclusive Education were now included in the APPs of the PEDs, in line with the recommendations of the Portfolio Committee in its previous BRRRs.  However, the Portfolio Committee was concerned that the as identified by the AGSA, there was no performance indicator in the Department’s APP or sector customized indicator that related to the MTSF target that all children with disabilities should have access to quality education by 2020. The absence of targets in respect of the implementation of SIAS was also noted as a serious concern. Members further queried whether the Department was adequately looking to ensure that schools received the necessary support from therapists and specialists. They raised a concern over the slow pace of development with printing and publishing of braille books for our blind learners and whether there was sufficient budget for this function. The slow pace of development with printing and publishing of braille books for our blind learners was also noted as cause for concern.
• The Portfolio Committee raised a concern and query over the class ratio for learners in Grade R as well as the high number of learner drop-outs in the system. The Department was requested to detail how they ensure the development of an educated generation to avoid learners getting lost in the system
• The Portfolio Committee urged the Department to fast track the review of the remuneration package for ECD Practitioners with a view to making it competitive.
• In respect of the Operation Phakisa, the Portfolio Committee queried the areas to be covered by the allocated budget and advocated for the development of ICT in rural areas.
• Members raised concerns regarding the AG’s findings in respect of the R 44 million fruitless and wasteful expenditure identified relevant to the Kha Ri Gude Programme. Further to this, Members sought clarity on the findings of the DBE independent investigation that found that the figure was closer to R 1.2 million. Members were curious as to why the AG had not verified these figures prior to including them in their report that appeared to have been published prematurely.

 

5.1.4     Programme 3

 

• The Portfolio Committee expressed a concern over the delays in finalizing the Quality Management System (QMS) and urged the Department to fast track its roll-out in the place of the IQMS.
• The Portfolio Committee welcomed the upward adjustment of the target on the number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education, from 13 000 to 13 500 students in 2017/18. However, the Department was requested to further investigate whether the current scale of provision of Funza Lushaka bursaries was adequate to address the need for teacher supply, particularly in critical subjects such as Mathematics and Science as well as the Foundation Phase. Evidence from the Committee’s oversight pointed to an acute shortage of suitably qualified teachers in these subjects and phase. Members were further interested to know the strategies of the Department to attract new talent into the teaching profession.
• It was noted that initial teacher education remained the domain of the Department of Higher Education and Training (DHET) whereas the Department was beset with the challenges of underperforming graduates. The Portfolio Committee urged the Department to intensify its engagement and collaboration with the Department of Higher Education and Training with a view to improve the quality of graduates.

 

5.1.5     Programme 4

 

• On the back of recent tragedies around scholar transport, the Portfolio Committee queried whether the Department’s policy on learner transport was effective in ensuring safety and uniformity. The Portfolio Committee further queried whether the Department was taking adequate steps to assist learners who still walked long distances to schools.

 

• The Portfolio Committee raised concerns about unregistered schools and queried the action taken against such schools by the Department.

 

• Members cautioned that the data on school infrastructure may be skewed as there were still many schools with inappropriate structures and schools not even listed on the DBE database.

 

• The Portfolio Committee is concerned that the Department is currently underachieving with respect to the targets on the number of new schools built and completed through ASIDI and the number of schools provided with electricity through the programme, while the necessary resources have been allocated. More broadly, as noted in the 2016 BRRR, the Committee remains concerned regarding the slow pace by the sector towards achieving the targets for the minimum Norms and Standards for water, sanitation, electrification and appropriate structures. These targets are linked to the NDP.

 

1. Programme 5

 

The Portfolio Committee noted the increase in the budget for the NSNP and queried why this did not translate into more schools benefitting from the NSNP programme.

 

1.  Conditional grants

 

• The Portfolio Committee raised a concern over the underspending of the Maths, Science and Technology conditional grant, which has resulted in reductions of R63 million being made over the MTEF period to align the allocation to the capacity to spend. The Department was urged to ensure that the (PEDs) improve the implementation of this grant in 2017/18 and the outer years, given that it was designed to strengthen the implementation of the NDP by increasing the number of learners taking Mathematics, Science and Technology subjects and improving the pass rates in these subjects.
• The Portfolio Committee welcomed the introduction of the new conditional grant for Learners with Profound Intellectual Disabilities, which has been allocated an amount of R478.3 million over the MTEF period. It is important to ensure the preparedness of provincial departments to implement this new grant from 2017/18 onwards.

