ATC170620: Report of the Portfolio Committee on Basic Education on the Third Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2016/17, dated 20 June 2017

Basic Education

Report of the Portfolio Committee on Basic Education on the Third Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2016/17, dated 20 June 2017.

 

The Portfolio Committee on Basic Education, having considered the Third Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2016/17 reports as follows:

 

  1. Introduction

 

The Portfolio Committee on Basic Education considered the Third Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2016/17 on 2 May 2017. Consideration of quarterly reports by committees is one of the established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are critical for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

 

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, output in respect of the performance indicators and targets set for 2016/17 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance.

 

  1. Performance Indicators and Targets

 

The priorities of the Department in the 2016/17 financial year were anchored in the Delivery Agreement of Outcome 1: Improving the quality of Basic Education, the sector-wide Action Plan to 2019: Towards the Realisation of Schooling 2030 and the 2014-19 Medium Term Strategic Framework, 2014 - 19. The activities of the Department remained structured into five programmes as follows:

 

  • Programme 1: Administration;
  • Programme 2: Curriculum Policy, Support and Monitoring;
  • Programme 3: Teachers, Education Human Resources and Institutional Development;
  • Programme 4: Planning , Information and Assessment; and
  • Programme 5: Educational Enrichment Services.

 

  1. Achievements for the Third Quarter

 

3.1        Programme 1 –

 

Within this programme, the Department reported the following achievements:

 

A total of 94 employees attended Skills Development and Training programmes. The Department published a review of sector outcomes against key learner performance and attainment indicators. Twenty-three (23) meetings were scheduled and eighteen (18) convened by Coordination Secretariat Support. The second draft Annual Performance Plan (APP) was compiled and submitted to the Department of Performance        Management and Evaluation (DPME) and National Treasury on 30 November 2016.

 

  1.       Programme 2

 

            Key achievements in this programme included the following:

 

  1. Early Childhood Education (ECD) – A total of 116 district officials and representatives were trained on play-based learning to support the implementation of the National Curriculum Framework (NCF). A concept note was finalised for the provision of an additional year below Grade R.
  2. Inclusive Education (IE) – The Department handed over the framework for the NQF level 1 Technical Occupational Qualification to Umalusi for finalization and registration with SAQA. The Policy for Severe to Profoundly Intellectually Disabled children was published for public comment.  The Department obtained National Treasury approval of a Conditional Grant to the value of R477m to implement the Policy and Learning Programme for Profoundly Intellectually Disabled (PID) children during the 2017 MTEF.
  3. Further Education and Training (FET) – An Evidence Based Report was developed and submitted to Umalusi as part of standardisation with  item and error analysis conducted of the 2016 NSC learner responses. Diagnostic reports were developed for high enrolment subjects with subject improvement plans developed for all subjects in Grades 10 – 12.
  4. General Education and Training (GET)The Department produced a draft Sector Implementation Plan for Incremental Introduction of African Languages (IIAL) in 3558 Schools by 2020. Provincial and District Foundation Phase Officials were trained on methodologies for teaching reading
  5. Rural Education – A rural education policy (draft framework of the development of the rural education policy) was presented to teacher unions for inputs on 11 October and 1 November 2016. The Department monitored Grade 12 Examinations in rural schools in KwaZulu-Natal and Eastern Cape.
  6. Learning and Teaching Support Materials (LTSM) - In respect of the printing and delivery of workbooks, the Department was able to complete 100 percent printing of the Grades 1-9 volume 2. Limpopo, Free State, Gauteng and Northern Cape were participating in central procurement. The National Treasury consultation process with all Heads of Provincial Education Departments (PEDs) had been completed and the report was presented to PEDs at the HEDCOM meeting on 5 December 2016. Library books were procured, packed and sent to a total of 573 schools.
  7. Mathematics Sciences and Technology (MST) - As at 31 December 2016, 72 percent (R260 million) of the MST Conditional Grant was spent by provinces, an improvement of R45 million. In respect of CAPS for Technical Subjects, a total of 1 471 Grade 11 teachers and subject advisors were trained in specialisations and a total of 203 and 133 subject advisors were trained in Technical Maths and Technical Science respectively. Maths Indaba: The Ministerial Maths Indaba was held on 12-14 December 2016 and contained four Commissions on Foundation Phase, Intermediate Phase, Senior Phase and FET Band.
  8. Technical Support – The translations of Mathematics, Physics and Chemistry and Mathematical literacy study guides were available online as PDF downloads. The Mind the Gap Impact evaluation report was completed with support for Grade 12, progressed and repeating learners through access to Mind the Gap study guides. The Technical Support Unit made available 119 300 hardcopies of the study guides to support Vuwani and direct office requests. In total, 1 527 448 electronic enquiries for Mind the Gap study guides were monitored.
  9. Information Communication Technology (ICT) - A total of 175 (Northern Cape – 77 + Eastern Cape – 98) schools were provided with connectivity and ICT infrastructure through the Universal Service and Access Obligation (USAO).    A total of 325 offline digital content packs were distributed at the Digital Educational show. Advocacy material of the Department’s content resource and platforms was developed for distribution to provinces. During the period under review, the Department facilitated and monitored the following:
  10. The ICT audit conducted in 1650 schools in all provinces;
  11. The development of the teacher component of the DBE Cloud solution;
  12. The provision of a computer Lab at Marhulani Primary School in Gauteng Province; and
  13. The provision of ICT infrastructure through Cell C in the following provinces:
    • Northern Cape - 77 schools; and
    • Eastern Cape - 98 school.

