ATC210908: Report of the Portfolio Committee on Basic Education for the Fourth Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2020/21, Dated 7 September 2021.

Basic Education

Report of the Portfolio Committee on Basic Education for the Fourth Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2020/21, Dated 7 September 2021.

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

Introduction

The Portfolio Committee on Basic Education considered the Fourth Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2020/21 on 24 August 2021. Consideration of quarterly reports by committees is one of the established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are critical for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, output in respect of the performance indicators and targets set for 2020/21 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance.

Performance Indicators and Targets

The priorities of the Department in the 2020/21 financial year were anchored in the Delivery Agreement of Outcome 1: Improving the quality of Basic Education. The Annual Performance Plan (APP) summarises the priorities of the Department of Basic Education (DBE) as aligned to the Medium Term Strategic Framework (MTSF) 2019-2024 and the Action Plan to 2024: Towards the Realisation of Schooling 2030. The activities of the Department remained structured into five programmes namely:

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

Overview of Achievements for the Third Quarters

For the 2020/21 Quarter Four indicators, the Department had a total of 69 indicators for all five programmes combined. Of these indicators, 59 were annual targets, nine (9) were quarterly targets and one (1) was a bi-annual target. Regarding the nine (9) quarterly and one (1) bi-annual targets - as at the end of the Fourth Quarter the Department had fully achieved nine (9) targets (90 percent) and partially achieved one (1) target (10 percent).

Performance per Programme against Performance Indicators and Targets set for 2020/21

4.1 Programme 1: Administration – The purpose of the programme is to manage the Department and provide strategic and administrative support services. Within this programme there were three (3) Quarterly Targets and two (2) Annual Targets set. As at the end of the Fourth Quarter, the Department recorded the following:

4.1.1 Quarterly Targets:

Percentage of valid invoices paid within 30 days upon receipt by the Department – The Quarterly Target was set at 100 percent with the output at 99.47 percent. A negative deviation of -0.53 percent. The deviation was due to officials working from home due to illness/comorbidities as per COVID-19 pandemic. This made it difficult for invoices to be submitted on time for processing within 30 day.

Number of reports on misconduct cases resolved within 90 days – The Quarterly Target was set at one report and the output was achieved with no deviation.

Quarterly Reports submitted to National Treasury (NT) and the Department of Planning, Monitoring and Evaluation 30 days after the end of each quarter - The Quarterly Target was set at a Quarterly Report submitted to National Treasury and Department of Planning, Monitoring and Evaluation (DPME) 30 days after the end of the quarter. The Department reported that the Department had submitted the Third Quarterly Report 2020/21 to National Treasury and DPME on 29 January 2021 with no deviations.

4.1.2 Annual Targets:

Number of capacity building programmes offered to the DBE officials - The Quarterly Target was 10 programmes offered. In the Fourth Quarter, four courses were attended.
Annual Performance Plan approved by 31 March each financial year - The Quarterly Target was for the 2021/22 Annual Performance Plan (APP) as approved by March 2021. The 2020/21 APP was approved by the Minister on 5 March 2021 and tabled in Parliament on 12 March 2021.

The Department reported on further progress made in the key focus areas in Programme 1 for the Fourth Quarter of 2020/21, which included the following, amongst others:

Financial Services;
Supply Chain Management;
Staffing Services and Human Resources Support to Provinces;
Training and Social Responsibility;
Labour Relations;
Security and Asset Management;
Legal Services;
Quality Learning and Teaching Campaign;
Government Information Technology Office;
Strategic Planning and Reporting;
Research Co-ordination, Monitoring and Evaluation;
Government Information Technology Office;
Co-ordination and Secretariat Support;
International Relations and Multilateral Affairs; and
Partnerships.

Programme 2: Curriculum Policy, Support and Monitoring - The purpose of the programme is to develop curriculum and assessment policies and monitor and support their implementation. Within this programme, there were 30 performance indicators with 28 annual, one quarterly and one bi-annual target.

Quarterly Targets:

Number of Technical schools monitored for implementation of Curriculum and Assessment Policy Statement (CAPS): In the Quarter under review, the target was set at six (6) technical schools monitored. The target was achieved with no deviations.

