ATC181204: Report of the Portfolio Committee on Basic Education on the First Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2018/19, dated 4 December 2018

Basic Education

logo Report of the Portfolio Committee on Basic Education on the First Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2018/19, dated 4 December 2018

The Portfolio Committee on Basic Education, having considered the First Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2018/19 reports as follows:

Introduction

The Portfolio Committee on Basic Education considered the First Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2017/18 on 4 September 2018. 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 2018/19 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance. The achievements and output of the Department presented in this report are preliminary since they have not yet been audited.

Performance Indicators and Targets

The priorities of the Department in the 2018/19 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.

Achievements for the First Quarter

For the 2018/19 financial year, the validated/verified information indicated that the Department had a total of 48 indicators for all five programmes combined, compared to 44 indicators in 2017/18. Of the 2018/19 indicators, 33 were annual targets whilst 12 were quarterly targets and three being bi-annual targets. As at the end of the First Quarter of the 2018/19 financial year, the Department had fully achieved ten targets (83 percent), partially achieved none and did not meet two targets (17 percent). The Department showed improvement in its performance in the First Quarter of 2018/19 compared to the same period in 2017/18 (55 percent).

Performance per Programme against Performance Indicators and Targets set for 2018/19

4.1 Programme 1: Administration - The purpose of the programme is to manage the Department and provide strategic administrative support services. Within this programme, the Department had two targets annual targets and one quarterly target.

4.1.1 Quarterly Target

Percentage of service providers within the procurement unit paid within 30 days - The Department’s preliminary achievement was 99.9 percent (6983 of 6988) and had achieved its target. The reason for the deviation was due to a system error experience.

4.1.2 Annual Targets

Percentage of received misconduct cases resolved within 90 days – There were no new disciplinary cases received during this Quarter.

Percentage of received grievances cases resolved within 30 days – The Department’s preliminary achievement was 67 percent (2 of 3). Two cases were initiated within the 2017/18 financial year and resolved within 30 days in the current 2018/19 financial year. The other case was registered on 18 April 2018 and completed on 22 May 2018 (34 days).

The Department reported on further progress made in the key focus areas in Programme One for the First Quarter of 2018/19, which included the following, amongst others:

Human Resource Management and Development, Labour Relations and IT

Services;

Training and Social Responsibility;
Government Information Technology Officer;
Legal and Legislative Services;
Research Co-ordination, Monitoring and Evaluation; and
Business Process Management and Internal and External Liaison.

Programme 2: Administration - The purpose of the programme is to develop Curriculum and assessment policies and monitor and support their implementation. Within this programme, there were 19 performance indicators with 11 annual, five quarterly and three bi-annual targets. For the Quarter under review, the Department fully achieved three quarterly and one bi-annual targets. The Department was unable to achieve two quarterly targets.

The details of the Department ‘s performance are as follows:

Quarterly Targets:

Number of off-line digital content packaged and distributed to provinces: The First Quarter target as per the APP was set at five and the preliminary output for this Quarter was 15. The Department packaged all 15 offline digital content packs (annual target) and it was economical to courier all 15 content packs simultaneously instead of just 5 per quarter.

Number of schools per province monitored for utilisation of ICT resource: The Quarter 1 target as per the APP was 9 and the preliminary output for Quarter 1 stood at 9 with no deviations.

Number of schools visited for monitoring CAPS implementation in technical schools: The First Quarter target as per the APP was 18 schools and the preliminary output for the First Quarter stood at 18 schools with no deviations.

Number of schools with Multi-Grade classes implementing the Multi-Grade Toolkit monitored: The Quarter 1 target as per the APP was set at 35 schools but the preliminary output for the First Quarter stood at zero schools. The Department was working on streamlining of monitoring programmes within the Branch to promote efficiencies.

