ATC210527: Report of the Portfolio Committee on Basic Education on an oversight visit to the Head-Offices of the Department of Basic Education (DBE), the South African Council for Educators (SACE) and the Council for Quality Assurance in General and Further Education and Training (Umalusi) dated 25 May 2021.

NCOP Economic and Business Development


Report of the Portfolio Committee on Basic Education on an oversight visit to the Head-Offices of the Department of Basic Education (DBE), the South African Council for Educators (SACE) and the Council for Quality Assurance in General and Further Education and Training (Umalusi) dated 25 May 2021.


The Portfolio Committee on Basic Education, having undertaken an oversight visit to the Head-Offices of the Department of Basic Education (DBE), the South African Council for Educators (SACE) and the Council for Quality Assurance in General and Further Education and Training (Umalusi) reports as follows:


1.         Introduction and Background

  1. The Portfolio Committee on Basic Education conducted an oversight visit to the Head-Offices of the Department of Basic Education (DBE), the South African Council for Educators (SACE) and the Council for Quality Assurance in General and Further Education and Training (Umalusi) from 3 to 7 May 2021 as follows:
  • Monday, 3 May 2021: Departure travel day;
  • Tuesday, 4 May 2021: Roundtable on School Infrastructure (DBE Head-Office);
  • Wednesday, 5 May 2021: Engagement with the Department of Basic Education on Internal Audit Committee, Anti-Bullying, School Governing Body (SGB) Elections and the Basic Education Laws Amendment (BELA Bill) (DBE Head-Office);
  • Thursday, 6 May 2021: Oversight programme suspended due to Party Caucuses in the morning and House Plenary in the afternoon; and
  • Friday, 7 May 2021: Engagements with SACE and Umalusi on their Annual Performance Plans (APP 2021/22) (DBE Head-Office + SACE Head-Office)


  1. The primary purpose of the oversight visit is three-fold namely:
    1. To introduce the Portfolio Committee to our National Department and Statutory Bodies;
    2. Complete the Budget Review 2021/22 of the National Department and Statutory Bodies; and
    3. Hold a Roundtable on School Infrastructure with the National Department of Basic Education (DBE), all nine Provincial Education Departments (PEDs) and Chairperson’s of Legislature Education Committees.


1.3        The Portfolio Committee’s oversight approach entails visiting the National Department of Basic Education and Statutory Bodies (Umalusi and SACE) to continually monitor and oversee the implementation of key priority areas. The framework for the oversight visits is guided by key interventions and priorities for the Basic Education sector set out in major government plans to ensure that enabling conditions for quality teaching and learning are established, taking into account the COVID-19 pandemic.

1.4        The visits to the Department and Statutory Bodies would allow the Portfolio Committee to be formally introduced to officials from the National Department and Statutory Bodies as well as allow the opportunity to complete the Portfolio Committee Budget Review 2021/22 processes. This would also include an in-loco site visit.

1.5        Further to this, the Portfolio Committee has arranged for a Roundtable discussion on School Infrastructure (to include, electricity, water, sanitation, school buildings, maintenance, school furniture, safety and security). The Roundtable will bring together the National Department of Basic Education, all Provincial Education Departments as well as Chairperson’s of the Legislature Education Committees.


2.         Delegations

2.1          Portfolio Committee on Basic Education: Hon B P Mbinqo-Gigaba MP (ANC) (Chairperson), Hon N G Adoons MP (ANC), Hon T Malatji MP (ANC), Hon E K Siwela MP (ANC), Hon P R Moroatshehla MP (ANC), Hon B Yabo MP (ANC), Hon B Nodada MP (DA), Hon N R Mashabela MP (EFF) and Hon M Sukers MP (ACDP). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Ms P Mbude-Mutshekwane (Content Advisor), Mr J van der Westhuizen (Committee Assistant) and Mr M Molepo (Parliamentary Communication) and Mr M Kekana (Parliament Research).


3.2          Roundtable Discussion on School Infrastructure

The Portfolio Committee on Basic Education invited the following structures to the Roundtable on School Infrastructure:

3.2.1     All Provincial Legislature Portfolio Committees on Education which included the Chairperson’s and Members of the Portfolio Committee on Education in the Legislatures;

3.2.2     The National Department of Basic Education; and

3.2.3     All Provincial Education Departments (PEDs) which included the MEC, HOD and Senior Departmental Officials.


4.         Roundtable on School Infrastructure (DBE, PEDs and Legislature Education Committees)


  1. Department of Basic Education (DBE)

The Department of Basic Education is responsible for the planning and implementation of the following infrastructure programmes:

  • ASIDI: Accelerated School Infrastructure Delivery Initiative (The purpose is to eradicate specific backlogs); and
  • SAFE: Sanitation Appropriate for Education (The purpose is to eradicate basic pit toilets)

Both of these programmes are funded from the School Infrastructure Backlog Grant (SIBG).

ASIDI Programme – The current scope of work on ASIDI is 2 975 schools with the projects at 2 641 of these schools having already progressed to practical completion. At 31 March 2021, there were 334 outstanding projects i.e. 89 projects in planning and design, 129 projects in tender and 116 projects in construction.

Inappropriate Structures - Regarding inappropriate structures, the original baseline was 510 schools with several changes to the list since the start of the programme due to rationalisation of schools and site assessments that confirmed appropriate structures. The current number of schools on this programme is 362 with the projects at 281 of these schools having already progressed to practical completion. As at 31 March 2021, there were 81 outstanding projects.  A total of 68 schools are targeted for completion in 2021/22 with the balance of 14 planned for 2022/23.  

Water Supply – The original baseline was 1 120 schools with several changes to the list since the start of the programme due to rationalisation of schools and site assessments that confirmed appropriate water supply. The current number of schools on this programme is 1 228 with projects at 1 104 of these schools having already progressed to practical completion. At 31 March 2021, there were 157 outstanding projects with a total of 142 schools targeted for completion in 2021/22 with the balance of 15 planned for 2022/23.  

Electricity Supply – The original baseline was 916 schools with several changes to the list since the start of the programme due to rationalisation of schools and site assessments that confirmed appropriate electricity supply. The current number of schools on this programme is 373 with all the projects at the 373 schools having already progressed to practical completion.

Sanitation – The original baseline was 741 schools with several changes to the list since the start of the programme due to rationalisation of schools and site assessments that confirmed appropriate sanitation. The current number of schools on this programme is 984 with projects at 925 of these schools having already progressed to practical completion. On 31 March 2021, there were 59 outstanding projects with all of the remaining 59 schools targeted for completion in 2021/22.  

SAFE Programme – The original baseline was 3 898 schools with several changes to the list since the start of the programme due to rationalisation of schools and site assessments that confirmed appropriate sanitation. The current scope of work on SAFE is 2 850 schools with projects at 748 of these schools have already progressed to practical completion. In respect of sanitation, as at 31 March 2021, there were 2 102 outstanding projects with 731 projects in planning and design. A total of 1 051projects in tender and 320 projects in construction. A total of 1 367 schools are targeted for completion in 2021/22 with the balance of 735 planned for 2022/23.  

Schools made of inappropriate material (e.g. mud, asbestos, “plankies”) were replaced. New schools were designed and constructed, complete with admin block, classrooms, ablution etc.

Regarding water supply, most schools on the programme was dependent on groundwater and rainwater harvesting. Boreholes were generally equipped with pumps and electric motors – wind turbines and solar panels provided the power. In some instances, water treatment was required to improve the quality of the water.

In respect of sanitation, it was mentioned that due to the scarcity of water, most schools were served with dry sanitation. Special toilets were provided for disabled users, complete with access ramps. Rainwater harvesting systems includes gutters, tanks and taps for handwashing.

Major Challenges

  • No construction during hard lockdown in Quarter 1;
  • Limited construction in Quarter 2 due to restrictions on number of workers and movement of workers between Provinces;
  • Shortages of building material (e.g. cement, roof sheeting); and
  • Small contractors suffered severely from erosion of cash reserves that impacted on payment of staff and ability to obtain credit.

The Department gave a detailed overview on planning for ASIDI and SAFE in 2021/22 in respect of the following:

  • School Infrastructure Backlog Grant: DORA allocation;
  • ASIDI Project Performance (Inappropriate Structures);
  • ASIDI Project Performance (Water Supply); and
  • SAFE and ASIDI Project Performance (Sanitation).


  1. KwaZulu-Natal Department of Education (KZNDOE)

The Department carried a large property portfolio unlike any other department in the country with 6 200 000 educational institutions functioning. The Infrastructure Budget relied on the Education Infrastructure Grant (EIG) which limited the capacity of the Department to adhere to the timelines for the eradication of backlogs as indicated in the guidelines in relation to the Norms and Standard for Infrastructure. The Province had spearheaded the drive and continued to prioritise eradication of the pit latrines as per the Presidential Initiative and provision water to schools through installation of boreholes, among other methods, particularly in rural areas.










2 293 147

2 739 830

2 739 830



2 186 608

2 336 607

2 374 086



2 546 371

2 646 371

2 757 411



2 447 476 

2 676 677

2 877 289









The Infrastructure Budget had seen fluctuations with not much increase. It reached its peak in 2017/18 Financial year (FY) and declined thereafter. If one takes into consideration the economic and cost increases within the built environment over these years, the budget has declined in real terms.



Funding Source

Original Budget (2020/21 FY)

Percentage Split

Budget Cut

Adjusted Budget After Budget Cut


Education Infrastructure Grant (EIG)

1 996 182 000


497 218 000

1 499 182 000


Equitable Share

531 497 000


531 497 000


2 527 679 000


497 218 000

2 030 679 000


The budget initial allocation was R 2 527 679 000 including the equitable share additional budget. However, the EIG budget cut of R 497 million was effected in-year reducing the overall budget to R 2 030 679 000.

Source of Funding

2020/21 Budget Amount

Additional 2020/21 Budget

Adjusted Budget  2020/21 Budget

2nd Adjustment 2020/21 Budget

Provincial Equitable Share (PES)

R 531 497 000

 R 232 586 000

R 764 083 000

An additional R 645 000 000 was transferred to the Department in light of the spending pressures in response to COVID-19. Final Allocation is

R 2 2 676 895 000

Education Infrastructure Grant (EIG)

R 1 499 182 000

 R 413 630 000

R 1 912 812 000


2 030 679 000


R 464 216 000

R 2 676 895 000


The Department budget allocation severely regressed during the financial year as a result of COVID-19 response programme. However, the additional R 645 million (R 413 million from DBE and R 232 million from Provincial Treasury) assisted with the relieving the provinces spending pressures.

The KZNDOE further gave a detailed overview of the findings of the Office of the Auditor General of South Africa which also included the Audit Compliance Committee formation and scope of work. The KZNDOE also gave a detailed breakdown of the following key areas:

  • Nature of Investment EIG Budget for 2020/21;
  • Key APP achievements for 2020/21;
  • Projects completed under PPM 604, 605 and 607; and
  • Background and progress on the Norms and Standards.

Regarding perimeter fencing the KZNDOE mentioned that the aim was improve the safety and security of educators, learners, school structures - and also for the school to be visually appealing. An audit was conducted and from the programme inception and 897 projects were identified to require fencing as a security intervention in line with adhering to the Minimum Norms and Standards Regulations. A total of 795 projects were completed. The Department continues to rollout the fencing programme.

The Department also embarked on a programme for the provision of mobile NSNP kitchens utilising the standard plans. The schools were identified that were beneficiaries of the National School Nutrition Programme and require space to prepare for the implementation of the programme. The Department had provided 142 schools with NSNP kitchens since the in the last financial year and plans to provide 241 in the new financial year (2021/22). The KZNDOE further touched on the following:

  • Upgrades and additions;
  • Eradication of asbestos roofing;
  • New schools under construction; and
  • LSEN schools build.  Priority Programmes - The KZNDOE aims to focus on priority interventions, focus schools and proceed with projects that are currently onsite. Most of the infrastructure projects have been affected by the budget cut. However, the department will ensure that the following interventions will continue:

Eradication the 1 377 pit latrines in the Province. In light of the National pronouncement, the programmes is approaching the last of implementation.