Bi-Annual Target:

Number of learners obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, including upgraded NSC per year: The target for the Fourth Quarter was set at 30 000 learners and the Department achieved a total of 60 063 – a positive deviation of 63. The programme supported learners through four platforms: face-to-face centres, broadcast, online and provision of study materials. The Department increased the number of the face-to-face classes from 90 to 133 centres throughout the country. Working in partnership with different entities, the Department introduced the Woza Matric intervention that broadcast dedicated educational programmes to support Matric learners. The Woza Matric programmes were on SABC 1, DSTV Catch-Up and DBETV Channel 122 on Openview broadcasted matric catch-up lessons in 11 high enrolment subjects to help learner revise. The Department also increased the distribution of its online study materials through the partnerships. Furthermore, the Department also provided hard copy study materials to more learners.

Annual Targets:

Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID: The target was set at 3 527 annually with an output of 3 423 annually. The output for Quarter Four was 3 315. COVID-19 restrictions resulted in closing of special care centres and some learners remained at home even when special care centres were eventually allowed to operate by the DSD. In addition, some residential high care special care centres did not allow teams to have direct contact with the learners fearing that the learners may get infected with COVID-19. Therefore, outreach team members could not reach all the learners to provide the necessary services that enables these learners to use the Learning Programme for LPID.

A National Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention: The target for the Fourth Quarter was for an approved National Report on monitoring of the implementation of the policy on SIAS as a mechanism for early identification and intervention. The Department indicated the following:

Number of Teachers trained on the Policy on SIAS: 22 460
Number of Grade R practitioners trained on the SIAS policy: 1 939
Number of officials trained on the SIAS policy: 1 962
Number of schools whose teachers participated in the training of SIAS policy: 2 919
Number of learners identified and assessed in terms of the policy: 21 412
Number of Individual Support Plans (ISP) developed for the above learners: 15 571
Number of cases successfully resolved by schools: 10 086
Number of cases referred to DBSTs: 12 344
Number of cases successfully resolved by DBSTs: 8 785
Number of schools that have a functional SBST: 3 958
Number of schools monitored for the functionality of SBSTs by DBSTs: 2 033
Number of schools monitored for the implementation of the Policy on SIAS: 3 118

Amend legislation to regulate the new Early Childhood Development (ECD) landscape: Determination submitted to DPSA and updated proclamations are back from the office of OCSLA and are being processed by DPSA.
Develop new funding models for ECD delivery: The target was for an approved report with recommendations. The financial diagnostic report on the current funding model for ECD has been approved.
Conduct an Early Childhood Development census to inform the integration of ECD into the EMIS: Preparations for ECD census is concluded and a service provider appointed.
Develop and operationalise an Early Childhood Development (ECD) Human Resource Development (HRD) Plan: The HRD plan is approved and the financial diagnostic report on the current human resources connected to the ECD functions has been approved.
Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 -12: The target for the Fourth Quarter was set at 8 and eight districts were monitored and annual reports developed.
Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes: The target for the Fourth Quarter was set at three (3) and three (3) provinces were monitored and annual reports developed.
Number of schools monitored for implementing compulsory entrepreneurship education: The Fourth Quarter target was set at 90 school (10 per province). The Department recorded an output of 85 schools for the quarter under review.
An Annual Sector Report is produced on the implementation of the General Education Certificate (GEC): The target for an approved Annual Sector Report on the implementation of the General Education Certificate (GEC)/ Umalusi provisionally approved the draft policy framework which must go out for public comment.

