ATC210519: Report of the Portfolio Committee on Basic Education on Budget Vote: Basic Education, dated 18 May 2021.

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote: Basic Education, dated 18 May 2021.

 

The Portfolio Committee on Basic Education having considered Budget Vote 16: Basic Education, together with the Basic Education 2020/21 – 2024/25 Strategic Plan and 2021/22 Annual Performance Plans of the Department of Basic Education and its Statutory Bodies, reports as follows:

 

1. Introduction

 

  1. The Portfolio Committee on Basic Education and Select Committee on Education and Technology, Sports, Arts and Culture, considered the 2021/22 Annual Performance Plan (APP) and 20/21 – 2024/25 Strategic Plan of the Department of Basic Education on Wednesday, 17 March 2021 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 Friday, 7 May 2021.

 

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, Mr S G Padayachee: Deputy Director-General, Dr G Whittle: Deputy Director-General, Dr S Simelane: Acting Deputy Director-General, Ms C Nuga-Deliwe: Chief Director, Mr D Ntloana: Director, Ms S Mbonambi: Director, Dr F Kumalo: Acting Chief Director, Ms Z Sattar: Personal Assistant, Mr S Mabua: Advisor, Ms S Ramohapi, Ms S Geyer: Director, Mr E Mhlanga: Chief Director, Mr  D Van Der Westhuijzen: Director, Ms L Matshaba, Ms N Molai: Director, Ms T Mohlala: Parliamentary Liaison Officer, Mr L Mahada: Director , Ms L Carolissen: Liaison Officer, Ms S Lubisi: Liaison Officer and Mr M Matthews: Liaison Officer.

 

1.3.2     South African Council for Educators: Ms E Mokgalane: Chief Executive Officer, Mr M Mapindani: Chief Finance Officer, Mr B Bushe: SACE Head, Ms Y Lechaba: SACE Head, Mr M Rakgoale: Communications Assistant Manager, Ms J Boikanyo: Communications Assistant Manager, Ms L Twala: Assistant Manager Research and Mr T Njongo: Assistant Manager.

 

1.3.3     The Council for Quality Assurance in General and Further Education and Training (Umalusi): Dr M Rakometsi: Chief Executive Officer, Mr H van der Walt: Chief Finance Officer, Mr E Sibanda: Executive Manager, Mr D Maluleke: Senior Manager, Mr L Ditaunyane: Senior Manager and Ms M Madalane: 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 2021/22 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 from the office of the Committee Secretary.

 

2. Department of Basic Education (DBE) Overview of the Annual Performance Plan (APP) for 2021/22

 

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 2021-22 Annual Performance Plan and the Budget of the Department of Basic Education.

 

  1. The Joint Committees was presented with some background and context to the 2021-22 Annual Performance Plan (APP).

 

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 2021/22 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. By 2030, South Africans should have access to education and training of the highest quality, leading to significantly improved learning outcomes. The performance of South African learners in international standardised tests should be comparable to the performance of learners from countries at a similar level of development and with similar levels of access. 

 

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 2020. 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.

 

  1. the World Health Organisation (WHO), in 2020 indicated that during the Coronavirus Disease (COVID-19) pandemic, prolonged school closures may result in a reversal of educational gains, limiting children’s educational and vocational opportunities as well as their social and emotional interactions and development. The longer a student stays out of school, the higher the risk of dropping out. Additionally, students who are out of school – and particularly girls – are at increased risk of vulnerabilities (e.g. subject to greater rates of violence and exploitation, child marriage and teenage pregnancy). Furthermore, prolonged school closures interrupt and disrupt the provision of, and access to, essential school-based services such as school feeding and nutrition programmes, immunisation, and mental health and psychosocial support.

 

  1. The Department of Basic Education’s main findings were as follows:
  • Attendance rates had bounced back significantly since July 2020 when not all grades were open, but this ignored the effect of rotational timetabling which was resulting in further lost time at school.
  • Attendance rates remained relatively high despite high levels of worry.
  • More children received school meals in November 2020 compared to July 2020, but still not the usual percentage (about 65% of Households). Children were still at substantially lower risk to COVID-19 than adults, especially young children.

 

The Department of Basic Education concluded the following recommendations:

  • Schools should remain open as far as possible, with all precautionary mechanisms in place, and priority given to early grades if a phased approach was needed.
  • Prioritise recovery of learning, which would also mitigate against dropout.
  • Implementation of school feeding should continue to be strengthened.

 

  1. The Department further listed the progress on

  selected key deliverables as follows:

  • Performance of the Class of 2020 NSC (Progressed learners excluded);
  • NSC performance from 2014 – 2020;
  • Bachelor passes per province in 2020;
  • Special Needs Education (SNE) learners by qualification type;
  • National School Nutrition Programme (NSNP) Quarter 1 – Quarter 3 of 2020-21;
  • Filling of Posts 202-21;
  • Funza Lushaka placements 20120-21;
  • Volume 1 Grade 1 to Grade 9 and Grade R Workbooks (2020); and
  • Volume 2 Grade 1 to Grade 9 Workbooks (2020).

2.1.5     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.

 

            2.1.6     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.

 

  1. The Significance of the State-of-the-Nation-Address (SONA) – The Presidential pronouncements set the key government priorities and deliverables for the year:
  2. In turn determine the priorities of the DBE and the basic education sector broadly.
  3. The pronouncements commit the DBE in public to key activities and outcomes.
  4. Alignment to current annual plans of those key areas have tangible implications, not only for the DBE, but for the sector.

 

SONA 2021:

  • Learning Disruptions and Issues affecting learners - Schooling disruption placed a huge burden on learners, teachers and families.” “It is our priority for this year to regain lost time and improve educational outcomes, from the early years through to high school and post-school education and training.”
  • Early Childhood Development (ECD) and Early Learning - “Equally we need to give attention to issues affecting children including improving school-readiness, ECD planning and funding.”

 

SONA 2020:

  • Early Learning: Reading and Numeracy.
  • Migration of ECD.
  • Fourth Industrial Revolution and ICTS/Operation Phakisa.
  • Competencies and Skills for a Changing World.
  • Coding and Robotics.
  • Learners with Special Needs (LSEN) Support: South African Sign Language (SASL) as Home Language (HL).

 

2.1.8  ECD Function Shift – The different work streams have made substantial progress in leading and guiding the provinces in preparing for the function shift. Concurrence had been reached between the two Departments regarding the scope of the function shift. The final Proclamations, the President’s Minute and the President’s Note have been sent to the Office of the Chief State Law Advisor. A comprehensive diagnostic report has been completed on the resources that have been identified for transfer.

 

The Vision for ECD with DBE – The Department noted that during 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.

 

2.2 Strategic Objectives, Indicators and Targets in the 2021 - 22 APP

 

  1. The Action Plan to 2024 – The Action Plan to 2024: Towards the Realisation of Schooling 2030 was the sector plan for basic education. It has been reviewed and strengthened for the 2020-2021 planning cycle. 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.

 

  1. 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.

 

2.3        Performance Measurement

2.3.1     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:

  • 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
  • Outcome 2: Maintain and develop information and other systems which enable transformation and an efficient and accountable sector.
  • Outcome 3: Maintain and develop knowledge, monitoring and research functions to advance more evidence-driven planning, instruction and delivery.
  • Outcome 4: Advance the development of innovative and high-quality educational materials.
  • Outcome 5: Conduct strategic interventions to assist and develop provincial education systems.