  • Installation of 1 158 Boreholes Programme. The Department spends exuberant amounts on supply of water through municipalities. This programme aims to address this and realize savings for the department.
  • Repair of storm-damaged schools – The province continues to experience adverse weather conditions. The schools need to be repaired before the situation is exacerbated.
  • Completion of all projects under construction including upgrades and new schools  Focus Schools - The Department planned to establish three focus schools, namely an Agricultural School of Excellence in uMgungundlovu District, a Maritime School of Excellence and a School of Autism in uMlazi. Regarding the Agriculture School of Excellence and Maritime School of Excellence, the Department identified a suitable site where the schools will be constructed. The Implementing Agent and professional team were appointed to commence with the designs and implementation for the two schools.  In respect of the School of Autism, this was awarded for contractor and site handover achieved during 2020/21. The project is experiencing delays due to a legal matter regarding the occupants currently the school. The projects will be implemented over the 2021/22 MTEF. Regarding the School of Mining and Arts, the projects are currently on planning stage, preliminary investigations are underway. The implementation earmarked 2023/24 financial year.  Eradication of Pit Latrines - The KZNDOE is continuing with the eradication of pit latrines programme which it is implementing jointly with DBE through SAFE programme. The progress is as follows:

  • A total of 454 have been completed;
  • A total of 502 projects (pit latrines) are under construction;
  • A total of 159 projects are on tender stage – the award date will be determined by availability of funding;
  • A total of 209 projects on design stage – currently implemented through SAFE programme to be advertised in March 2021; and
  • A total of 53 schools are closed/non-viable – intervention no longer required  Borehole Programme - The Borehole Programme is currently being implemented on 1 158 schools across the Province. These schools were drawn from the list of schools currently being provided with water by the District Municipalities. The provision of water supply to these schools through boreholes means that the schools will be removed from the current arrangement where water is being supplied by District Municipalities - thereby saving the Department considerable amount of money.  Maintenance - The KZNDOE has identified the importance of improving its Maintenance Management System and has developed an Infrastructure Maintenance Strategy in order to ensure that all education facilities in the Province are kept at the required standard at all times, thus creating a conducive environment for teaching and learning. The Department complies to the allocation of 30 percent of the EIG to maintenance programme as per the EIG grant conditions. In light of the 30percent EIG allocation being utilized for implementation of the maintenance programme and the 2 787 projects are being implemented. The Department has identified the need to establish a Maintenance Directorate at Head Office. This proposal has been discussed with the Department of Basic Education and the relevant section within the Department which have been in support of the proposal.  The main benefit of establishing this Directorate, amongst other things, is to improve and strengthen maintenance planning and inform budget allocations to Districts and schools and to improve and ensure adherence to Procurement Processes at all time.  School Furniture -  The KZNDOE complies with providing furniture for the newly constructed schools as per the condition in EIG grant framework. The Department gave a detailed breakdown of the furniture supply to schools in various Districts.  Human Resources Capacitation - The Infrastructure Unit is funded through two source of funding for personnel i.e. DORA for Technical Posts and Equitable Share for Administration Post. The Department gave a breakdown of the number of funded posts, filled posts and vacant posts.  Monitoring Mechanisms – The KZNDOE has the following structures that monitor the effectiveness of the Implementing Agents in implementing the Infrastructure Portfolio:

  • Monthly Provincial Infrastructure Delivery Committee;
  • Bilateral meeting between Head of Infrastructure and IA management;
  • Site meetings on each specific projects;
  • Pre-audits to ascertain compliance; and
  • One-on-one monitoring meeting by DBE.

The Department monitors the Implementing Agents to ensure they adhere to the Service Delivery Agreements conditions. Over and above that, the Department has appointed Works Inspectors at District and Programme Managers appointed at Head Office that are allocated to dedicated Implementing Agents for more controlled monitoring and accountability.  Challenges – The KZNDOE highlighted some of the challenges faced as follows:

  • Budget Cuts - In year budget cuts disrupts the planning cycle and delivery of projects.  The Department is indebted to DBE for the relief at the end of the financial year. In addition, the available budget exceeds the current partly because of the static budget allocation.
  • Unconfirmed Equitable Share - Although the Equitable Share funding is declared, its availability in not guaranteed.
  • COVID-19 - Covid-19 affected the implementation and delivery of infrastructure projects. The national lockdown affected the implementation of several infrastructure projects. Construction sector re-opening was considered to the later stages (Stage 3) of the National Lockdown. Even after re-opening several sites where constantly closed when positive cases were realized and suspected.
  • Business Forums Stoppages - Several infrastructure projects were affected by stoppages by Business Forms. These include the upgrades and additions to the YWCA Special School in Amajuba and Lloyds Primary School in Ilembe and several water and sanitation projects in King Cetshwayo District.
  • Vandalism - The continuous vandalism of the school infrastructure limits the impact of the Departments’ intervention.  The theft of solar panels is a case in point.







The KZNDOE had to explore strategies to manage the already over-committed and constraint budget in light of the foreseeable budget cuts. The approach is to put to ensure that all projects in construction are fully funded, focus schools and priority programmes. Any other projects will proceed to site depending on the availability of funds.


  1. North West Department of Education (NWDOE)










Main Appropriation

 R     971 989

 R 1 076 331

 R 1 004 996

 R1 096 512

R 4 149 828

Adjusted Appropriation

 R 1 050 007

 R 1 076 331

 R    883 598

 R  870 922

R 3 880 858

Audited Expenditure

 R 1 084 968

 R 1 072 219

 R    691 441

 R  902 601

R 3 751 229


 R       78 018

 R                -  

-R    121 398

-R  225 590

-R      268 970

% Expenditure






Background – The total allocation in terms Education Infrastructure Grant since 2016-2019 was as follows:

  • Main Appropriation: R4,149 billion
  • Adjusted Appropriation: R3,881 billion
  • Audited Expenditure:   R3,751 billion

The average percentage spend expenditure over the four years against main appropriation stood at 90 percent. The NWDOE infrastructure spending was reduced in 2018/19 and 2019/20 by R121 398 million and R225 590 million effectively due to slow spending. The Province had a reduction of R346 988 million in two years consecutively. There was a Nett Average Reduction of R 268 970 million in four years.

The NWDOE also gave a detailed breakdown of the historic achievements for the four years since 2016 to 2019/20 for the various performance indicators. The target and output for last four years 2016-2019 was as follows:

  • Audited Annual Planned Target: 1433
  • Audited Actual Achievements: 1279
  • Delta:  - 154

       The average percentage target performance over the four years against main appropriation stood at 89 percent. The plan indicators for output 2019/20 increased due to the fact that funds were rechannelled to maintenance and repairs at district level. At year 2017/18 these were over targeted and not linked to the budget.

       In respect of the performance of Implementing Agents (IAs), it was noted that on average, Department of Public Works Road and Transport (DPWR) performance has over the four years declined by an average of 44 percent based on the budget allocated. The IDT performance has deteriorated by an average of 25 percent with 2019 been the worse year. The average performance of NWDOE has increased by 9 percent over the budget allocation – this increase is due to fact that NWDOE has to absorb the projected under expenditure of the two other implementing agent. This however does not have an impact on the overall departmental infrastructure budget.

       The NWDOE gave a detailed summary and overview of the key reasons for under expenditure and resolutions (2018/19 and 2019/20) which included:

  • Capacity challenges – filling of all vacancies in the infrastructure unit with qualified professionals;
  • Capacity at district level to implement maintenance routine project;
  • Infrastructure planning and implementation;
  • Independent Development Trust (IDT) as an Implementing Agent; and
  • Department of Public Works and Roads (DPWR) as an Implementing Agent.

          This above included details on the description, action and impact.

                           4.3.2     Summary of EIG Performance for 2021/22 and Achievements

Infrastructure Allocation after Repurposing


Budget 2020/21



Spent %

New Buildt/Replacement

       166 373 000,00

       229 992 316,06

-     63 619 316,06


Upgrade and Additions

       173 255 000,00

       166 725 907,12

        6 529 092,88



          1 630 000,00

          2 371 317,39

-          741 317,39



       173 916 840,00

       145 848 915,06

      28 067 924,94



        27 575 160,00

        28 999 698,82

-       1 424 538,82


Sub- Total

       542 750 000,00

       573 938 154,45

-     31 188 154,45


Repurposed for COVID-19


 Budget 2020/21



 Spent %

Compensation of Employees

       195 901 000,00

       194 454 485,23

        3 928 747,42



        10 000 000,00

          6 677 845,00

        3 322 155,00


Wash and Cleaning Detergent

        70 000 000,00

        35 153 984,88

      34 846 015,12


Medical Supplies

        65 099 000,00

        40 071 278,37

      25 027 721,63


Section 21 school service rendered

          9 000 000,00

          8 615 000,00

           385 000,00


Subtotal Total

       350 000 000,00

       284 972 593,48

      67 509 639,17



  892 750 000,00

  858 910 747,93

  36 321 484,72



Regarding performance output, the NWDOE touched on the various performance indicators as well as their plans for 2020/21. Some of the achievements and challenges pertained to the elimination of pit latrines, electricity, infrastructure and consistent water supply. The NWDOE also spoke on the performance of Implementing Agents (IAs). Regarding the provision of school furniture, the NWDOE also gave a detailed overview of the districts, schools and units of school furniture planned for and delivered for 2020/21 and 2021/22. The NWDOE also gave a breakdown of the Infrastructure Budget allocation for 2021/22 in respect of interventions per investment for 2021/22, basic services and current project status. Further to this, the NWDOE also gave a breakdown of the infrastructure budget allocation committed vs planned. The Committee also received a summary on the projects under construction as well as projects planned. This was followed by an overview of the procurement for new build non commitment projects.

The NWDOE was aiming to increase the number of classes in areas where there were overcrowding. The NWDOE also planned to demolishing all old pit latrines and provide safety and security through security fencing in schools. They further looked to ensure stringent monitoring of IAs through the execution of the Service Level Agreement (SLA). There were plans to refurbish and rehabilitate old furniture through collaboration with the Department of Labour agents to enabling more cost effective supply of furniture.


  1. Limpopo Department of Education (LDOE)

In respect of the LDOE infrastructure budget 2022/21 the EIG budget allocated to LDOE during 2020/21 FY was R1, 258 billion. Expenditure as at the end of March was R996 million or 88 percent with five percent of the budget in commitments. A further seven percent of the budget was tied to Covid -19 commitments. The LDOE also gave a breakdown of the final 2020/21 budget projections against the performance chart.


  1. The LDoE utilized a hybrid method of implementing infrastructure projects in which various agents were appointed and allocated projects. The Department had currently entered into Service Delivery Agreements with the following institutions as Implementing Agents (IAs);
  • Limpopo Department of Public Works Roads and Infrastructure (LDPWR&I);
  • Independent Development Trust (IDT); and
  • The Mvula Trust (TMT).

Over and above the IAs, the Department had developed in-house project management capacity which provided project implementation options. Furthermore, the Department had been authorized through an Exco resolution to procure an Infrastructure Technical Resource Unit (ITRU) to assist with management of infrastructure projects. The allocation of infrastructure type for each IA was as follows:

  • LDPWR&I   - Major Infrastructure;
  • IDT            - Major Infrastructure;
  • TMT                       - Water and Sanitation; and
  • In-House                - Water and Sanitation.

Regarding the monitoring on implementing agents, the LDOE ensured that the SLA with IAs was effective regarding clauses for failure to perform. The Department also ensured that the SLA with IAs had termination and penalty clauses. The Department insisted that the IAs demonstrate capacity in terms of qualified experienced personnel for managing the projects (Project Contracts and Financial Management). The Department had also developed in-house capacity to supervise the IAs. Further to this the Department strives to pay IA invoices timeously to ensure positive cash flow and smooth running of projects.


  1. The provision of electrical infrastructure is the competency of Eskom and to some extent municipalities. The Department does however provide the coordinative role when newly built schools require electrical connections. The LDOE has completed a total number of 68 classrooms in the 2020/21 financial year with electricity installed in all of them. The LDOE will co-ordinate with the electricity suppliers in the regions where the schools are located to ensure that the connections are effected.


  1. The LDOE was able to provide water infrastructure to 24 schools through the in-house water and sanitation programme. To counter the effects of Covid-19, the DBE through Randwater provided 522 schools with infrastructure in the form of water storage tanks. Randwater filled the tanks with water using tankers until their contract terminated at the end of October 2021. The schools have assumed the responsibility of providing water to the schools. The LDOE has taken the initiative of engaging the Department of Corporate Governance Human Settlements and Traditional Affairs (CoGHSTA) as well as the Water Services Authorities in a series of meetings to ensure uninterrupted supply of water to schools. The LDOE gave a detailed breakdown of the Water Tank Delivery Programme with the number of schools supplied with water tanks in the various districts.


  1. The following programmes were utilized as vehicles to provide sanitation infrastructure to schools;
  • Water and Sanitation Programme-In-House Capacity; and
  • Sanitation Appropriate for Schools- SAFE (DBE).



Implementing Agent



Water and Sanitation













Schools with a lack of sanitation facilities were identified and provided with chemical toilets. In 2020 a total of 689 chemical toilets were provided to the schools through two programmes;

  • DBE     - 453 Schools
  • LDOE   - 236 Schools

The chemical toilets were withdrawn from the schools during the 2020 December recess. In the current calendar year, the LDOE has provided a total of 466 schools with chemical toilets.