An Annual Sector Report is produced on schools that are prepared to respectively implement and pilot the Technical Occupational Stream: The target was an approved Annual Sector Report on Schools of Skill that pilot the Technical Occupational Stream in 2020/21. LTSM (Learner Books and Teacher Guides) for Fundamental Subjects were developed in the February 2021 workshop. The Fundamental Subjects were submitted to Umalusi for appraisal and feedback to DBE. LTSM for term 1 for the Fundamental Subjects were uploaded on the DBE website for access by PEDs and schools.
Number of schools monitored on the implementation of the reading norms: The target was set at 10 schools and this target was achieved with no deviation.
Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL): The target was set at 10 schools and this target was achieved with no deviation.
Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA): The target was set at 10 schools and this target was achieved with no deviation.
Number of schools with Multi-grade classes monitored for implementing the Multi-grade toolkit: The target was set at 10 schools and this target was achieved with no deviation.
An Annual Sector Report is produced on the implementation of the National Reading Plan: The target was for an approved Annual Sector Report on the implementation of the National Reading Plan. Provinces submitted reports on reading activities.
An Annual Sector Report is produced on the number of public schools monitored on the availability of readers: The target was for an approved Annual Sector Report on the number of public schools monitored on the availability of readers. Signed-off Provincial reports have been received from six (6) provinces thus far. A letter has been sent with reminders for outstanding PEDs to send the reports.
Number of schools per province monitored for utilisation of Information and Communications Technology (ICT) resources: The target was set at 27 schools (3 per province). Twelve (12) schools were monitored as follows:
- Limpopo (3 schools);
- Eastern Cape (3 schools);
- Northern Cape (3 schools); and
- Free State (3 schools).
Percentage of public schools provided with Home Language workbooks for learners in Grades 1 to 6 per year after having placed an order: The target was 100 percent. Delivery of Home Languages workbooks progressed to 100 percent and a total of 17 077 of 17 077 schools that placed Grades 1 to 6 Home Language workbook received their consignment.
Percentage of public schools provided with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order: The target was 100 percent. Delivery of Mathematics workbooks progressed to 100 percent and a total number of 22 955 of 22 955 schools that placed Grades 1 to 9 Mathematics workbooks orders received their consignment.
Percentage of public schools provided with workbooks for learners in Grades R per year, after having placed an order: The target was 100 percent. Delivery of Grade R workbooks progressed to 100 percent and a total of 16 125 of 16 125 schools that placed Grade R workbook orders received their consignment
An Annual Sector Report is produced on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6 and 9: The target was for an approved Annual Sector Report. DBE has written to provinces for submission of their Annual Reports, furthermore the Department held a Teams meeting 04-12 February 2021 with Provinces to discuss LTSM matters including the PPM (agenda items)
The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1-4: The target was set at 10 schools and this target was achieved with no deviation.
Number of special schools with access to electronic devices: The target was set at 140 schools and the department recorded 145 schools achieved – a positive deviation of 5 schools. The rollout of electronic devices and connectivity to Public Special Schools is funded by the Mobile Network Operators (MNO) not the DBE. Therefore, the rollout of the equipment is based on the availability of funding from the MNOs. It is in this regard that the number of Schools provided with ICT resources exceeded the DBE target of 140 schools for 2020/21.
An Annual Sector Report is produced on the number of teachers trained on inclusion: The target was an approved Annual Sector Report on the number of teachers trained on inclusion. A total of 1 197 teachers from EC, LP and NW were trained on various inclusive education topics including technical occupational subjects. DBE facilitated the process of preparing provinces for the submission of data for the annual report. Guidance provided on what and how to submit. Dry runs were conducted where provinces made presentations on the implementation of the indicator during the Inter-Provincial Meeting on Inclusive Education held on 19 March 2021.
An Annual Sector Report is produced on the number of learners in public special schools: The target was an approved Annual Sector Report on the number of learners in public special schools. DBE collaborated with EMIS to provide the number of leaners in public special schools. To date there are 133 055 learners in public special schools.
An Annual Sector Report is produced on the percentage of public special schools serving as resource centres: The target was an approved Annual Sector Report on the percentage of public special schools serving as resource centres. A total of 139 of the 447 special schools have been designated as resource centres. That is 31.1 percent of special schools that serve as resource centres. A total of 62 of these 139 resource centres have received ICT, assistive devices and connectivity as part of the USAO project initiated by Vodacom, cell-C, MTN and Liquid telecoms.
DBE facilitated the process of preparing provinces for the submission of data for the annual report and guidelines provided on what and how to submit. Dry run sessions were conducted, where provinces made presentations on the implementation of the indicator during the Inter-Provincial Meeting Inclusive Education held on 19 March 2021.
An Annual Sector Report is produced on the establishment of Focus Schools Per Provincial Education Department: The target was an approved Annual Sector Report on the establishment of Focus Schools Per Provincial Education Department. DG letters requesting PEDs to submit their Annual reports by 30 April 2021 have been sent to PEDs.

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

Curriculum, Implementation and Quality Improvements (FET and GET);
Mathematics, Science and Technology (MST) and Information Communication Technology (ICT);
Inclusive Education;
Enhancement of Programme and Evaluation of School Performance;
Early Childhood Development;
Reading;
Second Chance Matric Programme; and
Rural Education.

Programme 3: Teachers, Education Human Resources and Institutional Development - The purpose of the programme is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources. Within this programme, there was a total of 12 performance indicators with 10 annual and two quarterly targets.

Quarterly Targets:

Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six months upon confirmation that the bursar has completed studies: The output was one Quarterly Indicator and this was reached with no deviation.

Number of quarterly monitoring reports indicating the number and percentage of schools where allocated teaching posts are all filled: The output was one Quarterly Indicator and this was reached with no deviation.

