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ATC171010: Report of the Portfolio Committee on Basic Education on the Fourth Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2016/17, dated 10 October 2017

Basic Education

logoReport of the Portfolio Committee on Basic Education on the Fourth Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2016/17, dated 10 October 2017

 

The Portfolio Committee on Basic Education, having considered the Fourth 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 Fourth Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2016/17 on 22 August 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 namely:

 

  • 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 Fourth Quarter

 

For the 2016/17 financial year, that the Department had a total of 44 indicators for all five programmes combined. Of these indicators, 31 were annual targets, 10 were quarterly targets and three (3) were bi-annual targets. As at the end of the 2016/17 financial year, the Department had fully achieved a total of 29 targets (66 percent), partially met eight targets (18 percent) and did not meet seven targets (16 percent). Of the 10 delivery targets for the Fourth Quarter, the Department fully achieved four, partially achieved four and missed one target, which accounted for 10 percent. Because there were no misconduct cases received in the Fourth Quarter, the set target linked to this Performance Indicator was not applicable.

 

  1. Performance per Programme against Performance Indicators and Targets set for 2016/17

                                                                                                                                              

4.1       Programme 1: Administration – The purpose of the programme is to manage the           Department and provide strategic administrative support services. Within this programme, all the three Performance Indicators were Quarterly Indicators. For the Fourth Quarter, the progress towards the achievement of the targets was as follows: 

 

  • The Department fully achieved the set target of 75 percent of received grievances cases resolved within 30 days. The Department reached a total of 100 percent and therefore overachieved with a positive deviation of 25 percent.
  • The Department partially achieved the target on the payment of service providers within 30 days. The actual output was 99.99 percent, against the set target of 100 percent. A negative deviation of 0.1 percent.

           

The Department further reported on the progress made in respect of its other focus areas in Programme 1, including the following: 

  • Labour Relations;
  • Bursary Programme;
  • Financial Services;
  • Legal Services;
  • Research Coordination, Monitoring and Evaluation;
  • Business process management;
  • Conditional Grant compliance and coordination; and
  • International Relations and Multilateral Affairs.

 

 

  1.             Programme 2: Curriculum Policy, Support and Monitoring - The purpose of the programme is to develop Curriculum and Assessment policies and monitor and support their implementation. Within this programme, there were 16 performance indicators with twelve (12) annual, two (2) quarterly and two (2) bi-annual targets. Of the two quarterly targets set for the Fourth Quarter, the performance was as follows:

 

  • The Department partially achieved the target on the number of schools visited for monitoring CAPS implementation in technical schools. A total of six schools were visited compared to the set target of nine schools.

 

  • The Department did not meet its Fourth Quarter target on the number of schools monitored for the utilisation of ICT resources. The actual output was one school monitored against the target of nine schools. Significantly, the Department achieved its set annual target in respect of this Performance Indicator. A total of 30 schools were monitored compared to the set target of 27 schools.

 

With regard to the 12 annual targets set for this programme, as at the end of the Fourth Quarter, the Department had fully achieved ten and partially achieved two targets. Significantly, The Department fully achieved the set targets related to the following performance indicators: 

 

  • The number of off-line digital content packaged and distributed to provinces

 

  • The number of schools per province monitored for utilisation of ICT resources The number of off-line digital content resources developed annually

 

  • The percentage of public schools with Home Language workbooks for learners in Grades 1-6

 

  • The percentage of public schools with Mathematics workbooks for learners in Grades 1-9 (Annual Target)

 

  • The percentage of public schools with workbooks for Grade R (Annual Target)

 

  • The number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA)

 

  • The number of schools monitored on the implementation of the reading norms

 

  • The number of schools monitored on the implementation of the Incremental Introduction to African languages (IIAL) nationally (Annual Target)

 

  • Mathematics, Science and Technology lesson plans developed for the Senior and FET Phases (Annual Target)

 

  • Mathematics, Science and Technology teacher guides developed for the Senior and FET Phases

 

  • The number of districts visited for monitoring the 1+4 strategy (Bi-Annual Target)

 

The Department partially achieved the annual targets related to the following two performance indicators:

  • The number of learners enrolling for the Kha Ri Gude Literacy Campaign in 2016/17 - The Department reported that they were unable to fully reach its set target for the fourth quarter because the number of beneficiaries started to show a decline as the campaign, which started in 2008 drew to a close. As a result, the target was reduced from 561 722 to 295 000 for the 2016/17 Campaign.

