ATC200604: Report of the Portfolio Committee on Basic Education on Budget Vote 16: Basic Education, dated 28 May 2020.

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 16: Basic Education, dated 28 May 2020.

The Portfolio Committee on Basic Education and Select Committee on Education and Technology, Sports, Arts and Culture, having considered Budget Vote 16: Basic Education, together with the Basic Education 2020/21 – 2024/25 Strategic Plan and 2020/21 Annual Performance Plans of the Department of Basic Education and its Statutory Bodies, reports as follows:

1. Introduction

The Portfolio Committee on Basic Education and Select Committee on Education and Technology, Sports, Arts and Culture, considered the 2020/21 Annual Performance Plan (APP) and 20/21 – 2024/25 Strategic Plan of the Department of Basic Education on Tuesday, 5 May 2020 as well as the review of its two statutory bodies i.e. the South African Council for Educators (SACE) and the Council for Quality Assurance in General and Further Education and Training (Umalusi) on 12 May 2020 and 19 May 2020 respectively. Due to the current COVID-19 Lockdown, all meetings were held virtually via Microsoft TEAMS.

1.2 The budget review briefings served to acquaint the 6th Parliament Portfolio Committees with the mandates, programmes and priorities of the Department.

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): Hon A Motshekga: Minister of Basic Education, Hon M R Mhaule: Deputy Minister of Basic Education, Mr H M Mweli: Director-General, Mr P R M Khunou: Chief Finance Officer, Dr M Maboya: Deputy Director-General, Mr S G Padayachee: Deputy Director-General, Ms S Naiken: Deputy Director-General, Dr G Whittle: Deputy Director-General, Dr J Joshua: Deputy Director-General, Ms S Ramohapi, Ms S Geyer: Director, Ms N L Mbonambi: Director, Mr E Mhlanga: Chief Director, Mr D Van Der Westhuijzen: Director, Ms C Nuga-Deliwe: Chief Director, Adv. S D Misser: Chief Director, Ms E Mmola: Director, Ms L Matshaba, Ms N Molai: Director, Ms T Mohlala: Parliamentary Liaison Officer, Mr L Mahada: Director , Ms L Carolissen: Liaison Officer,.

1.3.2 South African Council for Educators: Ms E Mokgalane: Chief Executive Officer, Mr M Mapindani: Chief Finance Officer, Ms T Sophethe: Manager, Mr N Ntantala and Mr M Cele.

1.3.3 The Council for Quality Assurance in General and Further Education and Training (Umalusi): Dr M Rakometsi: Chief Executive Officer, Prof J Volmink: Chairperson, Mr E Sibanda: Member of Council, Ms Z Modimakwane: Member of Council, Mr B Keets: Member of Council, Mr D Maluleke: Acting Chief Finance Officer, Mr L Ditaunyane: Member of Council and Ms S Mosimege: Senior Manager.

1.4 This report gives a brief summary of the presentation made by the Department of Basic Education (DBE) to the Committees, focusing mainly on the Department’s 2020 - 21 Annual Performance Plan, the 2020 Medium Term Expenditure Framework (MTEF) allocations, and the overview of allocations per programme. The report also provides the Committee’s key deliberations and recommendations relating to the Vote.

1.5 Copies of all presentations on the Budget Review of the Department of Basic Education (DBE), SACE and Umalusi were available by the office of the Committee Secretary.

2. Overview of the Annual Performance Plan (APP) for 2019/20

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

The Minister of Basic Education, Hon A Motshekga, Deputy Minister Hon M R Mahaule and the Director-General, Mr H Mweli led a delegation from the DBE to present on the 2020-21 Annual Performance Plan and the Budget of the Department of Basic Education.

The Joint Committees was presented with some background and context to the 2020-21 APP. Legally, the Department was only able to present on what was tabled to Parliament in March 2020 (pre-COVID-19) – and the report would have to be adjusted to make provision for the impact of the COVID-19 Lockdown on the Budget of the Department. The revised Budget would be presented to the Committees once adjustments had been approved and implemented.

The Annual Performance Plan (APP) what the Department doing in the and during the (MTEF) period to implement its Strategic Plan. In fulfilling its legal obligation, the Department must an APP annually to Parliament. The Strategic Plan should cover a period of at least and can be amended during the five-year period it covers. The 2020/21 APP represents the first year of activities towards achieving the objectives contained in the DBE Strategic Plan 2020/21-2024/25. The DBE’s Strategic Plan is anchored on the Government’s long-term plan; the National Development Plan 2030: Our future – make it work, the MTSF 2019-2024 and the draft Action Plan to 2024.

The Department gave a detailed overview by outlining the shape and the size of the basic education sector giving a comprehensive breakdown of the number of learners, educators and schools in the ordinary school sector by province for 2019. In respect of education statistics, the Department further outlined the size of the schooling system with figures for the number of learners, educators, schools and languages.

The Department further listed the progress on selected key deliverables as follows:

Performance of the Class of 2019 NSC;
NSC performance from 2013 – 2019;
Bachelor passes per province in 2019;
Children 0 – 4 years-old attending Early Childhood Development (ECD) facilities (2009 – 2018);
Percentage of learners in Grade 1 who attended Grade R (2009 – 2018);
Equity;
Percentage of primary school and secondary school combined with a teacher who received specialised training in Learners with Special Educational Needs (LSEN) by province (2017);
Filling of teacher posts;
Funza Lushaka placements 2019;
National School Nutrition Programme (NSNP) Quarter 1 – Quarter 3 of 2019-20
Volume 1 Grade 1to Grade 9 and Grade R (2017); and
Volume 2 Grade 1to Grade 9 (2020).

2.1.3 Key Government Priorities – The MTSF 2019–2024 translates the ruling party’s electoral mandate into government’s priorities over a five-year period. Basic Education is critical in priority 2,3, and 6:

Priority 1: A capable, ethical and developmental state.
Priority 2: Economic transformation and job creation.
Priority 3: Education, skills and health.
Priority 4: Consolidating the social wage through reliable and quality basic services.
Priority 5: Spatial integration, human settlements and local government.
Priority 6: Social cohesion and safe communities.
Priority 7: A better Africa and world.

2.1.4 MTSF 2019 – 2024 Outcomes (Education) – The Department also detailed the following Education Outcomes for the 2019 – 2024 MTSF:

Outcome 1: Improved school-readiness of children.
Outcome 2: 10-year-old learners enrolled in publicly funded schools read for meaning.
Outcome 3: Youths better prepared for further studies and the world of work beyond grade 9.
Outcome 4: Youths leaving the schooling system more prepared to contribute towards a prosperous and equitable South Africa.
Outcome 5: School physical infrastructure and environment that inspires learners to learn and teachers to teach.

The State-of-the-Nation-Address (SONA) June 2019 – The Department noted that in the SONA, the President announced the implementation of the Early Grade Reading Programme, which consisted of an integrated package of lesson plans, additional reading materials and professional support to Foundation Phase teachers. This formed part of the broader efforts to strengthen the basic education system by empowering school leadership teams, improving the capabilities of teachers and ensuring a more consistent measurement of progress for grades three, six and nine. There was a need to prepare young people for the jobs of the future.

The State-of-the-Nation-Address (SONA) February 2020 – In the February 2020 address, the Honorable President Ramaphosa highlighted the following, amongst others:

The investments made in Early Childhood Development and early grade learning would yield great economic benefits in the next two decades – and beyond.
There was progress with the introduction of the three-stream curriculum model, heralding a fundamental shift in focus towards more vocational and technical education.
Various technical vocational specialisations have already been introduced in 550 schools and 67 schools were now piloting the occupational stream.
There were plans to issue tablet computers to school students: The process of distributing these tablets was underway.
Every 10 year-old needed to be able to read with meaning – and early reading programmes were gathering momentum.
The Department would be introducing Coding and Robotics in Grades R to 3 in 200 schools, with a plan to implement fully by 2022.
Following recognition by the Department of Basic Education in 2018 of South African Sign Language (SASL) as a home language and the recommendation by the Parliamentary Constitutional Review Committee that it be the 12th official language, government was poised to finalise the matter.

2.2 Strategic Objectives, Indicators and Targets in the 2019/20 APP

The Action Plan to 2024 – The Action Plan to 2024: Towards the Realisation of Schooling 2030 was the sector plan for basic education. The Action Plan was based on 27 national goals that were intended to improve basic education across all levels. Thirteen (13) of these goals, were output goals, dealing with better school results and better enrolment of learners in schools. The remaining 14 goals dealt with things that had to happen for the output goals to be realised.

Council of Education Ministers (CEM) Priorities for the 6th Administration – These priorities were approved by the Council of Education Ministers to lay a solid foundation for quality education, in support of improved reading and learning outcomes:

Improving foundational skills of Numeracy and Literacy, especially reading which should be underpinned by a Reading Revolution.
Immediate implementation of a curriculum with skills and competencies for a changing world in all public schools (Three Stream Model, Fourth Industrial Revolution, Entrepreneurship, Focus Schools, etc.)
Deal decisively with quality and efficiency through the implementation of standardised assessments to reduce failure, repetition, and dropout rates and introduce multiple qualifications such as General Education Certificate before the Grade 12 exit qualification
Urgent implementation of two years of ECD before Grade 1, and the migration of the 0 - 4 year olds from Social Development to Basic Education.
Complete an integrated Infrastructure Development Plan informed by infrastructure delivery and regular maintenance which is resourced.
Work with Sport and Recreation, Arts and Culture, Health, and South African Police Services to teach and promote Social Cohesion, Health and School Safety.

3. Performance Measurement

3.1 Strategic Plan 2020/21 – 2024/25 – The Department gave a detailed overview of the impact statement, outcomes and indicators (including baseline and five-year target) for the following:

3.1.1 Outcome: 1: Maintain and develop the system of policies, including the curriculum and assessment, governing the basic education sector to advance a quality and inclusive, safe and healthy basic education system

3.1.2 Outcome 2: Maintain and develop information and other systems which enable transformation and an efficient and accountable sector.

3.1.3 Outcome 3: Maintain and develop knowledge, monitoring and research functions to advance more evidence-driven planning, instruction and delivery.

3.1.4 Outcome 4: Advance the development of innovative and high-quality educational materials.

3.1.5 Outcome 5: Conduct strategic interventions to assist and develop provincial education systems.

Department of Performance Monitoring and Evaluation (DPME) Analysis of the APP 2020/21 – The DPME provided feedback on Strategic Plan and APP on 31 January 2020 respectively. The Auditor General South Africa (AGSA) provided feedback on Strategic Plan and APP on 17 March 2020 after tabling which took place on 11 March 2020. The details have been processed and shared with relevant Managers within Branches. An addendum has been prepared to address AGSA findings with Audit implications. The addendum will be submitted to Parliament with relevant pages after approval by the Minister.

