ATC180502: Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 2 May 2018

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 2 May 2018

The Portfolio Committee on Basic Education having considered Budget Vote 14: Basic Education, together with the Annual Performance Plans 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 Plans (APPs) and Budget 2018/19 of the Department of Basic Education and its two Statutory Bodies, namely, the Council for Quality Assurance in General and Further Education and Training (Umalusi) and the South African Council for Educators (SACE).

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

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

1.3.1 Department of Basic Education (DBE): Mr E Surty: Deputy Minister of Basic Education, Mr H Mweli: Director-General, Ms N Molalekoa: Chief Finance Officer, Mr P Padayachee: Deputy Director, Ms C Nuga-Deliwe: Chief Director, Mr K Pila: Director, Ms T Martens: Deputy Director, Ms E Mmola: Director, Ms N Montsho: Director, Mr P Dikgomo: Director, Mr L Mahada: Parliamentary Liaison Officer, Ms N Molai: Senior Administrator, Ms C Van Wyk, Administrative Secretary, Ms P Mphigalale: Secretary, Ms L Carolissen: Liaison Officer and Ms H Love: Administrator.

1.3.2 South African Council for Educators (SACE): Ms E Mokgalane: Chief Executive Officer, Mr L Cele: Chairperson of Council, Mr M Mapindani: Chief Finance Officer, Ms N Nduna-Watson: Exco Member, Ms G Bowles: Exco Member and Mr H Walter: Exco Member

Council for Quality Assurance in General and Further Education and Training (Umalusi): Dr M Rakometsi: Chief Executive Officer, Prof J Volmink: Chairperson, Ms S Mosimege: Senior Manager, Mr J Rousseau: Chief Finance Officer, Dr S Mchunu: Member of Council and Ms M Madalane: Member of Council.

Office of the Auditor-General of South Africa (AGSA): Mr E De Haan: Director

1.4 This report gives a brief summary of the presentations made by the Department of Basic Education (DBE), the Office of the Auditor-General of South Africa (AGSA) and its statutory bodies (Umalusi and SACE) to the Portfolio Committee, focusing mainly on the Department’s 2018 – 19 Annual Performance Plan and the 2018 Medium Term Expenditure Framework (METF) allocations and an overview of allocations per programme. The report also provides the Committee’s key deliberations and recommendations relating to the Vote.

1.5 The Committee engaged with the Department, AGSA and its Statutory Bodies on their performance for the previous financial year and the funding needs for the current financial year, in October 2017, 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 Annual Performance Plan for 2018/19

2.1 Strategic overview by the Department of Basic Education (DBE)

A delegation from the DBE was led by the Deputy Minister of Basic Education, Hon E Surty, and the presentation was made by the Director-General (DG), Mr Mweli, and the Chief Financial Officer (CFO), Ms N Molalekoa.

2.1.1 Background and Context - The Portfolio Committee was presented with some background and context to the 2018/19 APP and an indication that the sector demonstrated improvements in monitoring and evaluation to assist with addressing challenges related to performance. The DG reported that the DBE, being responsible for the concurrent function, had engaged through the Heads of Education Committee (HEDCOM), on, amongst others, gaps and inefficiencies in the system. The DBE also engaged with the Provincial Education Department (PEDs) on the 19 indicators that needed to be included in their APP’s.

The DG further noted that learner performance continued to be on a steady increase with improved support from the Department and relevant stakeholders. The Bachelor pass trends of the National Senior Certificate performance showed an upward trajectory from 25,8 percent in 2015 to 28.7 percent in 2017.

In respect of key challenges in the sector, the DG noted that the introduction of indicators related to Learners with Severe to Profound Disability Grant (LSPID) over the Medium Term Expenditure Framework (MTEF) would address and remedy challenges with regards to Inclusive Education. There were also challenges which related to conducive school environment and infrastructure in some parts of the country.

The DG noted that the Budget Allocation for Vote 14: Basic Education for 2018/19 was 2.9 percent less than the previous year. Grants over the MTEF were allocated around R7 billion less than before. The investment in basic education had been reduced by around 10 percent over the last 10 years. The DG alluded to some of the causes for the reduction as follows:

Salary negotiations – salaries accounted for approximately 80 percent of the budget allocation.
Provinces had not been adequately monitored in respect of provincial budget allocations and spending.
The decline was further caused by effects of the Occupational Special Dispensation (OSD) for Public Servants. National Treasury had never allocated enough money to cover the OSD; and
The Basic Education budget was also affected by the increase in the budget allocation for Higher Education and Training.

2.1.2 Key Improvement Plans of the Department towards the Medium Term Strategic Framework (MTSF) and National Development Plan (NDP)

In improving the education sector, the Department had taken a range of steps, including the following:

Developed the sector MTSF aligned customised Programme Performance Measures (PPMs);
Improved and strengthened engagements with the Auditor-General (AG) and the Department of Planning, Monitoring and Evaluation (DPME);
Regular engagements with Programmes through Quarterly Branch Reviews to track process, improve planning and resolve potential risks;
Engagements through HEDCOM Sub-committees in collaborating and improving the sector’s performance;
Conducted gap analysis of the sector alignment and working on mitigating the gaps identified for medium and long- term plans; and
Continued analysis of Provincial Education Department and Public entities’ plans and reports to strengthen the management of Performance Information in the sector.

2.1.3 Key MTSF 2014 – 2019 Priorities

The DBE’s priorities for the 2014-2019 MTSF are as follows:

Improving quality of teaching and learning through development, supply and effective utilisation of teachers;
Improving quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM);
Improving assessment for learning to ensure quality and efficiency in academic achievement;
Expanded access to Early Childhood Development (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.

2.1.4 Revisions to the DBE Strategic Plan:

The Department has made minor updates to the 2015/16 – 2019/20 Strategic Plan, covering five areas. Firstly, the Department has increased its priorities to focus on Rural Education for the 2018/19 financial year and the remainder of the current medium-term through improving literacy, numeracy and reading skills as well as striking a balance in curriculum, books and curricular activities to improve learner performance. Secondly, the Department aims to provide support to learners with intellectual disabilities through the Learners with Profound Intellectual Disabilities (LSPID) Grant which is planned for roll-out in the 2018/19 and 2019/20 financial years. Thirdly, the Department has completed the process of developing lesson plans as per the strategic plan and in the 2018/19 financial year the Department plans to focus on the monitoring of the implementation of lesson plans by teachers. Fourthly, the implementation of the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) has been re-continued for 2018/19 after it was set for completion in 2017/18. Finally, the strategic Objective 3.3 has been rephrased from “Administer Diagnostic Self-assessments tests to Mathematics, English First Additional Language, Physical Sciences and Accounting teachers in order to determine their content knowledge” to “To identify and determine content knowledge of teachers in Mathematics, English First Additional Language, Physical Sciences and Accounting through Diagnostic Self-Assessments”.