 

  1. MTSF 2019-2024 Review - The Medium Term Strategic Framework (MTSF) was led by the Presidency and Department of Planning, Monitoring and Evaluation (DPME.) The DPME presented the MTSF review to the HEDCOM Subcommittee for Planning, Monitoring and Evaluation on 18 February 2021. The Presidency has submitted the MTSF revisions for Cabinet approval. The MTSF revisions were as follows:
  • Impact 1:
    • Migration of ECD to be concluded by 2024;
    • baseline for percentage of 5 year olds (Grade RR) enrolled in educational institutions by 2024, has been corrected from 2017 to 2018; and
    • School readiness system and target for learners ready has been moved from 2021 to 2022.
  • Impact 2:
    • Targets for Systemic Evaluation to be determined after first assessment conducted in October 2021.
    • The approved curriculum for Coding and Robotics should be in place by 2022.
    • A new indicator has been added “Number of learners with disabilities in appropriate formal education programmes” and the target to be achieved by 2024.
    • The target for learning outcomes in Grade 6 Mathematics and Reading according to the international SACMEQ has moved from 2020 to 2022.
  • Impact 3: Minor revision-target for SEAQMEC moved from 2020 to 2022
  • Impact 4:
    • The Second Chance Matric Programme has been redesigned and reconfigured to include a new indicator: “Introduce a programme to train unemployed youths in general maintenance of schools”. At least 710 youth should be trained within the 71 education districts.
    • The Three Stream Model indicator has been revised from “fully implemented by 2024” to be specific and also split into two indicators “% of Schools of Skills implementing technical-occupational curriculum and “Number of ordinary schools implementing technical-occupational curriculum” with measurable targets.

 

 

  • Impact 5:
  • The whole impact has been revised from “Learners and Teachers Feel Respected and Learning Improves by 2024” to Improved Quality of Teaching and Learning Through Provision of Appropriate Infrastructure.

 

  1. DBE Programme Performance - The Annual Performance Plan (APP) summarised the priorities of the Department as aligned to the MTSF 2019 – 2014 and the draft Action Plan to 2024: 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 2021 – 22 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 58 (83 percent) annual targets, 10 (14 percent) quarterly targets, one (1.5 percent) bi-annual targets and one (1.5 percent) bi-ennial target.

 

  1. Programme 1 – Administration

 

  1. Annual Outcome Indicators:
  • Annual Performance Plan approved by 31 March each financial year – The Department’s target was to have the 2022-23 APP approved by March 2022 which they achieved.
  • Number of capacity building programmes offered to the DBE officials – The target set by the Department stood at 12 capacity building programmes for 2021-22.

 

 

 

  1. Quarterly Outcome Indicators:
  • Percentage of valid invoices paid within 30 days upon receipt by the Department – The target set by the Department stood at 100 percent.
  • Number of reports on misconduct cases resolved within 90 days – The quarterly target set by the Department stood at four (4) reports.
  • 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.

 

  1. Programme 2 – Curriculum Policy, Support and Monitoring:

 

  1. 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 3 727 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 policy on SIAS as a mechanism for early identification and intervention.
  • A National Report is produced on the amended legislation to regulate the new ECD landscape - The target was for an approved National Report on the amended legislation to regulate the new ECD landscape.
  • A National Report is produced on the development of a new funding model for ECD - The target was for an approved National Report on the development of a new funding model for ECD.
  • A National Report is produced on conducting an Early Childhood Development census to inform the integration of ECD into EMIS - The target was for an approved National Report produced on conducting an Early Childhood Development census to inform the integration of ECD into EMIS.
  • A National Report is produced on developing and operationalising an Early Childhood Development Human Resource Development Plan - The target was for an approved National Report produced on the development of a new 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 135 schools (15 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 is produced on schools that are prepared to respectively implement and pilot the Technical Occupational Stream – The target is an approved Annual Sector Report on ordinary secondary schools that pilot the Technical Occupational Stream in 2021/22.
  • Number of schools monitored for piloting the Coding and Robotics Curriculum – The target is set at 18 schools i.e. two schools per piloting province.
  • Number of schools monitored on the implementation of the reading norms - The Departments target is set at 18 schools.
  • Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The Departments target is set at 18 schools.
  • Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The Departments target is set at 18 schools.
  • Number of schools with multi-grade classes monitored for implementing the multi-grade toolkit - The Departments target is set at 32 schools.
  • An Annual Sector Report is produced on the implementation of the National Reading Plan - The target is an approved Annual Sector Report on the implementation of the National Reading Plan.
  • 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.
  • Number of schools per province monitored for utilisation of Information and Communication Technology (ICT) resources - The Departments target is set at 27 schools (three per province).
  • Percentage of public schools with Home Language workbooks for learners in Grades 1 to 6 per year, after having placed an order - The Departments target is set at 100 percent for 2021-22.
  • Percentage of public schools with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order - The Departments target is set at 100 percent for 2021-22.
  • Percentage of public schools with workbooks for learners in Grades R per year, after having placed an order - The Departments target is set at 100 percent for 2021-22.
  • An Annual Sector Report is produced on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12 - The target is an approved Annual Sector Report on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12.
  • 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 Departments target is set at 10 schools.
  • Number of special schools with access to electronic devices - The Departments target is set at 32 schools.
  • An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices - The target is an approved Annual Sector Report on the monitoring of procurement and distribution of ICT devices.
  • An Annual Sector Report is produced on the number of teachers trained on inclusion - The target is an approved Annual Sector Report on the number of teachers trained on inclusion.
  • An Annual Sector Report is produced on the number of learners in public special schools - The target is an approved Annual Sector Report on the number of learners in public special schools.
  • An Annual Sector Report is produced on the percentage of public special schools serving as resource centres - The target is an approved Annual Sector Report on the percentage of public special schools serving as resource centres.
  • An Annual Sector Report is produced on the establishment of Focus Schools per PED - The target is an approved Annual Sector Report on the establishment of Focus Schools per PED.

 

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

 

  1. Bi-Annual Outcome Indicators:
  • Number of learners per year obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, including upgraded NSC, through the SCMP - The target set by the Department is 45 000 learners.

 

 

 

 

 

2.4.3     Programme 3: Teachers, Education Human Resources and Institutional Development

 

  1. Annual Outcome Indicators:
  • Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness – The Departments target is set at 90 percent of 100 sampled schools.
  • Percentage of schools producing the minimum set of management documents at a required standard - The Departments target is set at 100 percent of 100 sampled schools.
  • Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education - The Departments target is set at 11 500 bursaries awarded.
  • An Annual Sector Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers - The target is an approved Annual Sector Report on the number of qualified teachers aged 30 and below entering the public service as teachers.
  • A National Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres – The target is an approved National Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres.
  • 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 target is an approved National Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Sciences and Accounting.
  • Number of PEDs that had their post- provisioning processes assessed for compliance with the post-provisioning norms and standards - The Departments target is set at nine.
  • An Annual Sector Report is produced on the number of Grade R practitioners with at least NQF level 6 and above qualification - The target is an approved Annual Sector Report is produced on the number of Grade R practitioners with at least NQF Level 6 and above qualification.

 

  1. Quarterly Outcome Indicators:
  • 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’s target is set at four reports.
  • Number of quarterly monitoring reports indicating the number and percentage of schools where allocated teaching posts are all filled - The Department’s target is set at four reports.
  • Number of PEDs monitored on the implementation of the Performance Management Service for school-based educators - The Department’s target is set at nine PEDs.
  • Number of PEDs monitored on the implementation of Education Management Service: Performance Management and Development System (EMS: PMDS) - The Department’s target is set at nine PEDs.

 

  1. Programme 4: Planning, Information and Assessment

 

  1. Annual Outcome Indicators:
  • Number of new schools built and completed through ASIDI - The Department’s target is set at 21 schools.
  • Number of schools provided with sanitation facilities - The Department’s target is set at 1 000 schools.
  • Number of schools provided with water facilities through ASIDI - The Department’s target is set at 100 schools.
  • Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9 - The Department’s target is set at 500 test items developed.
  • Number of NSC reports produced - The Department’s target is set at four reports.
  • Number of question papers set for June and November examinations - The Department’s target is set at 294 question papers.
  • Percentage of public schools using the South African School Administration Systems (SA-SAMs) for reporting - The Department’s target is set at 98 percent of public schools.
  • A National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) – The target is an approved National Report on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS).
  • A National Report is produced on learning outcomes linked to the National Assessment Framework (NAF) – The target is an approved National Report on learning outcomes linked to the National Assessment Framework (NAF).
  • A National Report is produced on developing and operationalising a school readiness assessment system – The target is for an approved National Report on the First Early Learning National Assessment.
  • Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - The Department’s target is set at 60.
  • Percentage of District Directors who have undergone competency assessment prior to their appointment - The Department’s target is set at 96 percent of District Directors.
  • Percentage of underperforming schools monitored at least twice a year by district officials - The Department’s target is set at 80 percent of underperforming schools monitored.
  • Number of District Director forums held - The Department’s target is set at three forums.
  • Number of districts in which teacher development has been conducted as per District Improvement Plan - The Department’s target is set at 60 districts.