Annual Targets:

Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness: The target was set at 90 percent of 1 000 sampled schools. The achievement on this target was 96 percent (906 of 1 000).
Percentage of schools producing the minimum set of management documents at a required standard: The target was set at 100 percent of 1 000 sampled schools. The target was achieved with 100 percent (1 000 of 1 000).
Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education: The quarterly target was set at 12 500 bursaries. The target was over-achieved with 13 085 bursaries awarded.
An Annual Sector Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers: The target was for an approved Annual Sector Report on the number of qualified teachers aged 30 and below entering the public service as teachers. A preliminary report on the number of educators aged 30 and below entering the public service as teachers was produced.
A National Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres: A total of six Provincial Teacher Development Institutes (PTDIs) and 31 District Teacher Development Centres (DTDCs) were monitored and nine PEDs’ narrative quarterly reports received.
A National Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting: A preliminary report on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting was produced.
Number of PEDs that had their post provisioning processes assessed for compliance with the post provisioning norms and standards: The target was set at 9 PEDs. A total of 9 provincial monitoring meetings was completed and the report compiled.
An Annual Sector Report is produced on the number of Grade R practitioners with at least a National Qualifications Framework (NQF) level 6 and above qualification: The approved annual sector report declares that there are 7 900 Grade R Practitioners (36 percent) who are appropriately qualified to teach in the Grade R class with at least NQF level 6 and above qualifications.
Number of PEDs monitored on the Integrated Quality Management System (IQMS): The target was set at nine PEDs. An annual monitoring status report on the IQMS was developed.
Number of PEDs monitored on the implementation of the Education Management Service: Performance Management and Development System (EMS: PMDS): The target was set at nine PEDs. An annual monitoring status report on EMS: PMDS was developed.

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

Education Labour Relations and Conditions of Service;
Education Human Resource Planning, Provisioning and Monitoring;
Filling of Posts 2020/21;
Funza Lushaka Placements in 2020;
Continuing Professional Teacher Development;
Educator Performance Management and Development and Whole School Evaluation;
Curriculum Research;
Initial Teacher Education;
Teacher Development Implementation; and
Education Management and Governance Development.

Programme 4: Planning, Information and Assessment - This programme is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The programme had a total of 18 performance indicators with 17 annual and one bi-annual indicator.

Annual Targets:

Number of new schools built and completed through Accelerated Schools Infrastructure Delivery Initiative (ASIDI): The target was set at 24 new schools. The Department was able to achieve a total of 32 new schools as follows:
- Quarter 1 – 2
- Quarter 2 – 6
- Quarter 3 – 10
- Quarter 4 – 13
Number of schools provided with sanitation facilities through ASIDI: The target was set at 600 schools. The Department was able to achieve a total of 263 schools as follows:
- Quarter 1 – 4
- Quarter 2 – 19
- Quarter 3 – 97
- Quarter 4 – 143
Number of schools provided with water facilities through ASIDI: The target was set at 100 schools. The Department was able to achieve a total of 100 schools as follows:
- Quarter 1 – 3
- Quarter 2 – 15
- Quarter 3 – 11
- Quarter 4 – 71
Number of schools served with emergency water supply: The target was set at 3000 schools. Schools were served with emergency water supply in the First Quarter.
Number of schools served with emergency sanitation: The target was set at 1 300 schools. Schools were served with emergency sanitation supply in the First Quarter.
Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9: The target was set at 500 test items developed. Grades 3, 6 and 9 Language and Mathematics items were quality assured and finalised.
Number of NSC reports produced: The target was set at four NSC reports. The following reports were produced for NSC Examination 2020:
- Examination Report
- School Performance Report
- School Subject Report
- Diagnostic Report Part 1, 2 and 3
Number of question papers set for June and November examinations: The target was set at 292 question papers. A total of 144 of the 145 question papers for SC/NSC June 2021 was approved by Umalusi. The remaining IT P1 back-up question paper is in final stages of moderation and proofreading. A total of 127 of the 162 NSC November 2021 question papers are in various stages of setting
Percentage of public schools using the standardised school administration system (SA-SAMS) for reporting: The target was set at 98 percent of public schools and the Department output achievement stood at 98.6 percent.
A National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information Tracking System (LURITS): Preliminary results and report was prepared and presented to the three PED HODs. A total of nine provincial reports were finalised. One annual monitoring report covering nine (9) PEDs that were monitored, was consulted with PEDs and finalised. Monitoring results presented to HEDCOM Sub Committee of e-Education (ICTS)
A National Report is produced on learning outcomes linked to the National Assessment Framework: The TALIS Volume 2 country note was released in October 2020 and the TIMSS 2019 Highlights Report was released in December 2020.
A National Report is produced on developing and operationalising a school readiness assessment system: The preparations for the Early Learning National Assessment (ELNA) administration in sampled schools were finalised in March 2021.
Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme: The target was set at 33. Due to the COVID-19 Alert Level 3 restrictions only a couple of virtual sessions were held with mentees in this quarter. A cumulative number of 33 targeted district officials (district directors and circuit managers) were mentored in the 2020/21 financial year.
Percentage of District Directors that have undergone competency assessment prior to their appointment: The target was set at 95 percent. The Department conducted analysis of PED responses.
Percentage of underperforming schools visited at least twice a year by district officials for monitoring and support purposes: The target was set at 75 percent. The Department received Monitoring tools for schools that were visited from only four provinces i.e. GP – 12 out of 15 schools; MP – 58 out of 294 schools; FS – 6 out of 6 schools and KZN – 117 out of 450 schools.
Number of District Director forums held: The target was set at 3 and this was achieved with no deviation.
Number of districts in which teacher development has been conducted as per district improvement plan: The target was set at 55 districts. A total of 75 districts had submitted to DBE the District Improvement Plans (DIPs), District Development Plans (DDPs), or Academic Improvement Plans (AIPs). Analysis of all the plans received show that there are 61 DIPs where teacher development took place.

