ATC210303:Report of the Portfolio Committee on Basic Education on the Second Quarterly Report on the Performance of the Department of Basic Education in meeting its Pre-Determined Objectives for 2020/21, dated 3 March 2021.

Basic Education

Report of the Portfolio Committee on Basic Education on the Second Quarterly Report on the Performance of the Department of Basic Education in Meeting its Pre-Determined Objectives for 2020/21, dated 3 March 2021.

The Portfolio Committee on Basic Education, having considered the Second Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre-determined objectives for 2020/21 reports as follows:

Introduction

The Portfolio Committee on Basic Education considered the Second Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre-determined objectives for 2020/21 on 16 February 2021. Consideration of quarterly reports by committees is one of the established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are enablers for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, output in respect of the performance indicators and planned targets of the pre-determined objectives set for 2020/21 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance. The achievements and output of the Department presented in this report are preliminary since they have not yet been audited.

Performance Indicators and Targets

The Annual Performance Plan (APP) summarises the priorities of the Department of Basic Education (DBE) as aligned to the Medium-Term Strategic Framework 2019-2024 and the Action Plan to 2024: Towards the Realisation of Schooling 2030. The activities of the DBE have been structured into five programmes, namely:

Programme 1: Administration;
Programme 2: Curriculum Policy, Support and Monitoring;
Programme 3: Teachers, Education Human Resources and Institutional Development;
Programme 4: Planning, Information and Assessment; and
Programme 5: Educational Enrichment Services.

Achievements for the Second Quarter

For the 2020/21 financial year, the Quarter Two information indicated that the Department had a total of 69 indicators for all five programmes combined. Of the 2020/21 indicators, 59 were annual targets whilst nine (9) were quarterly targets and one (1) being bi-annual target. As at the end of the Second Quarter of the 2020/21 financial year, the Department had fully achieved nine (9) targets (90 percent), partially achieved none (0 percent) and did not meet one (1) target (10 percent).

Performance per Programme against Performance Indicators and Targets set for 2019/20

4.1 Programme 1: Administration - The purpose of the programme was to manage the Department and provide strategic administrative support services. Within this programme, the Department had five (5) targets – two (2) annual and three (3) quarterly target.

4.1.1 Quarterly Target

Percentage of valid invoices paid within 30 days upon receipt by the Department - The Department’s quarterly target was set at 100 percent. The quarterly output stood at 97 percent (2 956 of 3 032) with a 3.0 percent negative deviation due to invoices being delayed by Directorates (Project Managers). Consequence management has been instituted against officials who are implicated in late payment of suppliers. A total of 15 officials received warning letters.
Number of reports on misconduct cases resolved within 90 days - The quarterly output stood at one report and this was achieved with no deviation.
Quarterly Reports submitted to National Treasury (NT) and the Department of Planning, Monitoring and Evaluation 30 days after the end of each quarter - The Department’s quarterly target was set at a quarterly report submitted to National Treasury and DPME 30 days after the end of the quarter. The Department submitted the First Quarterly Report 2020/21 to National Treasury and DPME on 31 July 2020. The target was achieved with no deviations.

4.1.2 Annual Targets

Number of capacity-building programmes offered to the DBE officials – Although this was an Annual Target, the Department reported that 55 officials were trained through Virtual platforms. There was no deviation on this target.
Annual Performance Plan approved by 31 March each financial year - The 2020/21 APP was revised and re-tabled on 13 August 2020 due to COVID- 19 and budget adjustments. The Annexures for the revised plans were re-tabled in Parliament on 21 July 2020 and the actual documents on 13 August 2020.

The Department reported on further progress made in the key focus areas in Programme One for the Second Quarter of 2020/21, which included the following, amongst others:

Corporate Services;
Training and Social Responsibility;
Labour Relations;
Security and Assets Management;
Supply Chain Management;
Strategic Planning and Reporting;
Research Co-ordination, Monitoring and Evaluation;
Government Information Technology Officer;
Intergovernmental and Technical Support;
International Relations and Multilateral Affairs; and
Partnerships.