2.2 Review of the Draft 2018/19 Annual Performance Plan (APP) of the Department of Basic Education (DBE) by the Office of the Auditor-General of South Africa (AGSA)

The AGSA briefed the Portfolio Committee on its findings on the review of the draft 2018/19 APP of the Department of Basic Education. These findings had been communicated to the Department who confirmed that they were in the process of taking AGSA suggestions into consideration.

2.2 The AGSA findings identified and communicated to DBE included the following:

AGSA noted that the targets that were expressed in percentages did not have the absolute values as required by the framework.
Indicators relating to HIV and Aids (Life Skills Education) conditional grant were not included in the APP.
AGSA noted that some of the indicators were indicated as “cumulative” but the targets were not listed as cumulative under the MTSF period. Therefore, it was recommended that targets that were cumulative per quarter were clearly indicated in the TID.
The Department had been in discussions with PEDs throughout the year and had started standardising some of the MTSF indicators and including them as customised indicators for 2018/19.
PED’s had started aligning their annual performance plan to MTSF indicators but not all indicators were included.
The 2014-2019 MTSF indicator relating to Annual National Assessment (ANA) could not be implemented as yet by the PEDs. This was because DBE was remodelling ANA. 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.
Some performance measures in the NDP and MTSF were not translated into performance indicators resulting in poor alignment between the national and provincial departments of education.

2.2.1 Portfolio Committee Observations

Members generally queried the reasons for the inclusion of the ANA indicators amongst AGSA findings when this had been reviewed and discontinued.
Members noted indicators that have not yet been included in the PPMs of the PEDs.
Members further noted that many of the AGSA findings had been issues raised by the Portfolio Committee in previous years and some were currently being addressed in the Department’s 2018/19 APP and the PPMs of the PEDs.

2.3 Strategic Objectives, Indicators and Targets in the 2018/19 APP

Most performance indicators in the 2018/19 APP were introduced in the 2016/17 financial year as part of the Revised Strategic Plan of the Department. They show an improved alignment with the Department’s policy development and monitoring role and are largely anchored in the MTSF and the APP. The Department introduced three new indicators in the 2018/19 APP.

2.3.1 Programme 1 – Administration

2.3.1.1 Strategic Objective: To improve the administrative and governance systems through compliance to the key legislations governing administration in order to sup ort the delivery of education and to strengthen accountability.

2.3.1.2 Programme Performance Indicators: All three performance indicators in this programme were introduced in the 2016/17 financial year. The Department’s target for the percentage of service provider invoices within the procurement unit paid within 30 days remains at 100 percent while the percentage of received misconduct cases resolved within 90 days is now set at 85 percent, compared to 90 percent in 2017/18. The target set for the percentage of received grievance cases resolved within 30 days is 85 percent, up from 80 percent in 2017/18.

2.3.2 Programme 2 – Curriculum Policy, Support and Monitoring

2.3.2.1 Strategic Objectives and Programme Performance Indicators: This programme adds two new Strategic Objectives to the five Strategic Objectives in the 2017/18 APP. The Strategic Objectives added relate to the improvement of the quality of education in rural schools and ensuring that Learners with Severe to Profound Intellectual disabilities access quality publicly funded education and support. In addition, the programme retains its 15 performance indicators in the 2017/18 APP and adds four performance indicators and targets aligned to the two new Strategic Objectives bringing the total number of performance indicators in this programme to 19. The Strategic Objectives and performance indicators of this programme are as follows:

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 15, up from 12 in 2017/18.
The number of schools per province monitored for utilisation of ICT resources remains 27 (3 per province).
The number of off-line digital content resources developed annually increases from six in 2017/18 to eight in 2018/19.

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, Mathematics workbooks for learners in Grades 1-9 and workbooks for Grade R remains at 100 percent.

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 set at 75, up from 50 in 2017/18.
The number of schools monitored on the implementation of the reading norms remains 20.
The number of schools monitored on the implementation of the Incremental Introduction to African languages nationally also remains 20.

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 – Technical Mathematics and Science Grades 10-12 lesson plans monitored.

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.
The target for the number of Mathematics training sessions/workshops monitored remains set at nine (9).
The target set for the number of training sessions of the Curriculum Assessment Policy Statements (CAPS) for Technical subjects monitored stands at 14
The target for the number of schools visited for monitoring CAPS implementation in technical schools is set at 54.

e) Develop, monitor and support the implementation of policies and programmes for improving the quality of education in rural schools. Performance indicators and targets for this new Strategic Objective are as follows:

The number of schools with multi-grade classes implementing the Multi-Grade Toolkit monitored is 140.
The number of advocacy campaigns conducted on the Rural Education Policy in the provinces stands nine.

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 increased to 25 000 from 20 000 in 2017/18.

Ensure that Learners with Severe to Profound Intellectual Disabilities access

quality publicly funded education and support. The Department set a target of 3 327 for each of the following performance indicators:

The number of Learners with Severe to Profound Intellectual Disability (LSPID) who utilise the Learning Programme for C/LSPID.
The number of Learners with Severe to Profound Intellectual Disability with access to therapeutic and psycho-social support services that will enable them to improve their participation in learning.

2.3.3 Programme 3 – Teacher, Education Human Resources and Institutional Development

2.3.3.1 Strategic Objectives and Programme Performance Indicators: 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 programme retains its five strategic objective and ten performance indicators. These are as follows:

Monitor the basic functionality of schools and School Governing Bodies (SGBs) on an annual basis to improve school effectiveness and accountability - The target set for the percentage of SGBs that meet minimum criteria in terms of effectiveness is 80 percent of 2 000 sampled SGBs. The target for the percentage of schools producing the minimum set of management documents at a required standard is set at 80 percent of 2 000 schools sampled.

Identify and recruit the youth from all provinces for the Funza Lushaka Bursary annually 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 remains at 13 500.