                              Operation Phakisa processes - Technical problems were identified with Intel CAP                               for content distribution and advised vendor on how to improve to meet DBE's needs.                             Six PEDs Operation Plans, Exams office, and GITO plans were incorporated into                                             the framework.

                              ICT Hardware – The Department facilitated the provision of a computer laboratory                              at Marhulani Primary School.

                              NSLA - Section 9 (ICT Component) of the NSLA was analysed, compiled and a                                 consolidated report together with Line-by-Line and narrative reports were submitted.

  1. Kha Ri Gude - Classes commenced on 01 November 2016 with 207 000 learners recruited and verified. LTSM, registration forms and administration documents were delivered to 14 766 registered volunteers.
  2. Second Chance Matric Programme – Support was provided to progressed learners in Limpopo who did not qualify to sit for the June examinations. The printing of material for 2017 and planning for roll out in 2017.  Activation sessions were held in all nine provinces during November and December

 

  1.       Programme 3 – The Department of Basic Education, Higher Education and Training and             UNISA partnership on the Teacher Development Centre was launched on 25 November         2016 at the Matthew Goniwe School of Leadership and Governance in Benoni. A total of 144 English specialists were trained in EFAL in Mpumalanga and Western Cape. By end of November 2016, 89 percent (4 107 of 4 612) Funza Lushaka graduates had been placed in          schools.

      In respect of IQMS, a total of 1 142 schools were monitored by provincial IQMS coordinators. Forty-two teacher education programmes were evaluated during the Teacher     Education Programme Evaluation Committee Meetings held. A total of 245 subject advisors          in the Foundation Phase were capacitated to train and support teachers on teaching reading           in EFAL effectively, which planned for rolling out to 10 000 teachers nationally.

 

  1.       Programme 4 – The 2015 TIMSS report was released on 29 November 2016 and for the   first time South Africa participated in TIMSS Grade 5 Maths. South Africa had shown the       largest improvement with 87 points in Maths and 90 points in Science. The Department   successfully administered the November 2016 National Senior Certificate Examinations, to   a total of 828 020 candidates with only one incident reported – the leaking of the Mathematics Paper 2 which was uncovered at Giyani High School in the Limpopo Province          but was contained. There was an increase in the number of candidates that wrote       Mathematics (263 903 in 2015 to 265 810 in 2016). The percentage of candidates that        passed Mathematics increased from 49.1 percent to 51.1 percent. The percentage of candidates that passed Physical Science increased from 58.6 percent to 62 percent.  A total         of 2853 (41.9 percent) of the schools attained a pass percentage of 80 percent and above. A      total of 1452 (59.9 percent) of the schools from quintile 1-3 attained a pass percentage of             80         percent and above.  In respect of ASIDI, the Minister and Deputy Minister officially handed          over three         schools in the quarter under review.

 

  1.       Programme 5 – The Department provided nutritious meals to 18 587 schools, benefitting 8         150 684 learners in the third quarter. Training in respect of sexual and reproductive health       reached 7 988 educators. The 2016 iNkosi Albert Luthuli Programme took place on 04 - 07        October 2016 at Freedom Park, in Pretoria. Eight (8) provinces took part in the 2016 edition        of the iNkosi Albert Luthuli Oral History programme (64 learners and 13 Educators   participated).