Programme 2: Administration

The purpose of the programme is to develop Curriculum and assessment policies and monitor and support their implementation. Within this programme, there were 30 performance indicators with 28 annual, one (1) quarterly and one (1) bi-annual target. The details of the Department ‘s performance are as follows:

Quarterly Targets:

Number of Technical schools monitored for implementation of Curriculum and Assessment Policy Statements (CAPS): The Second Quarter target as per the APP was six and the quarterly output for the Second Quarter stood at six with no deviation. The 12 remaining schools will be visited in the Fourth Quarter to achieve the annual target of 18.

Bi-Annual Targets:

Number of learners obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, included upgraded NSC per year: Owing to COVID-19, the May/June 2020 examinations were deferred and combined with the November/December 2020. The results would be available in February 2021. There was a negative deviation of 30 000.

Annual Targets:

Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID – The Department prepared for training on South African School Administration Management System (SA-SAMS), evidence based reporting and P-Scales of the Learning Programme for LPID. The Department virtually monitored and guided PEDs on the implementation of the Learning Programme for LPID and the management of data of learners using the Learning Programme for LPID in Mpumalanga, Northern Cape and North West and developed a guideline document for implementing Learning Programme for LPID trimmed lesson plans with children who, due to COVID-19 remain at home. A process is underway to review and revise a tool to track the implementation of the Learning Programme for LPID to align it with the approved Learners with Severe to Profound Disability LSPID Grant Framework
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 number of teachers trained on the Policy on SIAS was 1 648. The number of Grade – R practitioners trained on the SIAS policy was 161. The number of officials trained on the SIAS policy was 192. Schools whose teachers participated in the training of SIAS policy was 848. Learners identified and assessed in terms of the policy was 2 508. Individual Support Plans (ISPs) developed for these learners stood at 2 272
The number of cases successfully resolved by the school was 575 and the cases referred to the DBST was 1 725. The number of cases successfully resolved by the District-Based Support Teams (DBST) was 386. The number of schools monitored for the functionality of School-Based Support Teams (SBSTs) by DBST was 449 and the number of schools monitored for the implementation of the Policy on SIAS was 398.
Amend legislation to regulate the new ECD landscape - Validation on information was concluded in all nine provinces and a final validated diagnostic report was concluded.
Develop new funding models for ECD delivery – The Department consultations were done with the Provincial Departments of Social Development to gain information on the current funding model.
Develop and operationalise an ECD Education Management Information System (EMIS) – A Memorandum of Understanding with the LEGO Foundation was finalised.
Develop and operationalise an Early Childhood Development (ECD) Human Resource Development (HRD) Plan - Consultations were done with the Provincial Departments of Social Development to gain information on the current HR model.
Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 – 12 – A total of 16 districts were selected for the monitoring with five (5) schools selected to participate in each of the 16 districts. The participation rate for school principals was 95.4 percent and the participation rate for subject teachers was 72.5 percent. A Consolidated Monitoring Report was being prepared.
Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes - In preparation for the monitoring, the following tasks have been completed in this quarter:

Developed submission for monitoring schools;
Memo emailed to provinces to submit names of vacation centres /schools;
The on-line monitoring tool developed;
The schedule indicating the provinces and districts allocated to each specialist;
The on-line Google form has been prepared and ready for administration; and
Schools identified for e-monitoring.