 

  • The number of learners obtaining a NSC through the Second Chance Programme - The Department was unable to reach this target for the fourth quarter due to the following:
    • The pilot Programme started in 2015/16 with an estimated target of 10 000 as no baseline was available.
    • The Programme targeted learners writing in March, June and November 2016 as well as in March 2017 (learners who are writing supplementary exams and those who opted for modularization).
    • For the reporting period 2016/17, a total of 5 635 learners achieved an NSC in March and November.
    • Data for targeted learners that wrote in June could not be tracked due to the fact that the examination system did not have an indicator for tracking learners who opted for modularization (The SC June examination was in the past written by learners from the Pre-CAPS regime only). This resulted in data for the learners that modularized and wrote in June 2016 not being separately recorded.

 

Of the two bi-annual targets in this programme, as at the end of the Fourth Quarter, the Department had fully achieved the set target on the number of districts visited for monitoring the 1+4 strategy for developing Mathematics educators. The other target was partially met. This related to the number of training centres of CAPS for Technical subjects visited during training sessions.

 

The Department reported on further progress made in the key focus areas in Programme 2, including the following:

  • Early Childhood Development (ECD);
  • Inclusive Education;
  • General Education and Training;
  • Further Education and Training;
  • Curriculum Innovation and E-Learning
  • Mathematics, Science and Technology (MST);
  • Learner Teacher Support Material (LTSM);
  • Rural Education;
  • Kha Ri Gude; and
  • Provincial engagements by the Director-General

 

  1. Programme 3: Teachers, Education Human Resources and Institutional Development - The purpose of the programme is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human    resources develop Curriculum and Assessment policies and monitor and support their implementation. Within this programme, there was a total of eight performance indicators with six annual and two quarterly targets. For the quarter under review, the Department achieved both quarterly targets set. One Provincial Education Department (PED) was monitored on the implementation of the Performance Management and Development System (PMDS) and three schools in another province were monitored on the implementation of the Integrated Quality Management System (IQMS), as required.  

 

In respect of the six set annual targets, as of the end of the Fourth Quarter, the Department had fully achieved four targets and failed to meet the remaining two targets. The fourth quarter status of the Programme 3 annual performance targets is as follows:

 

  • The percentage of SGBs that meet minimum criteria in terms of effectiveness (in sampled schools) - The Department over-achieved on this performance target with a positive deviation of 41.9 percent.

 

  • The percentage of schools producing the minimum set of management documents at a required standard -  The Department over-achieved on this performance target with a positive deviation of 20.5 percent.

 

  • The number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education -  The Department awarded 14 343 bursaries against the set annual target of 14 000. The positive deviation of 343 was due to Higher Education Institutions’ fees being lower than expected thus enabling the awarding of more bursaries.

 

  • The number of PEDs that had their post provisioning process assessed for compliance with the post provisioning Norms and Standards - The performance target was achieved with no deviation.

 

  • The number of teachers participating in the English First Additional Language (EFAL) diagnostic tests – As in 2015/16, the Department did not achieve this performance target as there were delays in the administration of tests due to union resistance to testing at provincial level. All the targeted teachers could not be tested in the short time available as a result. The actual output was 5 000 participating teachers against the set target of 10 000.

 

  • The number of teachers participating in the Mathematics diagnostic tests – As in 2015/16, the Department did not achieve this performance target as there were delays in the administration of tests due to union resistance to testing at provincial level. All the targeted teachers could not be tested in the short time available as a result. The actual output was 5 000 participating teachers against the set target of 10 000.