Identify and determine content knowledge of teachers in Mathematics, English First Additional Language (EFAL), Physical Sciences and Accounting through Diagnostic Self-Assessments - The target for the number of teachers participating in the EFAL diagnostic tests, Physical Science diagnostic tests, Accounting diagnostic tests and Mathematics diagnostic tests is set at 2 000 for each of the four subject diagnostic tests. Notably, the targets relating to the participation in the EFAL and Mathematics diagnostic tests have been adjusted and reduced significantly from 10 000 to 2 000 teachers. The Department reported that in the 2016/17 financial year they experienced challenges in administering the teacher diagnostic self-assessments. These challenges included the contestation by teacher unions in enabling the teachers to undertake the diagnostic self-assessment. The Department in the 2017/18 financial year engaged with the teachers and unions in resolving the matter. The funding for the provision of the tests was also reportedly a challenge. The Department is confident that the reduction of the targets will not compromise the quality of the data that will inform future interventions of improving the administering of the diagnostic self-assessments.

Monitor the implementation of performance management systems in 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 the Integrated Quality Management System (IQMS) as well as the implementation of the Performance Management Development System (PMDS) remains set at 6 PEDs monitored annually.

Monitor the implementation of the post provisioning annually per province to ensure that there is an equitable distribution of teachers - The target for the number of PEDs that had their post provisioning process assessed for compliance with the post provisioning norms and standards also remains set for all nine (9) PEDs.

2.3.4 Programme 4 – Planning, Quality Assessment and Monitoring and Evaluation

The purpose of this programme is to promote quality and effective service delivery in the basic education system through planning, implementation and assessment.

2.3.4.1 Strategic Objectives and Programme Performance Indicators: The number of Strategic Objectives in this programme remains four whilst performance indicators increase from 12 to 13, with the introduction of the new performance indicator relating to the implementation of the Learner Unit Record Information and Tracking System (LURITS). Details of the Strategic Objectives and performance indicators are as follows:

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 target set for the number of National Assessment reports produced is three (3). The target set for a bank of Language and Mathematics test items for grades 3, 6 & 9 developed is set at 200 test items developed.

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 target for the number of National Senior Certificate (NSC) reports produced is set at four (4). The target for the number of question papers set annually for NSC and Senior Certificate (SC) is set at 260 question papers.

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 target set for the number of new schools built and completed through the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) decreases significantly from 115 in 2017/18 to 50 in 2018/19. Notably, there is no target set on the number of schools provided with electricity through ASIDI in 2018/19, compared to the target of 134 in 2017/18. The target for the number of schools provided with sanitation facilities through ASIDI is 286. The target for the number of schools provided with water through ASIDI is 325.

Promote the functionality of schools through the institutionalising of a standardised school administration system, designed to assist with school management and reporting to a national information system on an ongoing basis - The target for the percentage of public schools using the standardised school administration system, SA-SAMS for reporting is set at 98 percent. The target for the number of provinces monitored by DBE officials for implementation of LURITS annually is set at one (1) report covering nine (9) provinces monitored.

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 set at 30. The target for the percentage of school principals rating the support services of districts as being satisfactory is set at 71 percent. The target percentage of district managers assessed against developed criteria is set at 90 percent.

2.3.5 Programme 5 – Educational Enrichment Services

The purpose of the programme is to develop policies and programmes to improve the quality of learning in schools.

2.3.5.1 Strategic Objectives and Programme Performance Indicators: The programme retains its three Strategic Objectives and four performance indicators as follows:

The objective of the programme is to monitor the provision of nutritious meals served in identified public schools annually to enhance learning capacity and well- being of learners – The target set for the number of schools monitored for the provision of nutritious meals reduces from 130 in 2017/18 to 110 in 2018/19.
Promote the participation of learners in enrichment and co-curricular activities in order to make a positive impact on learning - The target set for the number of professionals trained in SASCE programmes remains 900. The target for the number of learners, teachers, officials, SGBs and community organisation members participating in social cohesion and gender equity programmes is set at 7 000.
Monitor the implementation of the National School Safety Framework (NSSF) in 185 Hot Spot Schools by 2019/20 in order to attain safe, caring and violence-free school environments - The target set for the number of Hot Spot Schools monitored towards implementation of the NSSF is 47.

2.4. Overview of the MTEF 2018 Budget

	Departmental Appropriation
			Percentage Increase/
	416 283	450 476
Curriculum Policy, Support and Monitoring	1 801 953	1 905 011
Teachers, Education Human Resource and Institutional Development	1 215 104	1 290 480
Planning, Quality Assessment and Monitoring and Evaluation	13 248 303	11 971 342
Educational Enrichment Services	6 726 977	7 105 128
Total	23 408 620	22 722 437

The budget of the DBE for 2018/19 is R22.7 billion, which represents a decrease of 2.9 percent from the 2017/18 allocation of R23.4 billion. Over the medium term, the Department’s budget is expected to increase from R22.7 billion in 2018/19 to R23.6 billion in 2019/20 and R25.2 billion in 2020/21. Included in the Department’s allocation is Compensation of Employees amounting to R505 million, R543 million and R584 million over the MTEF. The bulk of the Department’s allocation is made out of Conditional Grants, Transfers and Earmarked Funds.

At the programme level, four of the five programmes (Programmes 1, 2, 3 and 5) show budget increases in nominal terms, while Programme 4 shows a decrease compared to the 2017/18 financial year. The Administration Programme (Programme 1) shows the largest growth of 8.2 percent compared to the increase of 10.2 per cent in 2017/18. Programme 3 (Teachers, Education Human Resources and Institutional Development) shows a nominal increase of 6.2 percent whilst Programmes 2 (Curriculum Policy, Support and Monitoring) and 5 (Educational enrichment Service) show nominal increases of 5.7 percent and 5.6 percent respectively. Programme 4 (Planning, Information and assessment), which continues to receive the largest budget allocation, shows a major reduction of 9.6 percent due to the budget cuts in the school infrastructure programme.