Number of schools monitored for implementing compulsory entrepreneurship education - A list of 322 schools participating in the programme has been received. Ten schools per province will be identified and monitored randomly. Monitoring tools revised and finalised. Letters sent to provinces and principals.
An Annual Sector Report is produced on the implementation of the General Education Certificate (GEC) - Due to the extended lockdown the concept document was still under discussion between the DBE and ACER. The concept document will be presented at various fora and sub-committees of the Department and the inputs will be used to finalise the document.
Annual Sector Report on schools that are prepared to respectively implement and pilot the Technical Occupational Stream in 2021/22 -
Subject frameworks for 21 subjects being piloted in the schools of skills were submitted to Umalusi for evaluation and quality assurance. A list of ordinary schools from eight provinces for the piloting of occupational subjects has been compiled.
Number of schools monitored on the implementation of the reading norms - The desktop monitoring instrument and guidelines has been disseminated to provinces for actioning. Monitoring of this indicator will be done during the Fourth Quarter (January-March 2021) of the financial year. Provinces have submitted lists of schools to be monitored.
Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The desktop monitoring instrument has been disseminated to provinces for actioning. Monitoring has not yet taken place. PEDs have submitted lists of schools to be monitored in January-March 2021.
Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The desktop monitoring instrument has been disseminated to provinces for actioning. Monitoring has not yet taken place. PEDs have submitted lists of schools to be monitored in January-March 2021.
Number of schools with Multi-grade classes monitored for implementing the Multi-grade toolkit - The desktop monitoring instrument has been disseminated to provinces for actioning. Monitoring has not yet taken place. PEDs have submitted lists of schools to be monitored in January-March 2021.
An Annual Sector Report is produced on the implementation of the National Reading Plan – Regarding Languages the Department developed and distributed to all PEDs the trimmed and re-organised 2020 Annual Teaching Plans (Foundation Phase, Intermediate Phase and Senior Phase) lifting reading out as a key competency for the remainder of the year. Teacher guidelines for the implementation of ATPs with a special emphasis on reading aloud, reading comprehension and literature study (for the Senior Phase) as fundamentals and priorities. There were Differentiated Risk Adjusted Subject Plans for teachers (Foundation Phase, Intermediate Phase and Senior Phase) with specific focus on reading for meaning.
An Annual Sector Report is produced on the number of public
schools monitored on the availability of readers – The Department developed a draft monitoring tool.
Number of schools per province monitored for utilisation of Information and Communications Technology (ICT) resources – A total of nine schools were monitored as follows:
- KwaZulu -Natal (3 schools);
- Gauteng (3 schools); and
- Mpumalanga (3 schools).

Letters from the Director-General were prepared to request provinces to conduct the monitoring to ensure all the remaining schools were visited.

Percentage of public schools with Home Language workbooks for learners in Grades 1 to 6 per year - Delivery of Volume 1 was in progress and a total number of 7 149 (30.45 percent) schools received workbook consignments. The printing of Volume 2 stood at 54 percent.
Percentage of public schools with Mathematics workbooks for learners in Grades 1 to 9 per year - Delivery of Volume 1 was in progress and a total number of 7 149 (30.45 percent) schools received workbook consignments. The printing of Volume 2 stood at 54 percent.
Percentage of public schools with workbooks for learners in Grades R per year - Delivery of Volume 1 was in progress and a total number of 7 149 (30.45 percent) schools received workbook consignments. The printing of Volume 2 stood at 54 percent.
An Annual Sector Report is produced on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6 and 9 – The Department developed a monitoring tool to assist provinces to conduct physical monitoring. The tools have been sent to provinces. The Department has communicated the Programme Performance Measures (PPMs) to all provinces and the expectations were clearly spelled out.
The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1-4 - The lesson plans have been developed and schools that will be monitored have been identified. Though this is an annual target, monitoring was delayed due to changes in the school calendar as a result of Covid-19. Monitoring will be done in the Fourth Quarter.
Number of special schools with access to electronic devices - Mobile Network Operators have reviewed the rollout plans of electronic devices to special schools and they have submitted the revised plans (except for Cell C and Liquid Telkom). It is expected that by end of March 2021, 140 schools will have access to electronic devices.
An Annual Sector Report is produced on the number of teachers trained on inclusion – A total of 171 officials of Inclusive education and ICT were trained and developed from all provinces except the Western Cape. The training was done in collaboration with higher education institutions i.e. University of South Africa, Stellenbosch University, CITE, Cape Peninsula University of Technology, Rhodes University, Nelson Mandela University and University of Fort Hare.
An Annual Sector Report is produced on the number of learners in public special schools - The EMIS unit within the Department was working on the numbers of learners in public special schools for 2019 and 2020.
An Annual Sector Report is produced on the percentage of public special schools serving as resource centres - Data on the number, domain of specialisation and plans of special schools as resource centres was collected per province – the data is being consolidated.
An Annual Sector Report is produced on the establishment of Focus Schools per Provincial Education Department – A task team on the establishment of Focus Schools has been established and DBE officials from various branches received had received appointment letters. The process of strengthening the guidelines gained momentum through the characterisation of Focus School Document which has been developed and was being finalised through the task team.

The Department reported on further progress made in the key focus areas in Programme 2 for the Second Quarter of 2020/21, which included the following, amongst others:

Curriculum, Implementation and Quality Improvement;
Inclusive Education;
Mathematics, Science and Technology (MST) and Information and Communication Technology (ICT);
Learning and Teaching Support Material (LTSM);
Early Childhood Development (ECD); and
Rural Education.