  1. For the financial year 2020/21, schools have been allocated deliveries as a continuous intervention to address the furniture backlog faced by the LDOE. For the 2020/21 financial year an allocation of R8,704,945.58 was set aside for school furniture. The breakdown was as follows:
  • Primary Schools – 78 schools with 4 053 units delivered
  • Secondary Schools – 65 schools with 5 482 units delivered.

On the January top-up budget of R 20 000 000.00 was allocated to deliver 10 561 Primary units, 13 489 Secondary units, 1 570 units of Grade R chairs, 1 000 units of Grade R tables, 215 units of educators tables and 236 units of educators chairs. Delivery was in progress.

The LDOE further elaborated on and gave a detailed breakdown of the following:

  • Infrastructure Budget 2021/22;
  • LDOE Funding 2021/22;
  • Project Allocation per IA for 2021/22;
  • Nature of Investment Analysis 2021/22;
  • LDOE Implementing Agents 2021/22; and
  • Budget Cashflow Projections 2021/22.


The following challenges and interventions were highlighted:

  • Delays in procurement processes in LDOE due to Covid 19 lockdown restrictions - All compliant bids have been awarded and projects without recommendable bidders are set for re-tender.
  • Delays in concurrence matters - The Department has put in place measures to conclude concurrences. The LDOE will henceforth nominate officials to serve on the Bid Evaluation Committees of the IAs.
  • Poor performance by IA’s - Strengthen SLA clauses to include penalty for poor performance. Explore alternative infrastructure delivery models
  • Uncertainty over the future of IDT - Introduction of a new IA to lower the risk.
  • Unavailability of critical materials due to the impact of Covid 19 lock down on manufacturing - Contractors given extension of time where sufficient reasoning is provided.


In conclusion the LDOE indicated that the plan for the current 2021/22 is to complete the in-house sanitation programme. These projects are crucial and are at the heart of the fight against COVID-19 with its stipulations about sanitation and hygiene. The balance of the budget has been allocated towards ongoing multi-year projects being implemented by IA’s. Some funds have been availed to purchase mobile classrooms in order to assist in providing adequate spacing to learners in line with COVID-19 protocols. The LDPW has recently handed over sites for six schools which are currently in construction. The IDT has completed the evaluation and recommendations for award of Rivoni Special school. For the Department, the majority of in-house sanitation projects are under construction with 33 having achieved PC.


  1. Northern Cape Department of Education (NCDOE)

The NCDOE gave a detailed breakdown and overview of the budget allocation and expenditure in respect of the Education Infrastructure Grant which also included an overview of the 2020/21 EIG Cashflow. It was noted that due to COVID-19 pandemic, the EIG main appropriation budget had been decreased with R82.500 million. The NCDOE also gave a detailed summary of the 2021/22 MTEF budget allocation as well as all Northern Cape inappropriate structures, replacement schools and relocation schools per district. The Department further gave a detailed overview of the Inappropriate Structures Programme as well as the New Schools Programme of the Department. Regarding the Water Programme, the NCDOE also touched on the 2021/22 water projects in various stages over the 2021/22 MTEF.


Regarding the Sanitation Programme, the NCDOE mentioned that all Northern Cape schools have some sort of ablution facilities challenges. The main challenge is sufficient supply and maintenance, therefore the Department aims to provide additional facilities, convert dry sanitation to flush ablutions (where water is reliable) and conduct maintenance to existing ablutions. The Department further gave a breakdown of the sanitation projects in various stages over the 2021/22 MTEF.


The NCDOE, in respect of the Electricity Programme, indicated that all Northern Cape schools have some sort of electrical supply challenges. The main challenge is reticulation to all buildings, sufficient supply and maintenance, therefore the Department aims to provide additional supply where required, extend reticulation to all buildings and conduct maintenance to existing electrical infrastructure. The Department further gave a breakdown of the electricity projects in various stages over the 2021/22 MTEF.


With the Maintenance Programme, the NCDOE mentioned that iinfrastructure within the province as a whole is in a fair to poor condition, various schools consist of old outdated under-maintained infrastructure which results in a high maintenance costs. The Department aims to prioritized the maintenance of school facilities as a whole instead of maintaining as emergency or just portions of a school, thus resulting in the maintenance plan that can be implemented every seven years at a facility. Schools are encouraged and recommended to utilize their school maintenance allocation. The Department further gave a breakdown of the maintenance projects in various stages over the 2021/22 financial year.


The NCDOE also alluded to a summary on school furniture. A total of 16 876 learners did not have any furniture or appropriate furniture. The Department needed to procure furniture units as follows:

  • Chairs – 40 817
  • Desks – 37 620

This this includes furniture that needs to be procured to address existing need, new furniture for learner growth in terms of admissions, and furniture that needs to be replaced or refurbished.


The NCDOE also gave a detailed breakdown and summary of the 2021/22 MTEF Infrastructure Plan. In respect of the Norms and Standards backlog the NCDOE has addressed the provisioning of basic services as per the 3-year implementation plan stated in the Norms and Standards. All Northern Cape schools do have some sort of electricity supply some sort of water supply as well as some sort of sanitation therefore the Department has already started to implement the 7-year implementation plan where the sufficiency is addressed for basic services. The regulations set out timeframes for the provision of the various categories of facilities required for a school. The NCDOE also summarised the estimated monetary value of the backlogs for each of the timeframes.


  1. Mpumalanga Department of Education (MDOE)


Funding Sources

Original 2020/21 Budget Allocation

2020/21 Special Budget Adjustment

2020/21 Expenditure as at 31 March 2021

2020/21 % Expenditure as at 31 March 2021


R 1 021 301 000

R 830 689 000

R830 664 658



R 73 380 000


R 135 000 000

R 91 921 000

R77 705 270


R 2 265 000

R 2 265 000

R2 257 292


R 1 231 946 000

R 924 875 000

R910 627 220


4.6.1 2020/21 Budget Allocation and Expenditure


The MDOE opened their presentation with an overview of the 2020/21 Budget Allocation and Expenditure. The MDOE surrendered R263 992 000 of the EIG which was diverted towards COVID-19 intervention. A total of R118 000 000 of the Equitable Share budget was diverted from infrastructure to address the impact of the COVID-19 pandemic. A further R50 000 000 Equitable Share Budget was lost during the Provincial budget adjustment. The MDOE has 99.99% expenditure on the EIG and 84,53% on the Equitable Share budget. The under expenditure on Equitable Share was due to the budget reduction during the third Budget Adjustment.



Description of Deliverables

Targets for 2020/21

Number of Projects Completed in 2020/21

Comments on  2020/21 Deliverables

Basic Services

Water Supply (By IA.)


Basic services projects implemented by DPWRT provided these 15 schools with boreholes.

Water Supply (By DHS.)*



Mpumalanga Provincial government allocated a budget of R74 million to the Department of Human Settlement to provide boreholes to 249 schools.


Covid-19 lockdowns affected completion of some sanitation projects.


All MP schools have some form of electricity supply. The challenge is vandalism and disconnection due to overdue ESKOM bills.

Boarding Schools / Hostels


Thaba Chweu boarding school was completed

New Schools and Replacement


Covid-19 lockdowns affected completion of some sanitation projects.

Replacement Schools


Upgrades and Additions (excluding basic services)


Refurbishment, Renovation and Rehabilitation


Target achieved.


More schools were maintained to ensure compliance with Covid-19 safety requirements.


The MDOE also gave a detailed overview of the progress in addressing basic services since 2013/14. The following was the backlog status for basic services (water and sanitation) as at the start of 2021/22:


  1. The Province did not have a school that did not have any form of sanitation facilities. However, plain pit toilets as well as dilapidated sanitation infrastructure still exists and requires eradication as part of the 3-year target. From 2018 to date the Department has addressed 127 schools that had only plain pit toilets as a form of sanitation. The Department still has 426 schools with some plain pit toilets combined with a form of acceptable sanitation (inadequate category). The 426 will be completed in 2021/22 financial year. Thus, the sanitation backlog is targeted for eradication by end of 2021/22 financial year.
  • Number of schools with inadequate toilets seat ranging between 1 and 5 toilet seats due to enrollment fluctuation and do not need intervention (Dependent on the condition of the facilities and increase in enrollment will affect prioritization) – 257 (with no backlog as at start of 2021/22).
  • Number of schools with a mixture of acceptable and unacceptable (plain pit toilets) as part of their sanitation facilities, that received toilets from 2018/19 to 2019/20 – 233 (with no backlog as at start of 2021/22).
  • Number of schools with a mixture of acceptable and unacceptable (plain pit toilets) as part of their sanitation facilities, that are receiving toilets in 2020/21 and are fully funded – 200 (200 – 172 = 28 backlog as at start of 2021/22).
  • Number of schools with a mixture of acceptable and unacceptable (plain pit toilets) as part of their sanitation facilities, that started receiving toilets in 2020/21 – 191 (with 191 backlog as at start of 2021/22)).
  • Number of schools with toilets (waterborne and VIPs) that have reached their lifespan and need Replacement that started receiving toilets in 2020/21 – 71 (with 71 backlog as at start of 2021/22).
  • Number of schools with acceptable but inadequate sanitation facilities that will be planned and designed in 2020/21 for implementation in 2021/22 – 81 (with 81 backlog as at start of 2021/22).
  • Number of schools with acceptable but inadequate sanitation facilities that will be addressed in the 2021/22 Financial Year – 55 (with 55 backlog as at start of 2021/22).


  1. The Department’s status regarding addressing water supply as at start of 2021/22 is as follows:
  • No school in the Province does not have any form of water supply. However, water supply to some of the schools is erratic and unreliable.
  • Thirty-two (32) schools provided with waterborne sanitation still have water supply that may be erratic due to various reasons like drying of boreholes (draught) and shortfalls from the municipal connections/supplies.
  • A total of 249 schools are under the boreholes and associated water storage provisioning under a programme being implemented and funded through the Department of Human Settlements. As at the start of 2021/22, a total of 102 schools were provided with boreholes, complete with testing and commissioning.
  • The Department Human Settlements borehole programme is meant to ensure permanent sustainability of water supply to mainly rural schools in the province.



Funding Sources

2021/22 Budget Allocation

Number of Capital Projects (including projects due for release of retention)


R 1 086 456 000



R 78 100 000


R 0



R 2 135 000



R 1 166 691 000











The Department commenced the 2021/22 financial year with carried-over projects worth R 277 663 143. The Maintenance budget is 30% of the EIG budget allocation as per the EIG Framework requirements. The 2021/22 EIG budget may be reduced to provide for Covid-19 interventions on condition that Provincial Treasury submits proof/motivation that the it considered all other alternatives and there are no funds available from ES this must be approved by National Treasury and Department of Basic Education. The 2021/22 prioritization also considered the projects deferred in 2020/21 FY due to COVID-19 reprioritization.

            4.6.6     MDOE Infrastructure Delivery Challenges

  • Delayed infrastructure delivery due to site identification and confirmation, or confirmed site may not be serviced – The Department was continuing with engagement of municipalities and internally ensuring that land is identified in line with the department’s needs as identified U-AMP and IPMP. Also the Department continued the developing and management of land bank in line with Municipal Spatial Development Frameworks and Municipal IDPs.
  • High staff turnover on key DORA funded technical posts with non-response to adverts by qualifying candidates – The improvement strategy was the immediate recruitment and appointment once posts are vacated and consideration of head hunting where no suitable candidates do not respond to adverts. Retention strategies include continuous training and mentorship as well as availing tools of trade, decent office space and furniture.
  • Having only one under-resourced implementing agent in the Province (DPWRT) resulting in:
    • Inadequate programme management and projects monitoring by the IA – Thus;
      • Failure to quality check work submitted to client department.
      • Failure to monitor professional service providers thereby having projects going for construction with incomplete designs thus raising variations, unjustified lump sums and late completion.
    • Late Appointment of Service Providers by the IA leading to under-spending on the infrastructure programme
    • Slow and late commencement with construction works after site hand over and disruptions by communities and other interest groups.

The improvement strategy was for the Provincial EXCO to consider multiple implementing agent approach for the province with the implementation of the Service Level Agreement (SLA) to be enforced. The IA to appoint project social facilitators to engage relevant stakeholders and communities.


  1. Free State Department of Education (FSDOE)




Expenditure Performance per Grant: 31 March 2021


Cost Element Group

2020/21 Adjust Budget


2020/21 Main Budget


2020/21 Commitment


Actual Expenditure as at 31/03/2021


2020/21 Available Budget as at date


Actual Expenditure as % of Adjusted Budget


% share of total commitment to Adjust Budget









Education Infrastructure Grant (EIG)

809 469

700 266

4 541

811 278

-6 350










Extended Public Works (EPW)

2 000

2 000


2 000










Infrastructure Enhancement Allocation (IEA)

7 297

7 297


6 842











818 766

709 563

4 541

820 120

-5 895





There has been bottom line budget cut on EIG with a further of new COVID – 19 unfunded mandate on EIG. The

  • Appointment of screeners and cleaners = R 117 325 Million
  • Deep cleaning and Disinfecting = R 12 000 Million

The total amount which had to be reduced from running projects on EIG was The has been R 8 919 Million bottom line budget cut on ear marked Infrastructure Enhancement Allocation (IEA) and the Expanded Public Works Program (EPWP) was left untouched at R 2 000 Million.