DBE Programme Performance - The Annual Performance Plan (APP) summarised the priorities of the Department as aligned to the delivery agreement of Outcome 1: Improving the quality of Basic Education and the Action Plan to 2019: Towards the Realisation of Schooling 2030. The activities of the Department had been structured into five programmes as elaborated in the Annual Performance Plan:

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.

For the 2020-21 Annual Performance Plan there was a combined total of 70 performance indicators for all five programmes of the Department – and could be broken down into 56 (80 percent) annual targets, 11 (16 percent) quarterly targets, two (3 percent) bi-annual targets and 1 (1 percent) bi-ennial target.

Programme 1 – Administration

Outcome 2: Maintain and develop information and other systems which enable transformation and an efficient and accountable sector.

Annual Outcome Indicators:
1. Annual Performance Plan approved by 31 March each financial year – The Department’s target was to have the 2020/21 APP approved by March 2020 which they achieved.
2. Number of capacity building programmes offered to the DBE officials – The target set by the Department stood at 10 capacity building programmes for 2020/21

Quarterly Outcome Indicators:
1. Percentage of valid invoices paid within 30 days upon receipt by the Department – The target set by the Department stood at 100 percent.
2. Number of reports on misconduct cases resolved within 90 days – The quarterly target set by the Department stood at four (4) reports.
3. Quarterly Reports submitted to National Treasury(NT) and the DPME 30 days after the end of each quarter – The Department’s target was to submit four (4) quarterly reports to National Treasury and the Department of Performance Monitoring and Evaluation (DPME) 30 days after the end of each quarter.

Programme 2 – Curriculum Policy, Support and Monitoring:

Outcome 1: Maintain and develop the system of policies, including the curriculum and assessment, governing the basic education sector to advance a quality and inclusive, safe and healthy basic education system. For the programme the Department had 29 annual targets, 1 quarterly target and 1 bi-annual target as follows:

Annual Outcome Indicators:

Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID using the Learning Programme for C/LPID – The Department’s target is set at 3 527 children/learners
A National Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention – The target was for an approved National Report on monitoring of the implementation of the SIAS as a mechanism for early identification and intervention.
Amend legislation to regulate the new ECD landscape – The Department’s target is an amendment of the National Education Policy Act (NEPA), SASA and Children’s Act completed within 9 months of Cabinet proclamation on change.
Develop new funding models for ECD delivery – The target is a report on investigation into ECD funding models.
Develop and operationalise an ECD Education Management Information System (EMIS) – The Department’s target is an approved report on the national audit conducted on Early Childhood Development (ECD) centres
Develop and operationalise an Early Childhood Development (ECD) Human Resource Development (HRD) Plan – The target is a report on ECD service delivery model and its workforce implications.
Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 -12 – The Department’s target is set at eight (8) districts monitored.
Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes - The Departments target is set at nine (9) provinces monitored.
Number of schools monitored for implementing compulsory entrepreneurship education - The Departments target is set at 90 schools , 10 schools per province.
An Annual Sector Report is produced on the implementation of the General Education Certificate (GEC) – The target is an approved Annual Sector Report on the implementation of the General Education Certificate (GEC).
An Annual Sector Report on is produced schools that are prepared to respectively implement and pilot the Technical Occupational Stream in 2021/22 – The target is an approved Annual Sector Report on schools that are prepared to respectively implement and pilot the Technical Occupational Stream in 2021/22
Number of schools monitored for piloting the coding and robotics curriculum – The target is set at 10 schools i.e. two schools per piloting province.

Quarterly Outcome Indicators:
1. Number of Technical schools monitored for implementation of Curriculum and Assessment Policy Statements (CAPS) – The target set by the Department is 18 schools monitored.

Bi-Annual Outcome Indicators:
1. Number of learners obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, including upgraded NSC per year - The target set by the Department is 60 000 learners.

Outcome 3: Maintain and develop knowledge, monitoring and research functions to advance more evidence-driven planning, instruction and delivery.

Annual Outcome Indicators:
1. Number of schools monitored on the implementation of the reading norms – The target is set at 30 schools monitored.
2. Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The target is set at 30 schools monitored.
3. Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The target is set at 125 schools monitored.
4. Number of schools with Multi-grade classes monitored for implementing the Multi-grade toolkit - The target is set at 81 schools monitored.
5. An Annual Sector Report is produced on the implementation of the National Reading Plan – The Department has set a target of an approved Annual Sector Report on implementation of the National Reading Plan.
6. An Annual Sector Report is produced on the number of public schools monitored on the availability of readers – The target is an approved Annual Sector Report on the number of public schools monitored on the availability of readers

Outcome 4: Advance the development of innovative and high quality educational materials.

Annual Outcome Indicators:
1. Number of schools per province monitored for utilisation of Information, Communication and Technology (ICT) resources – The target is set at 27 schools (three per province).
2. Percentage of public schools with Home Language workbooks for learners in Grades 1 to 6 per year after having placed an order – The Department’s target is set at 100 percent.
3. Percentage of public schools with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order - The Department’s target is set at 100 percent.
4. Percentage of public schools with workbooks for learners in Grades R per year, after having placed an order - The Department’s target is set at 100 percent.
5. An Annual Sector Report is produced on the learners provided with Mathematics English First Additional Language (EFAL) and textbooks in Grades 3, 6, 9 and 12 – The Department’s target was an approved Annual Sector Report.
6. The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1 to 4 – The target is set at 10 schools monitored.
7. Number of special schools with access to electronic devices - The Department’s target is set at 140 special schools.

Outcome 5: Conduct strategic interventions to assist and develop provincial education systems.

Annual Outcome Indicators:
1. An Annual Sector Report is produced on the number of teachers trained on inclusion – The Department’s target is an approved Annual Sector Report on the number of teachers trained on inclusion.
2. An Annual Sector Report is produced on the number of learners in public special schools – The Department’s target is an approved Annual Sector Report on the number of learners in public special schools.
3. An Annual Sector Report is produced on the percentage of public special schools serving as resource centres – The Department’s target is an approved Annual Sector Report on the percentage of public special schools serving as resource centres.
4. An Annual Sector Report is produced on the establishment of focus Schools per Provincial Education Department – The Department’s target is an approved Annual Sector Report on the establishment of Focus Schools per Provincial Education Department.

4.3 Programme 3 – Teachers, Education Human Resources and Institutional Development

Outcome 2: Maintain and develop information and other systems which enable transformation and an efficient and accountable sector. For the programme the Department had 8 annual targets, 4 quarterly target and 1 bi-annual target as follows:

Annual Outcome Indicators
1. Percentage of School Governing Body (SGBs) that meet the minimum criteria in terms of effectiveness – The target for the Department is 90 percent of 2000 sampled schools
2. Percentage of schools producing the minimum set of management documents at a required standard – The Department’s target is 100 percent of 2000 sampled schools.
3. Number of Funza Lushaka bursaries awarded to students enrolled for initial Teacher Education – The target is set at 12 500 bursaries awarded.
4. An Annual Sector Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers – The Department’s target is an approved Annual Sector Report on the number of qualified teachers aged 30 and below entering the public service as teachers.

Quarterly Outcome Indicators
1. Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six (6) months upon confirmation that the bursar has completed studies – The Department has a target of 4 reports.
2. Number of quarterly monitoring reports indicating the number and percentage of schools where allocated teaching posts are all filled - The Department has a target of 4 reports.

Outcome 3: Maintain and develop knowledge, monitoring and research functions to advance more evidence-driven planning, instruction and delivery.

Annual Outcome Indicators
1. A National Report is produced on monitoring the functionality of Provincial Teachers Development Institutes and District Teacher Development Centres – The Department has a target of an approved National Report on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres.
2. A National Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Sciences and Accounting – The Department’s target is an approved National Report on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting.
3. Number of PEDs that had their post provisioning processes assessed for compliance with the post- provisioning norms and standards – The target is set at 9 PEDs.
4. An Annual Sector Report is produced on the number of Grade R practitioners with at least NQF level 6 and above qualification – The Department’s target is an approved Annual Sector Report on the number of Grade R practitioners with at least an NQF level 6 and above qualification.

Bi-Annual Outcome Indicators
1. Number of subjects where teacher Development Programmes have been conducted at district level and reported by provinces in the National Strategy on Learner Attainment (NSLA) – The Department has a target of 4 subjects.

Outcome 5: Conduct strategic interventions to assist and develop provincial education systems.

Quarterly Outcome Indicators

Number of PEDs monitored on the Quality Management System (QMS) – The Department’s target is set at 9 PEDs.
Number of PEDs monitored on the implementation of Education Management System: Performance Management and Development System (EMS PMDS) - The Department’s target is set at 9 PEDs.

Programme 4 – Planning, Information and Assessment

Outcome 1: Maintain and develop the system of policies, including the curriculum and assessment, governing the basic education sector to advance a quality and inclusive, safe and healthy basic education system. For the programme the Department had 15 annual targets and 1 Bi-Ennial target.as follows:

Annual Outcome Indicators
1. Number of new schools built and completed through Accelerated Schools Infrastructure Delivery Initiative (ASIDI) – The Department’s target is set at 31 new schools.
2. Number of schools provided with sanitation facilities through ASIDI – The Department’s target is set at 798 schools.
3. Number of schools provided with water through ASIDI – The Department’s target is set at 125 schools.

Outcome 2: Maintain and develop information and other systems which enable transformation and an efficient and accountable sector.

Annual Outcome Indicators
1. Number of General Education and Training (GET) Test items developed in Language and Mathematics for Grades 3, 6 and 9 – The Department has a target of 500 test items developed.
2. Number of NSC reports produced – The target for the Department is 4 NSC reports.
3. Number of question papers set for June and November examinations – The Department’s target is 292 question papers.
4. Percentage of public schools using the standardised School Administration System (SA-SAM) – The target is set at 98 percent of public schools.
5. A National Report is produced on the number of provinces monitored for implementation of LURITS - The Department’s target is an approved National Report on the number of provinces monitored for implementation of LURITS.
6. A National Report is produced on learner performance linked to National Assessment Framework – The Department’s target is an approved National Report on learner performance linked to the National Assessment Framework.
7. A National Report is produced on developing and operationalising a school readiness assessment system – The Department’s target is an approved National Report on developing and operationalising a school readiness assessment system

Outcome 5: Conduct strategic interventions to assist and develop provincial education systems.