	450 476	483 746	514 132
Curriculum Policy, Support and Monitoring	1 905 011	2 010 053	2 137 917
Teachers, Education Human Resource and Institutional Development	1 290 480	1 366 210	1 442 860
Planning, Quality Assessment and Monitoring and Evaluation	11 971 342	12 246 594	13 071 801
Educational Enrichment Services	7 105 128	7 508 716	8 037 133
Total	22 722 437	23 615 319	25 203 843

2.4.3 Reprioritisation and Budget approved cuts – Over the MTEF period

	2018/19 R’000	2019/20 R’000	2020/21 R’000	Total Reduction
Reprioritisation from Conditional Grants:
Less: Education Infrastructure Grant (EIG)	(2 771 826)	(2 927 048)	(3 088 036)	(8 786 910)
Add: EIG Maintenance of Schools Infrastructure	300 000	350 000	800 000	1 450 000
Add: School Backlog Grant	2 471 826	2 577 048	2 288 036	7 336 910
Cabinet Approved Budget Cuts:
Education Infrastructure Grant	(1 000 000)	( 1 250 000)	(1 334 000)	(3 584 000)
HIV and Aids Conditional Grant	(16 301)	(17 119)	(18 500)	(51 920)
School Backlog Grant	(1 000 000)	(1 250 000)	(1 319 000)	(3 569 000)
Maths, Science and Technology Conditional Grant	(16 000)	(17 000)	(17 500)	(50 500)
Matric Second Chance	(36 295)	(42 039)	(44 592)	(122 926)
Operational Budget	(1 000)	(1 000)	(1 000)	(3 000)
Umalusi	(3 296)	(3 481)	(3 672)	(10 449)
Total Budget cuts	(2 072 892)	(2 580 639)	(2 738 264)	(7 391 795)

Over the MTEF period R8.8 billion has been shifted from the Education Infrastructure Grant, of which R7.3 billion is reallocated to the School Infrastructure Backlogs Indirect Grant for the completion of the current ASIDI projects, and R1.5 billion has been reprioritised from the remaining unallocated portion of the Education Infrastructure Grant for the maintenance of school infrastructure to ensure that all schools are repaired and functioning as intended to meet basic infrastructure Norms and Standards.

Cabinet approved budget reductions over the MTEF amounting to R7.4 billion, as follows:

The Education Infrastructure Grant (EIG) is reduced by R3.6 billion.
An amount of R51.9 million is reduced from the HIV and AIDS conditional grant.
The school Backlogs Grant is reduced by R3.6 million.
The Maths, Science and Technology conditional grant – An amount of R50.5 million is taken away from this grant.
An amount of R3 million is taken away from the operational budget of the Department over the MTEF.
The Matric Second Chance programme experiences a reduction of R122.9 million over the MTEF, with R36.3 million in 2018/19.



Compensation of Employees	504 590	543 051	583 779
Goods and Services	1 875 117	1 941 997	2 022 351
Interest and Rent on Land	51 458	54 340	57 329
Transfers and Subsidies	18 953 411	19 886 743	21 690 512
Payments for Capital Assets	1 337 861	1 189 188	849 872
Total	22 722 437	23 615 319	25 203 843

2.4.5 Details of Earmarked Allocations (R’000) over the 2018 MTEF

Earmarked Funds
	1 109 075	1 171 183	1 235 598
Examiners and Moderators	30 327	32 086	33 253
National School Nutrition Programme	5 621	5 801	6 600
Oversight-Maths, Science and Technology	1 871	1 946	1 965
Matric Second Chance Programme	65 705	95 261	100 150
Learners with Profound Intellectual Disabilities Conditional Grant	3 418	1 313	1 351
TOTAL: EARMARKED FUNDS	1 216 017	1 307 590	1 378 917

Conditional Grants
Education Infrastructure Conditional Grant	9 917 734	10 314 159	11 466 632
HIV and Aids Conditional Grant	243 235	256 951	270 644
Learners with Profound Intellectual Disabilities Conditional Grant	185 471	220 785	242 864
National School Nutrition Programme Conditional Grant	6 802 079	7 185 715	7 695 901
Maths, Science and Technology Conditional Grant	370 483	391 302	413 259
TOTAL CONDITIONALGRANTS	17 519 002	18 368 912	20 089 300

2.4.7 Details of Transfers (R’000) over the 2018 MTEF

Other Transfers
Unesco Membership Fees	15 431	16 295	17 191

Guidance Counselling and Youth Development Centre: Malawi
Childine South Africa
National Education Collaboration Trust	110 984	117 210	123 657
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3 295	3 480	3 671
NSFAS: Funza Lushaka Bursaries	1 159 348	1 224 271	1 291 606
Transfers to Public Entities
	128 543	135 741	143 207
ETDP SETA
South African Council for Educators	16 000	20 000	21 100
TOTAL TRANSFERS	1 434 409	1 517 831	1 601 312

2.4.8 Detailed Breakdown of the Budget over the 2018 MTEF


Compensation of Employees	485 569	522 785	562 756
Operational budget	128 679	141 000	153 985
School Infrastructure Backlog	1 471 826	1 327 048	969 036
Office Accommodation	197 482	209 187	220 713
Departmental Projects	280 759	232 786	240 054
Earmarked funds (including CoE)	1 204 711	1 295 770	1 366 687
	1 434 409	1 517 831	1 601 312
Conditional grants	17 519 002	18 368 912	20 089 300
	22 722 437	23 615 319	25 203 843

General budget support to the Department

The Department receives an amount of R29.2 million for each year over the MTEF for the Rural Education Assistants Project. This project, which is introduced in 2018/19, aims to pilot the use of education assistants in the Foundation, Intermediate and Senior phases to improve the quality of education in rural schools. The project will also research and evaluate the impact of the project. The project components are as follows: mobilising the youth in rural communities to participate in education initiatives; improving the quality of teaching and learning; supporting school-based agricultural projects; and conducting research and evaluation of the project.