 

The Department reported on further progress made on the key focus areas in Programme 3, including the following:

 

  • Education Human Resource Management and Development;
  • The Curriculum and Professional Development Institute;
  • Educator Performance Management and Development and Whole School Evaluation;
  • Educator Human Resource Planning, Provisioning and Monitoring;
  • Education Labour Relations and Conditions of Service;
  • Initial Teacher Education;
  • Continuing Professional Teacher Development; and
  • LTSM Policy, Development and Innovation

 

  1. Programme 4: Planning, Information and Assessment - This programme is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The programme had a total of thirteen (13) performance indicators with ten (10) annual, two (2) quarterly and one (1) bi-annual target. For the quarter under review, the Department partially achieved both set quarterly targets. For the Fourth Quarter 93.70 percent of public schools were using the standardised school administration system (SA-SAMS) for reporting, against the set target of 98 percent, and; 95.78 percent of learners from of learners from public schools were successfully uploaded on to LURITS, compared to the set target of 99 percent.  For the 2016/17 financial year, the Department also partially achieved these two targets.

 

With regard to the 10 annual targets, as of the end of the Fourth Quarter, the Department had fully achieved five, partially achieved one and failed to meet four targets. All the four targets that were not met related to infrastructure. The fourth quarter status of the Programme 4 annual performance targets was as follows:

 

  • The number of the Annual National Assessments (ANA) reports produced - This target was not applicable due to the re-modelling of the Annual National Assessments.

 

  • A bank of Language and Mathematics test items for Grade 3, 6 and 9 developed (Annual Target) - The Department over-achieved on this performance target with a positive deviation of 601.

 

  • The number of NSC and SC reports produced (Annual Target) – The performance target was achieved with no deviation.

 

  • The number of question papers set annually for NSC and SC – The Department over-achieved on this performance target with a positive deviation of eight (8) question papers.

 

  • The number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - The Department over-achieved on this performance target with a positive deviation of six (6) officials.

 

  • The percentage of principals rating the support of district offices as satisfactory - The Department over-achieved on this performance target with a positive deviation of 9.18 percent.

 

  • The percentage of district assessed against developed criteria - The Department partially achieved on this performance target with a negative deviation of 0.71 percent. A total of 52 out of 70 district directors had been assessed using competency assessments. Two provinces, namely Free State and Limpopo had incumbents appointed on permanent basis without having undergone competency assessment. This accounted for the slight decline from the target moving from the baseline.

The targets related to the following infrastructure performance indicators were not achieved:

  • The number of new schools built and completed through ASIDI –. The target was set at 59 schools annually. For the quarter under review, 6 schools were built. For all quarters combined, 16 schools were built in 2016/17. This was a negative deviation of 43 schools.

 

  • The number of schools provided with sanitation facilities through ASIDI – The target was set at 265 schools annually. For the quarter under review, 21 schools were provided with sanitation facilities. For all four quarters combined, 30 schools were provided with sanitation facilities in 2016/17. This was a negative deviation of 235 schools.

  

  • The number of schools provided with water through ASIDI – The target was set at 280 schools annually. For the quarter under review, 19 schools were provided with water. For all four quarters combined, 29 schools were provided with water in 2016/17. This was a negative deviation of 251 schools.

 

  • The number of schools provided with electricity through ASIDI – The target was set at 620 schools bi-annually (Q1: 310 and Q2: 310). For the quarter under review, zero schools were provided with electricity. For the two bi-annuals combined, zero schools were provided with electricity in 2016/17. This was a negative deviation of 620 schools.

 

The Department attributed their under-achievement on the above infrastructure performance targets to the following:

 

  • Poor contractor performance, resulting in termination of contracts and procurement of replacement contractors;
  • Poor performance by the Professional Service Providers resulting in inferior quality of work which had to be redone;
  • Poor performance by Implementing Agents (IA). The DBE had to terminate some contracts with the IAs or reduced the scope of work due to poor performance;
  • Inclement weather;
  • The difficult terrain in the Eastern Cape make access to sites (for material delivery) difficult during rainy days;
  • Shortage of building material;
  • Construction work disruptions due to community unrest; and
  • The process of rationalization and mergers of schools on the ASIDI programme also contributed to the set targets not being achieved.