Programme 3: Teachers, Education Human Resources and Institutional Development

The purpose of the programme is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources. Within this programme, there was a total of 12 performance indicators, 10 annual indicators and two quarterly indicators. The details of the Department’s performance are as follows:

Quarterly Targets:

Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six months upon confirmation that the bursar has completed studies – The target was set at one report and the Department achieved this target with no deviation.
Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six months upon confirmation that the bursar has completed studies - The target was set at one report and the Department achieved this target with no deviation.

Annual Targets:

Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness - The SGB functionality tool was reviewed to respond to COVID 19 challenges. The final survey tool was distributed to provinces and stakeholders on 19 September 2020.
Percentage of schools producing the minimum set of management documents at a required standard - The survey tool for verifying the availability of management document was adopted by all provinces on 1 September 2020
Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education – The quarterly milestone stood at 13 119 with a deviation of 619 (preliminary). The deviation can be attributed to tuition fees being less than what was projected resulting in more bursaries being awarded
An Annual Sector Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers - Annual Sector Report has been developed
A National Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres – Three Provincial Teacher Development Institutes (PTDIs) and 33 District Teacher Development Centres (DTDCs) were monitored. The Department completed monitoring tools and nine PEDs quarterly reports.
A National Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting - Completed monitoring tools were received from seven PEDs (except KwaZulu-Natal and North West who submitted their reports late. The relevant branch interacted with the relevant provincial directors to submit the reports.
Number of PEDs that had their post provisioning processes assessed for compliance with the post provisioning norms and standards - Approved letters were sent to PEDs requesting the 2021/22 Plans for Post Provisioning Norms and Standards on 9 September 2020.
An Annual Sector Report is produced on the number of Grade R practitioners with at least an NQF level 6 and above qualification – The Department approved a data collection tool and the management plan to be followed to collect and report on the indicator. Letters were sent to the Heads of PEDs requesting to complete and, report on the indicator on 8 September 2020.
Number of PEDs monitored on the Quality Management System (QMS) – Five PEDs were monitored on the Integrated Quality Management System (IQMS) i.e. Gauteng, KwaZulu-Natal, Mpumalanga, Northern Cape and Western Cape.
Number of PEDs monitored on the implementation of the Education Management Service: Performance Management and Development System (EMS: PMDS) – Five PEDs were monitored on the implementation of the Education Management Service: Performance Management and Development System i.e. Gauteng, KwaZulu-Natal, Mpumalanga, Northern Cape and Western Cape.

The Department reported on further progress made in the key focus areas in Programme 3 for the Second Quarter of 2020/21, which included the following, amongst others:

Education Human Resource Planning, Provisioning and Monitoring;
Education Labour Relations and Conditions of Service;
Continuing Professional Teacher Development;
Initial Teacher Education;
Curriculum Research; and
Education Management and Governance Development.

Programme 4: Planning, Information and Assessment

This programme is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The programme had a total of 18 performance indicators made up of 17 annual and one bi-ennial target. The details of the Department’s performance are as follows:

Annual Targets:

Number of new schools built and completed through Accelerated Schools Infrastructure Delivery Initiative (ASIDI) – The quarterly milestone stood at four schools. There was slow progress due to COVID-19 lockdown which affected construction works on site. The remaining projects would be completed in the last quarter as committed by implementing agents.
Number of schools provided with sanitation facilities through ASIDI - The quarterly milestone stood at 22 schools. There was slow progress due to COVID-19 lockdown which affected construction works on site. The remaining projects would be completed in the last quarter as committed by implementing agents.
Number of schools provided with water facilities through ASIDI - The quarterly milestone stood at four schools. There was slow progress due to COVID-19 lockdown which affected construction works on site. The remaining projects would be completed in the last quarter as committed by implementing agents.
Number of schools served with emergency water supply - The quarterly milestone stood at 364 (3 418 cumulative) schools.
Number of schools served with emergency sanitation - The quarterly milestone stood at 288 (4 142 cumulative) schools.
Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9 - The quality assurance of the items was at the last stage of moderation.
Number of NSC reports produced - Reports will be produced in the Fourth Quarter.
Number of question papers set for June and November examinations – A total of 119 Question Papers for the June 2021 Examinations have been internally moderated and currently undergoing external moderation.
Percentage of public schools using the standardised school administration system (SA-SAMS) for reporting - Information to be collected in November 2020 due to the amended school calendar. Data is collected three weeks in the new term (after school holidays). Formal communication to PEDs on the data collection is approved.
A National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) – The 2019/20 Report recommendations have been implemented with PEDs. The 2020/21 Draft Plans and Documentation has also been developed. Approval of the exercise and the exercise implementation would be conducted in the Third Quarter.
A National Report is produced on learner performance linked to the National Assessment Framework – The TALIS Volume II Country report has been released by the Organisation for Economic Co-operation and Development (OECD).
A National Report is produced on developing and operationalising a school readiness assessment system - The manual data capturing started and due for completion in October 2020. Due to a limited number of staff as a result of COVID-19 regulations, the capturing progress was being hampered.
Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - More than 10 sessions (virtual and on-site) were conducted across five Mentors in Limpopo and Eastern Cape.
Percentage of District Directors that have undergone competency assessment prior to their appointment - During the Third Quarter, provinces will be requested to indicate the number of newly appointed district directors who have undergone competency assessment.
Percentage of underperforming schools visited at least twice a year by district officials for monitoring and support purposes - All nine provinces submitted progress reports on the support visits to underperforming schools. The reports indicate that all 1 363 underperforming secondary schools were visited during the Third Quarter. These include schools that were identified as chronically underperforming. A further 1 653 underperforming primary schools were visited for purposes of support.
Number of District Director forums held – The quarterly milestone was set at two forums. This was achieved without deviation.
Number of districts in which teacher development has been conducted as per district improvement plan - The Department was in the process of communicating with provinces to gather data and letters were prepared and sent to HoDs.

Biennial Targets:

Percentage of school principals rating the support services of districts as being satisfactory – The 2020/21 survey samples of participating schools has been drawn.

The Department reported on further progress made in the key focus areas in Programme 4 for the Second Quarter of 2020/21, which included the following, amongst others:

Education Management Information System;
Public Examinations;
Examination Administration;
District Level Planning and Implementation Support;
National Education Evaluation and Development Unit; and
Conditional Grants.

Programme 5: Educational Enrichment Services

The purpose of the programme is to develop policies and programmes to improve the quality of learning in schools. Within this programme, there was four performance indicators with three (3) quarterly and one annual target. The details of the Department’s performance in this programme are as follows:

Quarterly Targets:

Number of schools monitored for the provision of nutritious meals: The quarterly target was set at 30 schools and the Department was able to achieve 37, a positive deviation of seven schools to cover the backlog from Quarter One.
Number of districts monitored and supported in the implementation of National School Safety Framework (NSSF), social cohesion, sport and enrichment programmes per year - The quarterly target was set at nine districts and the Department was able to achieve 11, a positive deviation of two districts. More districts were monitored to make up for the Quarter One negative deviation.
Number of learners, educators, parents, SGBs and other educations stakeholders reached through social cohesion programmes - The quarterly target was set at 2 500 and the Department was able to achieve 4 412, a positive deviation of 1 912. The Department collaborated with social partners in hosting national and provincial webinars to address violence prevention and child protection issues. Virtual platforms and the use of social media allowed the Department to reach more participants.

Annual Targets:

Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme – The Department hosted the first virtual inter-provincial meeting

The Department reported on further progress made in the key focus areas in Programme 5 for the Second Quarter of 2020/21, which included the following, amongst others:

Safety in Education;
Sport and Enrichment in Education;
Social Cohesion and Equity in Education;
Health Promotion;
Psychosocial Support; and
School Nutrition.

Financial Report: Second Quarter Expenditure

The adjusted budget of the Department for the 2020/21 financial year amounted to R23.233 billion. A total of 82 percent of the budget amounting to R18.797 billion was allocated to transfer payments as follows:

Conditional Grants: R17.216 billion;
Transfers to Public Entities: R152.1 million; and
Other Transfers: R1.429 billion.