Bi-Annual Targets:

Percentage of school principals rating the support services of districts as being satisfactory: The target was 75 percent. A total of 502 (47 percent) of responses received to date. Data capturing and analysis is currently underway.

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

Examination and Assessment Systems Administration;
District Level Planning and Implementation Support;
Provincial and District Planning and Implementation Support;
School Level Planning and Implementation Support;
National Education Evaluation and Development Unit;
Donor Grant Management;
Project Management;
Financial Planning and Provincial Budget Monitoring;
Public Examinations;
National Assessment; and
System Administration.

Programme 5: Educational Enrichment Services - The purpose of the programme is to develop policies and programmes to improve the quality of learning in schools. Within this programme, there was a total of four performance indicators with one annual and three quarterly targets.

Quarterly Targets:

Number of schools monitored for the provision of nutritious meals: The Quarter Four target was set at 30 schools. The Department was able to achieve a total of 117 schools as follows:
- Quarter 1 – 26
- Quarter 2 – 36
- Quarter 3 – 18
- Quarter 4 – 37
Number of districts monitored and supported in the implementation of National School Safety Framework (NSSF), social cohesion, sport and enrichment programmes per year: The Quarter Four target was set at 10 districts. The Department was able to achieve a total of 43 districts as follows:
- Quarter 1 – 0
- Quarter 2 – 11
- Quarter 3 – 16
- Quarter 4 – 16
Number of learners, educators, parents, SGBs and other educations stakeholders reached through social cohesion programmes: The Quarter Four target was set at 2 500. The Department was able to achieve a total of 3 023 as follows:

Annual Targets:

Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme: The target was set at nine PEDs. The HIV AIDS Life Skill provincial business plans (2021-2022) were submitted to Grants Management Directorate to route for approved by the DG.

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

Social Cohesion and Equity in Education;
Health Promotion;
Sport and Enrichment in Education;
Psycho-Social Support;
School Nutrition;
Safety in Education

Vote 16: Basic Education

Quarter Four Presentation to the Standing Committee on Appropriation for 2020/21 Financial Year

Expenditure Per Programme for 2020/21

				% Spent

	504 063	486 124	17 939	96.4%
Curriculum Policy, Support and Monitoring	1 844 561	1 741 903	102 658	94.4%
Teachers, Education Human Resources Development and Institutional Development	1 415 343	1 395 396	19 947	98.6%
Planning, Information and Assessment	11 708 938	11 375 084	333 854	97.1%
Educational Enrichment Services	7 922 067	7 902 118	19 949	99.7%
	23 394 972	22 900 625	494 347	97.9%

Reason for Variances:

Administration: The reasons for underspending is due to unfilled vacant positions as well as payments for Auditors, Audit fees for preliminary audits were less as the number of auditors were reduced due to COVID 19.

