ATC200720: Report of the Select Committee on Education and Technology, Sport, Arts and Culture on the Impact of COVID-19 on the Strategic Plan and Annual Performance Plan of the Department of Basic Education and its Entities in Respect of Budget Vote 16: Basic Education, dated 20 July 2020.

NCOP Education and Technology, Sports, Arts and Culture

 

1. Introduction
2. he Portfolio Committee on Basic Education and Select Committee on Education and Technology, Sport, 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.   Subsequent to this process 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) was deliberated   on 12 May 2020 and 19 May 2020 respectively. Due to the current COVID-19 Lockdown, all meetings were held virtually via Microsoft TEAMS.

 

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 and its Statutory Bodies (Umalusi and SACE). The Department and Statutory Bodies presented their reworked/adjusted Strategic Plan and Annual Performance Plan with proposed allocations and possible adjustments to the Joint Committees on Tuesday, 7 July 2020.

 

1. Those that appeared before the Joint Committees during the adjustments presentations included the following:

 

1. Department of Basic Education (DBE): Hon A Motshekga: Minister of Basic Education, Mr H M Mweli: Director-General, and their team of Deputy Directors-General, Chief Directors, Directors and other senior officials.
2. South African Council for Educators (SACE): Mr L Cele: Chairperson, Ms E Mokgalane: Chief Executive Officer, Mr M Mapindani: Chief Finance Officer, Ms T Sophethe: Manager and Mr F Ntantala: Exco Member.

 

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

 

1. The Implications of the COVID-19 Pandemic on the Mandate of the Department of Basic Education.

• A total of 57 Indicators are affected by COVID-19 and 13 of these have changed targets.
• The Basic Education Sector responses to COVID-19 includes re-opening of schools by using a phase approach from 8 June 2020. The COVID-19 impact includes health and safety as well as loss of an entire term. The status and impact of COVID-19 lockdown on schooling was presented by the Department of Basic Education during a briefing to the PC Committees on Basic Education on 29 April 2020.  The Department’s COVID-19 response ensured that the sector adhered to lockdown regulations; guidelines on social distancing; addressing challenges of schools in need of emergency water supply; remedial measures; basic sanitation and hygiene package and procurement of COVID-19 essentials.
• In respect of the non-negotiables, the Department had challenges with screening, testing and tracing. The Department also touched on issues relating to standard operating procedures for the containment and management of COVID-19 in childcare facilities and schools. Further to this the Department briefed the Committees on the orientation and training programmes for leaners, educators and non-teaching staff. Members were given a detailed overview on the following, amongst others:

 

• Draft Amended School Calendar; grade 12 and grade 7 would start on 8th May, followed by other grades, reduction of school holidays, 4th term lengthened to 11 December 2020.
• Curriculum Recovery Framework; due to lost time, trimming of curriculum was essential amongst other things discussed in the plan
• The Phasing in Approach; a plan to bring back learners and teachers at staggered periods
• Implications for Examinations, June exams would be cancelled 
• Psychosocial support and the Quality Learning and Teaching Campaign (QLTC) for returning to school.
• Pre-conditions for the reopening of schools and resuming activities.
• Stringent social distancing measures should be implemented in all educational institutions.
• Comprehensive approaches and guidelines for dealing with safety of all learners and   teachers presented with comorbidities and vulnerabilities.
  •  

1. Proposed Allocations and Possible Adjustments

 

1. South African Council for Educators (SACE)

 

1. Programme 3: Ethical Standards - The purpose of this programme is to promote and maintain ethical standards in the profession.

 

 

 

 

 

• Sub-Programme 3.1: Investigations
  • Percentage of investigations on new cases finalised – The current target stood at 80 percent and the proposed target now stood at 50 percent. Most of the investigations are conducted physically and through physical contacts with witnesses and the drafting of their statements. Officers have to be in physical contact and at times even drive to complainants’ homes to obtain their statements or to interview them.
  • Percentage of investigations on roll-over cases finalised – The current target stood at 90 percent and the proposed target now stood at 50 percent. Most of the investigations are conducted physically and through physical contacts with witnesses and the drafting of their statements. Officers have to be in physical contact and at times even drive to complainants’ homes to obtain their statements or to interview them. The schools being on lockdown has affected the performance of the indicator in the first quarter.