 

  1. Performance per Programme against performance indicators and targets set for 2016/17

 

      4.1  Programme 1: Administration – The Programme manages the Department and provides            strategic and administrative support services.  In terms of the actual output against performance    indicators and targets for 2016/17 APP, all the three Performance Indicators set in this Programme       were Quarterly Indicators. As at the end of the Third Quarter, the Department fully achieved (100 percent) the target on the percentage of service providers within the procurement unit paid within             30 days. The other two targets were partially achieved as follows:

 

  • The percentage of received misconduct cases resolved within 90 days was 66.66 percent against the set target of 80 percent. Three cases were received and dealt with. Two were finalised within 90 days but the outcomes were received in the fourth quarter due to closure of the Department in December. The last case was still in progress and would be finalised in the 2017/18 financial year.
  • The percentage of received grievances cases resolved within 30 days was 50 per cent against the target of 75 percent. Two formal grievances were lodged in the third quarter.  One was resolved within the 30 days prescribed period and the other could not be dealt with within the prescribed 45 days period.

 

4.2   Programme 2: Curriculum Policy, Support and Monitoring – The Programme develops Curriculum and assessment policies and monitor and support their implementation. Within this programme, 15 of the Performance Indicators are Annual Indicators while one is a Bi-Annual Indicator. The Department had already fully achieved the following four targets:

 

  • The annual target on the number of off-line digital content packaged and distributed to provinces is 10. This target was fully achieved in the First Quarter.
  • The annual target on the number of schools per province monitored for utilisation of ICT resources is 27, without a target set for the Third Quarter. The Department monitored three schools.
  • The number of districts visited for monitoring the 1+4 strategy is nine bi-annually, without a set target for the Third Quarter. The Department visited two districts in Mpumalanga, one district in North West and two districts in Limpopo.
  • The number of training centres of CAPS for Technical subjects visited during a training session is 14 bi-annually. This was fully achieved by the Second Quarter.

 

The Department partially met the target on the number of schools visited for monitoring CAPS implementation in technical schools and reported some progress on the following Annual Targets:

  • The number of off-line digital content resources developed annually is four. The Department hosted a screening workshop of authors and curriculum specialists to quality assure the alignment of the content to the curriculum.
  • The percentage of public schools with Home Language workbooks for learners in Grades 1-6 is 100 percent. The Department was able to attain 100 percent Volume 1 delivery (a total number of 17 832 schools received deliveries) and Printing of Volume 2 Grades 1 to 6 workbooks was completed. The Department achieved 54 percent Volume 2 delivery (a total of 12 866 schools received deliveries).
  • The percentage of public schools with Mathematics workbooks for learners in Grades 1-9 is 100 percent annually. The Department was able to achieve 100 percent Volume 1 delivery (a total number of 17 832 schools received deliveries) and the printing of Volume 2 Grades 1 to 9 workbooks completed. The Department achieved 54 percent Volume 2 delivery (a total number of  12 866 schools received deliveries), with the balance expected to be delivered in the Fourth Quarter.
  • The percentage of public schools with workbooks for Grade R is 100 percent. The Department achieved 100 percent Volume 1 delivery (a total of 16 524 schools received deliveries) and expect to delivery 100 percent Volume 2 in the Fourth Quarter.
  • The number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) is 20 annually. The Department was able to conduct two school visits with plans developed and approved to do school visits for remaining schools during Q4 to verify desktop monitoring reports.
  • The number of schools monitored on the implementation of the Incremental Introduction to African languages (IIAL) nationally is 20 annually. The Department was able to conduct five school visits with desktop monitoring completed for 13 schools due to budgetary constraints.
  • The number of learners obtaining a National Senior Certificate (NSC) through the Second Chance Programme is 10 000 annually. The Department was able to provide support to progressed learners in Limpopo with study guides provided to learners in KZN. The Department was awaiting the finalisation of data from examinations system.

 

4.3     Programme 3: Teachers, Education Human Resources and Institutional Development – The Programme promotes quality teaching and institutional performance through the effective supply, development and utilisation of human resources. Within this Programme, six of the Performance Indicators are Annual Indicators while only two are Quarterly Indicators. The Programme was able to fully achieve four targets, as follows:

 

  • The percentage of SGBs that meet minimum criteria in terms of effectiveness (in sampled schools) is 50 percent of sampled SGBs annually. The Department reported that a total of 2000 tools were received and captured.
  • The number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education is 14 000 annually. The Department awarded these bursaries to 14 343 students in the Third Quarter.
  • The Department achieved the Third Quarter target of monitoring three schools on the implementation of the IQMS. 
  • The Third Quarter target of monitoring one PED on the implementation of the PMDS was also achieved.