Number of advocacy campaigns conducted on the Rural Education Policy in the provinces: The First Quarter target as per the APP was set at two campaigns but the preliminary output for the First Quarter stood at zero campaigns. The policy had not yet been finalised as there were areas that the Council of Education ministers (CEM) requested Heads of Education Departments Committee (HEDCOM) to strengthen. Subsequently HEDCOM made recommendations and inputs to be incorporated in the Draft Policy.

Bi-Annual Targets:

Number of Mathematics training sessions/workshops monitored: No targets were set for the First Quarter as sessions would only be monitored in the Second Quarter.

Number of training sessions of CAPS for Technical subjects monitored: The First Quarter target as per the APP was seven and the preliminary output for this Quarter stood at seven with no deviations.

Number of learners obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, including upgraded NSC per year: No targets were set for the First Quarter and the Department was providing support for learners preparing for the June examinations via face-to-face classes, digital platforms, television and print.

Annual Targets:

Number of off-line digital content resources developed annually: The annual target is set at eight. The Department held a meeting with the Sponsor & Project Management Entity to discuss the terms of reference proposal, funding and logistics of the content development process.

Percentage of public schools with Home Language workbooks for learners in Grade 1 – 6: The annual target is 100 percent. The Department received the verification and correction of workbook data from provinces, including the consolidation of workbook data from provinces. The Department was in the process of preparation and signing off of print orders. A total of 5 676 495 Home Language Workbooks – Grades 1 – 6 workbooks were printed and delivered to the central warehouse as at 30 June 2018.

Percentage of public schools with Mathematics workbooks for learners in Grade 1 – 9: The annual target is 100 percent. The Department received the verification and correction of workbook data from provinces, including the consolidation of workbook data from provinces. The Department was in the process of preparation and signing off of print orders. A total of 8 571 228 Mathematics Workbooks – Gr 1 – 6 workbooks were printed and delivered to the central warehouse as at 30 June 2018.

Percentage of public schools with workbooks for Grade R: The annual target is 100 percent. The Department received the verification and correction of workbook data from provinces, including the consolidation of workbook data from provinces. The Department was in the process of preparation and signing off of print orders. A total of 3 678 225 Grade R workbooks were printed and delivered to the central warehouse as at 30 June 2018.

Number of schools monitored on the implementation of the reading norms: The annual target was set at 20 schools. There were no deviations as the Department was scheduling monitoring for the Second Quarter. Implementation plans were developed and evaluation tools revised.

Number of schools monitored on the implementation of the Incremental Introduction of African Languages (IIAL) nationally: The annual target was set at 20 schools. The implementation plan and evaluation tool had been developed. The annual target of 20 was as a result that this was an unfunded priority programme of the Department.

Number of Mathematics, Science and Technology lesson plans monitored for the Intermediate, Senior and FET Phases: The annual target was set at 10 – 12 lessons plans monitored. Monitoring of lesson plans would be done in the Second and Third Quarters.

Number of Mathematics, Science and Technology teacher guides developed for the Intermediate, Senior and FET Phases: The annual target was set at 10 – 12 lessons plans monitored. The draft framework for teacher guides was developed.

Number of Children/leaners with Severe to Profound Intellectual Disability (C/LSPID) who utilise the learning Programme for C/LSPID: The annual target was set at 3 327 learners/children. An additional 5 502 LSPID were identified. The number of LSPID in care centres fluctuated and there was a need to strengthen data management systems to ensure real time data utilisation as a baseline.

Number of Children /learners with Severe to Profound Intellectual Disability (C/LSPID) with access to therapeutic and psycho-social support services that will enable them to improve their participation in learning: The annual target was set at 3 327 learners/children. An additional 5 502 LSPID were identified. The number of LSPID in care centres fluctuated and there was a need to strengthen data management systems to ensure real time data utilisation as a baseline.

The Department reported on further progress made in the key focus areas in Programme 2 for the First Quarter of 2018/19, which included the following, amongst others:

Curriculum and quality enhancement programmes; and
Curriculum implementation and monitoring.