 

• Sub-Programme 3.2: Disciplinary Hearings
  • Percentage of disciplinary hearings on new cases finalised – The current target stood at 70 percent and the proposed target now stood at 30 percent. The nature of the ethics work is one of direct physical contact between all parties involved. It is adversarial in its nature and   requires supervision by a presiding officer to ensure that there is no foul play in the process, especially where disciplinary hearings are concerned. This allows presiding officers (PO) the opportunity to make observations of the demeanour of witnesses during the proceedings to enable the PO to reach a suitable decision among other things. The schools being on lockdown affected the performance of the indicator in the first quarter.
  • Percentage of disciplinary hearings on roll-over cases finalised – The current target stood at 80 percent and the proposed target now stood at 40 percent. The nature of the ethics work is one of direct physical contact between all parties involved. It is adversarial in its nature and requires supervision by a presiding officer to ensure that there is no foul play in the process, especially where disciplinary hearings are concerned. This allows presiding officers (PO) the opportunity to make observations of the demeanour of witnesses during the proceedings to enable the PO to reach a suitable decision among other things. The schools being on lockdown affected the performance of the indicator in the first quarter.

 

Programme 3: Summary

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. 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. This often makes virtual systems of prosecuting cases very complex to conduct.

 

1. Programme 4: Continuing Professional Teacher Development Management System (CPTD) – The purpose of the programme is to ensure that educators life-long learning contribute to their professional practice and competence.

 

• Sub-Programme 4.2: Member Support
  • Number of educators supported on professional matters - The current target stood at 50 000 and the proposed annual target now stood at 36 000 educators. Reaching out to educators is now limited by the current conditions that forces teachers to focus on completing the curriculum when so much time has been lost due to school closures. The main support given to teachers will be predominantly virtual whose impact is limited and yet unknown. The programme’s budget has been cut.

 

 

• Sub-Programme 4.3: Quality Management
  • Percentage of endorsed activities monitored - The current target stood at 60 percent and the proposed annual target now stood at 10 percent. The limitation of movement imposed by COVID-19 puts teachers focus on core duties and also limits professional development opportunities afforded to educators.  In addition, this also limit both training events that will be convened and training that will be available for monitoring. The limited number of activities that does not involve face to face methodology. Not many programmes run on the basis of virtual methodology. Providers will be forced to resubmit their activities for endorsement using online methodologies to enable Council to monitor virtually. The budget cut will not afford Council the resources to   fulfil what had been originally planned.

 

Programme 4: Summary

The planned contact sessions for supporting teachers’ participation in the CPTD system and how to develop the Professional Development Portfolios will not take place as planned 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 Professional Development 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.

 

 

2.1.3    Proposed/Adjusted Budget Allocation

2021 SACE Adjusted Budget

Financial Performance Data		Original				Adjustment	New Budget
Income					110,700,000	-9,093,500	101,606,500
Registration fees				4,200,000		-625,000	3,575,000
Subscription fees				80,100,000			80,100,000
Reprints of certificates		1,500,000				-268,500	1,231,500
Interest receivable				3,500,000			3,500,000
CPTD Subsidy				21,100,000		-8,100,000	13,000,000
Sundry income				300,000		-100,000	200,000
Operational Expenditure				110,700,000		-9,093,500	101,606,500
Advertising				300,000			300,000
Audit Fees				600,000			600,000
Bank Charges				500,000		100,000	600,000
Compensation Commissioner				300,000			300,000
Cleaning of Buildings				300,000			300,000
Consultation Fees				500,000		100,000	600,000
COVID-19 Essentials				0		200,000	200,000
Depreciation				3,800,000			3,800,000
Insurance				650,000			650,000
Lees Charges				0			0
Leasehold Improvements				500,000			500,000
Legal Costs				1,000,000		2,000,000	3,000,000
Office Rental				1,200,000		230,000	1,430,000
Postage				40,000			40,000
Printing and Stationery				850,000		-300,000	550,000
Repairs and Maintenance				700,000			700,000
M/vehicle running costs				60,000			60,000
Salaries				62,704,000		-4,993,500	57,710,500
Security services				726,000			726,000
Staff development				300,000			300,000
Sundry expenses				90,000			90,000
Telephone				800,000		400,000	1,200,000
Travel and Accommodation				2,230,000		-730,000	1,500,000
Rates, Water and Electricity				3,450,000			3,450,000
Database Dev/Maintenance				2,000,000		2,000,000	4,000,000
Code of Conduct				1,500,000			1,500,000
Registration of Educators				1,000,000			1,000,000
Professional Development CPTD				21,100,000		-8,100,000	13,000,000
Teacher Professionalization				1,000,000			1,000,000
Research				1,000,000			1,000,000
Publicity and Communication				1,500,000			1,500,000
Financial Position Data				Opening Balance		Acquisitions	Closing Balance
Non-Current Assets				65,469,224		59,000,000	124,469,224
Property Plant and equipment				63,210,433		55,000,000	118,210,433
Intangible Assets				2,258,792		4,000,000	6,258,792
Current Assets				110,814,880		-59,000,000	51,814,880
Bank				108,410,224		-59,000,000	49,410,224
Accounts receivable				2,404,656		0	2,404,656
Total Assets				176,284,105		0	176,284,105
Equity and Liabilities
Equity				159,134,836		0	159,134,836
Accumulated Surplus				113,933,836		0	113,933,836
Building Reserve Fund						0	0
Contingent Reserve				45,201,000		0	45,201,000
Liabilities				17,149,269		0	17,149,269
Accounts payables				17,149,269		0	17,149,269
Total Liabilities				176,284,105		0	176,284,105