Annual Outcome Indicators
1. Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme – The target for the Department is 60 officials.

Bi-Ennial Outcome Indicators
1. Percentage of school principals rating the support services of districts as being satisfactory – The target set by the Department is 75 percent of school’s principals.

Programme 5 – Educational Enrichment Services

Outcome 1: Maintain and develop the system of policies, including the curriculum and assessment, governing the basic education sector to advance a quality and inclusive, safe and healthy basic education system. For the programme the Department had 6 annual targets and 3 quarterly target.as follows:

Annual Outcome Indicators
1. Percentage of District Directors that have undergone competency assessment prior to their appointment – The Department’s target is set at 95 percent of District Directors.
2. Percentage of underperforming schools visited at least twice a year by district officials for monitoring and support purposes – The Department’s target is set at 75 percent of underperforming schools.
3. Number of District Director forums held – The target for the Department is 3 district director forums.
4. Number of districts in which teacher development has been conducted as per district improvement plan – The Department’s target is 55 districts.
5. Number of professionals trained in South African School Choral Eisteddfod (SASCE) programmes – The Department’s target is set at 900 professionals trained.
6. Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme – The target set by the Department is 9 PEDs.

Quarterly Outcome Indicators
1. Number of schools monitored for the provision of nutritious meals – The Department’s target is 115 schools.
2. Number of districts monitored and supported in the implementation of the National School Safety Framework (NSSF), social cohesion, sport and enrichment programmes – The Department’s target is 115 districts monitored.
3. Number of stakeholder engagements held to promote the Constitution and its values using social cohesion, sports and enrichment programmes – The Department has a target of 4 stakeholder engagements.

Department of Performance Monitoring and Evaluation (DPME) Feedback on 2020-21 Annual Performance Plan – The Department gave a detailed overview of the feedback received from the Department of Performance Monitoring and Evaluation which also included the management responses to comments in respect of the following:
1. The Department was advised to ensure alignment between the APP and MTSF.
2. The Department had also listed some weaknesses without indicating how these would be resolved. For example, for the issue of disadvantaging some learners through the usage of English as a language of teaching and learning, there was no clear plan besides mentioning that the schooling system needed to pay special attention to the promotion of all official languages.
3. The Department had reflected an impact statement which is in line with their mandate and the MTSF. However, phrases such as “develop, maintain and support” made the impact statement read like an activity.
4. In programme 5, the Department was advised to include indicators that focussed on deworming of learners, health and wellness in schools; for example, health and wellness drive i.e. eye test, hearing aid, and BMI testing among others.
5. There needed to be alignment between outputs and output indicators.
6. The Department had developed key risks; however, the mitigating factors were not included. The Department was advised to develop the key risks and mitigating factors for all the outcomes.
7. Court Rulings to be included in plans: KwaZulu-Natal Court Judgement on Provisioning of South African Sign Language as language of instruction.

Office of the Auditor-General of South Africa (AGSA) Feedback on 2020-21 Annual Performance Plan – The Department gave a detailed overview of the feedback received from the Office of the Auditor-General of South Africa (AGSA) which also included the management responses to comments in respect of the following:
1. Ensure that the indicator clearly indicates the nature of the input or output, the activities, the desired outcomes and impacts, and all relevant definitions and standards used in each field.
2. Include specific references to sampling guidelines in the short definition to give a general understanding of the indicator.
3. The purpose should adequately explain what the indicator is intended to show and reflect its importance.
4. Method of calculation should clearly and specifically state inputs.
5. Data limitations as well as factors that may be beyond the entities’ control should be identified and documented.

2020/21 Annual Performance Plan Monitoring Activities Affected Due to COVID-19 – The Department gave a detailed overview of the 2020-21 APP monitoring activities affected due to COVID-19 as well as the alternative monitoring plan of the Department. The affected activities were listed as follows:

A National Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention.
An Annual Sector Report is produced for schools that are prepared to respectively implement and pilot the Technical Occupational Stream in 2021/22
An Annual Sector Report is produced on the number of teachers trained on inclusion.
Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six (6) months upon confirmation that the bursar has completed studies.
Number of PEDs monitored on the Quality Management System (QMS).
Number of PEDs monitored on the implementation of Education Management System: Performance Management and Development System (EMS PMDS).
Number of schools monitored for the provision of nutritious meals.
Number of professionals trained in South African School Choral Eisteddfod (SASCE) programmes (To request for withdrawal of the indicator).
Number of districts monitored and supported in the implementation of the National School Safety Framework (NSSF), social cohesion, sport and enrichment programmes
Number of stakeholder engagements held to promote the Constitution and its values using social cohesion, sports and enrichment programmes

Overview of the MTEF 2020 Budget

The Department had been allocated R25.3 billion in 2020/21, R27.3 billion in 2021/22 and R28.6 billion in 2022/23. Included in these allocations is Compensation of Employees amounting to R584 million, R622 million and R649 million respectively over the Medium-Term Expenditure Framework (MTEF) years.



	519 401	551 635	574 549
Curriculum Policy, Support and Monitoring	2 025 646	2 123 708	2 182 068
Teachers, Education Human Resource and Institutional Development	1 437 738	1 516 940	1 589 270
Planning, Quality Assessment and Monitoring and Evaluation	13 355 974	14 674 452	15 380 972
Educational Enrichment Services	7 989 473	8 466 229	8 865 536
Total	25 328 232	27 332 964	28 592 395



Compensation of Employees	584 252	622 166	649 219
Goods and Services	2 042 142	2 166 145	2 352 525
Interest and Rent on Land	42 418	41 148	42 673
Transfers and Subsidies	21 150 175	22 446 596	23 488 893
Payments for Capital Assets	1 509 245	2 056 909	2 059 085
Total	25 328 232	27 332 964	28 592 395

8.3 Details of Earmarked Allocations (R’000) over the 2020 MTEF

Earmarked Funds
	1 191 884	1 248 712	1 273 617
Matric Second Chance Programme	60 805	60 997	61 370
Oversight-Maths, Science and Technology	6 538	6 898	7 153
Learners with Profound Intellectual Disabilities Conditional Grant	3 165	3 339	3 463
Examiners and Moderators	57 272	63 224	67 029
National School Nutrition Programme	21 236	22 404	23 233
TOTAL: EARMARKED FUNDS	1 340 900	1 405 574	1 435 865

Conditional Grants
Learners with Profound Intellectual Disabilities Grant	242 864	256 222	265 746
Maths, Science and Technology Grant	400 862	422 909	438 488
Education Infrastructure Grant	11 007 967	11 710 298	12 255 026
HIV and AIDS (Life Skills) Grant	246 699	258 542	262 204
National School Nutrition Programme Grant	7 665 887	8 125 341	8 516 464
TOTAL CONDITIONALGRANTS	19 564 279	20 773 312	21 737 928

8.5 Details of Transfers (R’000) over the 2020 MTEF

Other Transfers
Unesco Membership Fees	17 091	18 031	18 702
	158	167	173
Guidance Counselling and Youth Development Centre: Malawi	196	207	215
Childine South Africa	73	78	82
National Education Collaboration Trust	115 738	122 104	126 644
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3 671	3 873	4 016
NSFAS: Funza Lushaka Bursaries	1 291 606	1 362 644	1 426 791
Transfers to Public Entities
	139 172	146 826	154 158
ETDP SETA	453	478	497
South African Council for Educators	17 738	18 876	19 687
TOTAL TRANSFERS	1 585 896	1 673 284	1 750 965

8.6 Detailed Breakdown of the Budget over the 2020 MTEF


Compensation of Employees	522 976	551 675	573 810
Goods and Services	147 319	155 625	170 319
School Infrastructure	1 736 413	2 295 101	2 424 189
Office Accommodation	220 177	233 757	242 761
Departmental Projects	210 272	244 636	256 558
Earmarked Funds (including CoE)	1 340 900	1 405 574	1 435 865
	1 585 896	1 673 284	1 750 965
Conditional Grants	19 564 279	20 773 312	21 737 928
	25 328 232	27 332 964	28 592 395

8.7 General Budget Support

General Budget Support
Rural Education Assistance Project	29 164
Systemic Improvement of Language and Numeracy in Foundation Phase	16 528 853	16 200 927	-
Technology Grade 7-9	19 563 600	19 954 872	-

8.8 2020 MTEF Cabinet Baseline Reductions


2019 Indicative Allocation	25 987 648	28 189 376	29 643 169
Less: Conditional Grants	(525 021)	(696 407)	(875 801)
Maths, Science and Technology Grant	(12 397)	(13 079)	(13 708)
Education InfrastructureGrant	(458 665)	(616 331)	(775 099)
HIV and AIDS ( Life Skills)	(23 945)	(26 987)	(33 939)
National School Nutrition Programme Grant	(30 014)	(40 010)	(53 055)
Baseline reduction	(134 395)	(160 005)	(174 973)
Goods and services	(39 536)	(41 380)	(43 239)
Non-profit institution	( 2 364)	(2 494)	(2 586)
School Infrastructure Backlog: Building and other Infrastructure	(32 623)	(43 836)	46 345)
Machinery and Equipment	(136)	(150)	(159)
Software and other intangible assets
South African Council for Educators	(3 362)	(3 385)	(3 402)
Umalusi Council for Quality Assurance in General and Further Education and Training	(2 840)	(2 996)	(1 234)
	(20 000)	(30 000)	(43 000)
Matric Second Chance Programme	(20 000)	(22 000)	(25 000)
National Assessment: Goods and Services	( 10 000)	(10 000)	(10 000)
Compensation of Employees	(3 527)	(3 756)
	25 328 232	27 332 964	28 592 395

8.9 Departmental Budget Cuts on Goods and Service


Administration (Audit fees, Government Information and Technology Office (GITO) and Communication)	(6 536)	(6 800)	(7 600)
Curriculum, Policy Support and Monitoring (Various projects cuts on goods and services)	(2 000)	(1 880)	(2 239)
	(18 000)	(18 000)	(18 000)
Matric Second Chance	(7 000)	(7 500)	(7 800)
Planning, Information and Assessment (Various projects cuts on goods and services)	(6 000)	(7 200)	(7 600)
	(39 536)	(41 380)	39)

2019/20 Audit Action Plan – Financial and Performance Information based on 2018/19 AGSA Audit Report - The Department gave a detailed overview of the 2019/20 Audit Action Plan as follows:

Immovable tangible capital Assets (Overstatement of capital assets and capital expenditure as well as understatement of goods and services expenditure):
1. AG Recommendations: The AG recommended improving monitoring controls pertaining to obtaining invoices from the implementing agents as well as to update policies and procedures on immovable assets to address matters related to the value of in-use of assets. Further to this AG also recommended that the Department strengthen monthly controls over the preparation of the immovable asset register and review all assets capitalised in the assets register.