Budget Item


Revised Budget


% cut/ increase

1. New Infrastructure Asset


2. Upgrades & Additions


3. Refurbishment & Rehabilitation


4. Maintenance & Repairs


5. Transfers Current


6. Non Infrastructure





The FSDOE gave a detailed overview of the IDMS/APP Targets in respect of the various programmes with completed projects and project stages. Regarding areas of non-performance, the FCDOE mentioned that although the Province did not meet the performance targets at the end of the financial year, projects that are currently at 76% - 99% are planned to be completed in the 2021-2022 financial year. This was due to contractor’s de-establishment during COVID 19 hard lock down and only returning back to site three (3) months later as well as material (i.e Steel and Roof Sheeting) shortage in the country. The nature of the affected projects included new infrastructure, upgrade and additions and fencing. The Province took advantage of the adjustment budget process to reallocate its original budget.




Cost Element Group

2021/22 Adjust Budget


2021/22 Main Budget


2021/22 Commitment


Actual Expenditure as at 14/04/2021


2021/22 Available Budget as at date


Actual Expenditure as % of Adjusted Budget


% share of total commitment to Adjust Budget









Education Infrastructure Grant (EIG)

892 287

892 287

110 479

46 386

735 422










Extended Public Works (EPWP)

2 037

2 037


2 037










Infrastructure Enhancement Allocation (IEA)

16 216

16 216


15 420











910 540

910 540

111 275

46 386

752 879



The FSDOE also gave a details breakdown of the Capital Projects (physical progress) for various schools with percentage progress to date. Some of the challenges faced included the procurement and contracting strategy of Develop and Construct (Design and Build) contracts were not managed properly by the Implementing Agent and the following arose:

  • The contracting party in some projects was the contractor and some projects it was the PSP.
  • Disputes within the Consortia created challenges on most of these contracts. This also lead to a lack of quality control by Professional Service Providers.
  • Community interference and payments to local labourers also created consistent challenges.
  • The above resulted in slow progress and late completion of projects.

Also community strikes, interference of business forums and local labour created delays.

The FSDOE also gave a details breakdown of the projects in the Planning Phase for various schools in districts with a progress to date (including programmes and scope).



The FSDOE gave a detailed breakdown of the Audit Matters and the Action Plan in respect of the following findings (with finding, root cause and remedial action):

  • Sector Infrastructure Issues
  • Compliance with Legislation
  • Other Matters
  • Misstatement of AFS



  1. Western Cape Education Department (WCED)


  1. The WCED gave a breakdown of the Western Cape (WC) economy touching on the Gross Domestic Product, people employed since 2018, the number of jobs lost as well as the estimated unemployment rate for 2019. Regarding the growth performance, the WC was harshly affected by drought which dragged down agricultural outputs as well as export prospects. Similarly, the WC economy faced the same constraints as Nationally. The WCED also touched on issues pertaining to demographics in respect of population, number of households, average household income and indigent households. It was mentioned that with the population growth, ongoing expansion of social infrastructure in the Western Cape was critical. The population in Western Cape was expected to expand by 1.2 million people in the next decade. The WCED delivery performance with building new schools particularly in underserved communities has been credible but was under increased pressure.


  1. – The WCED was focused on building an enabling platform to deliver the national and provincial development objectives as well as sectoral policy priorities. The Department alluded to the timelines for sustainable and inclusive growth of the education system. The infrastructure system in the Western Cape was in a rapid state of decline and schools were increasingly unfit for its intended purpose. The WCED shared some of the following:
  • At least 70 percent are primary schools. The WCED has a total of 1 530 ordinary and special needs public schools with an estimated capital replacement value (CRV) of more than R75 billion.
  • Approximately 750 schools were built fully or partially of inappropriate materials and have sub-standard components
  • Schools are of the oldest in the country with 20 percent of schools were constructed prior to 1960 and have an historic, heritage context. Five in seven Western Cape Schools were built more than 40 years ago and reaching the end of its useful life.
  • There has been a 17.4 percent growth in learner enrolment over the last 10 years
  • The learner/educator ratio was on average 37.3 in the Western Cape compared to 33.4 nationally

The WCED has significant historical infrastructure and maintenance backlogs. It estimates that over the next decade, at least 14 schools need to be built per annum and an additional R600m need to be spent on maintenance per annum. The significant underinvestment in maintenance presents an escalating asset management challenge. The WCED further gave some context of the historical underinvestment in infrastructure. Despite the consistent levels of funding allocations, the unmet education infrastructure demand in the Western Cape remains significant. The Department gave some detail in respect of the provincial education infrastructure gap as well as replacement backlogs.

4.8.3     Infrastructure Approach – Regarding the ongoing financial uncertainty impacting the recovery planning, the WC must accommodate significant revenue reductions and expenditure growth in 20/21 while funding existing services and priorities. Significant infrastructure funding cuts undermine WC budget strategy for an infrastructure-driven recovery (Education Infrastructure Grants). These had implications for economic recovery strategy and the infrastructure governance and financing approach. An Infrastructure strategy was updated to strengthen schools’ capacity for resilience in the face of continuous pressures and stresses, and to forge a more sustainable and stable fiscal path for infrastructure development over the medium term. Other key challenges to re-building the infrastructure project pipeline included:

  • Perilous state of the construction industry pre-Covid-19;
  • Construction industry in increasing distress due to economic downturn and policy uncertainties;
  • Potentially catastrophic Covid-19 impact;
  • ‘Extra-ordinary’ economic shock - will shed +/-120 000 to 140 000 formal jobs nationally; and
  • New execution challenges.


4.8.4     Key Interventions in Support of Policy Priorities

The WCED gave a details overview of the reprioritization and major changes to the MTEF 2021 due to COVID-19 in respect of pre-COVID 1st surge, during COVID 1st surge and post-COVID 1st surge. The WCED touched on the short term interventions at educational facilities to stimulate economic opportunities for contractors, create jobs and promote safety and wellness. At the same time there was a need to re-build a credible infrastructure pipeline focused on inclusion, resilience and transformation. The WCED also touched on the plans to improve the credibility of the pipeline and the delivery as well as the specialised programme/project delivery architecture. The Department further alluded to the performance-based incentive system approach on infrastructure conditional grant.


  1. Eastern Cape Department of Education (ECDOE)

The ECDOE currently operates an excessive high number of schools, distributed disproportionately throughout its twelve (12) newly established education districts with more than 5 469 operational service sites accommodating over 1,8m learners. A huge number of these schools falls within the classification of being ‘small and unviable’ as they have a minimum capacity of 135 and 200 pupils in primary and secondary schools respectively and this further exacerbates by the huge number of ‘combined schools’ with the incorrect prototype particular in the eastern part of the province where there is still a proliferation of junior secondary schools with Grade 8 and 9 that have to be re-aligned into the correct school type.

In 2016 the under the School Rationalization and Realignment Programme (SRRP), the Department embarked on the process of developing Circuit School Landscape Plans (CSLPs) through which schools will be merged, closed or realigned in an effort to improve efficiencies and overall effectiveness of the schooling system.

This planning process was used to filter and confirm infrastructure decisions and actions within programmes which have been ensuing in the province such as ASIDI and the school building programme in order to eliminate inefficiencies and also to support other related programmes such as the Eastern Cape Hostel and Special Schools Improvement and Development Programme.

Currently an estimated cost of R83,2bn is required to eliminate all provincial school infrastructure backlogs over the remaining period of eleven years (11) in alignment to the Norms & Standards and this based on fiscal constraints and an inadequate school infrastructure budget of R1,5bn annually, this is not attainable.

The Accelerated Schools Infrastructure Delivery Initiative (ASIDI), introduced in 2011, aims to replace schools built from inappropriate materials. This programme has been instrumental in the elimination of the provincial infrastructure backlogs however, it has not come to an end at about 29 schools requiring R2,7 billion are without funding.

The ECDOE also gave a detailed overview of the Eastern Cape School Landscape 2021 under the following:

  • Number of schools per sector;
  • Number of educators;
  • Enrolment by Quintile;
  • Number of schools and enrolment per phase; and
  • Number of learners.


  1. On 29 November 2013 the Department of Basic Education (DBE) published the regulations relating to Minimum Uniform Norms and Standards for Public School I (MUNS-PSI). These regulations were aimed at eliminating all school infrastructure backlogs within a seventeen-year (17) timeframe in alignment with the NDP 2030 target. In response, the ECDOE assessed all the schools in the province between 2013-2015 in order to identify facility gaps and condition thereof in order to prioritize and plan schools’ infrastructure delivery in a more scientific manner.


  1. The ECDOE gave a detailed breakdown of the funding requirements for the backlogs to address Norms and Standards as follows:
  • Three-Year Timeframe: R 3 723 371 076
  • Seven-Year Timeframe: R 24 257 986 544
  • Ten-Year Timeframe: R 14 452 802 262
  • Seventeen-Year Timeframe: R 32 545 395 772
  • Total Backlog: R 82 319 548 521


The province, similar to the rest of the country, is faced with significant schools’ infrastructure backlogs which will take years and substantial budgets to address. The ECDOE gave a detailed overview of the infrastructure backlog per district with OR Tambo Coastal [Ngquza Hill, Nyandeni & PSJ] being the worst education district with infrastructure backlogs followed by Alfred Nzo West [Matatiele, Ntabankulu & Umzimkhulu]. This characterised the urgent need for investment in the eastern part of the Province.


  1. Inappropriate structures and basic services are mainly addressed through the ASIDI Programme and, more recently the Sanitation Appropriate for Education (SAFE) initiative. Included in the ASIDI baseline: 442 inappropriate schools were planned for the Eastern Cape, 232 were to be standalone school projects and 210 which were identified as small schools - thus a different approach had to be undertaken to implementing them. A total of 214 out of the 232 schools have been implemented with the variance in the numbers owing to the fact that some schools have closed or are pending closure prior to implementation ensuing. The 210 schools out of which 110 were incorporated into 54 and later 51 clusters of medium to large size had seen the following scenario:
    • 22 schools are under construction and/or completed and are funded
    • 27 schools are detailed documentation (tender stage) – terminated due to funding
    • 2 schools are in feasibility stage – terminated due to funding


A total of R2,7 billion is required to complete the 29 unfunded projects. Excluded from the ASIDI baseline: 1,412 schools were submitted to DBE following the court order of the 21 August 2014 in order to be added to the original ASIDI baseline. A total of 1,397 schools were assessed of which 1,076 were deemed to meet the ASIDI criteria as they were totally inappropriate (whole school had to be replaced) and/or partially inappropriate (certain portion of the schools required replacement). The planning for these schools did not advance beyond site assessments which were completed between July 2015 – February 2016 thus interventions to these schools will have to be determined in accordance with the CSLPs. A total of R27,01 billion is required to replace these 1,076 unfunded schools excluded from the ASIDI baseline.



Number of schools requiring sanitation intervention




Schools  with pit latrines ONLY and Unacceptable sanitation

School with  proper sanitation but pits not demolished

Schools (Site) need of Grade R toilets

Schools (Sites)

(Additional seats)

Eastern Cape



The province accounts for a backlog of 25 800 toilet seats – 37% of the national total. The cost of replacing pit latrines with ventilated improved pits amounts to R2 591 billion. Of the 1 598 EC schools identified in the audit, 578 have been earmarked for closure



Historically, school infrastructure in the Eastern Cape has been under-resourced, is largely inadequate, and inappropriate. This has made it difficult to support the required standard of education for all learners in the province. Funding to manage the East Cape schools’ infrastructure programme is derived primarily from the Education Infrastructure Grant (EIG). The ECDOE gave a detailed diagram indicating the annual allocations. Between 2015/16 and 2020/21 there was a year-on-year reduction of approximately R300m in real value (due to construction cost escalations and inflation). This in effect means for example that the allocation for 2020/21 was R1.3bn in 2015/16 terms. The ECDOE also gave a breakdown of the seven-year programme achievements.



The Covid-19 pandemic had a catastrophic effect on the infrastructure programme due to the lockdown of sites, the transportation and availability of materials, procurement of materials internationally, reduction of labour due to health, slowdown in production rates, and site closures where the number of infections is high. The ECDOE was compelled to divert EIG funding for non-infrastructure Covid-19 Emergency interventions (i.e. Hygiene, Water & Sanitation, PPE for the learners and staff). Consequently, the available budget for Programme 6 had to be re-prioritized. The budgetary constraints impacted on construction site progress and contractors abandoning sites. This will lead to over-commitment in 2021/22 as well as substantial contractual claims. Minimal activity on site as well as reprioritization of budgets has meant that that very few of the PPM targets set for the 2020/21 Financial year, were achieved. The Department of Basic Education and ECDOE together with its stakeholders developed a recovery plan for the education sector which considers the health and safety of learners and educators through provision of clean, adequate, and safe school infrastructure (water and sanitation); and the provision of personal protective equipment (PPE). The ECDOE further detailed the emergency water and sanitation interventions for all districts in respect of water and sanitation projects.