 

Notes:

• Total revenue reduction of R9 million:
  • Expected decline in registration and re-prints of certificates; and
  • Reduction of estimated MTEF CPTD subsidy by Treasury (R9 million);
• Salary budget was reduced - deferred employments;
• Travel and accommodation was reduced – electronic facilitation in place;
• Legal fees budget was increased to cater for ongoing case of dismissed 21 employees;
• Professional Development expenditure was reduced in line with the Treasury reduction (R8.1 million);
• IT budget increased to improve and maintain the infrastructure;
• R4 million to acquire IT software required to stabilize the operation of the organisation during and beyond the pressure of COVID-19:
  • Integration of different SACE operating systems;
  • Development of SACE mobile application (educator access to SACE activities and interaction);
  • Development of SACE WhatsApp line (educator automated response);
  • Digitalization of telephone system; and
  • Development and improvement of new possible way of working under extreme pressure of the COVID- 19.
• R55 million is committed to purchase 5 provincial offices which the bid process is at conclusion stage (Durban; Bloemfontein; Cape Town; Polokwane and East London)
• Contingency reserve fund is maintained at R45 million i.e.:
  • Operation reserve;
  • Contingency liabilities; and Lawsuits.

 

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

 

2.2.1    Estimated Changes: Revenue

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

 

Notes:

• Certification Revenue will decrease by R2,15 million based on results of 2019/20 and the effects of Covid-19, like cancellation of exams.
• Accreditation Revenue will decrease by R2,77 million due to the effects of Covid-19. No travelling, site visits and extension of provisional accreditation.
• Quality Assessment revenue to decrease by R1,2 million as a result of the legal matter with Independent Examinations Board (IEB).
• Other Income and Interest Revenue will decrease by R5,35 million due to duplication error (interest received was included in sundry income and as a line item) and effects of Covid-19.
• Estimated Surplus funds utilised from the 2019/20 financial year to decrease by R5,94 million. (Actual surplus funds are lower than estimated).
• Total Revenue is estimated to decrease by R17,41 million.

 

2.2.2    Estimated Changes: Expenditure

R Thousand	2020/21	2020/21	2020/21
Expenditure	Approved   Budget	Estimated Changes	Restated Budget Estimate
Compensation of employees	84 985	151	85 136
Goods and services
Administration Expenses	3 353	-	3 353
Travel etc.	29 190	(7 340)	21 850
Communication	4 554	683	5 237
Computer services	10 030	(1 000)	9 030
Consultants	47 377	(12 733)	34 644
Property payments	6 363	-	6 363
Training and staff development	1 691	-	1 691
Certificates	1 792	-	1 792
COVID-19	-	2 332	2 332
Capital Expenditure	1 000	500	1 500
Total Expenditure	190 335	(17 407)	172 928

 

Notes:

• Compensation of Employees:

• Total increase in expenditure of R151 000 made up as follows:
• Umalusi takes its cue from the Department of Public Service and Administration (DPSA) in annual increase in salaries.
• Increase of R2,4 million in the organisation’s Medical Aid contribution, done to ensure the same contribution in line with other Quality Councils.
• The high levels of responsibility in the Chief Financial Officer (CFO) position being responsible for Finance, Supply Chain, Facilities Management, Human Capital Management (HCM) and ICT have resulted in the high turnover in this position.
• As a result, the Council has decided to create a Corporate Services Branch that will manage Strategy, HCM and ICT. The CFO will only be responsible from Finance and SCM and this will increase the expenditure by R2 million annually.