DBE Action: The Department’s action was that monthly reconciliations on expenditure were done and the values of completed projects were only based on actual payments processed through BAS with provision for both Accruals, Retention, PSP & Implementing Agents fees. The Department was also busy performing the split between operational and capital expenditure for the period since the inception of ASIDI in 2012. This should be completed on time for accurate disclosure in the 2019/20 Annual Financial Statements.

Commitments (Misstatement of commitments due to insufficient audit evidence provided):
1. AG Recommendations: Management had to take appropriate steps to understand and address the estimation uncertainty, and develop a point estimate that met the measurement objective and was supported by sufficient appropriate evidence. Management had to ensure that auditors were furnished with sufficient information in order to re-perform work done by the management and to determine if management’s point estimate was reasonable.
2. DBE Acton: In previous Financial Years, projects formally allocated to IAs were classified as approved but not contracted, even if these were not yet awarded. All project values previously recorded as “Approved but Not Contracted” in the Commitment Register had been removed with effect from the 31 March 2019. The commitment values were strictly for projects with award tender values. All estimated disbursement values to the end of 31 March 2019 had been replaced with actual expenses reimbursed to the Implementing Agents.

Contingent Liabilities (Understatement of contingent Liabilities):
1. AG Recommendations: Management needed to ensure that the financial exposure disclosed in the financial statements was in line with the supporting evidence of the amount claimed by the plaintiffs. There was a need to re-perform recalculations of the interest amounts as per the summons received to ensure accurate disclosure of the financial exposure linked to the contingent liabilities. Adjust the notes to the financial statements and consider the impacts on the prior year disclosed figures. Provide the remaining outstanding supporting documentation as per the tables above. Implement the necessary controls to ensure that the amounts disclosed in the annual financial statements was accurate and complete.
2. DBE Acton: The Department had corrected the 2018/19 amounts for disclosure during the audit and the interest amounts were now included

Accruals and payables not recognised (Misstatement of accruals):
1. AG Recommendations: Introduce procedures and internal controls where the department officials made a record as to when the invoices were received from the implementing agents.
2. DBE Acton: Classification was determined by the date the invoice was received by the implementing agent.

Material Irregularity (Cost incurred for remedial construction for projects undertaken by Adopt-a-School):
1. AG Recommendations: Ensure that proper and due processes were followed with regards to the appointment of service providers and implementing agents and to ensure that the providers met the necessary requirements in line with CIDB to perform construction work in the public sector. Ensure compliance with CIDB and NT procurement prescripts. Ensure compliance with the PFMA section 38 with regards to investigation into permitted irregular and fruitless and wasteful expenditure.
2. DBE Acton: All related irregular expenditure be disclosed accordingly and cost incurred for remedial action be recovered from the IA.

Irregular, Fruitless and Wasteful Expenditure Investigation (Non-compliance with the PPPFA when awarding contracts):
1. AG Recommendations: Irregular, Fruitless and wasteful expenditure had to be investigated within three months.
2. DBE Acton: To investigate all confirmed irregular, fruitless and wasteful expenditure within the financial year. Source additional investigation capacity to finalize the possible irregular expenditure investigation

Programme 2 (Planned targets were not specific):
1. AG Recommendations: An indicator should have a specific target per term or per year. There should be a numerical number of Technical Mathematics lesson plans monitored per year. There should also be a numeric number of Technical Sciences lesson plans monitored per year.
2. DBE Acton: The Performance Indicators had been quantified for the 2019/2020 years and beyond.

Programme 3 (The reported achievement in the annual performance report did not agree to the supporting evidence provided):
1. AG Recommendations: Implement proper record keeping by ensuring that the actual performance reported was valid and accurate. Establish adequate process of verification of the source documentation on a quarterly basis and review source documentation to validate reported achievements
2. DBE Acton: The Department had communicated with relevant programme managers in Provinces to ensure that scripts were identifiable through a name or a code, and also to ensure that they were dated. The Department was also encouraging more provinces to take the tests online on the Moodle Platform – this would improve validity and reliability. Going forward, the Department would only be required to provide a report on the assessments.

Programme 4 (The reported achievements in the annual performance report did not agree to the supporting evidence provided):
1. AG Recommendations: Implement proper record keeping by ensuring that the actual performance reported was valid, and accurate. Establish adequate process of verification of the source documentation on a quarterly basis and review source documentation to validate reported achievements.
2. DBE Acton: The Project Manager was working more closely with mentors to verify numbers and designation of officials that were targeted for the mentoring support and those who received support. Monthly reconciliation and verification of projects that achieved practical completion between Asset Management; Implementing Agents and the Infrastructure Unit to ensure accurate and common reporting on performance.

10. Committee Observations and Deliberations

Members raised the following with the Department of Basic Education in respect of Budget Vote 16: Basic Education:

Generally, much of the engagements centered around whether/or not the Committees only noted the Budget of the Department as presented and/or whether the Committee should adopt the Budget (as tabled in March 2020) – mindful that there would be an adjustment to the Budget at a later stage.
Members also raised concerns over the performance of the various Provincial Education Departments (PEDs) with limited budget, especially in respect of the cut in the infrastructure allocations to provinces.
Members were concerned with the budget allocations to schools for the implementation of safety and security measures. Members queried whether the Department would consider an increased budget to assist schools in this regard.
Members raised concerns with unplaced educators in the system, especially the Funza Lushaka graduates – and queried how these graduates would be assisted to find placement in the system. It was further mentioned that there was a need to ensure all qualified educators in the system (not only Funza Lushaka graduates) were adequately placed.
A further concern for Members was the number of schools that had been vandalised in the recent past. Members sought an update on how the Department was assisting those schools with refurbishments.
Members queried the plans in place to ensure that all schools had adequate access to functional connectivity, especially rural schools. There was a need to prioritise ICT for schools.
Members further requested that the Department also ensured schools were adequately funded to ensure proper scholar transport, water and sanitation.
Members requested that the Department also focussed on the following crucial areas:
- Financial support to schools (e.g. SGB appointed educators);
- An adjusted budget for Robotics and Coding; and
- Assistance for Grade 12 learners with applications for placement at tertiary institutions.
Members queried the timeframes for the tabling of the Departments adjusted Strategic Plan and Annual Performance Plan
There was a need to strengthen departmental policy and monitoring of Implementing Agents and scholar transport policy, especially in respect of COVID-19 compliance.
Members noted that all schools needed to be COVID-19 compliant and queried whether the Department had adequately budget for this exercise. Further to this, Members queried whether the Department had budgeted for ensuring all school had the necessary safety and security measures in place.
Members urged the Department to ensure there was uniformity across all school Programme (NSNP) – in collaboration with the Department of Social Development.
Members cautioned that the Department focussed on ensuring social distancing of learners at schools was a priority.
Members indicated that the Minister, in her past presentation, gave timelines for reopening of schools. Members queried whether these dates had been Gazetted as there was uncertainty – and the Minister needed to give more clarity. Members also remained concerned with measures in place to ensure schools were COVID-19 compliant.

11. Responses from the Department of Basic Education

Minister Motshekga thanked Members for the valued input and proposals on the Budget of the Department. She mentioned that when invited to present, she was clear that the plans were compiled pre-COVID-19 – and would have to be adjusted. Although she had raised the matter in Cabinet – the Department was requested to continue presenting the Budget as formally tabled in Parliament in March 2020. The budget would have to be adjusted but the Department was unable to give specifics or concrete details in this regard.

The Minister was of the view that the oversight and monitoring role of Parliament would become more focussed and relevant going forward.

Regarding unplaced educators, Minister Motshekga indicated that educators were employed on the basis of their skills and the needs of a particular school. The Department could not commit to placing all unplaced educators in the system. She hastened to say that the Department, going forward, would require a larger cohort of educators to be placed.

The Minister expressed the urgency and importance of opening up the education sector as soon as possible, to avoid further destruction/vandalism of school property.

Although there was a need to ensure adequate resourcing of schools, the Department could only cut their jacket according to their cloth. The Department could not commit to ensuring all learners would receive laptops.

It was important that parents, during this COVID-19 period, took responsibility for the safety of their children and made sure that transport used was compliant.

The Minister indicated that the budget would be adjusted and the Department would engage National Treasury in terms of the new plans and priorities of the Department (e.g. spacing, sanitation, safety)

Regarding NSNP uniformity in provinces, the Minister indicated that she continued engaging with MECs in provinces in respect of many aspects including NSNP.

The Director-General also reiterated that the Department could not report on what was not tabled. The presentation was a report on the Departments March 2020 tabling. He further mentioned that the Basic Education sector projected a loss over the MTEF. The Department was utilising the Education Infrastructure Grant (EIG) for procuring COVID-19 essentials – with a further utilisation of ASIDI to ensure water and sanitation for schools.

In respect of timeframes and dates for the reopening of schools, the Minister mentioned that the framework had been submitted to the National Command Centre (NCC) who, in turn, requested that the Department further reworked the framework for specific dates. The Department would only have certainty of dates for reopening of schools after the approval of the NCC of the new framework. The Minister mentioned that 1 June 2020 was the new tentative date but this could not be guaranteed.

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

The South African Council for Educators (SACE)

Introduction

SACE was presenting the council-approved 2020–2025 Strategic Plan, 2020/2021 Annual Performance Plan (APP), with the 2020/2021 Budget which was tabled to Parliament. While the documents were presented as tabled to Parliament, inevitable small deviations would be made to indicate challenges and risks that were or might impact on their effective implementation, due to COVID-19 and national lockdown.

The Committees received a broad overview of the background, policy and legislative mandates of SACE which also included the legislative and policy environment and regulatory framework in which SACE operated.

Strategic Plan 2020 – 2025

SACE presented its Programme Budget Structure with the following Programmes (with sub-programmes):

Programme 1: Administration;
Programme 2: Professional Registration;
Programme 3: Ethical Standards;
Programme 4: Professional Development; and
Programme 5: Professional Teaching Standards.

SACE also highlighted some of the key strategic issues informing the SACE agenda for the next five years as follows:

Teacher professionalisation across the teacher education and development continuum – maintenance of the professional and ethical standards.
Promotion of the reading and learning teaching profession
- SACE-established internal resource centre for employees and Council members
- Virtual library for registered educators
- SACE Constituencies and Stakeholders - ‘Read to Teach and Serve’
Teacher wellbeing, rights, responsibilities and safety.
Values and ethics in the teaching profession.
Strengthened and integrated Information and Communication Technology.
Heightened communication for educators, stakeholders and the public.
Data, Information and Knowledge Management – Lead the profession from an informed position and provide evidence-based advice to Council and the Minister.