 

  1. Biennial Outcome Indicators:
  • Percentage of school principals rating the support services of districts as being satisfactory - The Department’s target is set at nil (zero) for the 2021-22 APP. 

 

  1. Programme 5: Educational Enrichment Services

 

  1. Annual Outcome Indicators:
  • Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme - The Department’s target is set at nine PEDs.
  • Number of districts monitored in the implementation of the National School Safety Framework (NSSF), Social Cohesion, Sport and Enrichment Programmes - The Department’s target is set at 75 districts monitored. 

 

  1. Quarterly Outcome Indicators:
  • Number of schools monitored for the provision of nutritious meals - The Department’s target is set at 120 schools monitored.
  • Number of learners, educators, parents, SGBs and other education stakeholders reached through social cohesion programmes - The Department’s target is set at 3 000.
  • Number of districts implementing the programme on school assemblies to end school-related gender-based violence - The Department’s target is set at 75 districts.    

                  

  1. Update on the 2021-22 Standard Output Indicators (SOIs) for the Sector (Provincial Alignment Work)

The draft 2021/22 SOIs were sent to PEDs on 14 August 2020 for submission of inputs by 24 August 2020. No inputs were received. Letters were sent to HODs on 21 September 2020, to note the decisions and agreements of the sector in relation to the 2020/21 SOIs and request them to adopt the 2021/22 SOIs in their plans. The letters to HODs also requested PEDs to include inputs emanating from the 2019/20 audit on the SOIs document in track changes, to incorporate any issues from the 2019/2020 audit, with responses on 29 September 2020. Letters were received with inputs from PEDs except Eastern Cape.

 

Inputs from all PEDs were consolidated into the final document, indicating what was incorporated and what was not, with reasons. The analysis showed that only 3 indicators were agreed on by all PEDs without issues raised. Consultations were held with individual PEDs to secure sufficient consensus on indicators that the majority had agreed to, i.e  to increase the number of standardised indicators in the sector. As a result of consultations, the standardised output indicators increased from 3 to 20, which were then approved by the Director-General (DG) with letters to HODs on 6 November 2020.

 

A total of seven PEDs have formally adopted the SOIs through HOD letters. The two outstanding PEDs are Western Cape (that raised additional issues through an email) and Mpumalanga (that committed to submit the formal adoption letter). The whole sector does not have standardised indicators, but is working towards it led by the Head of Department for Free State as the Chairperson for the HEDCOM Subcommittee on Planning, Monitoring and Evaluation.

 

  1. Comments by Oversight Structures on the 2021-22 APP - Comments were received from the following oversight structures:
  • Auditor-General South Africa (AGSA);
  • National Treasury;
  • Department of Planning, Monitoring and Evaluation; and
  • Internal Audit.

The Department also had collaborations with other government and non-government stakeholders. This also included the implementation of the Management Performance Assessment Tool (MPAT ) recommendations. There were further engagements with Statistics South Africa on outdated data. Policies crucial for inclusion of persons with disabilities, women and youth should be referenced.

 

The Department further outlined its responses and amendments on comments by the oversight structures on the 2021-22 APP. The Department further gave a detailed overview of the Technical Indicator Description (TID) Amendments as well as the strategic areas identified as gaps in the 2021-22 APP.

 

  1. Budget Review – 2021

 

  1. MTEF (2021) Cabinet Baseline Reductions
 
  1.  
  2.  
  1.  
  2.  
  1.  
  2.  

2021 Indicative Allocation

27 332 964

28 592 395

29 714 789

Less: Conditional Grants

(72 299)

(89 348)

(47 571)

Learners with Profound Intellectual Disabilities Grant

(13 462)

(16 316)

-

Maths, Science and Technology Grant

(10 775)

(13 960)

(23 945)

Education Infrastructure  Grant

(21 362)

(25 590)

-

HIV and AIDS ( Life Skills)

(16 628)

(21 150)

(23 626)

National School Nutrition Programme Grant

(10 072)

(12 332)

-

Baseline reduction

(242 587)

(328 375)

(863 180)

Goods and services

(85 789)

(116 879)

(211 981)

Non-profit institution (National Education Collaboration Trust)

( 4 839)

(6 296)

(11 418)

School Infrastructure Backlog: Building and other Infrastructure

-

-

(413 287)

Departmental agencies and accounts

(10 672)

(13 764)

(15 226)

Foreign Governments and International organisations

(882)

(1 149)

(2 082)

Households (NSFAS)

(54 620)

(71 678)

(128 484)

Interest and rent on land

(1 630)

(2 120)

(3 845)

Compensation of Employees

(84 155)

(116 489)

(76 857)

Baseline  Budget Review

27 018 078

28 174 672

  1. 04 038

 

  1. Departmental Appropriation

The Department had been allocated R27 billion in 2021/22, R28.2 billion in 2022/23 and R28.8 billion in 2023/24. Included in these allocations is Compensation of Employees amounting to R538 million, R532.7 million and R535.6 million respectively over the Medium-Term Expenditure Framework (MTEF) years.

 

 
  1.  
  2.  
  1.  
  2.  
  1.  
  2.  

Departmental Appropriation

27 018 078

28 174 672

28 804 038

Less: Compensation of Employees

(538 011)

(532 730)

(535 567)

Departmental Appropriation excluding compensation of employees

26 480 067

27 641 942

  1. 67 471

 

 

  1.  
 
  1.  
  1.  
  1.  
  2.  
  1.  
  2.  
  1.  
  2.  
  •  

523 198

531 121

538 414

Curriculum Policy, Support and Monitoring

2 034 347

2 069 537

2 084 265

Teachers, Education Human Resource and Institutional Development

1 448 059

1 493 625

1 500 273

Planning, Information and Assessment

14 580 177

15 260 705

15 485 048

Educational Enrichment Services

8 432 297

8 819 684

9 196 038

Total

27 018 078

28 174 672

28 804 038

 

 

  1.  

Earmarked Funds

  1.  
  2.  
  1.  
  2.  
  1.  
  2.  
  •  

1 197 218

1 207 033

1 204 870

Matric Second Chance Programme

58 482

58 162

58 057

Oversight-Maths, Science and Technology

6 614

6 779

6 767

Learners with Profound Intellectual Disabilities Conditional Grant

3 201

3 320

3 468

Examiners and Moderators

55 352

57 272

63 224

National School Nutrition Programme

19 519

19 655

19 643

TOTAL: EARMARKED FUNDS

1 340 386

1 352 221

1 356 029

 

 

2.7.5 Details of Conditional Grants Allocations/Transfers (R’000) over the 2020 MTEF

Conditional Grants

  1.  
  2.  
  1.  
  2.  
  1.  
  2.  

Learners with Profound Intellectual Disabilities Grant

242 760

249 430

260 424

Maths, Science and Technology Grant

412 134

424 528

433 079

Education Infrastructure Grant

11 688 936

12 229 436

12 768 433

HIV and AIDS (Life Skills) Grant

241 914

241 054

241 653

National School Nutrition Programme Grant

8 115 269

8 504 132

8 878 942

TOTAL CONDITIONALGRANTS

20 701 013

21 648 580

22 582 531

 

 

  1.  

Other Transfers

  1.  
  2.  
  1.  
  2.  
  1.  
  2.  

Unesco Membership Fees

17 317

17 7773

17 841

  1.  

160

164

165

Guidance Counselling and Youth Development Centre: Malawi

199

204

205

Childline South Africa

78

82

86

National Education Collaboration Trust

117 558

120 738

121 515

Southern and Eastern Africa Consortium for Monitoring Educational Quality

3 720

3 816

3 831

NSFAS: Funza Lushaka Bursaries

1 308 024

1 355 113

1 360 320

Transfers to Public Entities

1 447 056

1 497 890

1 503 963

  •  

137 404

142 031

142 945

ETDP SETA

459

472

474

South African Council for Educators

17 985

18 528

18 599

TOTAL TRANSFERS

155 848

161 031

162 018

 

 

  1.  
 