 

• Goods and Services

• Reduction in travelling, accommodation, catering and car hire expenses of R7,34 million due to Covid-19.
• Increase in Communication expenses of   R683 thousand. Majority of staff working online from home.

• Reduction in Computer Services of R1million due to the decrease in access of Mainframe programme at SITA.
• As a result of COVID-19, there will be a reduction in Consulting Fees and Honorarium for assessments, site visits, evaluations and research of R12,73 million due to inability to perform activities.
• Additional Expenditure of R2,33 million on Covid-19 related expenditure including personal protection equipment and screening process.
• Increase of R500 thousand for laptops and online connectivity for staff to be able to work and communicate from home.
• Total Expenditure to decrease by R17,41 million.

 

2.2.3    Conclusion

• Total estimated reduction in revenue of R17,41 million.
• This shortfall to be financed from savings in expenditure of R17,41 million.
• All other changes in expenditure are expected to be self-financed. For example, online moderation of question papers’ cost will be covered by reduction in travelling and associated costs of doing it on-site.

 

 

 

1. Department of Basic Education (DBE)

 

3.3.1    Programme Allocations

Programme Allocation	Budget Allocation	Special Adjustments Budget R’000	Final Budget
	519 401	(14 360)	505 041
Curriculum Policy, Support and Monitoring	2 025 646	(181 157)	1 844 489
Teachers, Education Human Resource and Institutional Development	1 437 738	(20 390)	1 417 348
Planning, Quality Assessment and Monitoring and Evaluation	13 355 974	(1 812 009)	11 543 965
Educational Enrichment Services	7 989 473	(67 282)	7 922 191
Total	25 328 232	(2 095 198)	23 233 034

 

Notes:

• Programme 1: Administration - The reduction is mainly on travelling, catering and venues and facilities. The reason for reduction is mainly due to non-travelling as well as hosting of meetings as most of the meetings will be done virtually. There is less travelling due to COVID 19.
• Programme 2: Curriculum Policy, Support and Monitoring – The reduction is mainly on Matric Second Chance Program, workbooks and other items within the programme. The other reductions are on catering, venues and facilities.  

 

 

 

 

3.3.2    Economic Classification Allocation

Economic Classification	Budget Allocation	Special Adjustments Budget R’000	Final Budget
Compensation of Employees	584 252	-	584 252
Goods and Services	2 042 142	(281 856)	1 760 286
Interest and Rent on Land	42 418	-	42 418
Transfers and Subsidies	21 150 175	(2 353 342)	18 796 833
Payments for Capital Assets	1 509 245	540 000	2 049 245
Total	25 328 232	(2 095 198)	23 233 034

 

Notes:

• Savings will be realized on items such as:
  • Catering, travelling and subsistence as most of travelling will not be taking place due to COVID 19.
  • Training will also not take place as well as catering for meetings.
  • There would be no need to hire venues for meetings as the teleconferencing/virtual meetings will be   utilized.
  • Earmarked funds for items such as Matric Second Chance and Workbooks will also have savings.

• Workbooks - The current budget reduction of R71 million is not going to have a negative effect on the workbook project. For the 2021 academic year, there are workbooks that were initially earmarked for donation to poor private schools, however these books will no longer be donated to the private schools but will now be sent to public schools to fill the budget shortfall.
• Second Chance Matric Programme (SCMP) - The budget allocated for other activities of the SCMP has been reduced to fit into the new total budget of R37 million. The following activities may be partly or not be implemented at all:

• Out of 9 Career Outreach events, only 4 will be organized instead;
• Monitoring of the face-to-face classes will be limited to data collection through a tool conducted by centre managers;
• The appointment of the officials to coordinate the SCMP in Provinces will not be done;
• The development of study Guides for additional subjects to increase the subject offering of the programme will be done;
• The appointment of a psycho-socio service provider to conduct research and develop online materials will not be done. Materials will be developed internally;
• The project to convert the current Mind the Gap Study Guides into the educational short videos will be done;
• Budget for the Communication project will be reduced - The project intends to use media platforms to raise the awareness about the offerings of the Programme;
• The printing of promotional materials will be reduced; and
• Public roadshows will be cancelled.