Annual Performance Plan 2020 – 2021

Programme 1: Administration

The purpose of this programme is to implement and manage the policy directives and priorities of the Council to ensure the functional proficiency of SACE through appropriate support services.

This Programme was pivotal in supporting the other four APP Programmes, especially in terms of the challenges and risks posed to SACE by the COVID-19 along with the alert levels 5 and 4 of the national lockdown. Comprehensive and complimentary needs-driven Communication and ICT Strategies, Research agenda and activities, as well as collaborative institutional arrangements were being strengthened to facilitate the blended “New Normal” in providing services to the educators nationwide, governing SACE and running its operations seamlessly in an environment that was COVID-19 compliant. This programme was also critical for the safety, assurance, psychosocial well-being, internal communication, and ongoing development and support of employees, particularly during the COVID-19 pandemic period. Indisputably, the delivery of the SACE 2020 – 2025 strategic plan and 2020/2021 APP and Budget is dependent largely on the employees’ morale, psychological and emotional well-being, as well as, the newly implemented virtual, online and offline support systems provided given to the SACE governance structure.

Outcome – Efficient and effective governance

Number of Council and EXCO meetings convened – The SACE target is set at 10 meetings convened.
Number of quarterly performance reports submitted to DBE – The SACE target is set at four reports submitted.
Number of research reports produced – The target is set at three reports produced.
Number of research-based seminars/conferences conducted – The target is set at one seminar/conference.
Percentage of employees assessed through performance development system – The SACE target is set at 100 percent of employees assessed.
Communication strategy developed and approved – The SACE target is one strategy.
Percentage of invoices paid within 30 days – The target is set at 100 percent of invoices paid.
ICT Strategy developed approved – The target is one ICT strategy developed and approved.

Programme 2: Professional Registration

The purpose of this programme is to ensure that Council registers college lecturers and teachers who are fit to practise. Council must keep an up-to-date register of fit-to-practise educators and college lecturers.

In 2018/19, a total of 29 765 out of 38 000 (78 percent) targeted educators were registered under new registration category. The 8 235 (22 percent) negative deviation was created by:

Introduction of the Police Clearance Certificate from the 1st January 2019 and the slow turn-around time from the SAPS.
Collaboration with the Department of Home Affairs and SAQA in implementing stringent verification processes for foreign nationals (foreign qualifications, permit to teach in South Africa, requirements for legal entry into the country, and others) prior to their registration.
Academically qualified but professionally unqualified provisionally registered applicants who continue to fail submitting the Post Graduate Certificate in Education (PGCE) as a professional teaching qualification.

Sub-Programme 2.1 – Registration of Educators and Lecturers - To ensure that all educators/lecturers who meet the registration standards are certified to practise. Register student educators and qualified educators and lecturers, and create sub-registers for special categories to enhance the quality of the professional certification of teachers by introducing standards.

Outcome - Fit-to-practise-registered educators and lecturers

Number of educators registered – The SACE target is set at 25 000 educators registered.
Percentage of educators applying through the online system for professional certification – The target is set at 50 percent of educators.

Sub-Programme 2.2 – Data Management - To ensure that periodical statistical status reports are published. Council will keep both a manual and an online database providing access to up-to-date information on the registration status of current college lecturers and prospective teachers. This information will be used to produce periodic reports on the status of the teaching profession in terms of size and shape.

Outcome 1 - Fit-to-practise-registered educators and lecturers

Number of statistical reports produced on the status of the profession – The SACE target is set at two statistical reports.

SACE presented some of the highlights for Programme 2 in respect of the screening of educators prior to registration with regard to the following:

SAPS clearance certificates;
The Department of Justice and Constitutional Development;
The National Register for Sexual Offences; and
The National Child Protection Register.

Programme 3: Ethical Standards

The purpose of this programme is to promote and maintain ethical standards in the profession.

SACE highlighted some of the challenges of carried over cases due to the internal capacity, and many other factors such as:

unavailability of witnesses,
parents not allowing their children to be witnessed,
postponement by accused’s lawyers,
cases referred to SACE during the last quarter of the year,
The number of cases to be received is unpredictable,
one complaint or file may have more than one incident or complaint in it, and
One educator may be accused of 2 or more kinds of breaches of the code of professional ethics (corporal punishment and sexual abuse)

Many investigations are completed, however, cases fail to be finalised due to the disciplinary hearings that are affected by the factors above. Thus, the division of Programme 3 into three sub-programmes and the use of the percentage indicators was used as a strategy for SACE to plan and account for what it can control, as reflected in the next three slides.

Sub-Programme 3.1 – Investigations - To effectively conduct investigations into allegations of misconduct.

Outcome – Maintained ethical standards

Percentage of investigations on new cases finalised – The SACE target is set at 80 percent of investigations.
Percentage of investigations on roll-over cases finalised – The target is set at 90 percent of investigations.

Sub-Programme 3.2 – Disciplinary Hearings - To effectively and efficiently manage the resolution of misconduct cases.

Outcome – Maintained ethical standards

Percentage of disciplinary hearings on new cases finalised – The SACE target is set at 70 percent of disciplinary hearings.
Percentage of disciplinary hearings on roll-over cases finalised – The SACE target is set at 80 percent.

Sub-Programme 3.3 – Sanctioning - To improve ethical behaviour in the teaching profession.

Outcome – Maintained ethical standards

Number of analysis reports produced on sanctioned educators – The SACE target is set at two analysis reports.

Under COVID-19 and lockdown period, the Investigations and Disciplinary hearing indicators under sub-programme 3.1. and 3.2. will not be executed as planned due to inevitability of social contact, travelling by teachers and learners, as well accessibility of learners as witnesses during school closure. This may contribute to very slow turnaround time, rolling over many cases to the next financial year and delaying justice on the part of the children. An assessment of online sessions, such as video link and its admissibility was explored. However, its disadvantages outweigh the advantages particularly the reliance of a regulatory enquiry approach which seeks to put the conduct of an educator who is accused of professional conduct to the test, and children are involved as witnesses. Additional benchmarking work is being done to draw possible lessons from other national professional councils, CCMA, ELRC and 9 PEDs – taking into account that contexts may differ in institutions where learners are not involved.

Programme 4: Professional Development

The purpose of the programme is to ensure that educators engage in life-long learning to improve their professional competence.

Sub-Programme 4.1: Continuing Professional Teacher Development (CPTD) Management System – The purpose of the sub-programme is to enable educators to sign up for, participate in and report on their professional activities.

Outcome – Improved teacher competence

Percentage of selected practising signed-up educators verified for the continuing professional development uptake – The SACE target is set at 40 percent.
Percentage of signed-up final-year initial teacher education students – The SACE target is set at 65 percent.

Sub-Programme 4.2: Member Support - To provide assistance to members to ensure their participation in professional matters.

Outcome – Improved teacher competence

Number of educators supported on professional matters – The SACE target is set at 50 000 educators.

Sub-Programme 4.3: Quality Management – To ensure that all professional development programmes offered to educators are fit for purpose.

Outcome – Improved teacher competence

Percentage of professional development providers approved – The SACE target is set at 70 percent.
Percentage of professional development activities endorsed- The SACE target is set at 80 percent.
Percentage of endorsed activities monitored- The SACE target is set at 60 percent.

The planned contact sessions for supporting teachers’ participation in the CPTD system and how to develop the Professional Development Portfolios will not take place due to social distancing and travel restrictions under COVID 19. This Programme will work collaboratively with Communication and ICT in developing virtual, online and digitised systems and PD material to assist teachers in Developing Professional Development Portfolios, and participate in the CPTD system. The CPTD Information System functionality will be enhanced to ensure maximum participation.

Programme 5: Professional Teaching Standards

The purpose of the programme is to improve and maintain the status and image of the teaching profession, and ensure the quality of initial teacher education and ongoing professional development through quality assurance mechanisms and standards.

The Professional Teaching Standards have been approved by Council along with the Teacher Professionalisation path. Therefore, this programme will ensure that the implementation of the path is informed by the professional standards. Most of the indicators for Programme 5 require conceptual work and ongoing consultation with stakeholders. Therefore, the implementation of the Programme is likely to go without much challenges, except where teacher-based consultation is required.

Sub-Programme 5.1: Initial Teacher Education – The purpose of the sub-programme is to ensure initial teacher education programmes adhere to professional teaching standards.

Outcome – Improved teacher professionalism

Development of teacher professionalisation policy – The target was to ensure a draft policy is produced.
Policy framework registering student educators from year one – The SACE target is for the development of and consultation on a policy framework.

Sub-Programme 5.2: Newly Qualified Educators - The purpose of the sub-programme is to ensure that newly qualified educators comply with professional standards.

Outcome – Improved teacher professionalism

Development of a professional certification framework and policy for educators registering with Council – The target is an approved research report on professional certification.
Development of a teacher designation – The target is an approved teacher designation.

Sub-Programme 5.3: Practicing Educators - The purpose of the sub-programme is to ensure that practising educators adhere to professional standards.

Outcome – Improved teacher professionalism

Development of re-certification framework - The target is for a draft framework to be developed.