2.5 Portfolio Committee Observations

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

The Portfolio Committee commended the DBE for the greater alignment of its plans and programmes (specifically its performance indicators) with those of the National Development Plan (NDP) and the MTSF. During its monitoring and oversight role in 2017/18, including engagement with the Office of the Auditor-General of South Africa (AGSA), the Portfolio Committee observed that some performance indicators contained in the MTSF were not included in the DBE’s 2017/18 APP or as part of the sector’s customized indicators of the Provincial Education Departments (PEDs). Most of these indicators are now included as part of the sector’s customized indicators of the Provincial Education Departments (as Programme Performance Measures – PPMs). Some PEDs have also included these in their provincial APPs. However, the Committee urges the DBE to make the necessary follow-ups to ensure that all the PEDs include all the relevant indicators in their plans as required by the MTSF.
Members noted with concern that there was a steady increase in learner enrolment while there was a decline in the number of educator posts in schools, which could negatively impact on the teaching and learning.
The Portfolio Committee once again expressed a concern over the delays in the implementation of performance agreements for principals as required by the MTSF and queried the effectiveness of the instruments currently used to hold principals to account.
The Portfolio Committee is similarly concerned that the MTSF indicator on the proportion of principals appointed based on competency assessment processes is pending due to deadlocked discussions at the Education Labour Relations Council.
Members noted with concern that at a sector level there was a steady increase in learner enrolment while there was a decline in the number of educator posts in schools, which resulted in large classes and could negatively impact on teaching and learning. Members were particularly concerned that the budget allocation for Basic Education was not keeping up with the increased enrolment.
Members raised concerns with teacher/learner ratios as well as class sizes, especially in rural areas. Members noted that in some instances classes were too large while in others there were too few learners. There was agreement that small, non-viable schools be merged into boarding schools to accommodate all learners. However, it was noted that the Department had its challenges with infrastructure delivery and schools build programmes that required decisive action.
The Portfolio Committee notes with concern that the budget allocation for Vote 14: Basic Education has declined by 2.9 percent from the 2017/18 allocation and that grants over the MTEF have been reduced significantly compared to previous budget allocations. Members were concerned that these cuts would delay the completion of crucial infrastructure projects.
Members noted that there were complaints of too much learner and educator assessments with too little remedial action with plans to mitigate the challenges identified.
Members queried the relationship between the LURITS and SA-SAMS systems and whether these were adequately utilised and implemented.
Members queried whether the Department had considered ensuring a special school for learners with disabilities in every district in the country.
The Portfolio Committee queried the adequacy of the allocated budget of R300 million for 2018/19 for maintenance of ASIDI schools as well as non-ASIDI schools throughout the country. Members also raised concern with inadequate and shortages of ablution facilities at schools. They queried the plans and budget in place to mitigate these challenges and ensure there were no shortages.
There was a need for issues relating to school maintenance to be featured in all engagements with the PEDs, MECs and HODs.
Members queried whether the Department had a listing of all misplaced educators in the system.
Members noted the importance of ICT for purposes of teaching and learning and further indicated that this should be encapsulated in teacher development initiatives.
Members urged the Department to prioritise the eradication of unsafe and disused ablution facilities in its quest for ensuring a safer and conducive environment for teaching and learning.
The Portfolio Committee queried the progress in respect of the introduction of the Basic Education Laws Amendment (BELA) Bill to Parliament for processing, in order to enable the Committee to effectively plan its annual programme.
Members noted with concern that there were no targets set in 2018/19 on the number of schools provided with electricity through ASIDI, whilst there had been underperformance on this indicator to date.
The Portfolio Committee welcomed the introduction of the Rural Education Assistants Project designed to improve the quality of education in rural areas. However, Members queried plans in place by the Department to ensure that the programme was realised and the needs adequately met.
Members noted that provision of learner transport is inadequate and queried whether the Department had made any progress in ensuring that the budget for learner transport is ring-fenced.
Members queried progress with the piloting of the Systemic Evaluation at identified schools. Members were also interested in the list of the schools being piloted.
Members also queried the plans in place by the Department to ensure implementation of the Incremental Introduction of African Languages (IIAL) policy in all schools in all provinces.

Members queried the number of Implementing Agents on the books of the Department and requested that the Department shared information on Implementing Agents’ progress reports.
Members queried the turnaround time for filling of vacant posts.
Members also queried the number of officials who may have falsified their qualifications.
Members queried whether the Department kept a database of those Kha Ri Gude volunteers implicated in wrong-doing so as to ensure they were never employed by the Department again.
Members raised concerns over foreign learners with no documentation and queried whether the Department was able to engage the Department of Home Affairs to assist such learners
Members queried whether employees were adhering to the directive on the signing of financial disclosures.
Members noted that many challenges stemmed from Internal Control deficiencies. Members queried whether the Department was working to strengthen and capacitate this area.
Members were concerned that the new indicator on learners completing the whole curriculum may be problematic as this indicator was in the process of being standardised.

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

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

The Chief Executive Officer (CEO) of Umalusi, Dr Rakometsi, presented the Council’s Annual Performance Plan and Budget 2018/19 – 2020/21 This included an updated situational analysis around the performance delivery as well as the organizational environments. Dr Rakometsi touched on some of the following key matters:

The Three-Stream Model – The model would have implications for the General and Further Education and Training (GFET) Sub-framework. Umalusi foresees the need for alignment with the vocational occupational programmes and technical programmes offered in the Technical Vocational Education and Training (TVET) colleges as well as the National Certificate (Vocational).
Corporate Governance – Umalusi risk management profile had improved. Audit findings addressed had increased with gradual improvement of performance targets achieved year-on-year.
Managing the Sub-Framework – More independent schools were accredited and provisionally accredited in 2016 than in the previous years (the numbers have doubled).
Revision of Legislative and Other Mandates – The Department of Higher Education and Training (DHET) was in the process of reviewing the National Qualifications Framework (NQF).

Programme Plans: Strategic Objectives, Indicators and Targets

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

Qualifications and Research and Quality Assurance and Monitoring.

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

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

The purpose of Programme 1 is to provide strategic leadership, management and administrative support services to Umalusi. The strategic objective is to improve the effectiveness of Corporate Governance.

Programme Performance Indicators and Annual Targets for 2018/19

Annual Performance Plan (APP) approved by 31 March – The Umalusi 2018/19 APP was approved by March 2019.

Quarterly reports submitted to the National Treasury and DBE 30 days after the end of the Quarter – The target is to ensure that four (4) quarterly reports were submitted 30 days after the end of the Quarter.

Number of communication platforms used to communicate to stakeholder clusters within the GFET sub-framework to access information – The target is set at seven (7) platforms.

Percentage compliance against the requirements of the ICT Governance Framework – The target is set at 92 percent compliance.

Average percentage of performance agreements and assessment reports submitted on time – The target is set at 90 percent.

Percentage of service providers paid within 30 days – The target is set at 99 percent of service providers paid.

Programme 2: Qualifications and Research – Programme 2 covers the following sub-programmes:

Qualifications, Curriculum and Certification (QCC); and
Statistical Information and Research.

The purpose of Programme 2 is to develop and manage an efficient and effective General and Further Education and Training (GFET) Qualifications Sub-framework within the NQF and to undertake strategic research in support of that goal.

Programme Performance Indicators and Annual Targets for 2018/19

Number of reports produced on the management of qualifications in the sub-framework – The target is to produce three (3) reports.

Number of Curricula evaluated annually – The target number is set at two curricula evaluated.

Percentage of datasets processed and feedback provided within the turnaround time of 21 working days – The target is set at 100 percent of datasets processed.

Percentage of error-free learner records for which a certificate is printed annually - The target is set at 100 percent error-free records.

Percentage of verification requests received that are completed within the service level agreements (two working days) – The target is set at 95 percent of verification requests completed.