 

  • The Department also reported some progress on the remaining four Annual Targets, as follows: The percentage of schools producing the minimum set of management documents at a required standard is 70 percent of sampled schools annually. The Department achieved a total of 1090 tools having been received and captured (1090/2000 = 54.5 percent).
  • The number of teachers participating in the EFAL diagnostic tests is 10 000 annually. Procurement processes were in place with the NECT having to appoint a service provider. Funding was received from the ETDP SETA.
  • The number of PEDs monitored on the implementation of PMDS is six (6) PEDs monitored quarterly. The Department was able to achieve one PED monitored.
  • The Number of PEDs that had their post provisioning process assessed for compliance with the post provisioning Norms and Standards is all nine (9) PEDs annually. The Department indicated that the assessment tool was approved and was forwarded to all PEDs as part of the preparation for assessment in the fourth quarter.

 

4.4     Programme 4: Planning, Information and Assessment – The Programme promotes quality and effective service delivery in the basic education system through planning, implementation and assessment. Performance indicators and targets for this Programme are as follows:

  • The number of ANA reports produced is 2 annually. ANA reports will not be produced in 2016/17 due to the re-modelling of the National Assessments (NA).
  • A bank of Language and Mathematics test items for Grade 3, 6 and 9 developed was 100 annually. This target is fully achieved.
  • The number of NSC and SC reports produced is five (5) annually. This target is fully achieved.
  • The number of question papers set annually for NSC and SC is 358 annually. This target is fully achieved.
  • The number of new schools built and completed through ASIDI is 59 annually. The progress remains at 175 as of 31 March 2017.
  • The number of schools provided with sanitation facilities through ASIDI is 265 annually. Progress remains at 425 as of 31 March 2017.
  • The number of schools provided with water through ASIDI is 280 annually. Progress remains at 615 as of 31 March 2017.
  • The number of schools provided with electricity through ASIDI is 620 bi-annually. Progress remains at 306 as of 31 March 2017.
  • The number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme is 30 annually. This target is fully achieved.
  • The percentage of principals rating the support of district offices as satisfactory is 63 percent. The Department has completed the refinement of the survey tool.
  • The percentage of districts assessed against developed criteria is 75 percent. The Department has completed the monitoring tool and the process of sampling.

 

4.5   Programme 5: Educational Enrichment Services – The Programme develops policies and programmes to improve the quality of learning in school. Performance indicators and targets for this Programme are as follows:

 

  • The number of schools monitored for the provision of nutritious meals is 50 for Quarter Three. The Department was only able to monitor 15 schools for the quarter.
  • The number of adjudicators, data capturers and farm school conductors trained in SASCE programmes is 900 annually. The Department was abel to identify two master trainers per province.
  • The number of learners participating in social cohesion programmes is 6 000 annually. The Department was able to reach 362 learners.
  • The number of Hot Spot Schools monitored towards Implementation of the NSSF is 46 annually. The Department was able to monitor 12 schools.

 

  1. Summary Areas of Underperformance on Quarterly and Bi-Annual Targets

 

5.1        The percentage of received grievances cases resolved within 30 day (Programme 1) - The official did not attend meetings to discuss his grievance and the matter was still in the Minister’s office for consideration. The Office of the Public Service Commission was invited to make a presentation to the Managers on the management of grievances.

 

5.2        The number of schools visited for monitoring CAPS implementation in technical schools (Programme 2) - The monitoring plan was approved in the second quarter but started in the third quarter. The visits were already underway and completed in March 2017.

 

5.3        The number of schools provided with electricity through ASIDI (Programme 4) - The Memorandum of Agreement with Eskom had expired and Eskom insisted on new terms to be negotiated before they could continue with the work. A new MOA was signed to extend the working agreement and connections are proceeding. All schools to be electrified by 31 March 2018

 

5.4        The number of schools monitored for the provision of nutritious meals (Programme 5) - The allocation of quarterly targets in the NSNP monitoring plan differed from those stipulated in the 2016/17 APP, thus, the third quarter target was not met as it was not the actual target. This indicator was 77 percent achieved, and the balance was planned for the fourth quarter as per monitoring plan.