  1.  
  2.  
  1.  
  2.  
  1.  
  2.  

Compensation of Employees

467 260

464 549

466 128

Goods and Services

153 219

163 662

183 096

School Infrastructure

2 283 564

2 402 843

2 078 506

Office Accommodation

225 096

231 493

233 024

Departmental Projects

244 636

252 403

238 743

Earmarked Funds (including CoE)

1 340 386

1 352 221

1 356 029

  •  

1 602 904

1 658 921

1 665 981

Conditional Grants

20 701 013

21 648 580

22 582 531

  •  

27 018 078

28 174 672

28 804 038

 

  1.  

General Budget Support

  1.  
  2.  
  1.  
  2.  
  1.  
  2.  

Rural Education Assistance Project

19 955

-

-

Systemic Improvement of Language and Numeracy in Foundation Phase

16 201

-

-

 

2.8        Portfolio Committee Observations

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

  • Due to the late submission of the presentation to Members, there was a query whether Members could submit written questions to the Department for written reply and follow-up.
  • In respect of issues pertaining to budget cuts and the financial economic environment, Members raised some of the following:
    • Had the Department considered more innovative ways of providing quality learning and teaching.
    • How was the Department looking to ensure this did not impact negatively on many of its programmes and functions?
    • How was budget cuts affecting the work of the Department in reaching its targets and objectives.
    • How was the current economics influencing budgets for programmes and projects – were infrastructure projects included in the budget
  • What were the strategies in place to assist and support teachers going forward – how was the Department managing the loss of teachers leaving vacancies in the system. Further to this, Members queried the measures in place for those teachers at risk of contracting the COVID -19 virus – as well as the management of the filling of vacant positions in the system.
  • Members took the time to raise their concerns around developments in the country around student registration at Higher Education Institutions – at the start of every year, students had challenges with registration. Members queried whether there was any role to be played by the Department of Basic Education in assisting and supporting learners wishing to enroll at Higher Education Institutions.
  • Members queried the plans in place to ensure teachers, as frontline workers, were able to be prioritised for COVID-19 vaccinations.
  • In respect of the roll-out of Coding and Robotics, Members queried the provinces being targeted for implementation and roll-out; and the rationale for choosing these specific provinces.

 

  1.  

Minister A Motshekga – Minister Motshekga alluded to the various challenges in respect of the ECD function shift and also noted that facilities needed the necessary upgrading by using the Social Development model. She indicated that the Department was in continuous and ongoing engagements with the Department of Social Development regarding the ECD function shift. During this period of COVID-19, much was learned in helping to demystify our thoughts on education. Most rural schools had innovative ways for teaching and learning but it was clear that this could not replace the teacher for face-to-face teaching and learning. A teacher in a classroom remained central in enhancing learner performance. The Department had received numerous reports from school principals who spoke of the many challenges with virtual teaching. Other initiatives that was bearing fruit was the Woza-Matric Programme. The Department was lucky that they had a pool of Funza Lushaka graduates to fill gaps in vacancies – unfortunately, not all could be absorbed in current context. Regarding budget cuts and dwindling finances, the Department was forced to postpone some programmes and projects but key projects would not be compromised.

 

Director-General, Mr H M Mweli – Mr Mweli assured Members that the Department would strive to ensure reports and presentation be submitted at least a week in advance for Members to peruse prior to meetings. The Department would ensure all written questions received would also be responded to in good time. He agreed that there were many lessons learned with the advent of the COVID-19 pandemic. The Department was able to engage and collaborate within the region and continent to learn from each other on navigating the pandemic.

 

Many teachers utilised WhatsApp to communicate and keep contact with learners. The Department had further developed strategies and plans to combat fatigue by way of motivation programmes amongst others.

 

The Director-General agreed that issues of oversight and monitoring needed to be strengthened in respect of the Annual Performance Plan programmes and targets. The country as a whole was in a difficult fiscal space in respect of budget cuts and its impact on programmes and projects. The Department was learning to stretch its budget to deliver on key programmes and projects. The Department had also become more innovative with the fiscal constraints to ensure programmes and projects could be realised e.g. use of ICT and virtual meeting options. The Department realised that virtual devices could not replace face-to-face teaching and learning. It was mentioned that provinces had set aside a budget to provide virtual devices to teachers and learners – with different provinces being at different levels in respect of providing online teaching and learning.

 

The Director-General mentioned that he attended regular NATJOINTs of DGs to deal with COVID-19 work-streams and further advised Health to prioritise teachers at frontline with vaccinations in the next drive. This was agreed to. With the assistance and support from the various Network Providers, it was envisaged that all Special School would be fully connected by the end of the year. The Department was also working to ensure the digitization of all content.

 

The diminished budget posed a huge challenge in respect of filling of vacancies – but the Department was continuously engaged on the matter. The Department would ensure that issues of Human Resources and Labour in relation to the ECD function shift would be maintained and improved.

 

Mr Mweli acknowledged the challenges faced each year with enrolment of student at Higher Education Institutions (HEIs) – this was amplified when, historically, most learners came from no-fee-paying schools. The Minister also agreed that the matter was a national concern. This has prompted a report through a Cabinet Sub-Committee on trends and challenges in respect of registration at HEI. The biggest challenge identified was not space but historical debt of students, low completion/pass rates and student readiness.

 

  1. Department of Basic Education Audit Committee

The Audit Committee is responsible for the following:

  • Oversight over Internal and External Audit;
  • Oversight over the implementation of Internal and External Audit recommendations;
  • Oversight over Risk Management;
  • Oversight over the quality of Financial Statements; and
  • Oversight over the system of internal control for the generation, collation and reporting of Performance Information

The Internal Audit conducted twelve audits as per the approved risk-based audit coverage plan as well as audits at three Implementing Agents (IAs) on SCM processes, contractor’s payments, project management, quarterly performance information and follow-ups on AGSA findings and review of the PPP agreement procurement process. The Audit Committee further presented the quarterly progress reports against the approved plan at the Audit Committee meetings. Further to this, the Audit Committee also coordinated the audit steering committee meeting with management to discuss all audit reports and audit action plans prior the audit committee meetings.

 

The Audit Committee advised management through audit assurance by providing recommendations to improve internal controls. They also coordinated a workshop together with AGSA and Office of the Director-General for ASIDI and Finance and all implementing agents on areas that must be improved to strengthen internal controls. The Audit Committee also conducted investigations on irregular and fruitless and wasteful expenditure, and reports were referred after the DG consideration to Labour Relations for consequence Management and Legal Services to start the recovery process.

 

3.1        Assurance Model

In respect of the Assurance Model, the Audit Committee gave a breakdown as follows:

  • Management - First line: the way risks are managed and controlled day-to-day. Assurance comes directly from those responsible for delivering specific objectives or processes. It may lack independence, but its value is that it comes from those who know the business, culture and day-to-day challenges.
  • Risk and Compliance - Second line: the way the organisation oversees the control framework so that it operates effectively.  The assurance provided is separate from those responsible for delivery, but not independent of the management chain, such as risk and compliance functions.
  • Internal Audit - Third line: objective and independent assurance, e.g., internal audit, providing reasonable (not absolute) assurance of the overall effectiveness of governance, risk management and controls. The level and depth of assurance provided will depend on the size and focus of the internal audit function and management’s appetite for internal audit assurance.
  • External Audit - Fourth line: assurance from external independent bodies such as the external auditors and other external bodies. External bodies may not have the existing familiarity with the organisation that an internal audit function has, but they can bring a new and valuable perspective. Additionally, their outsider status is clearly visible to third parties, so that they can not only be independent but be seen to be independent

 

3.2        Improvements

In respect of improvements, the Audit Committee highlighted the following:

  • Monitoring the Performance Information on a quarterly basis and annual target milestones achievements through internal audits to verify reliability of evidence reported;
  • Enhanced effective coordination of verification of reported evidence with Strategic Planning and Branches;
  • Reviewing and monitoring of the evidence that support performance indicators for changes on the Revised APP due to COVID -19;
  • Reviewing and follow up audits on ASIDI on the control's effectiveness of qualification areas, commitment (provision and retention disclosure);
  • Reviewing and monitoring the improvement on non-compliance regarding Supply Chain Management for three (3) Implementing Agents.