Mitigation Measures/Progress: The Department will ensure that the filling of posts is adhered to, by ensuring that vacant posts in this programme are filled even though not all posts will be filled due to budget cuts implemented within the government departments to reduce compensation budget. The posts will be filled based on priorities to ensure the recurring costs of filled posts will not have negative impact on the Department spending.

Curriculum Policy, Support and Monitoring: The underspending is due to the last transfer payment for Learners with Profound Disability Grant to KZN & WC not being made due to non-compliance on reporting

Mitigation Measures/Progress: The Department has requested a roll-over for Learners with Profound Disability grant from National Treasury for the under-transferred funds to KZN. The Province (KZN) has also been informed to tighten their reporting processes.

Payments for Capital Assets: Underspending is due to Schools Infrastructure Backlogs Grant as most construction sites started operating at Lockdown Level 2 of Covid19. COVID-19 hard lockdown stopped all construction projects. About 30% of the year was lost in terms of construction. After the hard lockdown, several contractors were in financial trouble as they could not pay sub-contractors during the lockdown. As factories were also closed, the industry experienced a shortage of roof sheeting and cement.

Mitigating Measures/Progress: The DBE is now meeting weekly with Implementing Agents to track progress and to facilitate special measures to accelerate delivery on SAFE & ASIDI. Current projections are that the Schools Infrastructure Backlogs Grant allocation of R2.383 billion will be fully spent in 2021/22.

Teachers, Education Human Resources and Institutional Development: underspending results from UNESCO foreign transfer due to favourable exchange rate on the date of transaction as well as vacant positions.

Mitigation Measures/Progress: The agreement is USD based and the final expenditure is governed by the Rand/Dollar exchange on the day of payment. Not much can be done as mitigation

Planning, Information and Assessment: Underspending is due to Schools Infrastructure Backlogs Grant as most construction sites started operational at level 2 of the covid19. COVID-19 hard lockdown stopped all construction projects. About 30% of the year was lost in terms of construction. After the hard lockdown, several contractors were in financial trouble as they could not pay sub-contractors during the lockdown. As factories were also closed, the industry experienced a shortage of roof sheeting and cement.

Mitigation Measures/Progress: The DBE is now meeting weekly with Implementing Agents to track progress and to facilitate special measures to accelerate delivery on SAFE & ASIDI. Current projections are that the Schools Infrastructure Backlogs Grant allocation of R2.383 billion will be fully spent in 2021/22.

Educational Enrichment Services: Under expenditure is due to outside activities being scaled down to Virtual due to COVID

Mitigation Measures/Progress: The Department is reviewing spending needs to shift funding to ICT as working Virtually has highlighted this need

Expenditure per Economic Classification

ECONOMIC CLASSIFICATION				% SPENT
Compensation of Employees	547 905	497 659	50 246	90.8%
Goods and Services	1 728 207	1 825 402	(97 195)	105.6%
Interest and rent on land	42 663	42 661	2	100.0%
Transfers and Subsidies	19 441 623	19 417 579	24 044	99.9%
Payment for Capital Assets	1 633 499	1 116 500	516 999	68.4%
Payment of Financial Assets	1 075	824	251	76.7%
	23 394 972	22 900 625	494 347	97.9%

Reasons for Variances:

Compensation of Employees: the underspending is due non filling of posts due to hard COVID 19 lockdown.

Mitigating Measures/Progress: The Department is gradually filling posts that couldn’t be filled due to the COVID lockdown.

Goods and Services: The overspending is on School Infrastructure on operational budget due to rental and hiring of mobile toilets for schools as a result of COVID19.

Mitigating Measures/Progress: The overspending will not recur as arrangements will be made timeously for funds to be transferred from the capital to operational budget within the Grant.

Transfers and Subsidies: The underspending was due to withheld transfer payments for Learners with Profound Disability Grant for KZN and WC due to non-compliance on reporting.

Mitigating Measures/Progress: The Department has requested for a roll-over of funds for Learners with Profound Disability Grant at National Treasury for KZN PED. The KZN Province has also been told to tighten their reporting processes.

ECONOMIC CLASSIFICATION				% SPENT
Learners with Profound Disability: Earmarked	3 165	3 171	(6)	100.2%
Matric Second Chance	34 175	34 708	(533)	101.6%
	1 109 945	1 046 056	63 889	94.2%
Oversight of MST	6 538	3 721	2 817	56.9%
NSNP: Earmarked	20 235	16 667	3 568	82.4%
	1 174 058	1 104 323	69 735	94.1%

Reasons for Variances

Workbooks: Underspending is due to non-filling of posts due to the COVID 19 pandemic

Mitigating Measures/Progress: The Department is gradually filling posts that couldn’t be filled due to the COVID lockdown

Other Earmarked: underspending due to reduction in physical monitoring of provinces for PED’s as well as providing support which was restricted by COVID19 lockdown implemented.