 

  1. Third Quarterly Expenditure Report

 

  1.         The total Appropriation Budget of the Department for the 2016/17 financial year amounts to         R22.269 billion. Seventy-eight (78) percent of the budget amounting to R17.465 billion was           allocated to transfer payments as follows:
    • Conditional Grants: R16.213 billion;
    • Transfers to Public Entities: R1.162 billion; and
    • Other Transfers: R89.492 million.

 

            The remainder of the budget (R4.805 billion) was allocated to the following:

  • Compensation of Employees: R402.112 million;
  • Examiners and Moderators: R21.794 million;
  • Earmarked Funds: R1.172 billion;
  • Office Accommodation: R174.922 million;
  • Specifically and Exclusively Appropriated: R2.375 billion;
  • Departmental Operations: R67.226 million; and
  • Departmental Projects: R592.096 million (including Kha Ri Gude and Annual       National Assessment).

 

  1.         The total actual expenditure of the Department for the 2016/17 financial year third quarter             amounted to R16.938 billion. Expenditure amounting to R14.818 billion was made up of          transfer payments as follows:
    • Conditional Grants: R13.715 billion
    • Transfers to Public Entities: R1.028 billion
    • Other Transfers: R75.284 million

 

            The remainder of the expenditure (R2.120 billion) was made up as follows:

  • Compensation of Employees: R291.850 million
  • Examiners and Moderators: R13.572 million
  • Earmarked Funds: R606.2 34 million
  • Office Accommodation: R129.831 million
  • Specifically and Exclusively Appropriated: R636.143 million
  • Departmental Operations: R91.040 million
  • Departmental Projects: R351.495 million

 

      6.3        Allocation against Actual Expenditure per Programme for the 2016/17 Financial Year

 

  •  
  1.  

Expenditure as % of Appropriation

  •  

Actual Expenditure

  •  
  1.  
  1.  
  1.  
  •  

377 893

310 310

67 583

  1.  

Curriculum Policy, Support and Monitoring

1 936 100

1 175 023

761 077

  1.  

Teachers, Education Human Resources Development and Institutional Development

1 163 742

1 009 032

154 710

  1.  

Planning, Information and Assessment

12 500 176

9 221 290

3 278 886

  1.  

Educational Enrichment Services

6 291 684

5 223 266

1 068 418

  1.  
  •  

22 269 595

16 938 921

5 330 674

  1.  

 

      6.3.1     Deviations and Reasons

 

            6.3.1.1  Programme 2: Curriculum Policy, Support and Monitoring - The bulk of the allocation in this programme is in respect of Workbooks, Second Chance programme and Kha Ri Gude programme.

 

            The printing of Workbooks volume 2 has been completed. The Department received invoices for the printing and they were paid in January 2017. The expenditure on this programme is expected to increase in the fourth quarter of the financial year once the invoices for printing and delivery of   workbooks 2 have been processed. The Second Chance project is currently at planning stage for the implementation in 2017. The             printing of past matric question papers, Mind the Gap study guide, Maths and Science textbooks             are currently underway. Other processes for the Digital programme, radio broadcasts, television resumed in February 2017.

                           

            6.3.1.2  Programme 3: Teachers, Education Human Resources Development and Institutional Development - The high spending in this programme is mainly due to the transfer of the Funza Lushaka Bursary Scheme made at the beginning of the financial year to NSFAS which takes the bulk of the allocation on this programme. 

 

A total of 90 percent of the allocation for Funza Lushaka Bursary Scheme was transferred to NSFAS, the remaining 10 percent was transferred during January 2017 to cover for the registration fees of the 2017 academic year.

 

            6.3.1.3  Programme 5: Educational Enrichment Services - The high spending on this programme is due to the NSNP Conditional grant.

 

The projections on this grant are normally high in the first three quarters of the financial year as they include the cooking and eating utensils allocation. The transfers of the conditional grant were made to the provinces as scheduled.

 

        6.4     Allocation against Actual Expenditure per Economic Classification for the 2016/17     Financial Year

 

Economic Classification

  1.  

Expenditure as % of Appropriation

  •  

Actual Expenditure

  •  
  1.  
  1.  
  1.  

Compensation of Employees

472 143

336 872

135 271

  1.  

Goods and Services

2 076 354

1 295 310

781 044

  1.  

Transfers and Subsidies

17 464 973

14 818 926

2 646 047

  1.  

Payment for Capital Assets

2 256 125

487 813

1 768 312

  1.  
  •  

22 269 595

16 938 921

5 330 674

  1.  