  1. The infrastructure budget was already constrained by large accruals from 2019/20. The entire budget had thus been committed to active projects (contractors on site). The budget cuts led to the ECDOE being unable to pay contractors, and they hence either terminated their contracts or just abandoned them until payment. This has led to deterioration of uncompleted works, which will have additional costs when construction is able to resume. There will also be substantial contractual claims for interest on late payment and loss of profit. Performance (achievements) against targets were also minimal, and this is likely to be the case again as there is insufficient budget to restart all active projects again. The overall effect is one of under-delivery and severe fruitless and wasteful expenditure (escalation of costs, rehabilitating consequential damage, interest payment and unnecessary contractual claims).


  1. The ECDOE has been unable to attend to schools affected by disasters (e.g. storm damage). This has resulted not only in misery for learners, but also further consequential damage due to repairs not being effected timeously. The lack of funding through the Disaster Management Act through CoGTA has not assisted against the challenge. The province is in a process of addressing the Dec 2020 and January 2021 Disasters through the collaboration work with Public Works utilizing the EIG.


  1. For the past three years the ECDOE has only been able to fund active projects, and all projects in earlier stages were stopped to avoid further over-commitment. The recent budget cuts have exacerbated to situation further, with the result that no new project are likely to commence within the 2021/22 MTEF period. Stalling the pipeline of projects in planning and design over such an extended period will have already seen communities challenging the ECDOE due to the break in the social contract that has been established.


The ECDOE also alluded to the Infrastructure Programme for all projects in respect of planning, design and site activities. The ECDOE also gave a more detailed overview of the projects in construction for 2020/21(with construction status) for the various education districts.




For the ECDOE the way forward on existing EIG projects was as follows:

  • Stage 3-6 (planning) projects will or are to be placed on hold.
  • Stage 7 (construction) projects will or are being completed or in process for completion (resumed).
  • Stage 8-9 (completed) projects will be closed out and transferred to DPWI.
  • Sanitation Appropriate for Education (SAFE) will / is being accelerated through DBE.
  • Accelerated School Infrastructure Delivery Programme (ASIDI) will / is to be accelerated / completed through DBE.
  • Funding for the Hostel & Special School Improvement Programme will be vigorously pursued through the BFI.
  • Additional funding through partnerships and donations will be also be pursued.




The Eastern Cape Education landscape is characterised by several distinguishing features:

  • vast rural geography;
  • small & unviable schools;
  • unequal distribution of special schools;
  • out-migration & a general decline in learner populations; and
  • educational underperformance in certain regions.

This is part of the legacy of the apartheid homeland system, which saw the establishment of schools, primarily by local communities bereft of a centralised school planning system. Thus since the Eastern Cape has often been the poorest performing Province in learner academic achievement and on most other education indicators.


Many hostels are over overcrowded with more that 10 percent above carrying capacity.The conditions in a number of these is either poor or very poor. The costs for hostels accommodation is high due to reliance on leasing of privately owned facilities. The education landscape is characterised by proliferation of small schools and existing hostels are spread unevenly across the Province. Rural learners often have to journey long distances to schools and disadvantages the majority of learners in rural areas. The provisioning of hostels is a fundamental mechanism to support the School Risk Retention Program (SRRP). In respect of the hostels and special school’s improvement programme the ECDOE also proposed the following:

  • Renovations to existing hostels & new facilities (113)
  • Construction of new hostels (34)
  • Construction of new 37 proposed hostels under ASIDI (37)
  • Renovations to Special Schools & new facilities (39)
  • Renovations to Special School facilities – Autism (4)
  • Construction of new Special Schools (5)


  • BFI Submission (ECDOE BFI proposal preparation (3 April 2020).
  • National Treasury requests for further information required.
  • ECDOE provided required documentation to National Treasury.
  • National Technical Review Panel meeting (11 August 2020).
  • Programme start (not achieved).
  • Commencement of programme in 2021/22 subject to National Treasury approval with potential start 2022/23 subject to National Treasury approval.


  1. Gauteng Department of Education (GDE)


  1. The GDE gave a broad overview of the legislative requirements in respect of infrastructure provisioning and also touched on the growth in enrolment in public schools from Grade 1 – 12.


The GDE gave a detailed breakdown of the 2021 migration into Gauteng from all the remaining eight provinces into the various districts. The GDE provides education to 2 116 423 learners in public schools which consist of public ordinary schools of which 1 426 are primary schools, 673 are secondary schools and 128 special schools. The GDE was responsible for not only the preservation of this extensive infrastructure portfolio but also the provision of new infrastructure. The total replacement value of this portfolio is in excess of R200 billion.


  1. The GDE has a portfolio of over 2 207 schools and 17 Teachers’ Centres that contribute towards the support and fulfilment of teaching and learning across the province. More than 80 percent of these facilities were built pre-1994 and the physical conditions require major restorative work to keep them in a functional state. To address all maintenance related challenges the GDE would require a preventative maintenance strategy, to prevent dilapidation of the assets. However, the budgets received are insufficient to respond to the ever increasing maintenance demands and at the same time cater new schools and additional learning spaces require. Maintenance is divided into two categories, periodic and recurrent maintenance. The budget is R409, 604 million or 26 percent of the total infrastructure budget. It is important to also note that some of planned major maintenance is budgeted for under capital investment. Some of the maintenance related challenges included the following:


The current GDE Asset Portfolio challenges included the following:

  • Replacement Schools:
  • 29 Schools built from Asbestos (Inappropriate Material)
  • 87 Whole Mobile Schools.
  • Maintenance/Refurbishments Requirements:
  • 1228 Schools with maintenance related challenges
  • 566 Schools that have ablution related challenges
  • Additions and Upgrades:
  • If the total number of classroom shortages were enough to constitute a full school, the numbers of classroom shortages were translated into full schools.
  • This resulted in a shortage/ backlog of 122 new schools required, i.e. 65 primary schools and 57 secondary schools.
  •  It must be noted that this number relates to classroom shortages at existing schools and excludes schools that are required in new residential developments.
  • 723 schools have a shortage of 5 554 classrooms of which 3 166 are primary schools while 2 388 are secondary schools.
  • 723 of the 2 207 schools have classroom shortages.


4.10.3   Demand Planning – The single biggest pressure facing service delivery by the Department in the next five years is the lack of and the state of school infrastructure. Over the last seven or more years the GDE have maximised the utilisation of schools to the optimum and beyond reasonable accommodation in mainly township school. Township schools have had to accommodate learners above their capacity, including the use of specialist rooms, due to their proximity to informal and new settlements. Suburban schools have also reached their capacity as a result of the growth of black middle class in existing and new middle income housing areas. The number of schools built per year is not meeting demand and annually there is a growing backlog of new infrastructure. In addition, the current stock of schools was rapidly dilapidating due to the age of the school and the lack of preventative or restorative maintenance. Overcrowding is also creating new challenges as follows:

  • Overutilization of facilities like toilets etc and specialists room like laboratories are used as ordinary classrooms hence no practical work is done
  • The management structure of the school has not been designed to manage large schools above 1500 learners
  • Primary schools should ideally not exceed 750 to 900 learners for optimal learning conditions
  • Large schools are having increased incidence of bullying and disruptions
  • Large classrooms result in reduced teaching and learning effectiveness and results in a decline in quality over time

The GDE also gave a detailed overview and breakdown of the demand for infrastructure and delivery challenges faced. All schools in Gauteng have access to basic services infrastructure, where not, the GDE delivers the service to the schools. Water is the one service that is lacking in most schools and the City of Tshwane is the Metro with the most schools with alternate supply for water. The GDE also detailed the basic services provided in respect of water and sanitation services.

The GDE further briefed the Portfolio Committee on an audit of vacant land zoned for educational requirements and land acquisition. The GDE touched on the issues pertaining to the vacant stands, vacant GDE sites as well as land acquisition challenges faced.


4.10.4   Budgets – The GDE gave a broad, but detailed overview of the following:

  • Budget and Nature of Investment;
  • Source of Funding;
  • Grant Funding; and
  • Equitable Share Funding.

The overall budget allocation for the infrastructure programme has gone down by R281 million over the MTEF and thus negatively affecting the department’s ability to fully respond to some of the challenges that the department is experiencing. 

The economic shock from COVID-19 and the policy response to it has resulted in R259 675 000 being shifted to address COVID requirements which has meant that the department must adjust its plans in the year under review to accommodate this shift.

The improved financial performance in the Medium-Term Expenditure Framework on both funding sources signifies a positive return on investment that department has made in building and maintaining sufficient institutional capacity to deliver on the programme. Moreover, the established institutional arrangement has been structured to create an environment that is conducive to effective delivery.


4.10.5   Infrastructure Delivery – The GDE gave a breakdown of the projects and budget by IDMS stages as well as the infrastructure programmes outputs. The Department also touched on the mobiles delivery progress the GDE mentioned that although the mobiles are considered to be a temporary solution, the adopted specs had to be in line with norms and standards, consider lighting, ventilation and acoustics. The GDE also shared statistics on the Grade-R mobile classroom allocation (district summary) and the schedule of delivery of mobiles.

4.10.6   Schools Based Infrastructure - Given the requirement to address the challenges, the GDE increased the threshold of transfers to schools so that the department is able to provide the schools with additional funding to build the required learner spaces. A total of 108 schools would be granted funds to build additional Brick and Mortar (B&M) classrooms as a permanent solution to address overflow learners in the specific schools. The B&M technology was the preferred mode of classroom delivery given the durability, longevity and low maintenance requirements of the structures. In addition, 543 mobile classrooms would be procured as an interim measure to address space challenges given the elongated time requirements of the B&M technology.

Regarding the process of schools’ transfers determination, the GDE received submissions for 160 schools requiring additional classrooms which constituted 455 additional classrooms. An analysis of the 160 schools was done for compliance with Financial and Governance capabilities, the make-up of the school and if these were built on Government owned land. A total of 108 of the 160 schools were compliant and would constitute 408 classrooms. A total of 32 of the 160 Schools were found to be non-compliant and transfers couldn’t be made to them.

The GDE also touched on issues of the plans for alternate methods of classroom delivery as well as progress with the school self-built classroom initiative. The GDE also gave a detailed breakdown of the number of schools affected by vandalism and mentioned that 381 schools have been affected by vandalism since the inception of the regulations. A total of 25 cases reported since schools closed in December 2020 with 137 of the 381 schools have been affected more than once (repeat incidents). None of the 356 schools are closed as a result of vandalism and repairs to 311 have been completed. The GDE has appointed a total of 362 contractors for repairs to vandalism with the completion of the remaining work scheduled for the opening of schools.

The GDE also spoke on the rehabilitative work for ICT (strategy and roll-out) as well as the Early Childhood Development (ECD) Hub roll-out plan with stand-alone ECD centres

4.10.7   Recommendations – In respect of the demand for infrastructure, the GDE recommended the following:      Financing limitations:

  • The current model of funding using the Equitable Share Formula and conditional grants is not geared to support a rapidly developing province
  • The process of adjusting for migration is to slow and only benefits the province loosing learners – there is no explicit support for the province gaining learners.
  • This there requires a national approach to dealing with rapid development needs – this would apply to other social infrastructure.      Recommendation

  • The matter of school infrastructure requires a provincial response as it is beyond the means and sole responsibility of the Education Department, it requires Inter-governmental and inter-departmental responses.
  • There is a need to establish an interdepartmental task team under the leadership of Treasury to develop a provincial school infrastructure response including:
    • A detailed situational analysis including modelling of current backlogs and future demand patterns
    • Engage widely with government on how to develop an adequate response including financing options
    • Develop a detailed infrastructure delivery programme that contains costs, meets standards and delivers on time and budget.

In conclusion, the GDE mentioned that there is a need to establish a backlogs driven Infrastructure Programme that is provincially focused and specific with dedicated funding. This funding must be demand driven rather than being determined by the Equitable Share formula and must be separated from the normal conditional grant funding. The Sector has got to migrate to a Preventative maintenance strategy rather than Reactive maintenance as the cost of addressing maintenance requirements on a reactive approach is more expensive. Need for a rapid assessment of the condition of educational facilities to inform a strategy with precise costs and scope.