Mitigating Measures/Progress: Monitoring of Provinces is done more and more virtually. Some of the funds will be diverted to ICT procurement in order to boost virtual processes

Details of Transfers Against Actual Expenditure for the 2020/21 Financial Year

				Expenditure as % of Appropriation
		ACTUAL

Transfers to Public Entities	149 735	149 735	0	100.0%
UMALUSI	136 404	136 404	0	100.0%
ETDP SETA	453	453	0	100.0%
SACE	12 878	12 878	0	100.0%
Other Transfers	1 448 213	1 441 272	6 941	99.5%
NSFAS: Funza Lushaka Bursaries	1 291 606	1 291 606	0	100.0%
UNESCO Membership Fees	17 091	13 829	3 262	80.9%
ADEA	155	151	4	97.4%
Household	2 071	2 050	21	99.0%
Childline South Africa	73	73	0	100.0%
Guidance Counselling & Youth Development Centre: Malawi	193	0	193	0.0%
SACMEQ	3 461	0	3 461	0.0%
NECT	133 563	133 563	0	100.0%

Expenditure on ASIDI March 2021

ECONOMIC CLASSIFICATION				% SPENT
Compensation of Employees	6 730	8 242	(1 512)	122.5%
Goods and Services	178 037	377 124	(199 087)	211.8%
Interest on rent and land	245	244	1	99.6%
Building and Other Fixed Structures	1 598 949	1 074 909	524 040	67.2%
Software and Intangible Assets	2 994	2 994	0	100.0%
	1 786 955	1 463 513	323 442	81.9%

Reasons for Variances

Underspending on the ASIDI allocation - Underspending is due to Schools Infrastructure Backlogs Grant as most construction sites started operating at Lockdown Level 2 of Covid19. COVID-19 hard lockdown stopped all construction projects. About 30% of the year was lost in terms of construction. After the hard lockdown, several contractors were in financial trouble as they could not pay sub-contractors during the lockdown. As factories were also closed, the industry experienced a shortage of roof sheeting and cement.

Mitigating Measures/Progress - The DBE is now meeting weekly with Implementing Agents to track progress and to facilitate special measures to accelerate delivery on SAFE & ASIDI. Current projections are that the Schools Infrastructure Backlogs Grant allocation of R2.383 billion will be fully spent in 2021/22.

Expenditure on Conditional Grants for March 2021

ECONOMIC CLASSIFICATION				% SPENT
Learners with Profound Disability Grant	242 864	225 761	17 103	93%
Maths Science and Technology Grant	332 862	332 862	0	100.0%
Education Infrastructure Grant	9 414 967	9 414 967	0	100.0%
National School Nutrition Programme	7 665 887	7 665 887	0	100.0%
HIV and Allocation Grants	187 095	187 095	0	100.0%
	17 843 675	17 826 572	17 103	99.9%

Reasons for Variances

Learners with Profound Disability Grant: Underspending is due to withheld funds for KZN and WC PED due to non-compliance on reporting.

Mitigating Measures/Progress - Roll-over request was submitted to National Treasury for this Grant. The KZN Province has been told to tighten their reporting processes.