Number of research reports completed in various formats – The target is eight (8) research reports.

Programme 3: Quality Assurance and Monitoring – Programme 2 covers the following sub-programmes:

Quality Assurance of Assessment school qualifications; and
Quality Assurance of Assessment post school qualifications.

The purpose of Programme 3 is to ensure that the providers of education and training have the capacity to deliver and assess qualifications registered on the GFETQSF and are doing so to the expected standards and quality.

Programme Performance Indicators and Annual Targets for 2018/19

Number of quality assurance of assessment reports published for qualifications registered on the GFETQSF – The target is set at ten (10) reports published.

Percentage of question papers submitted that are approved per assessment body per qualification per examination cycle – The target is set at 100 percent question papers submitted.

Number of assessment bodies audited for their state of readiness to conduct examinations – The target is set at 14 assessment bodies audited.

Number of subjects where verification of marking is conducted per qualification – The target is set at 135 subjects.

Percentage of institutions monitored every two years after being granted accreditation – The target is set at 90 percent of institutions monitored.

Budget 2018/19 – 2020/21

A budget cut of 2.5 percent has been implemented over the MTEF. This stands at a total of R 10.0 million baseline allocation less from the Department. The reductions were approved by Cabinet.

The expenditure per programme is as follows:

Programme 1: Administration - 32 percent
Programme 2: Qualifications, Curriculum and Certification - 9 percent
Programme 2: Statistical Information and Research - 7 percent
Programme 3: Quality Assurance of Assessment - 32 percent
Programme 3: Evaluation and Accreditation - 20 percent

The Three-Year Budget Forecast (Revenue estimates):

	2018/19	2019/20	2020/21
Administrative Fees	R39.25 million	R41.73 million	R44.59 million
Other Non-Tax Revenue	R12.64 million	R13.63 million	R15.03 million
Transfers Received	R128.54 million	R 135.74 million	R143.21 million

The Three-Year Budget Forecast (Revenue projections):

2018/19	2019/20	2020/21
R176 million	R186 million	R197 million

The Three-Year Budget Forecast (Expenditure estimates):

	2018/19	2019/20	2020/21
Goods and Services	R95.13 million	R98.88 million	R102.78 million
Compensation of Employees	R 77.57 million	R 83.77 million	R 90.47 million
Depreciation	-	-	-

National Treasury and the Department approved Umalusi’s request to retain surpluses for the following projects in July 2017:

Renovations of purchased building;
Contingency expenditure; and
Enterprise content management system.

A request to retain surpluses would be made to National Treasury.

Matters to Report – Umalusi reported that a tender regarding the renovation of Building 41 was awarded to a Joint Venture (JV) with three separate entities in March 2017 to the value of R36 million. The project started in May 2017 and payments were made to the value of R10.9 million. Umalusi became aware of allegations of fraud regarding the submitted tender documents. One JV member reported the allegation pertaining to forgery of signatures through his lawyers early in November 2017. Umalusi followed due process, with advice from legal counsel in terms of applicable legislation, but the providers did not respond to Umalusi requests for further information on the matter. Consequently, the contract was cancelled on 23 November 2017. The matter has since been reported to the following entities:

National Treasury (in terms of the PPPFA Regulations);
The Department of Basic Education (as it is material); and
South African Police Services (SAPS) (as a case of corruption in terms of the Prevention and Combating of Corrupt Activities Act)

Umalusi was in the process of instituting a civil claim against the Joint Venture. While pursuing the case Umalusi would initiate a new tender process for the renovation of Building 41.

Portfolio Committee Observations

Members noted the budget cut of 2.5 percent over the MTEF by National Treasury and queried the rationale for this as well as the line-function areas most affected by these cuts.
Members queried how the review of legislation by the Department of Higher Education and Training would impact on the work of Umalusi and how Umalusi would manage this process.
Members also noted the cuts in budget allocation in certain programmes. Members queried the rationale and impact this would have.
Members were interested in knowing the challenges that caused Umalusi to underperform in the areas of finance and supply chain management.
Members whether there was any work being done in respect of the benchmarking of the NSC against similar international certificates.
Members queried the role of Umalusi in ensuring that those appointed as examiners and markers were capable and professionally qualified.
Members queried the involvement of Umalusi in the launch of digital certification by SAQA.
Members queried whether the staff compliment of Umalusi met the two percent requirement of disabled persons.
Members noted that educators were using various versions of sign language for teaching and learning when learners would be tested on South African Sign Language. Members queried ho Umalusi would be able to differentiate the sign language used.
Members noted that deaf teaching assistants had matric but faced obstacles with acceptance at Universities. Members queried the assistance and support that Umalusi could give in this regard.
Members queried whether Umalusi had a preservation order in place in respect of the Joint Venture court case. Members queried whether Umalusi had considered the freezing of the affected accounts.
Members also queried the implications for Umalusi regarding the three-stream model as well as the added South African Sign Language (SASL) examinations.

The South African Council for Educators (SACE)

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

The SACE-led process of professionalising the teaching profession is progressing well, through the multi-stakeholder driven approach. This has inevitably necessitated that the newly appointed Council take stock on its strategy, delivery of the core mandates, and the entire institutional capacity with an ultimate goal of repositioning SACE to play its rightful role in the teaching profession.

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

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

Key functions for Programme 1 include the following:

Determine minimum criteria and procedures for registration;
Consider and decide on any application for registration;
Keep a register of the names of all persons who are registered; and
Determine period of validity of the registration.

Programme Performance Indicators and Annual Targets for 2018/19

To register all qualified educators: The target is to register 38 000 new

educators as well as 47 000 educators renewing their registration status.

The Portfolio Committee received a detailed overview of the progress issues in turning the registration processes around with the phasing-in of the implementation of the redefined SACE registration scope. Further to this, the Portfolio Committee was briefed on the following areas:

Initial Teacher Education (ITE) Programmes;
Provisional registration with SACE;
Induction by the employer;
Assessment of Electronic Portfolio of Evidence (e-POE) and full registration;
Professional certification by SACE.

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

Promote ethical conduct among educators through the development and enforcement of the Code of Ethics.
Facilitate interventions and support for schools, educators and school communities on ethical matters.

Key functions for Programme 2 include the following:

To uphold the image of the teaching profession by reviewing the Code of Professional Ethics annually;
To investigate complaints of improper conduct against educators;
To institute disciplinary hearings at the behest of the Council where evidence of a breach of the Code of Professional Ethics for educators has been found; and
Advocate the Code of Professional Ethics.