Medium Term Expenditure Framework (MTEF) Projections

Financial performance in R,000	2016/17	2017/18	2018/19	2019/20	2020/21	2021/22	2022/23
Financial performance in R,000	Audited	Audited	Audited	Budget

Revenue	70,774	81,981	106,060	113,170	107,338	138,576	141,487

Registration fees	8,398	8,010	6,663	5,000	4,200	4,000	4,100
Subscription fees	50,357	60,455	76,671	79,200	80,100	110,400	112,400
Reprints of certificates	2,075	2,138	2,090	2,000	1,500	1,500	1,500
Interest receivable	2,280	2,800	3,923	4,000	3,500	3,500	3,500
CPTD Subsidy	7,239	8,303	16,000	22,670	17,738	18,876	19,687
Sundry income	425	275	713	300	300	300	300

Expenditure	60,043	63,042	79,836	113,170	107,338	138,576	141,487
Administration & Other Related Costs	36,042	38,594	45,222	63,575	65,034	88,305	88,331
Research	903	1,302	454	2,954	2,744	3,901	4,131
Professional Development	13,162	12,999	19,005	30,339	23,356	25,535	26,956
Registration	5,259	4,951	6,108	6,849	6,445	7,934	8,468
Code of Ethics	4,677	5,196	9,047	9,453	7,621	9,672	10,273
Teacher Professionalization	0	0	0	0	2,138	3,229	3,328

Surplus/Deficit	10,731	18,939	26,224	0	0	0	0

Detailed Operational Budget 2020/21

FINANCIAL PERFORMANCE DATA

INCOME		107,338,000
Registration fees		4,200,000
Subscription fees		80,100,000
Reprints of certificates		1,500,000
Interest receivable		3,500,000
CPTD Subsidy		17,738,000
Sundry income		300,000

OPERATIONAL EXPENDITURE		107,338,000
Advertising		300,000
Audit fees		600,000
Bank charges		500,000
Compensation commissioner		300,000
Cleaning of buildings		300,000
Consultation fees		500,000
Depreciation		3,800,000
Insurance		650,000
Leasehold Improvements		500,000
Legal cost		1,000,000
Office rental		1,200,000
Postage		40,000
Printing and Stationery		850,000
Repairs &maintenance			700,000
M/vehicle running cost			60,000
Salaries			62,704,000
Security services			726,000
Staff development			300,000
Sundry expenses			90,000
Telephone			800,000
Travel and Accommodation			2,230,000
Rates, Water and Electricity			3,450,000
Database Dev/Maintenance			2,000,000
Code of Conduct			1,500,000
Registration of Educ			1,000,000
Professional Development (CPTD)			17 738 000
Teacher	Professionalisation		1,000,000
Research			1,000,000
Publicity and Communication			1,500,000
Budget surplus/ Deficit			0

SACE Notes:

Registration fees remain at R400 for Foreigners, R200 for South Africans and R50 for renewals and updates;
The main funding for council operation is annual membership fees which is at R180 per educator effective from 01.11.2017.
The current determined annual membership fee is projected to be increased to R240 per member as of April 2023
Approval has been obtained from National Treasury to subsidise the implementation for the CPTD Management System for the year 2020/21 - R 18 mil.
Research operation budget is classified under Administration Programme for the support and advisory role.
Teacher Professionalization budget was historically included under the Professional Development Programme.
The operational budget of the five provincial offices, including the Eastern Cape and Western Cape, are included in the operating budget
Selection process for personnel has been done in March 2020 for the office to start operating effective from May 2020.
The Eastern Cape province will be opened as soon as the level 4 lockdown is uplifted.
The processes to purchase SACE’s own offices in all these five provinces is in progress.

Operational Risk and Mitigations: SACE noted the following in respect of operational risk and mitigations:

Risk: Delay in opening the two planned provincial offices in the Eastern Cape and Western Cape.

Mitigation: Do viable preparatory work until movement is viable

Risk: IT infrastructure not adequate to aid the full mandatory functions

Mitigation: Increase the capacity of the infrastructure and outsourcing of some services when necessary

Risk: Delay in adjudication of bids

Mitigation: Obtaining approval of extension of current contracts where necessary as well as postponement of conclusion date of the bids through the same advertisement channel of the bids

Risk: Increased consultation services owing to COVID-19

Mitigation: Budget to be adjusted accordingly (virement) and no material effect on the total revenue of council.

Risk: Unplanned surplus on some line items

Mitigation: Council to consider budget adjustment to balance the effect of change of business operation during May sessions and possible contribution to COVID-19 Solidarity Fund will also be part of budget adjustment

12.1.8 Committee Observations and Deliberations

Members queried whether SACE was anticipating any budget cuts and was prepared for the adjustments. Further to this, Members queried the move by SACE to launch provincial offices with the looming budget cuts – as these offices might not have a full staff compliment due to budget cuts.
It was noted that SACE was looking to make a contribution to the Solidarity Fund and Members queried whether this contribution would be from their member’s contribution or whether government funding would be utilised. Members further queried the amount that would be contributed.
Members queried how accessible SACE was in the country and whether there were SACE offices in all nine provinces. Further to this, Members queried the ease with which educators were able to make applications and submit certificates to SACE.
In respect of SACE research, Members queried how accessible such research was for the general public – and the underlying factors from research in respect of ethics and standards.
Members also queried how educators, found guilty of an offence and sanctioned, were being monitored. Members noted that such educators found ways of exiting the system but returning as they move between provinces. Members were also of the view that there be better collaboration between SACE, DBE and the ELRC to address this. Educators seemed to ignore any sanction and there seemed to be a legislative loophole in the system which left learners vulnerable. Members queried whether such legislative loopholes, if identified, could be closed through the Children’s Act.
Members queried how COVID-19 was impacting on the work of SACE, particularly in respect of disciplinary hearings.
Members noted that there was a move to On-Line learning and queried whether SACE was ready for educators to occupy such space. Members queried whether SACE had done any research into the ICT needs of educators during the COVID-19 Lockdown.
Members also sought clarity on the reasons for members contravening the ethical standards – and how SACE was addressing such.
Members also sought clarity on the reasons for cases not being finalised and closed – and how SACE was addressing case backlogs.
Members queried the minimum qualification to register with SACE. Members queried how SACE was using their data on registered educators in the system to gauge supply and demand in the system. In respect of ECD practitioners, Members queried how these practitioners, migrating from Social Development, was being integrated and registered with SACE. How was SACE assisting those practitioners who did not meet the minimum requirements for registration. Members further queried whether registration with SACE was permanent or was lost when educators left the system.
Members noted that certain sections of the Child Protection Register were not accessible and Members queried what steps were being taken by SACE to gain such access. Further, Members sought clarity on provisions for therapist and psychologists also undergoing similar vetting against the Child Protection Register.
Members noted that the Education Labour Relations Council (ELRC) offered a

1-stop-shop system in respect of dealing with disciplinary matters – and Members queried whether SACE was considering a similar approach or possible collaboration with ELRC in this regard.

Members queried whether SACE, as an entity of the Department, could legally purchase its own property.
In respect of the Operational Budget, Members raised concern with the huge amounts for some of the line items for operational expenditures and sought clarity on the following:
- Leasehold improvements – an amount of R 500 000.00 has been budgeted for this but was this not the responsibility of the building owners
- An explanation on the amount of R3 800 000.00 set aside for Depreciation
- Travel and Accommodation at R2 230 000.00 a detailed explanation and breakdown of this expense
- Rates, Water and Electricity at R 3 450 000.00 a detailed breakdown of this amount with an indication of which building/s this was for.
- Salaries amount of R 62 704 000.00 projected the bulk of the budget was for salaries. The Committees need a full organogram of SACE with the salary structure and breakdown
- Telephone budget of R 800 000.00, the amount was exceedingly high. SACE was advised to give a detailed breakdown for this cost item.
- Distribution, Publicity and Communication amount at R 1 500 000.00. A query was raised as to what content informed the publicity and who were the identified stakeholders who received distribution of publicity and communication. SACE needed to provide samples of the distribution strategy.
Members also queried the type of support and empowerment from SACE for educators during the lockdown period.

Responses from SACE

Ms Mokgalane indicated that SACE had done the necessary risk analysis of the 2020/21 Annual Performance Plan and there would be areas of adjustment within the framework of the current budget.
Educators were all registered with SACE and may be marked as inactive if not currently in the teaching profession. SACE had the necessary systems in place to assist educators who wished to return to the system by way of the necessary screening and admission requirements.
SACE was working in collaboration with the Department to ensure access to information in certain sections of the Child Protection Register and streamline their processes with protocols.
SACE acknowledged the work done by the ELRC and was engaging the ELRC and the Department in respect of the 1-stop-shop system approach. However, SACE operated under its own regulations and mandatory obligations. SACE was not privy to the finalised model utilised by the ELRC.
The SACE Act dealt primarily with Grade R – Grade 12 educators – and this included ECD practitioners in the system. SACE had established a special task team to handle matter pertaining to ECD practitioners’ migration and articulation processes. Collaboration between SACE, DBE and SAQA was important in this regard.
SACE was unable to control some of the factors leading to cases not being completed on time. Parents were found to be receiving favours/money/benefits from would-be perpetrators of offences against learners - and encouraging its continuation. SACE was of the view that such parents be reported to the authorities.
In respect of disciplinary hearings, SACE had to suspend these due to COVID-19 lockdown restrictions. Further to this, parents have been refusing their learners participation as witnesses in such hearings during the lockdown period.
SACE had put in place the necessary mechanisms in place to ensure accessibility to the SACE systems for submitting documents or applications.
Regarding Independent Schools, it was Umalusi who accredited these schools within the system. SACE had an MOU with Umalusi to monitor educators and educator accreditation.
With the monitoring of sanctions, SACE submitted a detailed list of all educators struck off the system. DBE, in turn, checked these against their PERSAL to ensure they were no longer active in the system. Where the implementation of sanctions was being ignored there needs to be a review and investigation. SACE had requested that Independent Schools first checked with SACE before employing educators. It was agreed that where SACE could not enforce sanctions, it was a wasteful exercise and a waste of resources.
The minimum qualification for registration was a Matric plus 4-year tertiary, however the CEO also alluded to cases where there were matured educators above (40-50 years) who did not have Matric plus 4.
SACE ensured that data-management was utilised effectively to inform the system as a whole
Presently the Eastern Cape SACE Office was ready for occupation and would have been launched if wasn’t for the COVID- 19 lockdown regulations. Staff would be appointed to the office as soon as it has opened.
SACE was not involved in providing actual training and development of educators but identified where there was a need for empowerment through diagnostic reports and evaluation. Training and development was the responsibility of the Department.
The CFO mentioned that the budget for travelling covered all flights and ground travel for Council and Exco meetings. Meetings. There would be budget cuts and adjustments to certain line items e.g. Salaries, Travel and Office Operations. Funds for possible donations would be sourced from membership contributions – no government funds would be utilised for this purpose. The Council would discuss and assess measures used to conduct the business of SACE going forward. The Council would also review and reconsider the viability of provincial offices. In respect of certain line items, the CFO indicated the following:
- Communication Budget – SACE used a centralised budget for communication throughout the entire country
- Salaries – The figure covered the national office as well as five provincial offices. This was one of the line items that would be adjusted. SACE would furnish the Committees with the current organogram.
- Building Improvement – SACE needed to have offices cleaned and refurbished once they occupied a certain building. Building were not always conducive to working environment.
- Electricity, Water and Rates – The funds were allocated for the SACE building being rented in Centurion.
- Depreciation – The amount seemed high but did not actually affect the budget of SACE directly as many remained as assets on the books of SACE.
- Telephone – SACE managed only one switchboard for all communication. This also included data usage and cellphones connectivity. The switchboard also managed the call-centre.