 

  1. Deviations and Reasons

 

  1. Compensation of Employees - The underspending on this item is mainly due to the expenditure on Earmarked funds (Maths Science and Technology (MST) Oversight grant and Examiners and Moderators).

The allocation for the MST is in respect of MST Oversight posts for monitoring the implementation of the conditional grant. The vacant posts were advertised in July 2016. The process of shortlisting is currently underway. The spending on Examiners and Moderators will increase once all the claims for NSC Examiners and Moderators are processed and finalised just before the end of financial year 2016/17.  The main reason for payment in March being that, that is after all papers are written.

 

  1. Goods and Services - The printing of workbooks volume 1 and 2 have been completed and the delivery of workbooks volume 1 was completed in the third quarter of the financial year. The delivery of Workbooks Volume 2 has resumed and is expected to be completed during February 2017. Kha Ri Gude classes started on 1 November 2016. The Kha Ri Gude class of 2016 is expected to be completed in March 2017 and the Disability classes in May 2017.

 

The spending on this item will accelerate in the fourth quarters of the financial year. The Department received invoices for the printing of Workbooks volume 2 during December 2016 and paid in January 2017. The first payments of stipend were processed during January 2017 after the verification of learners with the Department of Home Affairs has been completed

 

6.4.1.3 Payments for Capital Assets - The deviation is due payments in respect of ASIDI projects. The mergers and rationalisation processes undertaken by the Eastern Cape PED, the allocation of almost 217 schools within the ASIDI Programme could not be allocated to the Implementing Agents and thus no activities took place.

 

The Department has completed the process of allocating projects which were affected by the mergers and rationalisation process to Implementing Agents. 61 schools which have been identified as isolated, small and medium have been implemented in the fourth quarter and are likely to be finished in the following year. Modular and other alternative building technologies are to be used in the construction of. 44 of the 61 isolated schools These are projected to be completed in the second quarter of the 2017/18 financial year. The remaining basic services projects have also been allocated to a service provider.

        6.5     Allocation against Actual Expenditure for the 2016/17 Financial Year

 

Economic Classifications

  1.  

Expenditure as % of Appropriation

  •  
  •  
  •  
  •  
  1.  
  1.  
  1.  

Compensation of Employees

402 124

291 850

110 274

  1.  

Examiners and Moderators (CoE)

21 794

13 572

                          8 222

  1.  

Transfers to Public Entities

1 162 484

1 028 258

134 226                                                   

  1.  

Other Transfers

89 492

75 284

14 208

  1.  

Conditional Grants

16 212 997

13 715 214

2 497 783                                                  

  1.  

Schools Infrastructure Backlogs Indirect Grant

2 374 867

636 143

1 738 724

  1.  

Earmarked Funds

1 171 554

606 234

565 320

  1.  

Departmental Operations

70 730

91 040

(20 310)

  1.  

Office Accommodation

174 922

129 831

45 091                              

  1.  
  •  

588 631

351 495

237 136

  1.  
  •  

22 269 595

16 938 921

5 330 674

  1.  

 

  1. Deviations and Reasons

 

  1. Examiner and Moderators - The expenditure on examiners and moderators will   reach its peak once all claims have been received and processed.

 

The spending on Examiners and Moderatos will increase once all the claims for NSC Examiners and Moderators are processed and finalised just before the end of financial year 2016/17.  The main reason for payment in March being that, that is after all papers are written.

  1. School Infrastructure Backlog Grant - The deviation is due to payments in respect of ASIDI projects. The mergers and rationalisation processes undertaken by the Eastern Cape PED, the allocation of almost 217 schools within the ASIDI Programme could not be allocated to the Implementing Agents and thus no activities took place.

 

A total of 61 schools which have been identified as isolated, small and medium have been implemented in the fourth quarter and are likely to be finished in the following year. Modular and other alternative building technologies are used in the construction of 44 of the 61 isolated schools and projected to be completed in the second quarter of the 2017/18 financial year. National Treasury has approved the allocation of the remaining basic services projects to the most performing implementing agent.

 

  1. Earmarked Funds - The workbooks volume 2 is in the process of delivery, of which approximately 50 percent of the workbooks volume 2 has been delivered.

 

To date a total of 10 244 schools in different provinces have received their 2017 Workbooks volume 1 consignments. The expenditure in relation to printing and delivery of workbook volume 2 will reflect in the fourth quarter.

 

  1. Departmental Operations - The overspending on this item is in respect of travel and subsistence for Examiners and Moderators. The Department made reprioritisation during the Adjustment Estimates process. The reprioritisation will be reflected in the fourth quarter after the signing of the appropriation bill.