The remainder of the budget (R4.436 billion) is allocated to the following:

Compensation of Employees: R522.8 million
Examiners and Moderators: R24.8 million
Earmarked Funds: R1.188 billion
Office Accommodation: R220.2 million
Specifically, and Exclusively Appropriated: R2.276 billion
Departmental Operations: R108.6 million
Departmental Projects: R95.5 million

The total actual expenditure of the Department for the 2020/21 financial year second quarter amounted to R12.851 billion. Expenditure amounting to R11.894 billion was made up of transfer payments as follows:
- Conditional Grants: R10.446 billion;
- Transfers to Public Entities: R78.9 million; and
- Other Transfers: R1.369 billion.

The remainder of the expenditure (R956.3 million) is made up as follows:

Compensation of Employees: R209.8 million;
Examiners and Moderators: R1.8 million;
Earmarked Funds: R455.5 million;

Office Accommodation: R107.7 million;
Specifically, and Exclusively Appropriated: R61.9 million;
Departmental Operations: R89.4 million; and
Departmental Projects: R30.2 million.

2020/21 Special Budget Adjustments Per Programme - The Department was required to reduce R2.1 billion of the total allocation towards funding COVID-19. The table below indicates cuts for the Department per programme

Programme	Original Budget R’ 000	Adjustment R’ 000	Adjusted Budget R’ 000
Administration	401	(14 360)	505 041
Curriculum Policy, Support and Monitoring	2 025 646	(181 157)	1 844 489
Teachers, Education Human Resources Development and Institutional Development	1 437 738	(20 390)	1 417 348
Planning, Information and Assessment	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

- The reduction was implemented to fund COVID-19. Items which were decreased include travelling and subsistence, catering and venues and facilities. The reason for reducing these items was due to restriction on interprovincial travelling and the hosting of meetings and workshops virtually. This reduced travelling.
In this programme the reduction towards funding COVID-19 were mainly on Matric Second Chance, Workbooks, Maths, Science and Technology Conditional Grant, travel and subsistence, catering and venues and facilities.
- The reduction was mainly on SACE CPTD project and travelling related expenses.
- The reduction was mainly on the Education Infrastructure Grant. Provinces were requested to revise their business plans, as a results some Infrastructure projects were deferred.
The reduction was mainly on HIV and Aids Conditional Grant as well as travelling related expenses.

2020/21 Special Adjustment Reduction Per Economic Classification

	Original Budget R’ 000	Adjustment R’ 000	Adjusted Budget R’ 000
Compensation of Employees	584 252	0	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
Payment for Capital Assets	1 509 245	540 000	2 049 245
Payment for Financial Assets	0	0	0
Total	25 328 232	(2 095 198)	23 233 034

: There was no reduction on compensation of employees to fund COVID-19.
Goods and services: The reduction on goods and services was based on items related travelling due to COVID-19 restrictions on inter-provincial travels as well as consultant’s fee for services related to construction.
: The reduction on this items were mostly on Conditional Grants and South African Council of Educators, Continuing Professional Teacher Development (SACE CPTD).
Additional funding was reprioritised towards Infrastructure Backlog Grant (ASIDI) to address water and sanitation for schools’ readiness after COVID-19 level was adjusted to allow learners back to schools. A total of R600 million was reprioritised towards this initiative.

				Expenditure as % of Appropriation
		ACTUAL EXPENDITURE

Administration	505 041	226 056	278 985	44.8
Curriculum Policy, Support and Monitoring	1 844 489	817 417	1 027 072	44.3
Teachers, Education Human Resources Development and Institutional Development	1 417 348	1 335 496	81 852	94.2
Planning, Information and Assessment	11 543 965	5 831 109	5 712 856	50.5
Educational Enrichment Services	7 922 191	4 640 641	3 281 550	58.6
Total	23 233 034	12 850 719	10 382 315	55.3

: Curriculum Policy, Support and Monitoring - The bulk of the allocation in this programme was in respect of Workbooks, Second Chance as well as conditional grants.
- The printing of the 2021 Workbooks Volume 2 was currently in progress and expected to be completed by October 2020. To date 7 149 schools have received their 2021 Workbooks Volume 1 consignments.
- The face-to-face classes resumed on 1 September 2020 since the lifting of the lockdown. The spending on this project would increase as soon as teacher claims were received and processed.
Conditional Grants - All transfers were processed as scheduled.
.5.1.5 Programme 3: Teachers, Education Human Resources Development and Institutional Development - The high spending in this programme was due to once off transfer payment for Funza Lushaka Bursaries to universities.