Programme Performance Indicators and Annual Targets for 2018/19

Promote the maintenance of ethical standards in the profession: The target for the number of educators to be trained on the Code of Professional Ethics is 1000 while the target for the number of cases to be concluded annually stands at 550.

Key Issues for Noting:

In the 2016/17 Annual report SACE declared the 2016/17 backlog of educator misconduct cases as 248.
As part of remedial action, the new Council allocated additional financial resources, in October/November 2017 to address this backlog, and 147 cases were finalised by the end of February 2018.
Council is also conducting the Case Management Business Review Process and Developing a strengthened Panellists hybrid model made up of the Peer review and legal professionals to minimise the recurring case backlogs.
A policy on Panellists, Prosecutors and Presiding Chairpersons is being revised to strengthen the integrity of SACE’s case management processes and procedures. Some guidance and support has been received from SACE’s engagement with the Commission on Gender Equality.
The Commission on Gender Equality allowed SACE to use its hotline number for reporting the sexual misconduct cases.
The current process of addressing the institutional capacity through, amongst others the job evaluation project, is looking at strengthening the Ethics Division quantitatively and qualitatively in order to address the exiting gaps.

The Portfolio Committee received a detailed overview on sexual violence and harassment related cases as well as the protection and defence of teachers.

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

Ensure that educators engage in life-long learning throughout their career.
Ensure that educators’ classroom practice and professional competence are improved through the provisioning of quality SACE approved providers and endorsed professional development programmes.

Key functions for Programme 3 include the following:

Monitor and support educators’ participation in the three year CPTD system cycle
Monitor and support educators’ professional development uptake
Endorsement of professional development activities
Approval of professional development providers
Development and maintenance of the CPTD Information system

Programme Performance Indicators and Annual Targets for 2018/19

To promote career-long quality continuing professional development for all school-based educators:

The target set for the number of practicing educators signed up to the CPTD System per year is 50 000 (PL1 Educators).
The target for the number of signed up educators who are engaged in three types of Professional Development (PD) activities are as follows:

Type 1 (Self-initiated PD activities) – 158 763
Type 2 (School-initiated PD activities) – 127 010
Type 3 (Externally initiated – 95 258

The target for the number of signed up educators who meet the minimum requirement of 150 CPTD points over the three-year cycle is set at 26 320.
The target set for the number of new professional development providers processed in the year of submission is 130.
The target for the number of professional development activities processed in the year of submission is 750.
The target for the number of endorsed development activities subjected to quality assurance by SACE in a financial year is 160.

Key Issues for Noting:

Remedial action has been taken in terms of the two indicators that led to the matter of emphasis in the 2016/17 annual report by:
- Reviewing the affected indictors and adjusting them accordingly; and
- Keeping the CPTD system performance information and evidence of performance in line with the Framework on Performance Information and Technical Indicator Descriptors in the 2017/18 and 2018/19 Annual Performance Plans.
The sign-up process is progressing very well nationally;
Revamped CPTD Self-Service Portal;
Onsite Monitoring and Quality Assurance of the SACE Endorsed PD Activities;
Additional CPTD System Coordinators for the KwaZulu-Natal (KZN) Province to:
- Monitor the participation in the CPTD System;
- Provide ongoing school-based support; and
- Collaborate Provincial Education Departments and Teacher Unions
Sending of SMS, once a year, to provide update on progress made in terms of PD activities uptake and Professional Development Points earned;
Annual CPTD Reports were sent out, through SMS in January / February 2018 to all educators who signed-up; and
CPTD certificates for Principals and Deputy Principals have been sent out those who earned 150 PD Points in February 2018.

The Portfolio Committee received a detailed overview of the key implementation issues from the Review Conference (gains and challenges). Further to this, the Portfolio Committee was briefed on the conceptualisation of the three-year CPTD cycle management system and the professional re-certification link.

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

To develop a set of professional standards for teachers’ practice that is theoretically informed, contextually appropriate and widely accepted by stakeholders.
Develop various strategies and processes of assisting and supporting educators with regard to professional matters and needs;
Improve and maintain the status and image of the teaching profession;
Facilitate processes of ensuring that more and better teachers join the teaching profession; and
Ensure the quality of initial teacher education and ongoing professional development through quality assurance mechanisms and standards.

Key functions for Programme 3 include the following:

Managing and implementing the teacher professionalisation programme in collaboration with the education stakeholders;
Develop, implement and maintain professional practice standards across the teacher education continuum; and
Develop and register the teacher professional designation with The South African Qualifications Authority (SAQA).

Programme Performance Indicators and Annual Targets for 2018/19

To enhance teacher preparation and professional practice

The target for set professional practice standards for teaching is to ensure that professional practice standards are approved and gazetted.
The target for professional teacher designation piloted, finalised and registered on the SAQA Professional Bodies and Professional Designations database was for professional teacher designation implemented together with the 1st phase of full professional registration.

Key Issues for Noting:

The draft teaching standards was released in October 2017 for consultation in the nine provinces. A revised version as informed by the consultation processes drafted and published.

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

To enhance policy and research coordination within SACE;
To strengthen the SACE advisory role and service that is informed by policy, research, and consultative processes; and
To promote research on professional matters and any other educational matter relevant to SACE.

Key functions for Programme 3 included the following:

Advising the Ministers of Basic and Higher Education, Council and the profession on professional matters;
Provide ongoing support to all the SACE Divisions and Committees in terms of policy and research matters;
Conceptualize and undertake research on professional matters for purposes of informing SACE programmes, Council decisions Educational policy, advising the Minister of Education, Council and the profession;
Produce policy and research publications/ reports and disseminate research findings through various communications channels; and
Establish and manage the SACE resource center and virtual library.

Programme Performance Indicators and Annual Targets for 2018/19

To influence national policy and initiatives through quality evidence-based research and advice

The target for the number of research reports produced in line with the SACE Research Policy and Agenda is set at three (3).
The target for the number of Policy advice and briefs produced per annum is set at two (2).
The target for the number of provincial practitioner-based research conferences/seminars held is set at two (2).
The target to establish the SACE Resource Centre and Virtual Library is to approve the research and concept.