 

3.3        Challenges

Challenges identified by the Audit Committee included the following:

  • Strengthening of quality assurance by some Branches still need to improve.
  • Lack of capacity in ASIDI and Supply Chain management.
  • Prior audit findings have not been addressed fully - management was still working on addressing them.
  • A lack of synergy between Finance and ASIDI (There is an improved working together process between Finance and ASIDI).
  • ASIDI and Finance needed to strengthen quality assurance and accountability of work done by Implementing Agents.

The Audit Committee also touched on the Audit Outcomes in respect of the following:

  • Regularity Audit which highlighted ASIDI material misstatements, irregular expenditure and commitments (provision and retention).
  • Performance Information

The Audit Committee gave a detailed breakdown of the above Audit Outcomes with details on root causes and proposed improvements. The Audit Committee recommended the following:

 

ASIDI:

  • Improve monitoring of Implementing Agents, Programme Support Unit (PSU) and ASIDI staff to improve the process.
  • Full set of half-year financial statements are prepared, enhance the accurate records.
  • Submission of information for preparation of AFS timely.
  • Regular monthly reconciliations to be prepared to prevent misstatements in the financial statements.
  • More internal audit effort directed.
  • Interim audit by AG.
  • Possible disciplinary action against persons that caused irregular, fruitless and wasteful expenditure.

Performance Information:

  • Management to strengthen quality assurance of reported information timely.
  • More detail work by Internal Audit on quarterly performance information reports and financial statement reviews.
  • Management to improve or address the capacity challenges in Strategic Planning, Finance, and ASIDI.
  • Strengthens accountability and monitoring of Implementing agents, especially the penalty clauses in the MOA’s

The annual report was reviewed prior to the submission to the AGSA and management worked with the Internal Audit to correct other gaps identified during the review meeting prior to the submission date. Some branches needed to improve on the quality of evidence and ensure timely submission.

The Audit Committee has received a management action plan to address AG findings and has monitored progress. The Audit Committee approved follow-up audits to be conducted by Internal Audit for ASIDI irregular expenditure completeness and commitment/provision. Internal Audit in collaboration with DG’s Office, and AGSA held a comprehensive workshop with ASIDI, Finance and Implementing Agents in November 2020 to discuss improvement actions and to determine whether it will address the root cause of findings.

 

The Audit Committee would continue to address all matters within its mandate and responsibility and pay specific attention to the high risk and high impact issues and monitor implementation of consequence management to assist in moving towards a clean audit.

 

3.4        Portfolio Committee Observations (Internal Audit Committee)

  • Members raised concern that ASIDI remained an area of challenge but was satisfied with the progress by the Department to date.
  • Members queried the actions taken by the Department in respect of the recommendations from the Audit Committee
  • Regarding the recouping of money, Members queried the status and progress in respect of the recouping of money owed to the Department in respect of ASIDI projects – and the methods utilised for such recouping. Further to this, Members queried the consequence management   action taken against   errand officials, contractors or implementing agents.

 

  1.  

For the Department, issues pertaining to ASIDI remained their main area of focus. The Department wanted to ensure that there was improvement on management of the ASIDI project. The Department was certain that they would see much improvement closer to the end of the year. Having engaged the Director-General on the matter of ASIDI, there was a need to ensure supplementing the capacity within the Department or outsource the capacity if needs be. The recouping of money was ongoing and continuous.

 

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

 

4.1           South African Council for Educators (SACE)

SACE (the Council) presented the Council-approved 2021/2022 Annual Performance Plan (APP), with the 2021/2022 Budget which were tabled in Parliament, through the Minister of Basic Education. The Council has aligned its programmes with the SACE mandate and the budget programme structure, and has thus had to review its strategic plan 2020-2025 in order to adequately respond to its mandate and priorities. There were now six programmes that the Council will be implementing through this APP 2021/2022.

 

The presentation commenced with details pertaining to the background, policy and legislative mandate of the Council – including the values, vision and mission. The Council detailed the revised programme budget structure as follows:

  • Administration
    • Executive and Governance
    • Planning, Monitoring and Evaluation and Reporting
    • Corporate Services
    • Financial Management
    • Information and Communication Technology
  • Professional Registration
    • Registration of Educators and Lecturers
    • Registration of Student Teachers
  • Ethical Standards
    • Investigations
    • Disciplinary Hearings
    • Sanctioning
  • Professional Development
    • Continuing Professional Teacher Development
    • Member Support
    • Quality Assurance
  • Professional Standards
    • Initial Teacher Education
    • Newly Qualified Educators
    • Practicing Educators

 

  • Research
    • Research Reports
    • Data Management
    • Research Dissemination
    • Virtual Library

 

4.1.1     Key Strategic Priorities that are informing the SACE Agenda for the next five- years

  • 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, the SACE Virtual Library for registered educators, and SACE Constituencies and Stakeholders- ‘READ to TEACH AND SERVE’
  • Teacher Wellbeing, Rights, Responsibilities, and Safety
  • Values and Ethics for the Teaching Profession
  • Strengthened and Integrated Information and Communication Technology
  • Heightened Communication - Educators, Stakeholders and the Public
  • Data, Information and Knowledge Management – Lead the profession from an informed position and provide evidence-based advice to the Ministers, Council and the teacher education and development sector at large.

 

4.1.2            Annual Performance Plan 2021 – 2022

 

4.1.2.1  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.

 

Outcome – Efficient and Effective governance

  • Number of Council and EXCO meetings convened – The SACE target is set at 12 meetings convened.
  • Number of quarterly performance reports submitted to DBE – The SACE target is set at four reports submitted.
  • Percentage of employees assessed through performance development system – The target is set at 100 percent
  • Percentage of trained employees – The target is set at 30 percent
  • Number of SACE promotion and advocacy activities on the selected core mandates – The target is set at four activities.
  • Percentage of invoices paid within 30 days – The target is set at 100 percent of invoices paid.
  • Percentage of Digitised system in a year – The target is set at 60 percent.

 

Governance Matters for Noting - The 31st July 2021 marks the end of term of office for the current serving Council. The Council was in preparation for the nomination, selection and appointment of the 2021-2025 Council members. A guideline on the nomination, selection and appointment of Council has been developed and approved by Council for implementation from the 1st April 2021 onwards. SACE Constituencies engaged in a process to nominate prospective Council members, from the 1st – 31st April 2020, as follows:

  • Eighteen (18) members from the organised profession (SADTU – 12 out of 18);
  • Two (2) members from the National School Governing Bodies Association;
  • One (1) member from the independent schooling sector;
  • One (1) member from the Council on Higher Education;
  • Five (5) members from the Department of Education; and
  • One (1) member from the Technical and Vocational Education and Training sector.

 

4.1.2.2  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.

 

Sub-Programme 2.1 – Registration of Student Educators

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 – Registration of Student Educators

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

  • Creation of additional specified categories for student educators - The SACE target for a pilot five-year registration of first-year student educators with 12 universities.

 

Professional Registration Challenges (2020/2021)

  • COVID – 19 pandemic impact of registration outcomes;
  • New-normal and working from home;
  • Slow turn-around time;
  • Cancelled graduations by Higher Education Institutions impacting on newly qualified educators – and updating their provisional to full registration status;
  • SA Post-Office bulk-mail closure impacting on the posting of registration certificates;
  • SAPS not providing police clearance certificates;
  • Preference of walk-ins over online registration system by applicants;
  • 2020 Academic Year overlapping into 2021 – Implications for the newly qualified educators
  • Generally, inadequate communication from SACE to the teaching profession.

 

4.1.2.3  Programme 3: Ethical Standards - The purpose of this programme is to promote and maintain ethical standards in the profession. The programme has three sub-programmes.

 

Sub-Programme 3.1 – Investigations

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 80 percent of investigations.