 

 

The Department also gave a highlight of other progress made in the following primary focus areas in Programme 4:

 

  • National Assessment and Public Examinations;
  • Examinations and Assessment in Schools;
  • NSC Results and Supplementary Exams;
  • International Assessments;
  • The Quality Learning and Teaching Campaign;
  • District and School-level Planning and Implementation Support
  • School Quality Trends;
  • Educational Management Information Systems;
  • Physical Planning;
  • School transport and furniture; and
  • The Accelerated School Infrastructure Delivery Initiative (ASIDI).

 

  1. Programme 5: Educational Enrichment Services - The purpose of the programme is to develop policies and programmes to improve the quality of learning in schools. Within this programme, there was a total of four (4) performance indicators with three (3) annual and one (1) quarterly targets. The Department achieved its set fourth quarter target on the number of schools monitored for the provision of nutritious meals. The actual output was 35 against the target of 20 schools.

 

Regarding the three set annual targets in this programme, the Department fully achieved two targets and partially achieved one target. The end of the fourth quarter status of the Programme 5 annual performance targets was as follows:

 

  • The number of adjudicators, data capturers and Farm school conductors trained in SASCE programmes – The target was set at 900 trained annually. For the quarter under review, two master trainers were sent to conduct training in provincial workshops. The other provinces had financial constraints and could not host the workshops. This was a negative deviation of 898 schools.

 

  • The number of learners participating in social cohesion programmes – The actual output was 4 552 learners against the set target of 6000 learners. The negative deviation of 1 448 learners was attributed to some signatures that were incorrectly attached, and thus these names were not counted from the onset.

 

  • The number of Hot Spot Schools monitored towards the implementation of the NSSF – The Department over-achieved on this performance target with a positive deviation of two (2).

 

The Department gave additional highlights in the following primary focus areas in Programme:

  • The National School Nutrition Programme;
  • National School Deworming Programme;
  • Partnerships;
  • HIV/Aids Programmes;
  • Learner Pregnancy Programme;
  • Safety in Education;
  • Social Cohesion and Gender Equity; and
  • The National Teaching Awards.

 

  1. Fourth Quarterly Expenditure Report

 

  1.         The total Appropriation Budget of the Department for the 2016/17 financial year amounted to R 22.413 billion of which R 21.476 billion was spent. This represented expenditure of 95.82 percent, which is lower than the spending of 97.7 percent in 2015/16. A total of R937.4 million was unspent in 2016/17.

 

Eighty (80) percent of the budget amounting to R 17.852 billion was allocated to transfer payments in 2016/17 as follows:

  • Conditional Grants: R 16.586 billion;
  • Transfers to Public Entities: R 1.167 billion; and
  • Other Transfers: R 98.699 million.

 

            The remainder of the budget (R 4.561 billion) was allocated to the following:

  • Compensation of Employees: R 395.659 million;
  • Examiners and Moderators: R 24.794 million;
  • Earmarked Funds: R 1.132 billion;
  • Office Accommodation: R 174.662 million;
  • Specifically, and Exclusively Appropriated: R 2.181 billion;
  • Departmental Operations: R 171.698 million; and
  • Departmental Projects: R 481 586 million (including Kha Ri Gude and Annual      National Assessment).

 

  1.         Of the above allocated budget, expenditure amounting to R 17.846 billion was made up of          transfer payments as follows:
    • Conditional Grants: R 16.580 billion
    • Transfers to Public Entities: R 1.167 million
    • Other Transfers: R 98.736 million

 

            The remainder of the expenditure (R 3.630 billion) was made up as follows:

  • Compensation of Employees: R 386.841 million
  • Examiners and Moderators: R 24.732 million
  • Earmarked Funds: R 1.094 million
  • Office Accommodation: R 174.645million
  • Specifically and Exclusively Appropriated: R 1.316 billion
  • Departmental Operations: R 161.409 million
  • Departmental Projects: R 472.909 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.  
  •  

419 000

418 301
  1.  
  1.  

Curriculum Policy, Support and Monitoring

1 877 954

1 826 691

51 263
  1.  