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. Within this programme, there was a total of ten performance indicators, all of which were annual targets. For the quarter under review, the preliminary Second Quarter output showed two targets were achieved. The details of the Department’s performance are as follows:

Annual Targets:

The Department reported the following progress in relation to its ten annual targets:

Percentage of School Governing Bodies (SGBs) that meet minimum criteria in terms of effectiveness (in sampled schools): The Annual target was set at 80 percent of 2 000 sampled SGBs. The 2017 Survey Report had been analysed and discussed with provincial officials. The survey tool was amended and distributed to provincial officials.

Percentage of schools producing the minimum set of management documents at a required standard: The Annual target was set at 80 percent of 2 000 sampled schools. The survey tool was amended and distributed to provincial officials.

Number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education: The Annual target was set at 13 500 bursaries awarded. A list of 13 408 students recommended for the Funza Lushaka bursary was approved and sent to the National Student Financial Aid System (NSFAS) for the disbursement of the bursary benefits.

Number of teachers participating in the English First Additional Language (EFAL) diagnostic tests: The Annual target was set at 2 000 teachers. A total of 915 teachers participated in the EFAL diagnostic training.

Number of teachers participating in the Physical Science diagnostic tests: The Annual target was set at 2 000 teachers. A total of 231 teachers participated in the Physical Science diagnostic training.

Number of teachers participating in the Accounting diagnostic tests: The Annual target was set at 2 000 teachers. A total of 165 teachers participated in the Accounting diagnostic training

Number of teachers participating in the Mathematics diagnostic tests: The Annual target was set at 2 000 teachers. A total of 223 teachers participated in the Mathematics diagnostic training

Number of Provincial Education Departments (PEDs) monitored on the implementation of IQMS: The target of two PEDs monitored in Quarter 1 was achieved. There were no deviations.

Number of PEDs monitored on the implementation of PMDS: The target of two PEDs monitored in Quarter 1 was achieved. There were no deviations.

Number of PEDs that had their post provisioning process assessed for compliance with the post provisioning norms and standards: The Annual target was set for all nine provinces. A monitoring report for the implementation of the post-provisioning policy in provincial departments of education was finalised.

The Department reported on further progress made in the key focus areas in Programme 3 for the First Quarter of 2018/19, which included the following, amongst others:

Education Human Resource Management;
Education Human Resource Development;
Continuing Professional Teacher Development (CPTD); and
Curriculum and Teacher Development Research.

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 12 performance indicators which were all annual targets. The details of the Department’s performance are as follows:

Annual Targets:

A bank of Language and Mathematics test items for Grade 3, 6 and 9
developed: The Annual target was set at 200. The Department indicated that panel members were appointed and the setting, versioning and quality assurance of test items is in progress

Number of the National Senior Certificate (NSC) reports produced: The Annual target was set at four reports produced. The Department reported that the reports would be submitted in the Fourth Quarter after the examinations are written and analysed.

Number of question papers set annually for NSC and SC: The Annual target was set at 260 question papers and the Department had achieved 169.

Number of new schools built and completed through the Accelerated School Infrastructure Delivery Institute (ASIDI): The Annual target was set at 50 schools. To date, a total of three schools were completed; five schools reached partial completion and 83 schools were currently under construction.

Number of schools provided with sanitation facilities through ASIDI: The Annual target was set at 286 schools. To date, a total of 29 schools were provided with sanitation.

Number of schools provided with water through ASIDI: The Annual target was set at 325 schools. To date, a total of 29 schools were provided with water.

Number of schools provided with electricity through ASIDI: Nil report. This indicator was not planned for this financial year.

Percentage of public schools using the standardised school administration system, SA-SAMS for reporting: The Annual target was set at 98 percent. The Department was able to reach a target of 98.2 percent (21 798 of 22 136).

Number of provinces monitored by DBE officials for implementation of LURITS annually: The Annual target was set at one report covering nine provinces. The 2018/19 audit to monitor the provincial state of readiness to implement EMIS and LURITS processes would reportedly be conducted during October/November 2018. EMIS was currently finalising the proposed plan, schedule and monitoring instrument, which would be shared with provinces in the next HEDCOM subcommittee on EMIS meeting.

Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme: The The annual target was set at 30 officials. A visit to under-performing districts was made by the DDG as oversight of the work done by mentors and to identify the areas of concern and the possibility to extend the mentoring to other provinces. Mentors that had served over the past three years had to be replaced by new mentors. The process of appointing mentors had to be established.

Percentage of district managers assessed against developed criteria: The Annual target was set at 90 percent of district managers assessed. The Department was commencing communication with provinces.

The Department reported on further progress made in the key focus areas in Programme 4 for the First Quarter of 2018/19, which included the following, amongst others:

National Assessment and Public Examinations;
Examinations and Assessments in School;
Education Management Information System (EMIS);
Financial and Physical Planning, Information and Management Systems;
International Relations and Multilateral Affairs;
Quality Learning and Teaching Campaign (QLTC);
District and School Level Planning;
School-level Planning;
Provincial Monitoring; and
National Education Evaluation and Development Unit (NEEDU).

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) quarterly and one (1) annual targets. The Department over-achieved on all three quarterly targets with the annual target not having been achieved at the time of reporting as the focus was on provincial and national competitions. The details of the Department’s performance in this programme are as follows:

Quarterly Targets:

Number of schools monitored for the provision of nutritious meals: The First Quarter target as per the APP was set at 10 schools and the preliminary output for this Quarter stood at 49 schools. The reason for monitoring 39 more schools was the need to increase the intensity of monitoring at the beginning of a new financial year and ensuring that when schools re-opened (Term 2), the programme was effective in supporting teaching and learning.

Number of learners, teachers, officials and SGBs participating in social cohesion and gender equity programmes: The First Quarter target as per the APP was set at 2 000 and the preliminary output for this Quarter stood at 2 239. The positive deviation resulted from intervention programmes such as the TRC assistance programme which were conducted as a request from beneficiaries.

Number of hot-spot schools monitored towards implementation of the National School Safety Framework (NSSF): The First Quarter target as per the APP was set at 12 schools and the preliminary output for this Quarter stood at 34 schools. The hotspot schools were in close proximity, which enabled the team to monitor more.

The Department reported on further progress made in the key focus areas in Programme 5 for the First Quarter of 2018/19, which included the following, amongst others:

Care and Support in Schools;
School Nutrition;
Psychosocial Support;
Health Promotion;
Partnerships in Education
School Safety; and
Social Cohesion and Equity in Education.

First Quarterly Expenditure Report

The total Appropriation budget of the Department for the 2018/19 financial year amounted to R22.722 billion. A total of R18.953 billion (83 percent) was allocated to transfer payments as follows:

Conditional Grants: R17.519 billion;
Transfers to Public Entities: R144.9 million; and
Other Transfers: R1.289 billion.

The ) was allocated to the following:

Compensation of Employees: R438.1 million;
Examiners and Moderators: R26.7 million;
Earmarked Funds: R1.205 billion;
Office Accommodation: R197.4 million;
Specifically and Exclusively Appropriated: R1.472 billion;
Departmental Operations: R205.0 million; and
Departmental Projects: R225.2 million.

The total actual expenditure of the Department for the 2018/19 financial year first quarter amounted to R7.786 billion. Expenditure amounting to R7.333 billion was made up of transfer payments as follows:

Conditional Grants: R6.095 billion;
Transfers to Public Entities: R36.6 million; and
Other Transfers: R1.201 billion.

The remainder of the expenditure (R452.7 million) was made up as follows:

Compensation of Employees: R99.7 million;
Examiners and Moderators: R6.2 million;
Earmarked Funds: R12.9 million;
Office Accommodation: R47.6 million;
Specifically and Exclusively Appropriated: R217.6 million;
Departmental Operations: R33.6 million; and
Departmental Projects: R35 million.