 

            5.2        The South African Council for Educators (SACE)

 

• The Portfolio Committee raised interest in the timeframe for vetting and verification of qualifications and certificates, especially those from outside the South African borders. There was further concerned that SACE seemed unable to resolve issues with vetting and verification which has plagued SACE for some time. The Portfolio Committee queried the commitment from SACE to resolve the challenges in this regard.
• The Portfolio Committee questioned whether SACE had a database of educators with fraudulent qualifications and statistics of all qualified and underqualified educators in the system.
• Cause for concern was the length of time taken to complete and resolve cases as well as the number of cases still outstanding. The Portfolio Committee queried whether SACE had considered a policy change to effectively deal with delayed cases and whether there had been any sanction against SACE legal representatives for prolonging cases unnecessarily.
• The Portfolio Committee was interested in details pertaining to the salary allowance for the acting CEO and further queried the timeframe for appointing a permanent CEO for SACE.
• The Portfolio Committee was curious as to why educators who were struck off the register were deemed to have resigned. Further to this, the Portfolio Committee queried the action/sanction by SACE against the PEDs who failed to sanction teachers struck off the role. The Portfolio Committee also queried whether SACE was considering the publishing of educators’ names who had been struck off the roll.
• After noting a lack of capacity with respect to vetting and verification, the Portfolio Committee queried how SACE was planning to meet this target. The Portfolio Committee further queried the cost and use of verification agencies by SACE.
• The Portfolio Committee queried whether SACE was considering a new policy in respect of penalties for those who submitted fraudulent qualifications.
• It was noted that SACE’s plans and targets were linked to the increase in subscriptions as envisaged. The Portfolio Committee was interested to know when the envisaged increase would become effective.

 

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

 

• The Portfolio Committee raised concerns over the continued leakage of question papers and queried how best to prevent this from happening.
• The Portfolio Committee raised concerns with the delays in the appointment of the Chief Finance Officer and queried the procedure, timelines and number of candidates who have applied. Further to this, the Portfolio Committee also queried the remuneration package of the Chief Executive Officer over the last five years. It was noticed that there was a sharp increase in salary during a certain time and an explanation was sought.
• The Portfolio Committee queried whether Umalusi would, from past experience, be more transparent in respect of the Standardisation Process and adjustment of subject marks as well as providing the public with reasons and details in respect of adjustments.
• A query was raised in respect to Umalusi having responded to questions received from the Minister regarding a Member’s questions to the Minister – and the date these had been responded to.
• The Portfolio Committee questioned how Umalusi would ensure that all streams in the three-stream model are equally cognitively demanding and whether Umalusi would agree that the Occupational Stream be available to only those learners deemed by qualified professional to move to this stream.
• The Portfolio Committee also queried why Umalusi had not started utilising anchor items much earlier to standardise results which may improve the quality of standardisation.
• Regarding Language compensation, the Portfolio Committee queried the scrapping of the Language compensation and questioned which intervention programmes were in place to assist learners affected.
• The Portfolio Committee queried the role Umalusi played in the investigations around leaked papers as well as other examination irregularities and assistance offered by Umalusi.
• The Portfolio Committee was also interested in the income received by Umalusi from rentals and requested further detail.

 

6.         Portfolio Committee Recommendations

 

            Based on the observations made above, the Portfolio Committee requests that the Minister         ensure that the Department and its entities consider the following recommendations:

 

6.1        The Department of Basic Education

 

• Ensure that all performance indicators in the 2014 – 2019 MTSF are included in the    Department’s APP or as part of the sector’s customized indicators of the Provincial      Education Departments. These include those identified by the Auditor-General of South       Africa as well as the Portfolio Committee in this report.
• Continue to engage the PEDs on their respective APPs to strengthen the quality of these     plans and their alignment to the MSTF and the NDP.
• Together with relevant role players, intensify the consolidation and coordination of all the various teacher development and training initiatives.
• Ensure the preparedness of the PEDs to implement the new conditional grant for Learners with Profound Intellectual Disabilities from 2017/18 onwards as well as to improve the implementation of the MST conditional grant, which is currently underspending.

• Ensure that at a sectoral level, learners who still walk long distances to schools are provided with transport as a matter of urgency.
• Intensify its engagement and collaboration with the Department of Higher Education and Training and other relevant role-players with a view to improve the quality of teacher education graduates.
• Fast track the implementation of the introduction of performance contracts for principals and their appointment based on competency tests as required in the MTSF and the NDP.

• Together with AGSA, supply the Portfolio Committee with a full and detailed report on the finalisation of the issues pertaining to the Kha Ri Gude’s fruitless and wasteful expenditure that were first reported in 2016/17.
• Fast track the finalization and roll out of the Quality Management System.
• Fast track the review of the remuneration package for ECD Practitioners with a view to making it competitive and attractive to the ECD practitioners.
• Intensify the implementation of interventions designed to improve performance in respect of targets set for school infrastructure.
• Provide Parliament with the timeframe of the Department’s legislative programme to be introduced to Parliament in the 2017/18 financial year in order to enable the Committee to plan its annual programme effectively.

 

            6.2        The South African Council for Educators (SACE)

 

• SACE should ensure that the working relationship and collaboration with the DBE be strengthend by way of standard quarterly meetings.
• SACE should ensure that engagements with universities in respect of fraudulent qualifications and certificates continue in a bid to arrest the situation.
• SACE should ensure the speedy finalisation of the recruitment processes and appointment of the new CEO.

 

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

 

• Umalusi should share its research analysis and research work with the Portfolio Committee to further enhance the work of the Portfolio Committee.
• Umalusi should submit a detailed report on the processes and procedures with respect to the filling of the Chief Finance Officer post.

 

Report to be considered