 

Sub-Programme 3.2 – Disciplinary Hearings

Outcome: Maintained ethical standards

  • Percentage of disciplinary hearings on new cases finalised – The SACE target is set at 50 percent of disciplinary hearings.
  • Percentage of disciplinary hearings on roll-over cases finalised – The SACE target is set at 60 percent.

 

Sub-Programme 3.3 – Sanctions

Outcome: Maintained ethical standards

  • Number of monitoring reports produced on sanctioned educators - The SACE target is set at two monitoring reports.

 

The Council further gave a detailed overview of the following:

  • Top 10 cases reported to SACE in 2020/21;
  • Sexual misconduct cases from 2014 – 2020;
  • Nature of professional misconduct; and
  • Sanctions 2020/2021.

 

Ethical Standards Challenges - Challenges encountered by SACE in the execution of its duties while implementing the code of ethics include among others:

  • COVID -19 pandemic lockdown, particularly during the first six months;
  • Parental refusal to permit children to testify as a result of COVID-19 pandemic;
  • Closure of schools;
  • Challenges with online disciplinary hearings;
  • Restricted access to schools; and
  • Slow turnaround time in concluding the cases.

 

4.1.2.4  Programme 4: Professional Development - The purpose of the programme is to ensure that educators engage in life-long learning to improve their professional competence. The programme has three sub-programmes.

 

Sub-Programme 4.1: Continuing Professional Teacher Development (CPTD) System

Outcome: Improved teacher competence

  • Percentage of selected practising signed-up educators verified for the continuing professional development uptake – The SACE target is set at 30 percent.
  • Percentage of signed-up final-year initial teacher education students – The SACE target is set at 55 percent.

 

Sub-Programme 4.2: Member Support

Outcome: Improved teacher competence

  • Number of educators supported on professional mattersThe SACE target is set at 20 000 educators.

 

Sub-Programme 4.3: Quality Management  

Outcome: Improved teacher competence

  • Percentage of professional development providers approved – The SACE target is set at 75 percent.
  • Percentage of professional development activities endorsed- The SACE target is set at 85 percent.
  • Percentage of endorsed activities monitored- The SACE target is set at 10 percent.

 

The mandate of SACE is to instil life-long learning in educators. For this financial year, Professional Development will provide more support to the five percent of randomly selected educators in each province, as in the previous financial year Covid-19 posed some challenges. The planned contact sessions for supporting teachers’ participation in the CPTD system and how to develop the Professional Development Portfolios did 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

 

4.1.2.5  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 programme had three sub-programmes.

 

Sub-Programme 5.1: Initial Teacher Education

Outcome: Improved teacher professionalism

  • Development of teacher professionalisation policy – The target of approved teacher professionalisation policy would be met in 2022/23.
  • Policy framework registering student educators from year one – The target for approved policy framework registering student educators from first year of study would be met in 2022/23.

 

Sub-Programme 5.2: Newly Qualified Educators

Outcome: Improved teacher professionalism

  • Development of a professional certification framework and policy for educators registering with Council – The target is a draft professional certification framework and policy consulted on.
  • Development of a teacher designation – The target is for teacher designation communication strategy and plans to be implemented.

 

Sub-Programme 5.3: Practicing Educators

Outcome – Improved teacher professionalism

  • Development of re-certification framework - The target is for extensive consultation in 2021/22.

 

4.1.2.6  Programme 6: Research - The purpose of the programme is to enhance research coordination within SACE in order to strengthen its advisory role and service that is informed by policy, research, and consultative processes. This programme also aims to promote research on professional matters and any other educational matter relevant to SACE and the educational landscape. This programme will work to further strengthen its advisory role to the Minister of Basic Education on professional matters. The programme has three sub-programmes.

 

Sub-Programme 6.1: Research Reports

Outcome: Improved advisory role

  • Number of research reports produced – The SACE target is three research reports produced.

 

Sub-Programme 6.2: Data Management

Outcome: Improved advisory role

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

 

Sub-Programme 6.3: Research Dissemination

Outcome: Improved advisory role

  • Number of SACE journal magazines produced – The SACE target is set at two journal magazines produced.

 

Sub-Programme 6.4: SACE Virtual Library

Outcome: Improved advisory role

  • Percentage of visits by educators to the virtual library – The SACE target is set at 10 percent.

 

As part of supporting the Presidential and Ministerial priority on reading, SACE launched a Virtual Library to promote a reading profession. The Virtual library has over 50 000 free titles available for teachers and SACE stakeholders to access immediately, including the CAPS related ones.

 

The Council also alluded to the handbook on teacher safety and security in schools that covered the rights and responsibilities of teachers in respect of the safety programme. The handbook was a living document that could be reviewed and revised based on the changing nature of the complexities in the schooling environment.

 

4.1.3     Resource Consideration

 

            4.1.3.1  Medium Term Expenditure Framework (MTEF)

 

Financial performance in R,000

2016/17

2017/18

2018/19

2019/20

2020/21

2021/22

2022/23

Audited

Audited

Audited

Budget

 

           

 

 

   

Revenue

   

70,774

81,981

104,938

112,010

105,321

106,366

107,587

           

 

     

Registration fees

 

8,398

8,010

6,663

7,934

3,575

4,000

4,000

Subscription fees

 

50,357

60,455

76,671

77,731

80,100

80,100

80,100

Reprints of certificates

2,075

2,075

2,138

2,090

2,037

1,231

1,500

Interest receivable

 

2,280

2,800

3,923

4,630

3,500

2,000

2,000

CPTD Subsidy

 

7,239

8,303

14,878

18,833

16,715

18,466

19,687

Sundry income

 

425

275

713

845

200

300

300

 

 

 

 

 

 

 

 

 

Expenditure

 

60,043

63,042

79,836

106,825

105,321

106,366

107,587

Administration & Other Related Costs

 

36,042

38,594

45,222

61,567

67,402

62,187

62,187

Research

 

903

1,302

454

3,669

2,744

2,793

2,593

Professional Development

 

13,162

12,999

19,005

23,126

18,971

25,125

26,956

Registration

 

5,259

4,951

6,108

7,263

6,445

6,598

6,398

Code of Ethics

 

4,677

5,196

9,047

11,200

7,621

7,494

7,494

Teacher Professionalization

 

0

0

0

1,963

2,138

2,169

1,959

 

 

 

 

 

 

 

 

 

Surplus/Deficit

 

10,731

18,939

25,102

5,185

0

0

0

 

 

 

 

4.1.3.2  Detailed Budget (2021/2022)

 

 

4.1.3.3  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;
  • There is constant level of revenue over the MTEF period;
  • The reduction of some budget line items is due to the rising fixed costs with stable revenue;
  • The Council is in a process of reviewing its membership fees to counter the pressurizing economic situation and improve delivery capacity;
  • This process is hampered by the economic conditions severely affecting the educators who are responsible for funding Council.
  • Reprioritisation and stringent cost control measures are being implemented to enable sustainability while council is considering alternatives to improve its revenue level.
  •  Approval has been obtained from The National Treasury to subsidise the implementation for the CPTD Management System for the year 2021/22;
  • The operational budget of the five Provincial offices, including the Eastern Cape and Western Cape, are included in the operating budget; and
  • The Eastern Cape province has been operational since October 2020 with the Western Cape delayed to start in this financial year owing to acquisition of office space which was concluded at the end of 2021 financial year.