4.11      Session 1: Portfolio Committee Observations - (Department of Basic Education, KwaZulu-Natal, North West, Limpopo and Northern Cape)

  1. Department of Basic Education (DBE)
  2. Members queried the targeted outputs for infrastructure that seemed to exceed the target amount – and further explanation on the targets that were set low rather than higher targets set.
  3. What plans were in place to ensure more injection of resources for infrastructure needs.
  4. Members queried how the Department could indicate achievement with sanitation when the figures provided showed the contrary. Members also sought clarity on what was meant when schools progressed to practical completion.
  5. Members also sought clarity on plans by the Department for schools to return to normal schooling.
  6. Was there proper implementation of consequence management to hold errand officials accountable.
  7. What plans were in place to boost and encourage private/public partnerships.
  8. It was noted that the theme emerging was that the underlying theme for service delivery remained challenges with procurement and contract management. Members queried why the Department was not utilising the services of newly qualified university graduates into the vacancy programmes. Further to this, Members queried what the Department was doing to upskill and develop civil servants that impact on service delivery.
  9. The Department needed to take a stance against errand IAs and ensure adequate accountability.
  10. The focussed mining school initiative from Limpopo needed to be noted by the Department and DBE needed to give support and assistance.


4.11.2         General:

  • In respect of vacancies, Members queried the plans in place to address vacancies – was there challenges with budget constraints or purely departmental failures.
  • Members queried the use of Implementing Agents (IAs) when departments may have the necessary skills and capacity.
  • Members queried mechanisms in place to hold IAs accountable for poor workmanship/performance or lack of urgency to complete projects.
  • There was underspending due to the slow-pace of spending money by PEDs. Members queried whether PEDs looked at quality vs cost in respect of projects undertaken.
  • PEDs raised issues of vandalism and Members queried whether there were specific mechanisms in place to deal with vandalism and ensure safety of school infrastructure.
  • Members queried the slow pace in eradicating pit latrines in PEDs and queried reasons for this slow pace.
  • For those schools budgeted for through ASIDI – what was the status of school building since this budget has been unavailable for these identified schools.
  • Members sought clarity on when grant funding for ASIDI would come to an end.
  • There was agreement that Implementing Agents were a problem in most PEDs. Members queried whether PEDS, once projects were handed over to IAs, had the power to enforce certain timelines for completion
  • Members noted issues of vacancies and queried how the PEDs were able to utilise the services of the many bursary holders – and ensure that students were able to study the fields that required these skills and expertise.
  • Members noted complaints by PEDs of the high cost of water procured from municipalities and queried why this was so as municipalities formed part of government – and should not over-charge for services.
  • Members further sought clarity on ways PEDs were able to ensure borehole water quality for human consumption.
  • Members queried the plans by PEDs to develop civil servants that deal with contracts and procurement processes.
  • There was a need to gage which provinces were performing better than others as challenges across provinces were similar - but PEDs engaged differently in dealing with these challenges.
  • It was important that service providers and Business Forums were engaged with to ensure that projects were implemented without fail.
  • There was a need to review the processes and procedures of the adjudication of projects.
  • Most projects failed due to a lack of enforcement and accountability. Have PEDs given consideration to alternate building technologies that were more cost effective.
  • How were PEDs managing IAs in term of service delivery and agreeing on the importance of consequence management against errand IAs.


4.11.3         KwaZulu-Natal

  • Members noted that the Harry-Gwala District still had many mud schools and Members queried whether the KZNDOE had any plans in place to deal with, and eradicate these inappropriate structures. Members also queried the type of assistance that may be required from DBE
  • It was noted that the KZNDOE seemed to be doing well with their financial management issues. Members queried whether they could share their best practices with other PEDs to emulate where possible.


  1. Limpopo
  2. Members noted with concern the dangers of pit-latrines and queried the plans in place and interventions by the LDOE for the complete eradication of pit-latrines.
  3. It was noted that rural schools did not have adequate water and sanitation. Members queried the plans in place to assist the province with extra funding to deal with water and sanitation backlogs.
  4. It was noted that in Limpopo most projects were on hold and Members sought clarity on reasons for them not being completed.


4.12      Session 1: Responses - (Department of Basic Education, KwaZulu-Natal, North West, Limpopo and Northern Cape)

4.12.1   Norther Cape – The NCDOE also visited schools mentioned by Members and also reported on in the media. The Department had engaged with the contractors and ensured the Portfolio Committee that contractors were on site currently. Further to this the Department had ensured that the safety hazards at the schools were cordoned off to manage way of entering the area.  The Department had further instructed the structural engineers to also be on site. The NCDOE would keep the Portfolio Committee abreast of all developments. The Department indicated that they had not been underspending on the DORA allocations – but struggled to attract the necessary capacity. The Department was looking to fast-track the appointment of more capacity.

4.12.2   KwaZulu-Natal – The KZNDOE indicated that they were not underspending but needed more budget/finances that would solve much of their challenges. In respect of the Harry-Gwala District, the Department mentioned that schools in the area were built by communities many year ago and had fallen into a state of disrepair. The Department was able to demolish some of the structure and had made provision for mobile classrooms as a temporary measure – these would be replaced with permanent structures going forward. Regarding vandalism, the Department was of the view that this required communities to stand-up and reclaim their schools. The Department had found underground water and have put equipment in place to purify water were needed. The Department agreed that municipal water was costly and exorbitant and remained a challenge for all. The Department firmly did not negotiate with Business Forums and this was bearing good fruit with less disruptions of projects. Similarly, the Department was firm on timelines with Implementing Agents (IAs). The Department practiced good financial management and this has ensured clean audits. Each of the four IAs has been allocated a teams of official, led by engineers, who took full responsibility for monitoring and accountability of projects. All IAs were expected to submit a commitment schedule.

4.12.3   North West – The under expenditure in the NWDOE was caused mainly due to capacity constraints and poor performance of IAs. The Department also had vacancy challenges in the past, but this has changed with a majority of posts having been filled. The Department further head-hunted for a Chief Director for Infrastructure – this process was still ongoing. The Department had set targets for IAs performance – where IAs performed poorly, these contracts were returned to the Department for implementation. The Department also sought to terminate contracts with IAs who underperformed and sent back for new procurement processes – this caused further delays.

4.12.4   Limpopo – The LDOE was considering establishment of focussed schools and have engaged the relevant Departments in this regard (e.g. Agriculture and Mining). The Department had ongoing engagements with surrounding mining operations to establish a Mining School. Regarding IAs, the Department was of the view that they are becoming too overwhelmed with work. There was a need to ensure a panel of consultants to assist departments with contract procurement processes. The Department did not have the necessary funds to secure the services of security personnel. The Department was also dealing with approximately 40 000 undocumented learners in schools – and had been instructed by a Court to admit these learners. The Department also had challenges with dealings with their traditional authorities who also demanded payment from them. The technical resource unit was appointed by the Department to deal with storm-damaged schools. The Department continued to strengthen its monitoring and oversight of IAs. The Department had further introduced a penalty clause to hold IAs accountable for poor performance. Of the school’s projects put on hold, the Department had handed these to the Department of Public Works to ensure they were finalised.


4.13      Session 2: Portfolio Committee Observations – (Department of Basic Education, Mpumalanga, Free State, W Cape, E Cape and Gauteng)

  1. Department of Basic Education (DBE)
  2. Members queried whether the Department collaborated with other sister departments to address rural development and employment opportunities.
  3. Was the DBE procurement strategies aligned with social needs and had the Department considered the use of internship programmes to upskill graduates to get professional qualifications.
  4. Underspending by PEDs was a concern and Members queried whether the Department was able to identify such provinces and establish monitoring teams to assist and guide these underspending provinces.
  5. Recommend that DBE identify provinces doing underperformance. Establish monitoring teams to assist and guide these underspending provinces
  6. The Department and PEDs needed to meaningfully deal with underspending by way of resolutions.
  7. The Department was queried on how SGBs were supported with issues of school maintenance – and collaborate with schools to enhance economic activity.
  8. The Department was also questioned on whether there was consideration for a proactive approach to the current tendering processes – and ensure consequence management for errand officials, contractors or IAs.


    • Members queried how and why education was not included as a critical service during the COVID-19 pandemic -  and how had this impacted on schools, educators and learners in the system
    • Members queried how PEDs were being assisted with the unforeseen budget cuts.
    • Regarding maintenance of infrastructure, Members queried how PEDs were structuring and utilising their maintenance budgets. It was noted that many schools were not doing the necessary maintenance as required.
    • Targets that are were not met by PEDs – Members queried the challenges in reaching targets and whether PEDs have considered reducing/lowering targets.


    • Members noted the promising plans with sanitation and needed to be commended with the eradication of remaining pit-toilets. Members noted with concern the money returned to Treasury for certain programmes. Members were of the view that underspending was a serious concern with all PEDs and queried steps in place to assist PEDs with planning and capacity.
    • Members noted reports of a specific Special School where classrooms had been converted to hostels. Members queried the plans of the Department to build accessible and permanent hostels structures.
    • Members also noted reports of a school in the province that was built on a wetland. Members queried whether there had been any consequence management of officials in this regard – and measures in place to remedy the situation.


  1. Free State Department of Education (FSDOE)
  2. Although the FSDOE had utilised its funding allocation it was noted that the province still resorted to predominantly boreholes for water supply. Members queried how the Department managed ensuring that borehole water was potable.
  3. Regarding farm schools being closed in the province. This has led to learners having to be transported to schools. It was noted that scholar transport has become a major challenge. Members queried why the FCDOE was not looking to refurbish and improve the farm schools to minimise transporting learners from farms.
  4. Members noted that, in the Free State, there were very little pit latrines that still needed eradication. Members queried whether the Department could shift funds to complete the eradication of the few remaining pit latrines.


    • Members queried what percentage of infrastructure projects was directed at small and medium enterprises – and what was the criteria used to identify such small and medium enterprises.
    • Members noted issues of pronounced inequalities in the Western Cape – and Members queried how the WCED was addressing such inequalities by way of a possible integrated approach. Further to this, Members queried how the WCED was addressing inequalities in placement/admission of learners
    • Members noted the good work with collaboration schools in the Province and requested that the WCED also share this model with other PEDs.
    • Members noted concerns with overcrowding at special schools in townships. Members queried how the WCED was able to ensure a balance in plans to improve schools in all areas.


    • Members alluded to media reports of certain schools where teaching occurred under trees – and a growing increase in learner numbers. Members queried the plans in place to fund some of the backlogs at these schools by way of collaboration and engagement with sister departments.
    •  Members sought an update on the Committee recommendations flowing from their oversight visit to ET Thabane School.


  1. Gauteng Department of Education (GDE)
  2. Members noted that vandalism, safety and security was a problem for the GDE. Members queried the plans to best protect school assets.
  3. Members noted the good work of the GDE in respect of caring for their assets and, at the same time, also creating employment. Members queried whether the GDE was able share their best practices with other PEDs for similar implementation.


4.14      Session 2: Responses (Department of Basic Education, Mpumalanga, Free State, W Cape, E Cape and Gauteng)

4.14.1   Mpumalanga – The MDOE indicated that they had not surrender money to Treasury. The Department had a budget cut of R50 million which was move to other programmes. The Department ensured that the quality of borehole water was tested for human consumption. In respect of the school built on a wetland, the Department needed to study the engineering investigation report and also look into the outcomes and recommendations. The Department needed to do further geo-technical investigations to establish whether the water can be drained or the school needed to be relocated. The Department ensured that all schools were provided with the necessary school resources. In respect of the Special School mentioned, the Department was committed to building a boarding schools and hostels. In the interim, the Department was utilising a neighbouring primary school for accommodating learners – until the fully fledged hotels were completed.

4.14.2   Free State – The FSDOE had approximately five remaining pit latrines that needed eradication – currently there were four under construction. There were school that refused the demolition of the old pit structures which remained a challenge. The Department had the services of a chemical engineer to test and ensure borehole water was fit for human consumption. It was noted that rationalisation of schools also affected non-viable schools in the province - any school below 50 learners was being rationalised. The Department was looking to build hostels on land that it owned and this would benefit learners from farm schools where there was rationalisation. Regarding the underachievement of targets, the Department indicated that during the hard lockdown, the Department had lost over R350m which affected targets negatively. The Department also mentioned that the lockdown saw the unavailability of building materials.

4.14.3   Western Cape – The WCED mentioned that they collaborated and worked with small and medium sized contractors as allocated by the Department of Public Works. This meant a 15 to 20 percent of identified improvement projects being assigned to smaller and medium sized contractors. The Department recognised issues of inequalities as a broader social cohesion issue. The Department has looked to incentivise investment in further languages of learning and teaching – and continued to work on fit-for-purpose strategies. We have noted that special schools were well resourced and had a lower teacher/learner ratio. The Department had engaged with the private sector to come on board to ensure equality and inclusivity. With mass-migration, the Department found it hard to identify suitable land to develop schools in rural areas and incentivised educators to remain in local/rural communities. In respect of procurement strategies with school leaving youth, the Department had schools of skills with a strong partnership with industries and local businesses. The local buy-in was the most important success factor for the Department and further looked to incentivise partnerships to build new schools.