ECONOMIC CLASSIFICATIONS				Expenditure as % of Appropriation


Compensation of Employees	584 252	238 012	346 240	40.7
Goods and Services	1 760 286	636 838	1 123 448	36.2
Interest and rent on land	42 418	21 121	21 297	49.8
Transfers and Subsidies	18 796 833	11 894 461	6 902 372	63.3
Payment for Capital Assets	2 049 245	60 106	1 989 139	2.9
Payment for Financial Assets	0	181	(181)	0.0
Total	23 233 034	12 850 719	10 382 315	55.3

: The low spending on this item was due to moratorium that was put in place when the Department Organisational structure was reviewed. However, the moratorium has been lifted and vacant posts are in the process of being filled.
: The low spending on this item was due to the impact of lockdown restrictions on inter-provincial travel. Monitoring could not take place as projected.
: The high spending was due to the once-off transfer payment for Funza Lushaka Bursaries to Universities.
: The spending was low as most of the procurement for computers for obsolete computers were not processed/ordered due to lockdown restriction and most IT service providers were not operational.

ECONOMIC CLASSIFICATIONS				Expenditure as % of Appropriation


Compensation of Employees	522 844	209 846	312 998	40.1
Examiners and Moderators	24 774	1 813	22 961	7.3
Transfers to Public Entities	152 625	78 908	73 717	51.7
Other Transfers	1 428 533	1 369 131	59 402	95.8
Conditional Grants	17 215 675	10 446 423	6 769 252	60.7
Schools Infrastructure Backlogs Indirect Grant	2 276 413	61 860	2 214 553	2.7
Earmarked Funds	1 187 939	455 520	732 419	38.4
Departmental Operations	108 577	89 390	19 187	82.3
Office Accommodation	220 177	107 674	112 503	48.9
Projects	95 477	30 154	65 323	31.6
Total	23 233 034	12 850 719	10 382 315	55.3

: The expenditure for this item would increase substantially after the matric examinations has been written later in the year.
The low spending was due to lockdown as most of the construction companies were closed and no construction was taking place. However, due to the lifting of the lockdown restrictions to lower levels, the construction has resumed and expenditure will accelerate in the third quarter.
: Most of the earmarked funds were for monitoring purposes which includes travelling to the provinces, which could not take place due to lockdown restrictions. For Matric Second Chance, the face-face classes resumed on 1 September 2020.

				Expenditure as % of Appropriation
		ACTUAL EXPENDITURE

Earmarked Funds:	1 187 939	455 520	732 419	38.4
Workbooks	1 120 000	433 505	686 495	38.7
Matric Second Chance Programme	37 000	11 739	25 261	31.7
Maths, Science and Technology Oversight grant	6 538	1 604	4 934	24.5
National School Nutrition Programme Oversight grant	21 236	7 597	13 639	35.8
Learners with Profound Intellectual Disabilities Oversight grant	3 165	1 075	2 090	34.0
Conditional Grants:	17 215 675	10 446 423	6 769 252	60.7
Education Infrastructure Grant	8 786 967	5 496 221	3 290 746	62.6
HIV & Aids (Life Skills) conditional grant	187 095	98 674	88 421	52.7
Maths, Science and Technology conditional grant	332 862	157 196	175 666	47.2
Nat School Nutrition Programme conditional grant	7 665 887	4 519 470	3 146 417	59.0
Learners with Profound Intellectual Disability conditional grant	242 864	174 862	68 002	72.0

Challenges (Deviations) and Mitigatory Measures

: Face-to-face classes resumed on 1 September 2020, therefore the expenditure would increase once the claims for teacher were received and processed.
: The printing of the 2021 Workbooks Volume 2 was in progress and was expected to be completed during October 2020. To date a total of 7 149 schools in provinces had received their 2021 Workbooks Volume 2 consignments.
: Transfer payments to provinces were done as scheduled.