Teachers, Education Human Resources Development and Institutional Development

1 179 040

1 177 397

1 643
  1.  

Planning, Information and Assessment

12 594 706

11 719 953

874 753
  1.  

Educational Enrichment Services

6 342 761

6 333 722

9 039
  1.  
  •  

22 413 461

21 476 064

937 397
  1.  

 

                  6.3.1     Deviations and Reasons

 

                        6.3.1.1  Programme 2: Curriculum Policy, Support and Monitoring

 

  • Kha Ri Gude Programme: The Department conducted an investigation on the legitimacy of the number of learners, hence the payments were not processed as estimated.

 

  • Second Chance Programme: Only 7 015 of the 85 000 progressed learners were targeted to participate in 2016.  Mpumalanga, Eastern Cape and Limpopo Province did not have learners registered for the June examinations and there was no face to face classes.

 

  1. Programme 3: Teachers, Education Human Resources Development and Institutional Development

 

  • There were no material variances on this programme

 

6.3.1.3    Programme 4: Planning Information and Assessment

 

  • The underspending was due to poor performance by implementing agents, professional service providers and contractors, which necessitated the termination of contracts and the process of appointing replacement contractors. The process of rationalisation and mergers of schools especially in the Eastern Cape Province, also delayed the achievement of targets.

 

6.3.1.4  Programme 5: Educational Enrichment Services

 

  • The underspending was due to delays in provincial approval of bids to implement activities as well as delays in payment of invoices for activities conducted. In addition, the approval by National Treasury to pay the stipends for 108 Learner Support Agents was only approved in March 2017.

 

        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

468 690

454 375

14 315
  1.  

Goods and Services

2 096 696

2 066 112

(15 737)
  1.  

Transfers and Subsidies

17 852 413

17 845 764

6 649
  1.  

Payment for Capital Assets

1 995 662

1 063 492

932 170
  1.  
  •  

22 413 461

21 476 064

937 397
  1.  

 

  1. Deviations and Reasons

 

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

 

The allocation for the MST was in respect of MST Oversight posts for monitoring the implementation of the conditional grant. The vacant posts were advertised. The process of shortlisting was currently underway.

 

With regards to workbooks the development of additional content was no longer done for the entire workbook. In the allocation, for workbooks provision was made for the portion of payment of developers. The Department would reprioritise the allocation to fund critical posts which were not funded in the organisational structure.

 

  1. Goods and Services –

 

  • ASIDI Programme (Over Expenditure): The Department appointed a team to fast track the rationalization of ASIDI schools in the Eastern Cape, in order to meet its targets. Projects that were terminated from implementing agents, e.g. CSIR, were in the interim, managed by the Department through the Programme Support Unit, hence additional resources were solicited to manage these projects.

 

  • Payment for Capital Assets (Under Expenditure): Poor performance by implementing agents, professional service providers and contractors, which necessitated the termination of contracts and the process of appointing replacement contractors. The process of rationalisation and mergers of schools especially in the Eastern Cape Province, also delayed the achievement of targets.

 

 

        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

395 659

386 841

8 818
  1.  

Examiners and Moderators (CoE)

24 794

24 732
  1.  
  1.  

Transfers to Public Entities

1 167 484

1 167 459
  1.  
  1.  

Other Transfers

98 699
  1.  
  1.  
  1.  

Conditional Grants

16 586 230

16 579 568

6 662
  1.  

Schools Infrastructure Backlogs Indirect Grant

2 180 569

1 315 835

864 734
  1.  

Earmarked Funds

1 132 080

1 093 930

38 150
  1.  

Departmental Operations

171 698

161 409

10 289
  1.  

Office Accommodation

174 662

174 645
  1.  
  1.  
  •  

481 586

472 909

8 677
  1.  
  •  

22 413 461

21 476 064

937 397
  1.  

 

  1. Deviations and Reasons

 

  1. School Infrastructure Backlog Grant - The deviation was due to payments in respect of ASIDI projects. The process of rationalisation for schools had an impact on the spending trends for the ASIDI project.