				Expenditure as % of Appropriation
		ACTUAL EXPENDITURE

	450 476	104 394	346 082
Curriculum Policy, Support and Monitoring	1 905 011	97 826	1 807 185
Teachers, Education Human Resources Development and Institutional Development	1 290 4980	1 182 520	107 960
Planning, Information and Assessment	11 971 342	4 077 830	7 893 512
Educational Enrichment Services	7 105 128	2 323 286	4 781 842
	22 722 437	7 785 856	14 936 581

The bulk of the allocation on this programme was in respect of the workbooks and conditional grants.

The printing of the 2019 Workbooks Volume 1 was currently in progress. To date 22 796 309 Grade R-9 Workbooks had been delivered to the warehouse for packaging.

Learners with Profound Intellectual Disability Grant: A total of 25% of the allocation on the grant had been transferred to Provinces as projected.

Maths, Science and Technology Grant: Most of the activities on this Grant were coducted from the Second Quarter of the financial year. Only 5% of the allocation had been transferred to the Provinces as projected.

The high expenditure in this programme was due to the once-off transfer payment for Funza Lushaka Bursaries. The once-off transfer for Funza Lushaka Bursaries was made to the NSFAS on 11 April 2018.

ECONOMIC CLASSIFICATIONS				Expenditure as % of Appropriation


Compensation of Employees	438 130	99 736	338 394	22.76%
Examiners and Moderators	26 692	6 226	20 466	23.33%
Transfers to Public Entities	144 960	36 553	108 407	25.22%
Other Transfers	1 289 449	1 201 570	87 879	93.18%
Conditional Grants	17 519 002	6 095 000	11 424 002	34.79%
Schools Infrastructure Backlogs Indirect Grant	1 471 826	217 595	1 254 231	14.78%
Earmarked Funds	1 204 711	12 930	1 191 781	1.07%
Departmental Operations	204 953	35 024	169 929	17.09%
Office Accommodation	197 482	47 639	149 843	24.12%
	225 232	33583	191 649	14.91%
	22 722 437	7 785 856	14 936 581	34.27%

The transfer to UMALUSI and SACE’ CPTD was made quarterly. The transfers to the public entities were made as scheduled.

- The allocation of other transfers included the transfer of the NSFAS for Funza Lushaka Bursaries, NECT and Foreign transfers. The high expenditure was due to the 100% transfer of the Funza Lushaka Bursaries that was made as projected. The first transfer to the National Education Collaboration Trust (NECT) was made as projected. The foreign transfers would be made in January/February when the invoices were received.

5.4.1.3 Conditional Grants - The transfers of the conditional grants were made according to the approved payment schedules. The first transfers for the conditional grants were processes as scheduled.

				Expenditure as % of Appropriation
		ACTUAL EXPENDITURE

Earmarked Funds:	1 204 711	12 930	1 191 781	1.07%
Workbooks	1 109 075	2 657	1 106 418	0.24%
Matric Second Chance Programme	65 705	3 796	61 909	5.78%
Maths, Science and Technology Oversight grant	5 869	1 268	4 601	21.61%
National School Nutrition Programme Oversight grant	19 062	4 256	14 806	22.33%
Learners with Profound Intellectual Disabilities Oversight grant	5 000	953	4 047	19.06%
Conditional Grants:	17 519 002	6 095 000	11 424 002	35.52%
Education Infrastructure Grant	9 917 734	3 719 147	6 198 587	37.5%
HIV & Aids (Life Skills) conditional grant	243 235	24 322	218 913	9.99%
Maths, Science and Technology conditional grant	370 483	18 527	351 956	5.0%
Nat School Nutrition Prog conditional grant	6 802 079	2 286 635	4 515 444	33.62%
Learners with Profound Intellectual Disability conditional grant	185 471	46 369	139 102	25.0%

Challenges (Deviations) and Mitigatory Measures

The bulk of the allocations on earmarked funds were related to the Workbooks and Matric Second Chance programmes.

Workbooks: Printing of the 2019 Workbooks Volume 1 was currently in progress. To date 22 796 309 Grade R-9 Workbooks had been delivered to the warehouse for packaging.