SERVICE				Expenditure as % of Appropriation
	APPROPRIATION	ACTUAL EXPENDITURE	VARIANCE
	R’000	R’000	R’000
Transfers to Public Entities	152 625	78 908	73 717	51.7
UMALUSI	139 172	69 586	69 586	50.0
ETDP SETA	453	453	0	100.0
SACE	13 000	8 869	4 131	68.2
Other Transfers	1 428 533	1 369 131	59 402	95.8
NSFAS: Fundza Lushaka Bursaries	1 291 606	1 291 606	0	100.0
UNESCO Membership Fees	17 091	0	17 091	0.0
ADEA	158	0	158	0.0
Childline South Africa	73	73	0	100.0
Households	0	294	(294)	0.0
Guidance Counseling & Youth Development Centre: Malawi	196	0	196	0.0
SACMEQ	3 671	0	3 671	0.0
NECT	115 738	77 158	38 580	66.7

Reasons for Transfers and Subsidies
1. Other Transfers: Most of the transfers were to foreign organisations and they were paid in the last quarter of the financial year. The expenditure for this item would escalate in the last quarter.
2. Funza Lushaka transfers: Transfers to Universities were done as scheduled as its once off payment.
3. Transfer to Public Entities: These transfers were processed as per schedule.

Portfolio Committee Observations

The Portfolio Committee raised the following with the Department of Basic Education in respect of the Second Quarterly Report for 2020/21:

Members noted the working group convened to discuss PPN finalisation –and queried what the due date for their report-back to the Department was.
It was noted that issues of safety and security at schools were a major problem in schools across the country. Members queried how the Department was planning to tighten safety and security in schools.
Members alerted the Department to reports of many EEI’s who had not received their respective payments to date – and queried how the Department was managing the situation.
Members noted that, during oversight visits, they came across many old/dilapidated school desks – and queried why the Department could not find ways to restore/refurbish these desks for further use.
Regarding underspending in Programme 2 and Programme 4, it was also noted that there had been no MST Grant transfer. This was of concern as schools were underperforming in these subjects generally. Similarly, it was noted that there was underspending on infrastructure and Members queried the impact this was having.
On PPEs, Members queried whether there had been any irregularities found and whether there was any consequence management in this respect.
Members queried the plans in place to ensure that all schools were equipped with laboratories.

Responses from the Department of Basic Education

The Department had done a substantive presentation to the Portfolio Committee on the Curriculum recovery plan in the recent past. The Department agreed to do close follow-ups with Umalusi regarding the Curriculum assessment and also agreed that school required the necessary laboratories and ensure they were fully equipped. The Department was also looking at alternative laboratories e.g. Lab-Kits/Virtual Labs. The Department had meetings with PEDs on a regular basis and the main issues raised at these meetings was the payment of EEI’s. Regarding adjustments of the Curriculum and the recovery plan, the Department had developed a Curriculum recovery plan which was shared with PEDs.

The Department was aware that many pit-toilets still existed on school property and the Department was working to have these eradicated with the assistance of relevant stakeholders. The Department and all PEDs had given a detailed presentation to the Portfolio Committee on issues pertaining to PPE procurement and areas of possible irregularity.

The Department explained the PPN being an annual process with post-provisioning being declared by September of the previous year. These posts were supplied to schools based on the available budget. The Department was aware of non-payment of EEIs due to various reasons alluded to by PEDs. The Department had been engaging PEDs on these payments and PEDs had already started paying those outstanding payments. The CFO of the National Department was continuing with engagements with the CFO’s of PEDs to fast-track outstanding payments.

Regarding school safety and security of learners, teachers and equipment, the Department was collaborating with SAPS to ensure tightening of safety and security at schools. The Department and SANLAM was collaborating to develop an Application to respond in real-time to issues of safety and security.

Portfolio Committee Recommendations

Based on the observations made above, the Portfolio Committee requests that the Minister of Basic Education ensure that the Department of Basic Education consider these recommendations:

The Department to facilitate a process that will ensure that the issues of non-payment of EEIs was resolved as speedily as possible.

The Department to increase the retention fee or else put systems in place that will ensure that payment followed work properly completed.
The Department continued its collaboration with SAPS and other relevant stakeholders in tightening safety and security at our schools.
The Department should find a way of ensuring that budget cuts do not compromise core function of the Department and engage National Treasury on identified areas for such cuts to limit any negative impact.

Report to be noted.

Documents

No related documents

ATC210303:Report of the Portfolio Committee on Basic Education on the Second Quarterly Report on the Performance of the Department of Basic Education in meeting its Pre-Determined Objectives for 2020/21, dated 3 March 2021.

Basic Education

Documents

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