 

Poor performance by implementing agents, professional service providers and contractors, which necessitated the termination of contracts and the process of appointing replacement contractors. The process of rationalisation and mergers of schools especially in the Eastern Cape Province, also delayed the achievement of targets.

 

  1. Earmarked Funds

 

  • Kha Ri Gude Expanded Public Works Programme (EPWP): The Department conducted the investigation on the legitimacy of the number of learners, hence the payments were not processed as estimated.

 

  • Second Chance Programme: Only 7 015 of the 85 000 progressed learners were targeted to participate in 2016. Mpumalanga, Eastern Cape and Limpopo Province did not have learners registered for the June examinations and there was no face to face classes.

 

  1. Projects – The bulk of the remaining allocation on this item was in respect of the Annual National Assessment and Kha Ri Gude project. The Kha Ri Gude classes             started late in the financial year and not all payments for stipends were made for the 2016/17 classes.

 

        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:

1 132 080

   1 093 930

38 150
  1.  
  1.  

      1 003 816

993 421

10 395
  1.  
  1.  

 22 330

26 186

 (3 856)

  117.27%
  1.  

5 271

          2 474

2 797
  1.  
  1.  

17 114

16 818
  1.  
  1.  

EPWP: KHA RI GUDE

33 549

16 159

17 390

            48.17%

MATRIC SECOND CHANCE

50 000

      38 872

11 128

       77.74%

Conditional Grants:

16 586 230

16 579 568

6 662
  1.  

EDUCATION INFRASTRUCTURE GRANT

9 933 282

9 933 282
  1.  
  1.  

HIV&AIDS (LIFE SKILLS EDU) GRANT

230 849

224 187

6 662
  1.  

MATHS,SCIENCE&TECHNOLOGY GRANT

362 444

362 444
  1.  
  1.  

NAT SCHOOL NUTRITION PROG GRANT

6 059 655

6 059 655
  1.  
  1.  
  1. Deviations and Reasons

 

  1. Workbooks - Even though there was under-spending on Workbooks, all the workbooks were delivered to all the provinces. To date all Workbook 2017 deliverables were 100% complete.

 

  1. NEEDU - The over-expenditure on NEEDU was due to compensation of employees. The high spending in NEEDU was due to insufficient budget on Compensation of Employees as a result of personnel who were transferred from the IQMS project.

 

  1. EPWP: Kha Ri Gude – The Kha Ri Gude classes started in October 2016 which was later than the projected time of June 2016. The under-spending on the Expanded Public Works Programme (EPWP) was due to the reason that the Department undertook some investigation on the legitimacy of the number of learners, hence the payments were not processed as estimated.

 

  1. Matric Second Chance – There was under-expenditure on the Matric Second Chance due to the following:

 

  • Due to delivery of the third consignment of Mind the Gap Study guides that could not be processed due to shortage of printing paper experienced by Government Printers;
  • Northern Cape province did not claim the payments for teacher and centre managers from the Department; and
  • Only 7 015 of the 85 000 progressed learners from 2015 qualified to write the 2016 June examinations.

 

  1. Conditional grants – All the transfers to provinces were made as scheduled except for the HIV/AIDS conditional grant that was withheld for Limpopo province. It should be noted that over-expenditure in some of the provinces in respect of the conditional grants was due to roll-over funds requested in provinces. These roll-overs were approved by their Provincial Treasuries and therefore did not go through the Departmental books. 

 

The Department transferred payments on conditional grants to provinces as scheduled. The over-spending on Maths, Science and Technology grant was being covered by the approved roll-over by the provinces that were not included in the Department’s budget.