Committee Resolution

The Committees resolved that SACE submitted the following to the Secretariat:

A detailed report on the Operational Budget (per line item)
SACE Organogram
A sample of the SACE distribution strategy
Operational plan for the new SACE building
SACE Research information

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

Dr Rakometsi, in his opening remarks alluded to the background, legislative mandate and role of Umalusi. The mandate of Umalusi could be summarised as follows:

Develop and manage a sub-framework of qualifications in collaboration with SAQA and the other two Quality Councils (QCs) supported by the necessary quality assurance policies and processes;
Develop and implement the necessary quality assurance policies in respect of quality assurance of provision;
Maintain a database of learner achievements and related matters; and submit such data in a format determined in consultation with the SAQA for recording on the national learners’ records database;
Commission and publish research related to the development and implementation of the sub-framework of qualifications; and
Formalisation of relationships which include:
- advice to the relevant Minister on matters relating to the GFET sub-framework of qualifications;
- collaboration with the SAQA and other QCs in terms of the NQF; and
- advocacy of the sub-framework and its qualifications.

Strategic Plan

In respect of the situational analysis, Dr Rakometsi gave a broad overview of the Council’s strengths, weaknesses, opportunities and threats. The Committee also received a detailed list of the stakeholders with whom Umalusi dealt with. The Umalusi Strategic Priorities covered the following:

Reviewing the quality assurance of assessment approach so as to accommodate new qualifications;
Evaluating and appraising new qualifications – e.g. GEC;
Amending the founding Acts to accommodate new qualifications and desired extensions in the mandate of quality assurance;
Intensifying research on educational developments to innovate and advise the Ministers of Education;
Intensifying advocacy on qualifications within the sub-framework; and
Seeking for an alternative funding model to increase revenue.

In respect of the Umalusi outcome targets and risks, the Committee were presented with the following:

Outcome:
- Efficient and effective administrative systems (Improved audit outcomes): The 5-year target was for an unqualified audit opinion with no material findings.
Risk:
- Unreliable MIS Data;
- High Staff turnover rate; and
- Lack of alternate funding model

Outcome:
- Enhanced educational standards (Percentage compliance to prescribed requirements to deliver and assess qualification on the GFETQSF): The 5-year target was set at 95 percent
Risk:
- Limited budget to carry our adhoc activities;
- Reliance on independent contractors for execution and reporting on processes may compromise the confidentiality of organisational information;
- Non-availability of independent contractors to perform the duties when needed;
- Institutions offering qualifications without being accredited; and
- Examination irregularities.

Annual Performance Plan

Programme 1: Administration – The purpose of the programme is to provide strategic leadership, management and administrative services to the organisation. Sub-programmes include:
Strategy and Governance (S&G);
Public Relations and Communications (PR&COMS);
Information and Communication Technology (ICT);
Human Capital Management (HCM); and
Finance and Supply Chain Management (F&SCM).

Programme 1 Targets:

Number of advocacy exhibitions conducted – The target is set at 12 advocacy exhibitions.
ICT Network health score maintained at ≥95 percent - The annual target is at ≥95 percent.
Vacancy rate maintained at ≤ percent - The annual target is set at ≤10 percent.
Percentage of valid invoices of creditors and suppliers paid within 30 days – The target is set at 100 percent of valid invoices paid.

Programme 2: Qualifications and Research - The purpose of the programme is to develop and manage an efficient and effective GFETQSF within the NQF and to undertake strategic research in support of that goal. Sub-Programmes included the following:

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

Programme 2 Targets:

Number of reports produced on the management of qualifications in the sub-framework – The target is set at one report produced.
Percentage of error-free learner records for which a certificate is printed – The target is set at 100 percent error-free records.
Percentage of verification requests received that are completed in terms of the service level agreement: two working days – The target is set at 96 percent of verification requests.
Number of research reports completed in various formats – The target is set at five research reports.

Programme 3: Quality Assurance and Monitoring – The purpose of the programme 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. Sub-Programmes include the following:

Quality Assurance of Assessment: School Qualifications;
Quality Assurance of Assessment: Post-School Qualifications; and
Evaluation and Accreditation.

Programme 3 Targets:

Number of quality assurance of assessment reports published for qualifications registered on the GFETQSF – The annual target is set at 10 assessment reports.
Percentage of question papers approved per qualification – The target is set at 100 percent of question papers approved.
Number of assessment bodies audited for their state of readiness to conduct examinations – The annual target is set at 13 assessment bodies audited.
Number of subjects for which verification of marking is conducted- The target is set at 84 subjects.
Number of subjects for which moderation of internal assessment is conducted – The annual target is set at 125 subjects.
Percentage of accreditation outcomes for private education institutions finalised within 12 months of the site visit – The target is set at 82 percent of accreditation outcomes.
Percentage of identified private education institutions monitored after being granted accreditation – The target is set at 92 percent of identified institutions.

The Impact of COVID-19 on the 2020/21 Annual Performance Plan

An analysis of the approved APP has been done in relation to the COVID-19 restrictions and out of 15 indicators, eight indicators have been affected (53 percent). Management has revised the affected indicators and targets for the year. Quarter 1 and Quarter 2 targets will be the most affected – implementation taking place before the revision of the APP. The Council is awaiting the DPME guidelines on the review of the APP and its re-tabling.

Budget Presentation (2020/21 – 2022/23)

Budget Cuts – Budget cuts was as part of the general savings process of the Budget. Budget cut of 2.0 percent has been implemented over the MTEF period in December 2019 with a R7,07 million baseline allocation less from the Department. In total increase in allocation only 3,3 percent in 2020/21. With an increase in the number of question papers, new qualifications and curricula, the Umalusi budget was under great pressure.

Revenue:

R’000	2019/20	2020/21	2021/22	2022/23
Government funds – DBE	R134 634	R139 172	R146 826	R154 158
Accreditation fees	R11 375	R6 945	R7 321	R7 715
Certification fees	R5 926	R5 383	R5 706	R6 049
Verification services	R10 661	R11 192	R11 472	R11 759
Other Income	R8 185	R12 928	R12 874	R12 881
Total Revenue	R170 782	R175 620	R184 199	R192 562

Percentage Increase Total Revenue		2,83%	4,88%	4,54%

Percentage Increase Government Allocation		3,37%	5,50%	4,99%

Expenditure:

OPERATIONAL & CAPITAL EXPENDITURE	2019/20	2020/21	2021/22	2022/23

Compensation of employees	R81 438	R84 985	R89 234	R93 696
Goods and services	R105 035	R104 350	R106 312	R110 929
Capital expenditure:	R3 500	R1 000	R1 500	R1 327

Total Expenditure	R189 973	R190 335	R197 046	R205 952
Compensation to Employees Increase		4,355%	5,000%	5,000%
Total Expenditure Percentage Increase		0,19%	3,53%	4,52%

Surplus Funds - National Treasury and the Department approved Umalusi’s request to retain surpluses for the following projects:

Renovations of purchased building;
Contingency expenditure;
Enterprise Content Management system; and
The balance of the surplus funds is utilised to balance the budget shortfall.

Estimated Changes: COVID-19

Revenue	2020/21
R000	Approved Budget	Estimated (savings)/ changes	Restated Budget Estimate
Revenue
Entity revenue	51 163	(6 732)	44 431
Sale of goods and services	23 520	(6 048)	17 472
Certification	5 383	(2 153)	3 230
Verification of certificates	11 192	(3 895)	7 297
Accreditation of Providers	6 945		6 945
Entity revenue other than sales	27 643	(684)	26 959
Interest	4 000		4 000
Unsecured funding- Reserve funds	14 715		14 715
Other income: Rental and Sundry Income	8 928	(684)	8 244
Transfers received: Basic Education Grant	139 172		139 172
Total revenue	190 335	(6 732)	183 603

EXPENDITURE Summary	2020/21	Expenditure Summary	2020/21
R000	Approved Budget	Estimated (savings)/ changes	Restated Budget Estimate
Compensation of employees	84 985		84 985
Goods and services	104 350	(8 233)	96 117
Administration Expenses	13 199		13 199
Board costs	323	(54)	269
Catering: internal activities	272	(136)	136
Communication	4 554	1 139	5 693
Computer services	10 030	(1 000)	9 030
Consultants	7 406		7 406
Travel and subsistence	24 030	(3 605)	20 426
Venues and facilities	4 565	(913)	3 652
Honorarium:	39 971	(5 996)	33 975
Personal Protection Equipment		2 332	2 332
Capital Expenditure: Non fixed assets	1 000	1 500	2 500

Total Expenditure	190 335	(6 733)	183 602

Net Budget (shortfall surplus)	-	0	0

Legal Cases

Umalusi vs Kabini Joint Venture (JV) – the case related to the renovations of the

new building in 2018/19. Umalusi issued a summons against the JV for repayment of funds as the JV was illegal (R10m). All parties agreed to refer the case to Arbitration and the Arbitration agreement was signed with an Arbitrator appointed.

Umalusi vs Independent Examinations Board (IEB) - Umalusi issued summons

against IEB for non-payment of assessment fees (R 2,9 m). The IEB issued action to review charging of these fees and amounts. Parties agreed to combine cases with one judge and the case was set down to be heard in July 2020.

Conclusion - Senior and Executive Managers have signed a pledge with the CEO to obtain a clean audit. The achievement of APP targets is part of the SMS members’ Performance Agreements. Performance outputs are verified on a quarterly basis by an internal committee (PIVC) and monitored at quarterly review meetings, and reported to oversight structures (Audit and Risk Committee, Executive Committee of Council and Council). Executive Management will monitor the implementation of the APP and delivery of service and the utilization of the budget within the constraints of the COVID-19 pandemic and report to the Umalusi Council accordingly during the year.