 

4.1.3.4  Portfolio Committee Observations

  • In respect of cases (resolved and unresolved) Members queried what SACE was aiming to achieve in respect of targets. Members ought clarity on the number of unresolved cases and the effectiveness of the investigators in dealing with these cases. Members also queried how many cases of Gender Based Violence and sexual misconduct SACE processed in a year – and how many were rolled over. In respect of cases, Members also queried whether SACE experienced a recurrence of similar conduct by educators. What cases, according to SACE qualified to be dealt with internally and those dealt with by law enforcement agencies.
  • Regarding errand educators found guilty of serious offences and having been struck-off the roll – Members queried whether there was a mechanism in place to track and trace such educators in the system.
  • There was concern raised over the backlog of registration/certification of unregistered teachers and queried the minimum qualification to be a registered teacher. Further to this, Members queried whether SACE was quality testing educators to be registered with SACE.
  • Concern was raised over the accessibility of SACE in the country and queried whether SACE had offices in all provinces. If not, how was SACE accessible in provinces where they did not have offices. Members requested information on provinces that did not have walk-in offices. Members noted that there were complaints that SACE was not communicating issues of registration status timeously.
  • In respect of ethical standards, Members queried how SACE was able to accomplish heightened ethical standards during the COVID-19 pandemic period.
  • With COVID-19, Members sought clarity on how registration of teachers had been affected. Members also questioned if SACE had considered online registration and the effectiveness of online registration.
  • How had SACE been able to succeeded in converting COVID-19 challenges into strengths.
  • In Respect of the BELA Bill, Members noted that, in respect of SACE, certain sections had been removed from the Bill. Members sought clarity on this and queried how SACE amendments would be accommodated and processed.
  • Members sought clarity on the plans in place the function shift of ECD to DBE – and what role SACE played in the function shift. There were ECD practitioners who lacked formal qualification but had extensive experience. Members queried how they would be accommodated and recognised.
  • Members queried whether all schools had the necessary sexual harassment policies in place.
  • In respect of the SACE budget, Members queried the impact of the lower budget on the work and programmes of SACE.
  • On Professional Development of Educators, Members queried whether SACE would consider incentives for educators to improve and develop their qualifications.

 

4.1.3.5  Responses from SACE

The matter of linking salary increment/remuneration with teacher qualification has been a matter for debate in the Council for a long time. SACE had considered broad-banding and had later moved to Occupational Specific Dispensation (OSD) in this regard. SACE currently did not have mechanisms in place for further incentives for educators. SACE also a Teacher Development Summit where it was recommended that there be a separation of performance appraisal and incentives.

 

SACE currently had five provincial offices (Limpopo, Eastern Cape, Western Cape, Free State and KwaZulu-Natal). SACE was planning, in the next five years to acquire offices in the remaining provinces depending on the economic situation.

 

Regarding registration, SACE had challenges during the COVID-19 lockdown, especially in the first six months of the year. Although there were backlogs, SACE was working tirelessly to ensure these are processed and cleared.

 

The role of SACE was also to advise the Department and Ministry as clearly stated in the Act. The role of SACE in ECD migration included the registration of ECD educators at NQF 4 provisionally. SACE was looking to professionalise ECD and resolved to establish an adhoc-committee to collaborate with the Department on issues pertaining to the function shift.

 

SACE agreed that Gender Based Violence (GBV) was becoming a huge problem that was filtering into schools. On average SACE dealt with around 100 reported cases of sexual misconduct and ensured that these cases were prioritised. Further to this, SACE also established a trilateral with DBE and PEDs to trace and track educators found guilty of an offence and ensure they did not enter the system again. In this regard SACE was also working with Independent Schools in the sector and request that they check and verify with SACE prior to employing any educators.

 

SACE could not be entirely sure if all schools had, and implemented any sexual harassment policy.

 

In respect of issues pertaining to the BELA Bill, there was an explanation on the issues of SACE having to expand its mandate to include TVET Colleges. SACE had argued the functions to run between schools and colleges as well as possible review of the entire SACE. The clauses had been removed from the BELA Bill – and SACE would keep the Portfolio Committee abreast of these developments.

 

SACE did have the necessary resources for online registration for first-time registrants. SACE had also integrating its ICT systems for further alignment. Although access to data was a challenge, SACE was engaging network service providers to consider possible zero-rating of SACE applications – as well as consideration for reverse billing.

 

In respect of the low budget allocations – the impact on the mandate was minimal as SACE was funded by its own members which were educators – and SACE determined the membership fees rate between reviews. Rising cost would catch up with SACE and pressure the total revenue which may lead to a reduction of delivery capabilities of SACE.

 

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

The mandate of Umalusi was determined by the following:

  • Chapter 2 of the Constitution: Everyone has a right to education;
  • National Qualifications Framework: The establishment of Umalusi as a Quality Council; and
  • GENFETQA Act: Assigns Umalusi the responsibility for quality assurance of general and further education and training.

 

Umalusi is the quality Council responsible for qualifications registered on the general and further education and training qualifications sub-framework (GFETQSF) on the National Qualifications Framework (NQF). The Council ensures that the providers of education and training have the capacity to deliver and assess qualifications and learning programmes and are doing so to expected standards of quality.

 

  1. Reflections (2020/21)

Implementation of the first Annual Performance Plan (APP) of the current five-year strategic plan was disturbed by the COVID-19 pandemic – with the initial targets in the 2020/21 APP being significantly affected. Umalusi therefore revised the APP and the Minister re-tabled it in Parliament in July 2020. As a result, not all out targets would be achieved for 2020/21. Despite the challenges, Umalusi had managed to remain focused on its five-year strategic priorities reflected as follows:

 

  • Reviewing the quality assurance of assessment approach so as to accommodate new qualifications;
  • Evaluating and appraising new qualifications – e.g. General Education Certificate (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.

 

  1. Strategic Focus
  • External Environment
    • COVID-19: Negative impact on evaluation and accreditation, verification, certification, quality assurance of assessment, monitoring, advocacy and research activities
    • Roles and Responsibilities: Umalusi is part of a process of amending the NQF Act regarding Umalusi’s role as a Quality Council
    • Policy Performance: Ongoing policy development based on research – to remain relevant and competitive
    • Quality Assurance Approach: Innovative approaches on quality assurance were developed during lockdown; these will be continued and improved
    • Communication: There is a steady growth of utilisation of digital media platforms
    • Qualifications, Certification and Accreditation: Trends on the number of certificates issued for all five qualifications; our numbers are constant on verification of qualifications
    • Quality Assurance of Assessment: Trends on the moderation of question papers, monitoring of examination centres during writing, monitoring of marking centres, verification of marks for various subjects
    • Evaluation and Accreditation: Trends on institutions granted seven-year accreditation, more institutions placed on a window period indicating that they have few issues to address towards accreditation
    • Evaluation and Appraisal of New Qualifications: GEC qualification, NASCA curricula
    • Empowerment of Women, Youth and People with Disabilities: Through Credit Accumulation and Transfer policy, SCM processes, staff establishment provisions

 

  • Internal Environment
    • Organisational Structure and Human Resources Capacity: Small organogram (140 posts); workload challenges, the need for alternative funding to create more posts; vacancy rate under 10%
    • Facilities: Umalusi 41 (Umalusi house) project on course; occupancy of parts of the building has eased pressure on Umalusi 37 (Thuto-Mfundo) to allow for social distancing
    • Financial Resources: Clean audit for 2019/20; budget cut in 2020/21, more funds on ICT services to allow working remotely; there is a need to attract sufficient funding
    • Information and Communication Technology: More ICT equipment purchased to enable service delivery during lockdown – also with the migration to Microsoft 365. Vulnerability management solution implementation.
    • Communication Management: Usage of eight communication platforms as well as webinars for stakeholder engagement.

 

  1. Measuring Performance

 

  1. 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 webinars conducted – The annual target is set at four webinars (one per Quarter).
  • ICT Network health score maintained at ≥95 percent - The annual target is at ≥95 percent.
  • Vacancy rate maintained at ≤ 10 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 99 percent of valid invoices paid.

 

 

  1. 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 annually.
  • 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 annually.

 

 

4.2.3.3 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 four assessment bodies audited.
  • Number of subjects for which verification of marking is conducted- The target is set at 88 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 85 percent of accreditation outcomes.
  • Percentage of identified private education institutions monitored after being granted accreditation – The target is set at 90 percent of identified institutions.

 

  1. Budget Presentation (2021/22 – 2023/24)

 

The total budget for 2021/2022 equaled R 175 Million. The Department of Basic Education (DBE) grant was expected to decrease by 1 percent from the prior year. Umalusi’s own generated income was projected to increase by 14 percent. The impact of COVID-19 continued to put the organisation under financial strain.