Matric Second Chance Programme: The roadshows awareness for the Second Chance Programme were scheduled to start in the Second Quarter of the financial year. The Development of learning material for the deaf learners had been completed and the tender for Mind the Gap Interactive books was in process.

SERVICE				Expenditure as % of Appropriation
	APPROPRIATION	ACTUAL EXPENDITURE	VARIANCE
	R’000	R’000	R’000
Transfers to Public Entities	144 960	36 553	108 407	25.22%
UMALUSI	128 543	32 136	96 407	25.0%
ETDP SETA	417	417	0	100%
SACE	16 000	4 000	12 000	25.0%
Other Transfers	1 289 449	1 201 570	87 879	93.18%
NSFAS: Fundza Lushaka Bursaries	1 159 348	1 159 348	0	100%
UNESCO Membership Fees	15 431	0	15 431	0%
ADEA	148	0	148	0%
Households	0	1 238	(1 238)	0%
Childline South Africa	65	0	65	0%
Guidance Counseling & Youth Development Centre: Malawi	178	0	178	0%
SACMEQ	3 295	0	3 295	0%
NECT	110 984	40 984	70 000	36.93%

Challenges (Deviations) and Mitigatory Measures

Public Entities: The transfer to UMALUSI and SACE’ CPTD was made quarterly, there were two transfers in April and October. The transfers to the public entities were made as scheduled

Other transfers: The allocation of other transfers included the transfer of the NSFAS for Funza Lushaka Bursaries, NECT and Foreign transfers. The high expenditure was due to the 100% transfer of the Funza Lushaka Bursaries that was made as projected. The first transfer to the National Education Collaboration Trust (NECT) was made as projected. The foreign transfers were made in January/February when the invoices were received.

ECONOMIC CLASSIFICATION	2018/19			Expenditure as % of Appropriation
	APPROPRIATION	ACTUAL EXPENDITURE	VARIANCE
	R’000	R’000	R’000
Compensation of Employees	504 590	112 872	391 718	22.37%
Goods and Services	1 926 575	131 989	1 794 586	6.85%
Transfers and Subsidies	18 953 411	7 333 123	11 620 288	38.69%
Payment for Capital Assets	1 337 861	207 872	1 129 989	15.54%
Total	22 722 437	7 785 856	14 936 581	34.27%

Challenges (Deviations) and Mitigatory Measures

Goods and Services: Included in this item were workbooks and Matric Second Chance Programme allocations.

Printing of the 2019 Workbooks Volume 1 was currently in progress. To date, 22 796 309 Grade R-9 Workbooks had been delivered to the warehouse for packaging.

Matric Second Chance Programme: The roadshows awareness for the Second Chance Programme were scheduled to start in the Second Quarter of the financial year. The Development of learning material for the deaf learners had been completed and the tender for Mind the Gap Interactive books was in process.

Payments for Capital Assets: The bulk of the allocation on this item was in respect of the ASIDI project. Even though the expenditure might seemed low, more work had been done on the ground and the Department was awaiting invoices from the Implementing Agencies. The ASIDI projects had gained momentum. Based on the current acceleration on the projects, the budget allocation was not enough to complete projects that were currently running.

Portfolio Committee Observations

The Portfolio Committee raised the following with the Department of Basic Education in respect of the First Quarterly Report for 2018/19:

Members sought some clarity on the R197.4 million apportioned to Office Accommodation as well as that apportioned to Earmarked Funds in the financials.
The Portfolio Committee remained concerned regarding the large variance between the indicator targets and the departmental achievement in the provision of basic infrastructure services through ASIDI, particularly water, sanitation and completed schools to replace inappropriate structures. Members queried whether the Department would achieve its set annual targets in this regard.
Members were also interested in the working relationship and cooperation between the Department and PEDs where the Department needed to take charge as required.
In respect of Lurits uploads, Members queried whether the data included learners with disabilities/special needs learners.
Members noted a court order requiring coordination between departments during planning. Members queried whether there was a funding model for implementation of this order.
Members were interested in knowing whether learners who required psycho-social support received the necessary individual assessments with individual intervention plans for each.
Members noted that during oversight visits, many schools complained of shortages of laboratories, LTSM, sporting facilities and classrooms. Members were interested in how the sector would reach its targets in this regard. Members also raised the matter of outdated titles catalogue that did not cater for all subjects offered at schools.
Members queried whether the Department had managed any improvements in LTSM for Early Grade Reading.
Members queried what the goal was for the Agricultural Imbizos and how it benefitted agricultural schools.
Members noted that not all Funza Lushaka Bursars had been placed and queried how the Department was managing the placement of these educators. Members also queried how many students qualified in remedial studies.
Members, again, requested that the Department briefed the Committee on the Second Chance Programme and Supplementary Exams for our special learners.
Members noted that the Department had monitored Inclusive Education and queried the status of LTSM resourcing for these schools.
Members also queried the negative picture of ECD practitioners and queried whether these practitioners were now sufficiently qualified.
Members raised concern over the underspending on conditional grants by PEDs. The view was that the money be utilised for its intended purpose and PEDs be held accountable. The Department needed to ensure that these grants were properly managed and monitored.
Members also queried the plans to attract and secure more qualified Mathematics and Science educators due to shortages.
Members noted the underperformance in Programme 2 (the core business of the Department) and queried how the Department aimed to improve performance.
Members also listed issues of school safety and bullying which was prevalent in many schools across the country. Members queried how the Department was assisting schools in collaboration with SAPS.
Members also queried how the Department was assisting in ensuring the support and involvement of parents in school related matters.
Members also noted challenges with the timing of the disbursement of Funza Lushaka bursaries prior to the registration of students who had challenges with Higher Education Institutions as payments were only disbursed in April.
Members also raised matters relating to learner transport and issues of non-payment of service providers. Members queried who the responsible Department was for managing this. Members queried the status of engagements regarding the proposal for learner transport to be made a conditional grant.
The Portfolio Committee sought clarity on the envisaged timeframe for the completion of the Basic Education Laws Amendment (BELA) Bill and the Regulations on Conditions of Hostels at Special Schools.
Members also requested an update on the progress and utilisation of the 1 + 4 teacher development Model by schools.

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 consider these recommendations:

Ensure that PEDs improve their spending on Conditional Grants as well as effective monitoring and management of the utilisation of these grants for their intended purpose.
Put effective plans in place to attract and secure more qualified Mathematics and Science educators to mitigate shortages.
Improve performance in respect of set targets in Programme 2.
Prioritise support to schools which require urgent attention in respect of infrastructure, sanitation, classrooms, laboratories. In addition, ensure that inclusive schools are adequately resourced in respect of LTSM and assistive devices.
Ensure that Funza Lushaka Bursars receive their disbursement in good time and engage Higher Education Institutions to make concession for these students in respect of payments. The Department also needs to ensure that Funza Lushaka graduates are placed timeously.

Finalise the review of the catalogue to include all subject choices, including technical subjects as a matter of urgency.
Ensure that advocacy of the Second Chance Matric programme is increased, specifically for learners with special needs.
Consider the views and firm proposals for the conditional grant for learner transport.
Submit to the Portfolio Committee the following reports:
- Status on the 2nd Chance Programme and Supplementary Exams for learners with special education needs;
- Updated ECD sectoral report;
- Findings on EGRA reading study; and
- A report on progress in the implementation of Sustainable Development Goal (SDG) 4

Present to the Portfolio Committee the detailed audit of sanitation facilities, with costed emergency plans and timelines, that was submitted to the Presidency.

Report to be considered.

___________________________

Hon N Gina MP

Chairperson: Portfolio Committee on Basic Education

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ATC181204: Report of the Portfolio Committee on Basic Education on the First Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2018/19, dated 4 December 2018

Basic Education

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