• Transfers and Subsidies - This item has already been explained on other sheet.

• Payments of Capital Assets - The increase on this item is in relation to School Backlogs Infrastructure Grant for water tanks that have to be procured for COVID 19 support to schools. The procurement of water tanks will be through the Schools Backlog Infrastructure Grant.

 

3.3.3    Conditional Grants Allocation

Conditional Grants	Budget Allocation	Special Adjustments Budget R’000	Final Budget
Maths, Science and Technology	400 862		400 862
Learners with Profound Intellectual Disabilities Grant	242 864	-	242 864
Education Infrastructure Grant	11 007 967	(2 221 000)	8 786 967
HIV and AIDS	246 699	(59 604)	187 095
National School Nutrition Programme	7 665 887	-	7 665 887
Total Conditional Grants	19 564 279	(2 348 604)	17 215 675

 

Notes:

• Learners with Severe to Profound Intellectual Disabilities Grant (LSPID) – A 13 percent reduction on LSPID grant is to fund the COVID 19, the procurement of COVID-19 essentials and sanitation for caregivers and therapists.
• Maths, Science and Technology Conditional Grant (MSTCG) - The MSTCG will be using the R30m to prioritise the promotion of social distancing (COVID-19) and provision of virtual classrooms which will require the Procurement of gadgets or devices (tablets for learners, laptops for teachers, and connectivity tools, including data bundles).
• Education Infrastructure Grant – R 600 million has been reprioritised towards School Infrastructure Backlogs Grant for procurement of water tanks. Over and above the planned and committed infrastructure projects, COVID-19 demands Provinces to provide mobile classrooms, address vandalized schools, provide emergency water supply (tanks & water delivery), sanitation (chemical toilets), address storm damage, as well as basic hygiene packages. Provinces are in the process of revising their business plans for approval by the DBE to address all these matters. This may result in the postponement, suspension or even termination of projects.
• National School Nutrition Programme (NSNP) - The NSNP 2020 feeding calendar has been adjusted in accordance with the phased-in approach of schooling and that the nutrition programme was re-opened for all learners when grades 12 and 7 were welcomed back to schools in June – with further consideration for all other grades. The Sector planned to provide meals to a total of 1 288 275 (803 290 Grade 7 and 484 966 Grade 12) learners in all provinces as part of readiness to re-open schools in a phased manner. The key objective is to ensure school children’s food security and cater for their nutrition needs during the lockdown due to COVID-19.
• The plan is to guide PEDs towards various planning for feeding all learners in line with the recovery plans (phased approach). Procurement models influence what can be implemented rapidly (e.g. centralized model in WC with 3 service providers versus over 100 in KZN). There is a huge risk with respect to social distancing; hygiene and food security; safety and security and theft. Some provinces are putting plans in place to feed learners “not attending school” in a phased in approach as per directives; either with meals being collected at schools or the provision of food parcels.
• HIV/AIDS Life Skills Conditional Grant – Printing and distribution of COVID-19 prevention material adds value to the existing LTSM that would have been printed and distributed to schools. Prioritise advocacy and social mobilisation with parents and school community members, prioritising the COVID-19 prevention (as parents will have to understand and be supportive of schools in the event that a learner is returned from school due to COVID-19 infection). Appoint and place Learner Support Agents (LSAs) in schools to support vulnerable learners, but mainly to assist with screening of learners for COVID-19, as educators would be busy preparing to teach and catch up.

 

3.3.4    Other Transfers Allocation

Other Transfers	Budget Allocation	Special Adjustments Budget R’000	Final Budget
	453	-	453
Guidance Counselling and Youth Development Centre for Africa: Malawi	196	-	196
South African Council for Educators	17 738	(4 738)	13 000
	17 091	-	17 091
Association for the Development of Education in Africa	158	-	158
	139 172	-	139 172
National Education Collaboration Trust (NECT)	115 738	-	115 738
Southern and Eastern Africa Consortium for Monitoring	3 671	-	3 671
NSFAS: Funza Lushaka	1 291 606	-	1 291 606
Total Allocation	1 585 823	(4 738)	1 581 085

 

Notes:

• South African Council for Educators (SACE) - Implications of social distancing, restrictions of bigger gatherings and travelling and other COVID 19 related matters, some money will be saved from the travel, accommodation, conferencing, and subsistence allowance.