 

  1. Portfolio Committee Observations

 

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

 

  • Although Members agreed that approximately 90 percent of sampled SGBs were functional as reported, Members were of the view that the Department should intensify its monitoring and oversight of SGBs and SMTs and their challenges.
  • The Portfolio Committee welcomed the report that a total of 8409 educators aged 30 and below were appointed in 2016/17 but queried as to how many of these educators were specialists in the critical areas of Mathematics and Science. Members also sought clarity on the varying figures given by the Department for the appointed educators aged 30 and below.
  • The Portfolio Committee raised a concern that the provisioning of infrastructure particularly through ASIDI was slow, which resulted in underspending in the department’s allocated budget. In respect of the electrification of schools Members were concerned that this area was being neglected given the report that none of the target schools was electrified during the period under review.
  •   Members queried how contractors, who showed little improvement with insufficient capacity were awarded even more contracts while they struggled to complete other projects.
  • Regarding the standardisation processes, the Portfolio Committee queried the mechanics of adjusting examination marks – and how these adjustments impacted on the final outcomes. How certain was the Department that learners were really improving?
  • The Portfolio Committee urged the Department to investigate the allegations that the Funza Lushaka Bursary scheme was being misused in KwaZulu-Natal and   NSFAS bursary holders were receiving preferred placement under false pretenses.
  • Members further raised a concern that in some districts in KwaZulu-Natal there had been no school contract completed since 2012 and requested that the Department investigated these. Further to this some districts had challenges with sufficient infrastructure (e.g. ablution facilities).
  • Members queried whether the Department was able to supply order numbers and requisitions for the delivery of Braille workbooks.
  • The Portfolio Committee expressed a concern that the Department, at times, was unable to supply answers to Parliamentary questions within the stipulated 10-day period. Members queried the information on teacher training in Inclusive Education – the amount of teachers trained and the nature of such training. Members also queried the Sector Plans developed on key interventions in Inclusive Education.
  • Members queried the amount of learners with disabilities who benefitted from the Second Chance Matric Programme
  • Members were concerned over the increased number of reports on ill-discipline at schools.  Members queried whether SGBs and SMTs were being assisted by the Department to be on par with the National Safety Framework
  • Members noted that schools were being provided with fencing and gates but cautioned that most schools did not have a budget to maintain these fences and gates and queried the support and assistance from the Department in making funds available to schools for this purpose.
  • In respect of the National School Nutrition Programme, it had come to light that there were food handlers who were selling food meant for the NSNP and/or utilising such for their own benefit. The Department needed to ensure that schools received decent kitchens and utensils for food-preparation.
  • The Portfolio Committee highlighted schools where there had been no delivery of literature books. Further to this there were schools where computers were gathering dust as educators did not have the necessary background and training to utilise the computers.
  • Members also observed that in some areas children were not attending ECD centres and loitered the streets during school hours.
  • Regarding the Incremental Implementation of African Languages (IIAL), the concept was very clear but the challenge was the actual funding of the implementation. Members queried whether the Department was considering an extra allocation to schools for purposes of implementation of IIAL. Members also queried the number of schools that would be able to implement IIAL in each of the provinces as envisioned.
  • Members reminded the Department that they had yet to receive a list of all schools earmarked for rationalisation in all provinces.
  • Members queried how the Department was able to support and strengthen the QLTC in provinces and schools.
  • Members requested that the Department highlighted those new indicators as recommended by the Portfolio Committee and AGSA.
  • Members were interested in the engagement of the DG with provinces and queried the observations of the Department in respect of these engagements.
  • Members were also interested in the outcomes of the Kha Ri Gude investigation – its outcomes, findings and recommendations.

 

  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:

 

  • Engage provincial education departments to ensure that information sought for answering Parliamentary questions was made available within prescribed timelines set.
  • Investigate complaints, queries and challenges relating to the Funza Lushaka Bursary allocation and educator placement.
  • Increase the monitoring and oversight of SGBs and SMTs and challenges faced by them. Further to this, that SGBs and SMTs understood the National Safety Framework and their functions in this regard.
  • Accelerate and prioritise the implementation and functionality of the Schools Safety Programme.
  • Consider making further funds available to school to ensure that fencing and gates were properly maintained.
  • Investigate the misuse and theft of food earmarked for school feeding programmes.
  • Ensure that performance of contractors and implementing agents was stringently monitored and that the capacity of the internal project support units be strengthened within the Department.
  • Issue clear directives in respect of the full implementation of the IIAL as well as the staffing models for implementation. The Department considered extra funding to schools for implementation.

 

 

Report to be considered.

 

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