 

There has been constant increase in the number of question papers, Common Assessment Task (CATs) and practical Assessment Task that need to be set for Grade 10-12, hence the budget deficit for this function. Funds have been shifted to cover the shortfalls. The shifts will reflect in the fourth quarter report.

 

  1. ProjectsThe bulk of the remaining allocation on this item is in respect of the Annual National Assessment and Kha Ri Gude project. These projects were previously earmarked projects.

 

ANA was not written due its remodelling.  ANA to be replaced by a three tier model - the National Integrated Assessment Framework (NIAF). The Department appointed test developers who developed test items to be released in 2017. The Kha Ri Gude classes started on 1 November 2016. The payments of stipend to volunteers will also influence the spending on projects.

 

 

        6.6     Details of Earmarked Allocations/Conditional Grants for the 2016/17 Financial Year

 

  •  
 

Expenditure as % of Appropriation

  •  

Actual Expenditure

  •  
  1.  
  1.  
  1.  

Earmarked Funds:

1 171 554

606 234

565 320

  1.  
  •  

   1 008 441

559 202

 449 239

  1.  
  1.  

 22 330

19 361

2 969

  1.  
  1.  

5 220

1 962

3 258

  1.  
  1.  

17 014

12 333

4 681

  1.  

EPWP: Kha  Ri Gude

68 549

                -

68 549

               0.00%

Matric Second Chance

50 000

13 376

36 624

  1.  

Conditional Grants:

16 212 997

13 715 214

2 497 783

  1.  

Education Infrastructure Grant

     9 613 692

   8 238 201

1 375 491

  1.  

HIV&AIDS (LIFE SKILLS EDU) grant

      230 849

  184 680

 46 169

  1.  

Maths, Science & Technology  grant

         362 444

   289 954

 72 490

  1.  

National School Nutrition Programme  grant

     6 006 012

  5 002 379

1 003 633

  1.  

 

  1. Deviations and Reasons

 

  1. Workbooks - Delivery of workbooks volume 2 is currently in progress.

 

To date a total of 10 244 schools in different provinces have received their 2017 Workbooks volume 1 consignments. The expenditure will improve in the fourth quarter of the financial year when payments of invoices for workbooks volume 2 has been processed.

 

  1. EPWP: Kha Ri GudeThe Kha Ri Gude classes has resumed on 1 November 2016. The application form for volunteers to meet the categories required by the EPWP electronic system has been amended.

 

Although the EPWP allocation for the 2016/17 amounts to R68,5 million, the Expanded Public Works Programme (EPWP) has indicated that the first transfer would made when the Implementation Plan and the revised Incentive Model has been finalised and signed by both DGs of the Department of Basic Education and the Department of Public Works. The Department has received the first tranche for the EPWP during December 2016, and the expenditure will reflect in the fourth quarter of the financial year.

 

  1. Matric Second Chance – The pilot started in the 2016/17 financial year, offering direct tuition in 2 districts per province at 2 schools per district. Part of the allocation on this project is earmarked for the advocacy and procurement of study materials in preparation for the 2017 supplementary examinations.

 

The Second Chance project is currently at planning stage for the implementation in 2017. The printing of past matric question papers, Mind the Gap study guide, Maths and Science textbooks are currently underway. Other processes for the Digital programme, radio broadcasts, television broadcasts are being planned for third and fourth quarter. The broadcasting resumed in the month of February 2017.

  1. Conditional grants - The transfers on conditional grants was made as schedule.

 

The transfers on the conditional grants is based on the approved payment schedule communicated to province. During the third quarter, the transfer of the Education Infrastructure Grant for the Free State Province was withheld due to slow spending. The Department is assisting the province to improve spending.

 

        6.7     Details of Transfers against Actual Expenditure for the 2016/17 Financial Year

 

  •  
  •  

Actual Expenditure

  •  

Expenditure as % of Appropriation

  1.  
  1.  
  1.  

Transfers to Public Entities

1 162 484

1 028 258

134 226

  1.  

NSFAS: Funza Lushaka Bursaries

1 043 611

939 250

104 361

  1.  
  •  

118 678

89 008

29 670

  1.  

ETDP SETA

  1.  
  1.  
  1.  
  1.  

Other Transfers

89 492

75 284

14 208

  1.  

UNESCO Membership Fees

13 890

  1.  