4.14.4   Eastern Cape – The Department alluded to a specific school mentioned for closure due to rationalisation. The Department had reviewed their decision on the school after consultation with the surrounding community. It was agreed that the local community would assist in trying to attract more learners to the school in question. The school was now registering an increase in learner numbers – and the Department was providing the school with added infrastructure. The Department noted the advice on engaging with business and had a specific directorate dealing with partnerships and business. In respect of the maintenance budget the Department was decentralising more funds to schools and looking to increase monitoring of these maintenance budgets – with monthly finance meeting with schools on utilisation of funds. With ICT infrastructure some schools were rural and farm schools and the Department wanted to ensure continued reliable connectivity to these schools and safeguard the infrastructure.

In respect of the challenges at the E T Thabane school, the Department mentioned that the report had been submitted back to the Department and the Department had committed to provide added four classrooms to the school – with added refurbishments within its budget constraints. The Department was further studying the needs and requirements of the school as well as a costing on the possible replacement of the schools – it needed to be noted that the Department also had challenges with funding/budget constraints.

4.14.5   Gauteng – The GDE mentioned that issues of vandalism was urgent but analytics were showing that there were different forms of vandalism – with different targeted areas. Some schools had armed security but they were overpowered. There was a systematic attack on schools and needed to be dealt with. The Department considered various security solution for schools with a costing module. Gauteng had recruited over 9 000 personnel who were trained in basic security. This worked well but the Department was fined by the Security Guard Industry for hiring people as security gaurds. After settling with the Industry, the Department collaborated with the Security Guard Industry and reworked the job-description. The Department was currently on an employment drive to attract new security personnel – currently the Department had attracted 6 000 employees. The Department further ensured that all schools were linked to a police person. The GDE had converted certain school to full ICT – and these schools had high security. The Department had identified the first 50 school for security assessment and security plan training and assistance.

4.14.6   Department of Basic Education – The Department acknowledged slow progress initially, but provinces had made good progress with ASIDI projects. The Department further gave a detailed breakdown of the projects completed. It was acknowledged that maybe there was slower progress with the SAFE Initiative. The critical issues remained capacity constraints. The Department was of the view that when a contractor did not perform, they needed to be removed from projects immediately. Such contractors needed to be reported when they underperformed. The Department also touched on issues pertaining to registered and non-registered engineers as well as methods of entering into contracts with IAs. The Department invited PEDs to share how they had implemented consequence management against errand IAs. The Department reiterated that IAs needed to be held accountable for any delays and bad workmanship. As the SAFE projects were currently behind schedule, the Department was looking to appointed additional IAs for the year ahead. It was important for PEDs to establish the following:

  • Process management and implement gateways
  • Procurement strategy to be reviewed
  • Norms and Standards reviewed and differentiate between regulations and guidelines

It was also noted that rural provinces struggled to attract the necessary capacity e.g. engineers. It was difficult to recruit and retain these skills in the rural provinces. The requirements with Occupation Specific Dispensation (OSD) was regulated DPSA and the Department was engaging DPSA on a possible review of the OSD regulations. 


  1. Engagement with the Department of Basic Education on the following:

5.1       Department of Basic Education School Safety – Initiatives to Address Violence, including Bullying Prevention Initiatives



The purpose of the “School Safety – Violence, and Bullying Prevention Initiatives” is to ensure all learning environments are . The sector has . The over Care and Support programmes in Branch S and also and ensure Department of Basic Education (DBE) takes control of the narrative and deliberately seeks to influence the behaviour of learners, teachers and parents.



The Department was implementing two Protocols namely:

  • Protocol for the Management and Reporting of Sexual Abuse and Harassment in Schools; and
  • Protocol to deal with Incidences of Corporal Punishment in Schools.

The impact of the two Protocols are being felt and one expects a rise given the emphasis on reporting. Some of these incidents have led to charges of assault and others to the unfortunate deaths of both teachers and learners. Schools are a microcosm of the societies within which they exist and are not immune from societal behavior’s and challenges experienced in communities. The President has declared GBV a second pandemic in the country. School related violence results in negative publicity for the sector and the media and public consistently accuse the sector of not doing enough to prevent and reduce incidents of violence in schools.



Since 2011, TIMSS has asked students about how often they experienced various bullying behavior by their school peers, such as being teased, excluded from activities, or physically hurt. The TIMSS 2019 fourth grade Student Bullying scale is described in the following slide. Students were assigned to one of three categories of the scale (“never or almost never,” “about monthly,” “about weekly”) according to their reports of how often they experienced 11 bullying behaviors.


TIMMS Report 2019: Exhibit 8.11: Student Bullying Students’ Reports 6 – Grade 4


TIMMS Report 2019: Exhibit 8.11: Student Bullying Students’ Reports 6 – Grade 8

Students were scored according to their reports regarding eleven bullying behavior on the Student Bullying scale. Cut scores divide the scale into three categories.

  • Students bullied Never or Almost Never - had a score at or above the cut score corresponding to reporting that they “never” experienced six of the eleven bullying behaviors and experienced the other five “a few times a year,” on average.
  • Students bullied about Weekly - had a score at or below the cut score corresponding to reporting that they experienced six of the eleven behaviors “once or twice a month” and the other five “a few times a year,” on average.
  • All other students were bullied About Monthly.

The Department further detailed the TIMSS 2019 Fourth Grade and Eight Grade Student Bullying Scale. In respect of the Mbilwi bullying incident that lead to the suicide of a learner. The Department highlighted the interventions from the Department and the background information on Mbilwi School profile. The Department further alluded to the response and ongoing support from the Department, the Provincial Department and the district. The Department further alluded to ongoing support by way of partnerships.

5.1.4          DBE and Inter-Governmental Response Initiatives to Violence and Bullying in Schools

For the Department, the National School Safety Framework (NSSF) remains the primary strategic response to violence prevention in schools. The Department of Basic Education is responsible for monitoring and support 75 education districts across the country towards the implementation of the NSSF. The NSSF is a comprehensive approach that coordinates and consolidates all school safety interventions in the sector. The NSSF is based on a social ecological systems model which locates the school within its broader community and relies on collaboration and partnerships. The partnership is articulated in the Protocol with the South African Police Service (SAPS). DBE is involved in crime awareness campaigns and programmes with a strong focus on encouraging the reporting of incidents. Working with Community Policing Forums and the Quality Learning and Teaching Campaign(QLTC), DBE mobilizes communities to take up ownership of schools.

The Department was a member of the Violence Prevention Forum (a multi-sectoral forum) and has collaborated in producing a series of policy briefs which included the following:

  • Reducing Violence in South Africa: From Policing to Prevention;
  • Reducing Violence in South Africa: Resourcing Violence Prevention;
  • Reducing Violence in South Africa: Multi-sectoral Collaboration for Scalable Solutions;
  • What Will It Take To Prevent Interpersonal Violence in South Africa;
  • Shared Value: How Business Support Children and Prevent Violence; and
  • Evidence-led Violence Prevention: Principles and Guidelines for Practice.


5.1.5     Bullying Prevention

Addressing school violence and bullying is essential in order to achieve the Sustainable Development Goals: SDG 4 promotes inclusive and equitable quality education and promote lifelong learning opportunities for all, and SDG 16 aims to promote peaceful and inclusive societies. The Department systematically supports districts in rolling out training to school safety committees. The NSSF training is now available online. Training on ending bullying and inculcating positive discipline includes:

  • Awareness and prevention of Cyber Bullying. E –Safety Guidelines have been developed and provided all the schools. Further resources have been prepared to support awareness through curriculum delivery in partnership with GOOGLE.
  • Bullying prevention including ending homophobic bullying Guidelines prepared and shared.
  • Addressing Labelling/Stigmatisation is ongoing and responsive to for e.g. COVID-19
  • TIPS: Raising awareness of the signs of bullying in a child for parents and educators
  • Road show and campaigns on bullying prevention have been finalised with the Office of the Deputy Minister to start in the first quarter of 2021 and continue through the MTEF cycle 2021-22.

The key message of the Department’s strategic approach was moulding of learners to be noble and respectful citizens with high self-esteem, empathy and environmental awareness. This also included parent involvement and stronger partnerships and networks be established to work on an ongoing basis.

The School Safety Directorate would coordinate all the Departments’ School Safety interventions including the roadshows and provide materials and the Project Plan for implementation. The Department gave a detailed list of the various Directorates and Executive Offices providing support to the School Safety Directorate. The Department also gave a detailed breakdown of the Project Scope as well as the stakeholder involvement (primary and secondary). The Department further gave a detailed overview of the following key aspects in respect of the programme as follows:

  • Key outcomes;
  • Roadshow programme design;
  • Roadshow programme objectives; and
  • Proposed meeting programme.

The key success factors included the following:

  • Support from all identified primary and secondary stakeholders;
  • Reduction of violent incidents and bullying among learners and teachers;
  • Promotion of social cohesion, respect for self, others, schools and respect for teachers;
  • Improvement of learner participation and performance in school;
  • Improvement of parental involvement and participation in schools; and
  • Bridge the gap between government and school communities.


            5.2       Progress Report on the 2021 School Governing Body (SGB) Election

The Department touched on the phases of the elections and gave an example of the Government Gazette notification from the Minister of Basic Education, Mrs A Motshekga announcing the dates for the SGB elections.


The Department further alluded to the composition and size of the SGB’s and mentioned that the number of parent members must be one more than the combined total of the other members of a governing body who have voting rights. Each province must prepare a schedule determining the number of members in each component of the SGB based on this criterion and on the learner enrolment of the school, and include it in the provincial regulations.


The Department also gave a detailed overview of the eligibility of any person to be a member of the governing body as well as giving a definition of “parent” in the context of the SGB election processes. The three election modes were explained as:

  • Nomination and election meeting;
  • Full day elections; and
  • E-elections.

The Department also supplied the necessary data on the number of schools that had elected their SGB’s by 23 April 2021 in the country for the various provinces. Of the 23 258 schools in the districts a total of 22 146 schools had successful elections. The next steps in the process included the election of office bearers, the hand-over process and the orientation and training of SGB’s.


  1. Portfolio Committee Observations (Anti-Bullying + SGB Election)


  1. Anti-Bullying
  2. Members applauded initiatives by the Department to ensure safe learning environments for learners but challenges of bullying remained and persisted. Members sought clarity from the Department on plans and initiatives to curb bullying in all its forms.
  3. Members queried what the Department was doing to properly advise schools to put more emphasis on discipline and involve parents in such matters. Parents needed to teach learners to identify bullying when it occurred.
  4. Members queried how the Department was collaborating with Faith-based Organisations to assist in the fight against bullying.
  5. Members queried how school enrolments may contribute to bullying activities. Was there any proof that bullying occurred mainly in high-enrolment schools.
  6. Members queried strategies in place to instil a climate of positive learning and teaching in schools. Were schools ensuring that Life Skills classes included a focus on skilling learners to survive in their environments.
  7. Members also noted an increase in cyber-bullying and queried steps in place to mitigate this.
  8. Members queried whether the Department had considered that it be compulsory that schools invested in school safety programmes in collaboration with sister departments.
  9. Members queried whether the Department had any statistics on hotspot schools where bullying was rife.
  10. Despite the protocols in place, Members also queried what other sustainable initiatives and mechanisms were in place to address bullying over the longer term.
  11. Members also queried whether it was compulsory for schools to implement an anti-bullying policy.
  12. Members also queried the number of social workers that were being incorporated into our schools to render services.
  13. What other disciplinary action/initiatives were in place and imposed in schools to ensure discipline.
  14. How did the Department empower parents to get involved in school activities - and identify if a learner was being bullied?
  15. It was noted that children were very angry and carried this anger with them. How was the Department supporting parents, perpetrators and victims?
  16. Members queried in what Quintile bullying was most prevalent.
  17. It was noted that bullying interventions was more geared to Secondary Schools – what interventions were in place for the lower grades.
  18. Members also queried whether the School Safety Committees were functional – and how was the Department monitoring the establishment of these committees in schools.