Committee Observations and Deliberations

Members queried how Umalusi would cope with the extension of the current syllabus as well as the proper assessment and examinations during the COVID-19 period. Members queried how learners would be assessed. Members cautioned that the quality assessment of certificates should not be compromised in any way.
Members also queried how COVID-19 impacted on the budget and work of the Council. Members noted the outcry from Umalusi for increased funding as the current budget was not sufficient. With a reduced budget, Members queried how this would impact on targets and indicators as per the APP – and how the budget would be reprioritised and adjustments made.
Members also noted the high staff turnover as well as the current position of an Acting CFO. Members queried why these vital posts had not been permanently filled – and when Umalusi was planning to have posts filled. Umalusi had indicated that staff left for better oppurtunities and Members queried the steps being taken by Umalusi to make their positions more attractive to staff and retain staff. Members queried whether Umalusi had done any research on reasons for staff leaving the organisation. Members queried the amount of vacancies currently in the organisation and whether these are being filled as this may lead to further workload on existing staff. Members also queried whether Umalusi was foreseeing even more staff losses due to possible budget cuts. In view of shortage of professional staff, Members also asked the possibility of considering unemployed educators.
In respect of remarking of scripts, Members noted that the turnaround time for remarking was too long and queried how Umalusi was looking to address this matter.
On certification, it was noted that Umalusi had a drop in providing certification and queried how Umalusi would ensure that certification and verifications was speeded up.
Regarding the General Education Certificate, Members queried whether Umalusi had done the necessary quality assurance of the Certificate and whether the Certificate had been registered. Members also queried whether consideration was given to ensure all learners received a certificate, irrespective of the fact that they chose to exit the schooling system or not.
Members further queried Umalusi’s progress in respect of the quality assessment of the ECD programme migrating from Social Development to Basic Education.
It was noted that the examinations may be shifted and combined. Members queried whether Umalusi had the necessary capacity and resources to manage such a larger examination.
Members noted the consideration of the NSC for Adults programme and queried the role played by Umalusi in adult education.
On the appointment of markers, Members queried Umalusi’s position on compulsory competency test for markers – and the practicability of such competency tests.
Members noted that there has been a loss of almost two months of schooling. However, it was noted that Umalusi had already set its question papers for examinations. Members queried the reconciliation of set question papers and current incomplete syllabus.
Members noted that in the past, there was a move to lessen the subject offerings but it was noted that there were actually added subject offerings now. Members queried how Umalusi was responding to this.
Regarding the legal dispute with the Joint Venture (JV), Members queried when the case would be concluded how much it was costing and whether Umalusi would be able to recoup monies from the JV.

Responses from Umalusi and DBE

Responses from Umalusi

In respect of the impact of budget cuts on the work of Umalusi, it was indicated that Umalusi was awaiting the final determinations regarding the possible cuts. Umalusi had regular engagements with its Council to ensure its functions were not compromised in any way. There were areas where Umalusi had made savings but there were also areas where Umalusi had to spend money not budgeted for. Currently, there was no indication of what the amount would be for the budget cuts and Umalusi was looking to reprioritise its work in collaboration with National Treasury.
An explanation was given for the loss of the permanent Chief Finance Officer due to Umalusi not being competitive in respect of remuneration packages. Umalusi was in the process of having the post of CFO filled as a matter of urgency. Umalusi was looking to improve on its structures to ensure staff were retained in the organisation. Umalusi was losing staff to other Departments as these staff were well trained professionals and highly sort-after. These staff were attracted to other Departments due to the highly competitive remuneration packages they offered and the reduced workload at these Departments. Umalusi staff workload was high with an underfunded budget to remunerate them. For Umalusi this was not sustainable and the Council was losing highly skilled staff and institutional memory. Vacancies at Umalusi remained a running target – with six vacancies currently reported. Even though Umalusi is experiencing financial constraints, and work is constrained by diminishing budget, the CEO emphasized that Quality Assurance cannot be compromised
Umalusi continued to monitor the COVID-19 situation and was re-strategising their contingency plans – but the situation remained largely fluid at this stage. Umalusi continued to engage and consult the Department on COVID-19.
Umalusi had started the quality assurance and assessment with a report to be submitted to the Council in respect of the registration of the new General Education Certificate qualification. Umalusi would consider the advice from Members on the issuing of such a certificate.
Even with budget cuts, Umalusi will not compromise on the quality assurance. Umalusi had requested that they be allowed to re-open some functions moving forward. Umalusi did not agree that the NSC curriculum needed to be reduced as this would have the effect of stigmatisation of the current Grade 12 cohort. Umalusi believed there were alternate mechanisms to ensure these learners could be assisted to ensure quality assurance was not compromised. Further, Umalusi was of the view that question papers were already set, and need not be reviewed.
With the possible merging of examinations, Umalusi would need to increase its capacity in respect of monitors and verifiers to ensure adequate quality assessment assurance.
Umalusi strongly urged that their challenges with insufficient budget needed to be addressed else they would not be sustainable going forward. Umalusi urged that the Department considered an increase in the Umalusi budget – and was currently in consultation on improving its funding model. Umalusi would look to revise its APP and Strategic Plan targets and indicators after consultation, advice and guidance from the Department and National Treasury.
On the appointment of markers, Umalusi indicated that markers were being appointed strictly by way of the necessary policies.
Regarding the additional subjects, Umalusi was of the view that, as the economy and the country developed, there was a need to introduce additional subjects for relevance.
Regarding the legal case with the Joint Venture (JV), Umalusi gave some background to the case and indicated that they had now pursuing the arbitration route to resolve the matter speedily. Umalusi would continue to pursue the retrieval of public funds. Legal cases were very formal and there was no guarantee that monies would be recouped.
Umalusi agreed that some subjects needed to be prioritised but also cautioned that there be a balance with other subjects.

Responses from DBE

The Department was continuing its engagements with Umalusi on the review of the Umalusi budget. The Department was directed by National Treasury in respect of their contribution to the frontline departments. It may therefore be difficult to allocate more money to Umalusi. The Department continued to assist and guide Umalusi with realignment and reprioritisation of their budget.
The Department was also looking to ensure a reduced turnaround time for marking of scripts and marking outcomes – however, the Department agreed that there may have been some challenges with the remarking of selected subjects. The Department had made calculations on the number of school days lost and was looking at mitigating these with reduced holidays and extended terms. The Department was also looking at clustering of certain topics in the Curriculum. Further to this, the Department was also in engagements with the Department of Higher Education and Training on their academic year.
The Department agreed that the combined examination would prove challenging but there was no alternative to this. The Department was currently working on a detailed plan for examinations in respect of writing space and learner accommodation.
The Department acknowledged a possible shortage of markers but indicated that this would be addressed by increasing the marking duration and not compromise the marking standards. The Department was of the view that, although there was competency test for markers in a certain province, this was not the only measure of quality assurance. There were other measures in place too.

13. Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, having considered Budget Vote 16: Basic Education, together with the Annual Performance Plan of the Department of Basic Education recommends that the Minister of Basic Education ensure the following:

13.1 Department of Basic Education (DBE)

The Department kept the Committee updated on the eminent budget adjustments and reprioritization and adjustment of targets and indicators. The Department be allowed to present the adjusted budget once approved and tabled.
The Department ensured assistance and support to Provincial Education Departments (PEDs) struggling with limited budgets, especially in respect of infrastructure allocations. Further to this, that the Department ensured budget allocations to schools adequately addressed issues of COVID-19 compliance in all its facets.
The Department ensured that all qualified educators, including Funza Lushaka Graduates were assisted with placement.
The Department ensured that programmes and plans were in place to assist schools listed as vandalised with refurbishment and renovations.
The Department sought to prioritise ICT and connectivity to schools, especially rural schools. Further to this, the Department to ensure that schools had adequate and safe scholar transport as well as access to water and sanitation.
The Department was urged to focus on the following crucial areas of work:
- Financial support to schools (e.g. SGB appointed educators);
- An adjusted budget for Robotics and Coding; and
- Assistance for Grade 12 learners with applications for placement at tertiary institutions.
The Department of basic Education, in collaboration with the Department of Social Development ensured that there was uniformity across all school in respect of the implementation and roll-out of the National School Nutrition Programme (NSNP) – in collaboration with the Department of Social Development.
The Department urgently Gazetted the timelines for the reopening of schools in the country to limit any uncertainties.

13.2 South African Council for Educators (SACE)

The Department ensured that budget cuts to SACE did not negatively impact on the functions of the Council e.g. disciplinary hearings.
With the COVID-19 situation and budget cuts looming – the Department reviewed the opening of provincial offices in various provinces.
The Department, in collaboration with SACE and ELRC, ensured that sanctioned educators were monitored to ensure they did not find ways back into the system. If there were loopholes in the legislation, that this be addressed adequately to safeguard learners.
SACE ensured there was proper research and a needs analysis of the ICT needs of educators during the COVID-19 lockdown period.
Members also sought clarity on the reasons for cases not being finalised and closed – and how SACE was addressing case backlogs.
SACE ensured that all qualifying educators and professionals were registered onto the system and ECD practitioners was assisted with integration and registration as well.
The Department ensured that SACE had access to certain sections of the Child Protection Register currently not accessible.
SACE had a relook and review of its operational budget for certain line items as follows:
- Lease Improvements;
- Depreciation;
- Travel and Accommodation;
- Rates, Water and Electricity;
- Salaries;
- Telephone; and
- Distribution, Publicity and Communication.

13.3 Council for Quality Assurance in General and Further Education and Training

(Umalusi)

The Department ensured that any budget cuts did not negatively impact on the work of the Council. Umalusi was assisted with proper budget reprioritisation and adjustments.
The Department ensured that Umalusi revised its APP and Strategic Plan targets and indicators in collaboration with National Treasury
The Department ensured that proper consideration was given for an increase in the budget of Umalusi as well as ensuring that the Umalusi funding model was improved and restructured.
Umalusi ensured that all vacant positions, especially that of the CFO was filled as a matter of urgency as well as consider improving its structures to ensure staff were retained in the organisation as staff losses was unsustainable.
Umalusi ensured that the turnaround time for remarking of scripts was speeded up.
The Department, in conjunction with Umalusi, ensured that the new General Education Certificate was adequately quality assured and registered. The Department and Umalusi considered giving these certificates to all learners, irrespective of the fact that they chose to exit the schooling system or not.
Umalusi ensured it had the necessary capacity and resources to manage the combined examinations as foreseen.
Umalusi ensured that it was able to finalise the legal case with the Joint Venture as a matter of urgency.

Conclusion

Having satisfied itself in its engagement with the Department of Basic Education and Statutory Bodies on their Annual Performance Plan and the Budget, and having noted following:

The Department and Statutory Bodies presented their Strategic Plan and Annual Performance Plan which would need to be reworked, as it was drawn up prior to the outbreak of the COVID-19 pandemic. Funds would now have to be moved and redirected in order to ensure that schools were Covid-19 compliant.
The Strategic Plans, inclusive of the Annual Performance Plans, that were serving before the National Assembly in terms of the Money Bills Act and the PFMA pertain to the Appropriation Bill that was currently before the National Assembly and its committees.
Revised plans had to be submitted with the adjustments budget that would be tabled sometime this year as a result of the Covid-19 pandemic.

The Portfolio Committee on Basic Education recommends that Budget Vote 16: Basic Education be adopted and that the House approves Budget Vote 16: Basic Education.

Report to be considered.

Documents

No related documents

ATC200604: Report of the Portfolio Committee on Basic Education on Budget Vote 16: Basic Education, dated 28 May 2020.

Basic Education

Documents

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