 

Table: 1            Revenue Projection

Revenue

2018/1920

2019/20

2020/21

2021/22

2022/23

2023/24

 

millions

millions

millions

millions

millions

millions

DBE Grant

129

135

139

137

142

143

Verification of certification

11

12

10

11

13

13

Accreditation of Providers

10

8

4

7

10

10

Certification

6

2

4

6

7

7

Interest

5

5

3

4

4

4

Other income-quality assurance

7

6

12

9

10

10

Reserves

       

 

5

TOTAL

166

167

172

175

185

193

 

Table: 2            Expenditure Projection

Expenditure

2018/1920

2019/20

2020/21

2021/22

2022/23

2023/24

 

millions

millions

millions

millions

millions

millions

Compensation of Employees

74

84

85

86

86

86

Goods and Services

103

89

87

89

99

107

 

177

173

172

175

185

193

 

  • Expenditure per programme stood as follows:
    • Administration – 37 percent;
    • Qualifications, Curriculum and Certification – 11 percent;
    • Quality Assurance of Assessment – 30 percent;
    • Evaluation and Accreditation – 14 percent
    • Statistical Information and Research – 8 percent

 

  • Financial Challenges:
    • Umalusi has had an increase in its mandate with no further funding (GETC, NASCA)
    • Further projects that required funding included the modernization of ICT infrastructure and refurbishment of the Thuto Mfundo building.

 

  1. Conclusion

Umalusi management was committed to maintain a clean audit report. The achievement of APP targets was part of the SMS members’ Performance Agreements. Executive Management would monitor the implementation of the APP and the utilisation of the budget monthly. Overall performance and reporting will be monitored by:

  • Performance Information Verification Committee (PIVC);
  • Internal Auditors;
  • Quarterly Review Meetings; and
  • Oversight structures (Audit and Risk Committee, Executive Committee of Council (EXCO) and Council).

 

  1. Portfolio Committee Observations
  • Members noted that, in respect of infrastructure, this was not adequate as the Department sought to introduce distance learning. Many areas did not have network connectivity and learners had no smart gadgets. Members queried the challenges faced by Umalusi during the COVID-19 pandemic and the measures in place to mitigate such challenges.
  • Was Umalusi empowered to exempt smaller viable performing schools from fees payments.
  • In respect of the National Senior Certificate for Adults (NASCA) qualification, Members queried how this would work and when this qualification would become available. Members also sought clarity on the funding required for NASCA qualification - and whether Umalusi had budgeted for this qualification.
  • Had Umalusi considered the possibility of the professionalisation of independent religious institutions who produced good results. How could Umalusi assist with the professionalisation of such institutions.
  • Regarding the negative impact on the budget of Umalusi due to COVID-19, Members queried how and which targets had been affected – and the financial implications of this. Further to this Members also queried how the increase mandate was impacting on the work of Umalusi.
  • In respect of the Umalusi staff complement, Members queried how many were persons with disabilities.
  • Members queried the turn-around time for the verification of qualifications.
  • With bogus/non-accredited schools, Members queried how Umalusi was able to verify these and alert communities of un-accredited schools.
  • In respect of the 2020 leaked exam papers, Members queried how this may have impacted on learners trying to gain access to universities. Members also queried the role played by Umalusi regarding the leaked papers – and the approval of the new question papers where there were leaks.
  • Members queried whether Umalusi had considered a review of the preparation of question papers beforehand- and possibly reset such question papers in view of the COVID-19 pandemic.
  • In respect of the TVET Colleges certification backlog, Members queried how the progress by Umalusi in reducing the backlog on certification. With classes not fully resumed as yet, Members queried whether there was concern at the possible lowering of the academic standards with a possibility that the syllabus may not be completed.

 

4.2.7     Responses from Umalusi

Umalusi was also experiencing the pouching of its professional staff. Due to the COVID-19 pandemic the Council was not able to attend fully to some of its targets – but through innovations and lessons learned, the Council was looking to attend to targets. Much of the work of the Council was now done online covering much more ground. The Council was aware of the inequalities being faced in the sector but also learned that the education system in SA was resilient. The Council insisted that the curriculum not be trimmed down – and universities had no complaints with accepting Grade-12 learners of 2020. The Council also learned that the time allocated for quality assurance was too compressed – and needed to be reviewed. Regarding the NASCA, the Council gave a detailed explanation on the qualification and a possible pilot only in 2023 due to the COVID-19 pandemic. There was some concern with the readiness of DHET to implement the NASCA. Umalusi would keep the PC abreast of developments in respect of the new qualification.

 

The Council would forward official correspondence, through the Chairperson, on issues of independent schools with budget constraints and possible fees indemnity. Due to the pandemic, Umalusi did not visit and monitor schools as usual as travelling had been affected.

Umalusi did not have any staff with disabilities because their movement would be limited and constrained due to the building lay-out. Umalusi was working on making building more disabled-friendly facility.

Umalusi was able to process the verification of qualifications within three days – but other verifications for registration on the sub-framework was a lengthier process.

Umalusi vacancies are capped at less than 10 percent – and there was agreement that when vacancies arose, they would not automatically be filled but the posts would be frozen for a period of time until the financial situation improved. The Council was not in favour of retrenchments and was in discussions with DBE on an alternate funding model. The Council, under Lockdown Level 3 – 5, operated completed remotely with alternate days and a hybrid model during Levels 1 and 2.

Umalusi found it difficult to identify unaccredited institutions due to internal capacity constraints – but if reported to Umalusi they are reported to the authorities.

The paper leaks had no impact on the NSC of 2020. last year.

The matter with contractors is in for arbitration and needed to be concluded by July 2021.

 

  1. 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:

 

51.  Department of Basic Education

 

  • The Department ensure that structural support is provided for migration of ECD to DBE.
  • The Department in partnership with DHET play a role to ensure that the issue of learner registration   in Higher Education at the beginning of each year is dealt with systematically.
  • The Department keep Committee abreast on progress with regards to Coding and Robotics
  • The Department ensure that the Provincial Education Departments (PEDs) that are struggling in respect of infrastructure projects, work in collaboration with other PEDs to yield the desired results.
  • The Department ensure that with regards to infrastructure backlogs, the implementing agents are held accountable to the extent that those that are unreliable are taken off the system, so that they cannot continue and they should be deregistered.
  • The Department should appoint credible Engineers as project managers so that issues of infrastructure are dealt with.
  •  The Department keep the Committee updated on a monthly basis and quarterly basis on the extent to which progress is achieved, and also report on infrastructure grant, (ASIDI and SAFE).
  • The Department should ensure that PEDs are compliant with the COVID - 19 regulations, also considering that there might be an anticipated 3rd wave.
  • The Department ensure that PEDS plan effectively for COVID – 19, put measures in place in schools to maintain the social distance, safety protocols and staggering of classes so that learners are not accommodated in overcrowded classrooms.
  • The Department ensure that assistance and support for learners with special educational needs are prioritized and that they are provided with necessary resources.
  •  The Department ensure that schools have access to ICT, more especially those in underprivileged communities and rural areas. Further recommendation also alluded to the need for review of learner transport to ensure learners safety to and from school. 
  • The Department in collaboration with the Department of Health, should ensure that everyone is healthy, in collaboration with the Department of Social Development the issue of Psycho – Social support is addressed 
  • The Department ensure that its presentations and other documents reach the Committee at least seven days before presentation to the Committee. 

 

 

 

5.2 South African Council for Educators (SACE)

  • SACE ensure that offices are established in the remaining provinces where they were not accessible.
  • SACE to ensure that they bring online registration of teachers, and vetting of registered educators on board including teachers in remote /rural areas.
  • Ensure that teachers are identified as early and when they accomplish the qualification, that they get registered. 
  • In line with SACE programme on Professional Development, the Committee made   recommendation   for Training of ECD care givers be given priority,
  •  SACE ensure that they support professionalization of the ECD practitioners below NQF level 4, to acquire a qualification at NQF level 4,

 

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

  • Umalusi ensure that the Council maintain the Clean Audit status as the entity is performing well.
  • Umalusi ensure that the vacancies are filled and closed. 
  • Umalusi ensure that staff salaries to be on par with public service to avoid movement of people to other organisation, a situation that impacts on staffing.

 

  1. Conclusion

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

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