 

3.3.5    Earmarked Funds Allocation

Earmarked Allocations	Budget Allocation	Special Adjustments Budget R’000	Final Budget
National School Nutrition Programme - National	21 236	(1 000)	20 236
Matric Second Chance	60 805	(23 805)	37 000
Oversight-Maths, Science and Technology Grant – National	6 538	-	6 538
Learners with Sever and Profound Disabilities Grant - National	17 091	-	17 091
	1 191 884	(71 884)	1 120 000
School Infrastructure Backlog Grant	1 736 413	540 000	2 276 413
TOTAL: EARMARKED FUNDS	3 033 967	443 311	477 278

 

 

1. Committee Observations and Deliberations

 

1. Department of Basic Education (DBE) - Members raised the following with the Department of Basic Education (DBE), in respect of the proposed allocations and possible adjustments in respect of Budget Vote 16: Basic Education:

• Members noted that the budget cuts at the National Department did not reflect the possible budget cuts at a provincial level – and queried the figures in respect of budget cuts to provincial education departments.
• Regarding the adjustments to budgets, Members queried the following:
  • How the adjustments impacted on the work of the Department and Entities and long-term implication of these budget cuts.
  • What plans were in place to mitigate the budget cuts
  • To what extent was the budget cuts to be permanent
  • How were the budget cuts affecting service delivery?
• In respect of the examinations, Members raised the following, amongst other:
  • Would schools impacted by COVID-19 be allowed to write at a later date
  • Whether there was any consideration given to adjustments to the question papers
• Members queried whether Personal Protective Equipment -PPE’s to schools were standardised and quality checked – and whether there were specific guidelines/regulations on prices for procurement of PPE’s. Members visited schools where masks were of poor quality and not up to standard.
• There were sporting codes declared safe for re-introduction at schools. Members queried the plans in place to re-introduce these sporting codes at schools where applicable.
• Members noted that not all schools had been reopened, especially in rural areas, while many urban schools were continuing with classes. It was felt that this practice was not fair towards rural schools and that all schools should be treated equally.
• Regarding psycho-social support, Members queried issues around the non-appointment of practitioners – and the plans of the Department to provide such support.
• Members also queried the measures in place to support and provide assistance to learners in respect of the various grants e.g. Maths, Science and Technology Grant and HIV/Aids Grant. The Infrastructure Grant needed to be utilised for the benefit of schools with severe infrastructure challenges.
• Members raised concerns with the Comorbidities Form that needed to be completed which required disclosure of personal and private details on conditions. Members felt this was an invasion on the privacy of individuals and needed to be investigated.
• Members also queried whether the Department had budgeted for extra educators to be introduced in the system.
• In respect of NSNP, Members queried whether suppliers had increased their prices and whether additional funding had been made available to mitigate these increases.
• On declaring frontline departments, Members questioned how DBE was not included as a frontline department.
• Members queried the contributions by the Department and Entities to the Solidarity Fund.
• In respect of the possible scrapping of the current school-year, Members queried whether the Department was considering doing so – and the motives therefore.
• Members queried the inclusion of Travel and Accommodation items budgeted for. Members were of the view that this money be used elsewhere as travel was not permitted during COVID-19.
• Members queried the effectiveness of DBE engagements with provincial education departments where infrastructure challenges were raised and reported.

 

1. South African Council for Educators (SACE) - Members raised the following with the South African Council for Educators (SACE), in respect of the proposed allocations and possible adjustments in respect of Budget Vote 16: Basic Education:

• Members queried whether SACE and the Department had the necessary capacity to implement vetting of new educators to the system.
• What was the impact on SACE investigations and cases – and the nature of the cases referred.
• Members also queried the support programmes and assistance in place by SACE to teachers in respect of issues of COVID-19 and Gender Based Violence

 

1. Council for Quality Assurance in General and Further Education and Training (Umalusi) - Members raised the following with the Council for Quality Assurance in General and Further Education and Training (Umalusi), in respect of the proposed allocations and possible adjustments in respect of Budget Vote 16: Basic Education:

• In respect of Umalusi savings, Members queried how and where will this be generated.
• Members also queried whether Umalusi had budgeted for extra moderators, markers and venues for the upcoming examinations period.
• Members wanted to know whether Umalusi was considering to make adjustments to the National Senior Certificate (NSC) question papers.