13 890

  1.  
  1.  
  1.  
  1.  
  1.  
  1.  

Childline South Africa

  1.  
  1.  
  1.  
  1.  

Guidance Counseling & Youth Development Centre: Malawi

  1.  
  1.  
  1.  
  1.  
  •  

3 265

  1.  

3 625

  1.  
  •  
  •  

3 164

(3 164)

  1.  

National Education Collaboration Framework

72 120

72 120

  1.  
  1.  

 

 

  1. Deviations and Reasons

 

  1. Other Transfers – The bulk of other transfers are made to foreign/ international organisations which are made in Dollars and EUROs.

 

The Department received invoices from ADEA and UNESCO membership fees during December 2016. Due the rand/dollar exchange rate, the payment required for these transfers are higher than the allocations. The Department requested National Treasury’s approval to increase the allocations to cover the shortfalls. The expenditure on these transfers would reflected in the fourth quarter.

 

  1. Households - The expenditure for this item is in respect of leave gratuity for officials who exit Government.

 

The item is not allocated a budget due to resignations of officials that cannot be pre-determined. The household expenditure is normally covered from the savings on the compensation of employees.

 

  1. Portfolio Committee Observations

 

The Portfolio Committee raised the following with the Department of Basic Education in respect of the Third Quarterly Report for 2016/17:

 

  • The Portfolio Committee queried why the Department had not pursued criminal charges against those volunteers found guilty of fraud in respect of the Kha Ri Gude Programme.
  • The Portfolio Committee queried reports of bad labour practices and treatment of employees relating to the internship programme of the DBE.
  • The Portfolio Committee queried whether the Department was monitoring the implementation of re-imbursements to schools for subsidized learners (exempt from paying school fees) at independent and public schools.
  • The Portfolio Committee requested details of the interventions, assistance and support provided to underperforming schools by the Department.
  • In respect of training for SGBs, the Portfolio Committee queried the challenges with such training and whether this was effective and added any value.
  • Concerns were raised in respect of the lack of or inadequate sporting facilities available to many school.
  • Members expressed a concern that school performance/outcomes in rural areas appeared to be worse than those in urban areas. The Portfolio Committee queried how the Department was supporting learners from rural areas to be able to compete with their urban counterparts.
  • The Portfolio Committee noted reports of learners having counter reactions to vaccinations offered at school and queried whether the Department was aware of these and what the response from the Department was.
  • The Portfolio Committee highlighted the issues pertaining to the previously leaked question papers and queried the progress and status of the investigations to date.
  • The Portfolio Committee questioned whether the Department had the necessary manpower and resources to ensure that all learners were able to pursue Mathematics as a subject.
  • With all the challenges in respect of the ASIDI programme, service providers and implementing agents, the Portfolio Committee queried the processes in the allocation of tenders to service providers, with some not having the necessary capacity and finances. The Portfolio Committee further queried whether the Department would consider an open-tender process.
  • The Portfolio Committee queried why the Department was not prioritising the Adopt-a-Cop/Adopt-a-School programme which seemed to yield good results in the past.
  • During protest action and unrest, school infrastructure had been damaged and destroyed. The Portfolio Committee queried how the Department was able to recoup any loss of infrastructure during protest/unrest.
  • The Portfolio Committee welcomed the Memorandum of Agreement with Eskom in respect of electrification of schools. The Portfolio Committee queried whether the programme was able to reach all schools.
  • The merging of schools was a good initiative but the Portfolio Committee, during oversight visits, were inundated with challenges raised by communities affected. The Portfolio Committee queried the support and assistance from the Department in respect of transporting, feeding and housing learners affected by school mergers.
  • The Portfolio Committee raised concerns over the underspending on some programmes, especially the MST Conditional Grant.

 

  1. Portfolio Committee Recommendations

 

            Based on the observations made above, the Portfolio Committee requests that the Minister of Basic       Education ensure that the Department of Basic Education:

 

  1. Submit to the Portfolio Committee a report on the impact of the 1+4 Maths Teacher Development Plan.
  2. In collaboration with the Department of Sport and Recreation, continue to engage on the transformation of sports in school;
  3. Ensure that all the Provincial Education Departments take appropriate measures to spend the conditional grants consistently throughout the year, particularly the Mathematics, Science and Technology (MST) grant which experienced underspending in the first three quarters of 2016/17; and
  4. Ensure that where schools are merged, affected learners are provided with adequate support in respect of transport, feeding and housing.

 

Report to be considered.

 

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