    • Although the SGB elections went well, Members queried whether there had been any disputes lodged - and how these disputes where handled.  and how was this dealt with.
    • Members sought clarity on the eligibility of parents to be elected to an SGB.
    • How were schools assisted in enforcing the regulations and guidelines for election to an SGB?
    • Members also queried whether a parent serving on an SGB remained even when their learners had left the school.
    • Members noted some challenges with SGB elections in the North West and requested more clarity on the problems faced.
    • Members also queried where budget for SGB elections were drawn
    • Members queried whether there was a risk-register in the roll-out of the election.
    • Members noted that SGBs were allowed to introduce alternate lesson plans. Members queried the steps in place to ensure that all school had the choice in respect of Comprehensive Sex Education (CSE).
    • Members queried the impact of the mediation process towards readiness for elections – and what guarantee was there for the effectiveness of the training manuals
    • Members queried whether the Department was able to award SGB members for their participation and service on SGB forums.
    • Members queried whether there were any Legacy Reports from previous SGBs in respect of challenges and mitigations from past SGBs.  Responses from the Department of Basic Education (Anti-Bullying + SGB Election)


The Department indicated that the anti-bullying roadshows were intended to be a once-off and used as an instrument of awareness – not as the main campaign. The Department, due to the intensity of the matter, needed to conscientise and heighten bullying awareness. The Department was looking to drive positive discipline for schools and training teachers on positive discipline. The Department had engaged with many Faith-based Organisations and galvanised them to assist in dealing with some of the challenges. The Department also ensured that Life Orientation covered safety learning programmes. In respect of cyber-bullying, the Department had an ongoing collaboration with “Google-Online” to mitigate cyber-bullying. The focus of anti-bullying initiatives covered both higher and lower grades. The Department continued with its programme of connecting schools to police stations – and had a good working relationship with SAPS. The Department, in collaboration with the Institute for Security Studies, was able to do mapping of the bullying hotspots in provinces and districts. Regarding School Safety Committees, the Department visited districts to monitor, train and intervene in respect of functionality of these School Safety Committees. Where schools were well managed, with a conducive school environment, there were less incidents of bullying. The Department had further developed various catalogues and training manuals to address incidents of bullying in schools. Although the Department encouraged parent involvement, this was lacking as parents did not show interest in school meetings and initiatives. Parents needed to be sensitised to the symptoms of bullying.


SGB Election

The Department mentioned that election disputes had not been reported on but would ensure such details were made available to the Portfolio Committee – although these were minimal and common. Most complaints centred around parent’s exclusion from elections. The Department ensured that there was a team of monitors from National, provincial and the district present at these elections.  When complaints were received, the Department allowed the elections to continue but would investigate any complaints. The Department had the option to remove a person who may have given false information. Of the schools that had, to date, not elected its SGB the reasons could be that they were still dealing with unresolved disputes. Regarding eligibility for SGBs, the Department noted the interest of parents to serve on SGBs. Where school had challenges, they needed to submit an initial date for SGB elections as well as an alternate date for SGB elections – some schools may require even further postponement and further dates. Most schools had successful elections with the first initial date. Schools needed a minimal budget to run their elections and these funds came from the Norms and Standards allocation – while the advocacy budget came from the Provincial and National Department. The budget for training and development was vested in the Provincial Department and the National Department. The Department was able to award and acknowledge the work of the outgoing SGB and the incoming SGB by way of swearing in ceremonies and certification. The outgoing SGBs did submit a legacy report for the incoming SGB to implement.


            5.3       Basic Education Laws Amendment (BELA) Bill

  1. Background

During 2013, the to review the basic education legislation – the team consisted of . The Bill was published for huge number of requests for extension of the deadline, the Department extend the deadline. The public was informed of the extended deadline (until 10 January 2018) in Government Notice No. 1403, which was published in Government Gazette No. 41321 on 15 December 2017.



During the period 19 February 2018 until 2 February 2020, the task team had to evaluate the more than 5 000 written submissions andheld extensive discussions with specialists in certain areas from within DBE and other provincial education departments in order to clarify issues raised by some of the commentators, and, where necessary, sought advice and inputs from persons outside the DBE as well. All the comments received after the publication of the BELA Bill were considered by the task team and all nine of the PEDs, HEDCOM and CEM were consulted.

After the consolidation of the comments into the BELA Bill, the SGB associations, Teacher Unions and the home education stakeholders were subsequently invited to submit further comments on the latest version of the BELA Bill, and were further invited to a meeting with the Minister on 27 and 28 January 2020. The Bill was also circulated to all National Departments for comments. The written comments received from the latter process were also considered and consolidated into the BELA Bill.

On completion of the latter process, the BELA Bill was presented to NEDLAC and on 18 February 2020, the DBE made a presentation on the BELA Bill to the Development Chamber of NEDLAC. The NEDLAC agreed to establish a six-a-side task team consisting of members from Community, Business, Labour and Government to commence with the line by line scrutinisation of the BELA Bill. Upon conclusion of engagements, the task team was to develop a NEDLAC report outlining the areas of agreements, and areas of disagreements. On 23 April 2020, the DBE tabled the BELA Bill in NEDLAC for engagement in line with the NEDLAC Protocol.

The Department further gave a detailed overview of its engagements and consultation with NEDLAC and the Office of the Chief State Law Advisor (OCSLA) on areas of disagreement with specific clauses - as well as the responses from the Department on such disagreements. Where agreed to, certain comments were incorporated in the BELA Bill.


5.3.3     Socio-Economic Impact Assessment System (SEIAS)

The BELA Bill was sent to the Presidency on 20 October 2020 in order to conduct the   Socio Economic Impact System (SEIAS). The SEIAS report was received from the Presidency on 23 November 2020. On 28 January 2021 the DBE held a meeting with the Presidency to discuss the comments and these were clarified by the Presidency clarified as it was not discernable from the document sent to the Department. The finalization of the SEIAS report was discussed as well as financial implications of the following-

  • Costing for procurement of competent assessors in the case of home education;
  • Provision of personnel by provincial department of education to consider the language and admission policies developed by governing bodies; and
  • Provision of educator and infrastructure for Grade R learners.

Once the costing is finalized the SEIAS report will be amended and resent to the Presidency for certification. Once the process of SEIAS and the certification of the BELA Bill is finalized then the BELA Bill will be presented to-  Heads of Education Department Committee (HEDCOM), Council of Education Ministers (CEM), Forum of South African Directors (FOSAD), Technical Working Group (TWG), the Social Cluster and Cabinet.

The Department further gave a detailed and comprehensive overview and breakdown of the South African Schools Act (SASA) and how the BELA Bill aimed to amend the SASA. The Department took the Portfolio Committee through the SASA clause-by-clause explaining, in detail, what each amendment in the BELA Bill was addressing as proposed. Further to this the Department also briefed the Portfolio Committee on the amendments in the BELA Bill as it pertains to specific clauses in the Employment Equity Act (EEA).


5.3.4     Portfolio Committee Observations (BELA Bill)

  • In respect of Language, Members queried whether the Department had been able to deal with issues of the language barrier in schools – and subsequently, many learners have difficulty finding placement in schools.
  • Members sought clarity on the social-economic impact of the BELA Bill.
  • Members also raised concern with the Concern with lowering of the age for compulsory schooling. Members queried whether parents, who opted not to send learners to school at an early age, would be accommodated. Members cautioned against the state imposing on the rights of parents.
  • Members sought clarity on those clauses where there had been much disagreement - and how these were addressed.
  • Members noted that the education Sector has had huge economic changes. Members queried whether the BELA Bill adequately dealt with all opportunities and challenges.
  • Members sought copies of a detailed report on all submissions received on the BELA Bill
  • Members were keen to know the plans of the Department to finalise the Bill for tabling in Parliament.
  • Members also queried whether the Department had sought consultations and submissions from SGB structures.
  • Members sought clarity on certain clauses in the draft Bill e.g. subsection 3 of clause 38.


5.3.5     Responses:

The Department acknowledged there were challenges with Language being a barrier to learning and was trying to manage this in the Sector. The Department would submit a report to the Portfolio Committee on the matter. The Department had all the necessary statistics on learners being home-schooled – with the lowering of the compulsory age for schooling learners not registered for home-schooling would be compelled to attend school. Currently Grade R was not compulsory but would become compulsory once the Bill is enacted.

The Department briefly gave an overview of the specific clauses referred to by Members where there were disagreements as well as the view of the Department on these clauses. The Department kept a record of all comments/submissions received and this could be made available to the Portfolio Committee. The Department did consult with SGBs but at a national level with mother-bodies. There were provisions in the Bill that empowered the Minister to regulate on learner pregnancies.

Currently the draft Bill was with the Presidency. Once the necessary costing exercise was finalised, the Department would pursue the route of their internal structures and ultimately to Cabinet for approval and tabling in Parliament. When the draft Bill is referred to the Portfolio Committee, the Committee would have their own round of consultations and calls for submissions from the general public.



  1. Engagement with Statutory Bodies on 2021/22 Annual Performance Plan:

6.1       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


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.



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.


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 organization under financial strain.

Table: 1           Revenue Projection















DBE Grant







Verification of certification







Accreditation of Providers





















Other income-quality assurance





















Table: 2           Expenditure Projection















Compensation of Employees







Goods and Services















  • 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 modernisation 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).


6.1.6     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 face 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 professionalization of independent religious institutions who produced good results. How could Umalusi assist with the professionalization 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 to deter from   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.


6.1.7     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 learner 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 school 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.

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.





6.2       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 had thus 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
    • Practising Educators
  • Research
    • Research Reports
    • Data Management
    • Research Dissemination
    • Virtual Library


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

  • Teacher Professionalization 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 and 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.


6.2.2     Annual Performance Plan 2021 – 2022

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.


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.


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;
  • 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.



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 matters – The 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


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 professionalization policy – The target of approved teacher professionalization 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.


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.


6.2.3     Resource Consideration

            Medium Term Expenditure Framework (MTEF)


Financial performance in R,000





























Registration fees









Subscription fees









Reprints of certificates








Interest receivable









CPTD Subsidy









Sundry income



























Administration & Other Related Costs


















Professional Development


















Code of Ethics









Teacher Professionalization































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.


6.2.4     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 SACE had   been able to succeed in converting COVID-19 challenges into strengths.
  • In respect of the BELA Bill, Members noted that, certain sections alluding to SACE, 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.


6.2.5     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 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 implement 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 BEL 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. Portfolio Committee Recommendation


The Portfolio Committee on Basic Education, having undertaken an oversight and monitoring visit to the Department of Basic Education and Statutory Bodies recommends that the Minister of Basic Education ensure the following:


  1. Department of Basic Education


  • Puts monitoring systems in place to fast track completion of infrastructure projects.
  • The Department ensures that professionally registered personnel are appointed to execute work as project managers to accelerate infrastructure development in schools.
  • There is a need to review the processes and procedures of the adjudication of projects.
  • The Department ensures that progress is reported on recommendations made during the oversight visit to ET Thabane School in Eastern Cape, that the Department provides the Committee with a report on the infrastructure development of this school.
  • The Department ensures implementation of consequence management to hold errand officials accountable.
  • The Department needs to provide support and assistance towards the mining school initiative in Limpopo.
  • The Department ensures that the KZNDOE (Harry-Gwala District) put plans in place to eradicate the inappropriate structures where they still exist.
  • that still had many mud schools that the KZNDOE put plans in place to eradicate these inappropriate structures
  • The Department ensure that issues of pronounced inequalities in the Western Cape are addressed by WCED
  • The Department ensure that vandalism, safety and security   in particular GDE, be addressed and   plans put in place to protect schools.
  • The Department ensures that Free State Dept. of Education refurbish and improve the farm schools 
  • The Department ensures that the under expenditure in the Mpumalanga DOE, North West DOE as caused by capacity constraints and poor performance of IAs is addressed.
  • The Department ensures that the Northern Cape DOE looks to fast-track the appointment of more capacity.

The Department ensures improved performance of Schools Governing Bodies.

  • The Department provides reports about the planning on Capacity Building of new SGBs.
  • The Department prioritizes SGBs training so that they are able to performance their roles and responsibilities.
  • The Department ensures that SGBs understand their role to hold the school management accountable, that they are able to deal with finances properly in terms of Public Finance Management Act.
  • The Department ensures that SGBs are capacitated to do budgeting, school development plans, and ensure that performance of the schools is improved.
  • The Committee recommended that Department adopts systems that detects and prevents bullying so that it is not easy to happen, that DBE put active structures at schools, address causes of bullying.
  • The Department ensures that Learners are supervised at all times so that they are not alone, teachers act as parents while in the control of the learners. Supervision of learners while waiting for transport to go home is imperative, also monitoring of   learners who walk home    across the board. The DBE needs to bring together a campaign, to support the school safety committee.
  • The Department ensures that consistent report of activities that are linked to bullying, are reported, learners and   parents to be made aware.
  • The Department ensures that support is provided to the victims of Bullying as well as perpetrators.
  • The Committee expressed on the legislation process of Bela Bill, that the Department ensured that the Bill is discussed by all stakeholders.
  • That the Department must advance the Bela Bill so that it comes to Parliament and parliament   must start to engage on this bill.


7.2        South African Council for Educators (SACE)

  • The Committee recommended that SACE looks into access of SACE in locations that would be easy for teachers to reach out.
  •  Increases online registration of teachers, and vetting of registered educators.
  • SACE should ensure that there is ongoing training and Professional Development of ECD practitioners


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


  • The Council maintains the Clean Audit status. 
  • Umalusi ensures that the post provisioning for vacant posts is addressed.
  • Exam leakages to be avoided in future.


Report to be considered


No related documents