 

1. Responses
   1. Minister A Motshekga

Minister Motshekga indicated that in respect of budget cuts; when budget was appropriated at provincial level, provinces accounted for these budgets and not the national department. The Department’s main function in respect of infrastructure was monitoring and evaluation. It was important that provinces did all they could, school-by-school, to ensure schools were opened and COVID-19 compliant. She agreed that there was a small percentage of schools that could not be reopened due to infrastructure challenges and vandalism but she has assurance from PED’s that no learners would be left behind. The Department could not account for the PPE’s procured by PED’s.

 

1. The South African Council for Educators (SACE)

The only teacher programmes with SACE was the CPTD management system and they did not foresee any major impact on the programme as they had managed to make some adjustments. The Council was continuing with its investigation of cases before it with the necessary protocols in place to deal with them through a virtual platform. The Committees also received a detailed breakdown of the cases current before the Council. There were cases that needed to be referred to other institutions as they fell outside the jurisdiction of SACE. Regarding the vetting of new registrants, SACE only registered new entrants with the necessary police clearances. SACE was working collaboratively with Unions in respect of issues pertaining to Gender Based Violence. Regarding travel and accommodation budget, SACE had reduced the budget but needed to make provision for this line-item as travel was allowed during Level 3 of the lockdown – and travelling was happening currently. The Council had not taken a decision on any contribution to the Solidarity Fund to date.

 

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

Umalusi remained flexible in respect of the examinations timetable and awaited further directive from the Department on the matter. The Council could not concede to ideas of any adjustments of the NSC question papers for 2020 examinations. This would be an abdication of their responsibilities in respect of quality certification. The key to good assessment was accountability and Umalusi had to function within the confines of its mandate, legislation and regulations. Umalusi required the services of consultants due to the seasonal nature of its work – and this had been cleared with National Treasury. Staff at Umalusi was also over-stretched. Savings on travel and accommodation would be used for unplanned contingencies. Umalusi did not deal with logistics of examinations but focussed on monitoring and oversight – and therefore the travel and accommodation budget line-item. Umalusi, due to financial constraints, did not contribute to the Solidarity Fund.

 

1. Department of Basic Education (DBE)

The main function of the Department during examinations was to ensure learners were ready to write the exams as well as ensure the exams was administered. The Department, in collaboration with PED’s had done the necessary in respect of assessment of learner readiness for exams. The Department was not considering any adjustment to question papers and was confident that learners would be ready to write the exams. The Department, in collaboration with Umalusi, was looking to possibly consider an adjustment of the exam time-table. Although the Department had the necessary contingency plans – baselines could not be guaranteed and may shift going forward. The Department was not sure, and could not answer, as to why they had not been included as a frontline department. The Department also indicated that they were never 100 percent prepared for issues of psych-social support and worked to ensure all intangibles were in place. The Department also collaborated with faith-based organisations.

The Department also mentioned that grants had been re-adjusted to comply with COVID-19 essentials. National Treasury had the necessary standards and pricing norms for COVID-19 essentials.

The information received from the comorbidities forms that were completed needed to remained with those entrusted with its confidentiality. It was unavoidable and necessary for certain private/personal information to be disclosed on the forms.

The Department had set aside posts for substitute educators in the system and there were indications that PED’s were filling these posts already. It was important to note that, for educators, it was almost impossible to work from home.

Regarding NSNP food pricing, the Department made sure that they factored in the CPIX within the grant provided. It was important to engage with National Treasury to ensure learners were adequately fed.

The Department appointed markers based on the standards set – and did not anticipate employing extra markers but would consider extending the marking period.

Regarding infrastructure, the Department indicated that PED’s were responsible for infrastructure grant rollout. The DBE grant allocation was for national interventions for a specified period only. The Department would ensure that all reported cases in respect of school infrastructure will be investigated and reported back on.

 

 

1. Conclusion

Having satisfied itself in its engagement with the Department of Basic Education and Statutory Bodies on the Impact of COVID-19 on their Strategic Plan and Annual Performance Plan in respect of Budget Vote 16: Basic Education, with proposed allocations and budget adjustments, the Select Committee on Education and Technology, Sport, Arts and Culture recommends that the proposed allocations and budget adjustments be adopted and that the House approves the proposed allocations and budget adjustments in respect of Budget Vote 16: Basic Education.

 

Report to be considered.