Budget for 2018/19

Overview of 2018/19 Budget and MTEF Estimates

	2014/15 Audited	2015/16 Audited	2016/17 Audited	2017/18 Audited	2018/19 Medium-Term	2019/20 Medium-Term	2020/21 Medium-Term

Financial Performance in R,000

Registration Fees
Subscription Fees
Reprints of certificates

Interest receivable
CPTD Subsidy
Sundry income





Professional Development

Code of Ethics

Net surplus

Overview:

Registration fees remain at R400 for Foreigners, R200 for South Africans and R50 for renewals;
The Council increased the educator Annual Subscription from R120 to R180 to counter the effect of inflation and to increase its delivery levels at provincial levels. The increase was effective from 01.11.2017;
This is aimed mainly at improving delivery capacity of mandatory functions;
Approval has been obtained from treasury to subsidise implementation for CPTD as follows: for 2019 – R 16 million and for 2020 – R 20 million;
During the last quarter of 2017/2018 the council allocated additional R2 million for processing the high volume of cases;
Close monitoring of case management processes to ensure speedy finalization.
The current 2 provincial offices budget is included in the summation budget above;
The Council is renting provincial office spaces;
All mandatory functions are delivered at Provincial points;
The delay in the decision to increase subscription contributed to the postponement of the establishment of offices in the Western Cape; Limpopo and Eastern Cape to take place during this financial year;
Poor response to the Bids for acquisition of offices were considered in February 2018, the council is considering alternatives to make progress in the matter;
Council aims to lease the premises for provincial offices until it can afford out right purchases;
The establishment of the planned provincial offices depends on the increased subscription;
The surplus in 2019 and 2020 is to build reserves towards acquisition of provincial office buildings; and
Mobile services would be an option for the remaining three provinces in the circumstances.

Portfolio Committee Observations

Members queried the number of reported cases resolved and outstanding for SACE. There were concerns that PEDs were not reporting cases to SACE as they should.
Members were concerned that educators found guilty of offences were not sufficiently tracked by any system. This would ensure that they did not find employment in different regions, districts or provinces.
Members were concerned that budgets cut for certain programmes would hamper SACE’s capacity to process cases. There was also a concern that SACE would not have sufficient budget for key programmes. Members queried whether SACE had other means of revenue streams from funding partners.
Members noted that educators were not always computer literate and queried whether SACE had considered requesting Universities to make computer studies compulsory for educators.
Members noted that SACE was in the process of establishing offices in all provinces. Member queried the effectiveness of SACE in delivering its mandate.
Members queried the relationship between the CPTD system and human resource development plans. Members queried the successes of the CPTD system recorded for the first cohort.
Members queried the capacity of SACE in registration and recruitment of educators for learners with disabilities and inclusive education.
Members noted that SACE would have the added responsibility to register TVET and Community Education and Training (CET) lecturers. Members queried how SACE would manage this with the current capacity and resource constraints.
Members queried the current statistics on educators registered and verified.
Members queried the number of deaf educators and deaf teacher assistants registered with SACE. They also queried the role of SACE in ensuring that educator assistants became adequately qualified and further queried whether SACE was able to engage with Universities regarding enrollment of a percentage of deaf matriculants for further studies.
Members also queried the criteria/conditions set for endorsement of professional development providers.
Members raised concerns regarding SACE’s plans to phase out the on-the-spot–registration processes which had been benefitting many rural areas.

4. Conclusion

The reviews have presented a picture of where government stands in the provisioning of access to education, enabling the Portfolio Committee to ascertain progress and challenges faced;
These sessions had presented an opportunity to deliberate on issues with the aim of finding practical ways of coordinating efforts in moving forward with an efficient machinery of delivery;
The Portfolio Committee further committed itself to strengthening its oversight role in accordance with the Constitutional provisions; and
The Portfolio Committee was thus focusing on the implementation of service delivery, building and strengthening capacity; developing human and financial resources and developing the necessary skills required to ensure quality basic education.

5. Portfolio Committee Recommendations:

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

5.1 Department of Basic Education (DBE)

Ensure that systems are put in place to better monitor teacher attendance at schools.
Continue to ensure the alignment of budgets, programmes and the NDP, including making the necessary follow ups in respect of the PEDs who have not yet covered all the required indicators in the MTSF.
Fast-track the implementation of performance contracts for principals and their appointment based on competency tests as required in the MTSF and the NDP.
Continue to intensify the implementation of interventions designed to improve performance in respect of targets set for school infrastructure.
Ensure that issues relating to school maintenance are featured in all engagements with provinces, MECs and HODs.
Supply the Portfolio Committee with a full list of schools where the new system of Systemic Evaluation is being piloted.
Fast-track the engagement with National Treasury to ensure that the budget allocation for learner transport is ring-fenced.
In conjunction with National Treasury, take steps to ensure that specialists supporting Learners with Severe to Profound Intellectual Disability (LSPID) are appointed into more permanent contracts to ensure their retention within the system.
Together with National Treasury, consider reassessing funding allocations pertaining to per-learner public expenditure on basic education to ensure that it keeps up with increased enrolment of learners and inflation.
Together with National Treasury, consider allocating adequate funding to fast-track the completion of all the necessary infrastructure projects, including ablution facilities and their maintenance. The Department should improve their efficiency of the management of the construction and maintenance of infrastructure.
Strengthen its monitoring of the EIG conditional grant, including maintenance of school infrastructure and ensure quarterly reports are submitted.
Intensify the monitoring of the implementation of IIAL in all provinces.
Take steps to explore ways to manage the impact of assessments on learners and educators.
Ensure that principals receive the adequate leadership and management training and development.
Ensure that teachers receive further training, continuous development and appropriate placement to effectively carry out their responsibilities.
Intensify the roll-out of ICT for purposes of teaching and learning

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

Consider the option of a preservation order in respect of the Joint Venture court case – and look to freeze the assets of the affected accounts of service providers.
Ensure that those appointed as examiners and markers are capable and professionally qualified.
Engage with the Department of Higher Education and Training regarding obstacles faced by learners with barriers to learning as well as deaf teacher assistants trying to gain access to Universities.

5.3 The South African Council for Educators (SACE)

Take steps to ensure that the unit dealing with cases is effective and efficient in its work.
Ensures that proper mechanisms and systems are in place to adequately track all educators found guilty of an offence to ensure they did not find employment in different regions, districts or provinces.
Consider engaging the NSFAS for possible bursaries to cover tuition fees for teachers studying special needs education.
Prioritise and speed-up the process of vetting of all educators in the system.
Ensure that deaf educators and deaf teacher assistants are registered with SACE where applicable.
Engage with Universities in respect of enrollment of deaf matriculants for further studies.

Report to be considered.

Documents

No related documents

ATC180502: Report of the Portfolio Committee on Basic Education on Budget Vote 14: Basic Education, dated 2 May 2018

Basic Education

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