Portfolio Committee Observations

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

In respect of vacancies within the Department and posts not filled, Members queried the employment of Cuban experts to the Department – and reasons why posts could not be filled by our officials within the country. Further to this, Members noted the many teacher vacancies not filled – and queried why these teacher posts were not being filled when schools had a shortage of teachers generally. There were growing complaints from graduates and unemployed teachers that they were being denied employment opportunities.
Members queried the rental allocated for DBE overseas (UNESCO) offices and what they were used for as well as the costs for running these offices.
Members queried the assistance of the Department in ensuring that all PEDs were POPIA Act compliant.
It was noted that National Treasury had allocated specific budgets for infrastructure to PEDs – Members queried progress by DBE in recovering irregular expenditure as the Department had committed to recovering these monies. Further to this, Members queried the current status of the ASIDI project in provinces especially in respect of ablutions and sanitation. Members also queried the plans and programmes to catch-up on infrastructure backlogs especially with sanitation. The Department needed to ensure that there was accurate and regular monitoring of infrastructure projects and build-programmes.
Regarding teenage pregnancies, Members asked about the research studies into possible causes. All was in agreement that a special meeting be called to engage on the matter of teenage pregnancies and comprehensive sexual education.
Members applauded the Department for the impressive 4th Quarter Report on meeting targets – and queried whether this could be maintained.
Members sought clarity on issues pertaining to the overspending on Goods and Services – and the impact on the Departments budget.
Members queried reports that the Department was considering scrapping the upcoming school-holidays.
Members again highlighted specific issues at specific schools which needed the attention of the Department, e.g. Specials School where classrooms had been converted to hostel accommodation.
Members sought clarity on how the Department ensured that PEDs were able to spend their allocated grants for its intended purpose to ensure adequate infrastructure, devices and equipment for learners.
Members queried the disciplinary measures for errand and poor-performing contractors/implementing agents. Members asked how these entities were punished for poor performance and what consequence management action was in place.
Members queried the plans in place to ensure there were no question paper leakages for the upcoming Grade 12 examinations.
Regarding broadcast strategies, Members queried how the Department was able to measure the effectiveness and successes of online broadcasting. How were learners being accommodated who had no access to internet connectivity and virtual platforms. Further to ensure learners with disabilities were able to access the platforms.
Members raised concern about the reported underspending on the Grant for Leaners with Severe and Profound Disabilities – as this could not be condoned.
Members felt the target for school monitoring visits by officials could be increased.
With PEDs preparing their Annual Performance Plans, (APP’s), Members queried the challenges identified in respect of reporting by PEDs – and how this could be improved. Members also requested that the Department shared the 2020/21 and 2021/22 APPs from 9 PEDs with the Committee.
Members queried how learners with disabilities were granted concession time in order to complete their exam question papers.
Members sought an update on the National Investigation Task Team progress report with regards to the 2020 leaked NSC Exam papers.
Members also noted issues of GBV and queried the effectiveness and success of the DBE’s Adolescent Girls and Young Women (AGYW) programme, its impact in terms of addressing the adolescence initiatives of the Department
Members asked how many District Directors employed were women – and the empowerment programmes in place for them.
Members also sought reliable data on learner drop-outs in the system for the period under review.

Responses from the Department of Basic Education

Minister for Basic Education, Mrs A Motshekga – Minister Motshekga explained that the DBE offices were being run in other countries – as the Department was leading the Governance UNESCO delegation and was the host country. The Cuban experts were part of the Department to give assistance and support to Maths and Science subject teachers – and were not employed by the Department. The Department also monitored and reported on PEDs in respect of the filling of vacant posts in their respective Departments – DBE did not have the power to employ teachers as this was a provincial competence. Similarly, issues of infrastructure budgets and how this was spent remained a provincial competence as budgets were voted for in the provinces. Any recovery of funds remained the competence of the provincial departments.

The Minister agreed that issues of teenage pregnancies was a serious challenge and there was a need for collaboration with various sectors to deal with the problem. Regarding CSE, the Minister agreed that there were areas that needs to be reviewed however, cautioned that the Department needed to decide at what stage to consult on Curriculum matters – but remained prepared to be guided.

The Department currently was not looking to scrap the upcoming school holidays. The Department continued to consider how best to recoup/compensate for lost teaching time. The Department also continued with efforts to ensure quality learning and teaching and online schooling/home schooling remained one of the many options and initiatives available. All learners with special education needs had the necessary and special dispensation for them to apply for extra time for writing question papers.

Director-General, Mr H Mweli –. Mr Mweli also gave the reasons for vacancies at the Department which was due to employees being pouched from other departments or officials applying for promotional posts within and outside of the Department. Regarding the Cuban experts, Mr Mweli explained the MOA between South Africa and Cuban regarding Cuban experts assisting our country and our Maths and Science teachers. The Cuban experts assisted and supported Maths and Science teachers, subject advisors and curriculum specialists with the Department. The Department would submit a report on the costs of running the overseas offices whilst being host to UNESCO.

The Department continued to monitor PEDs for POPIA compliance. The Department would also look to submit a report on progress in terms of recovering irregular expenditure. Issues of infrastructure delivery was the responsibility of PEDs as this was a concurrent provincial function. The Department had collaborated with universities around research on learner pregnancies. The Department allowed a 10 percent vacancy level due to various reasons – but if percentage increase, this becomes a challenge. Many PED were struggling with their respective Salary Bill – and the Department was engaging National Treasury on the matter.

Regarding the overspending on Goods and Services, the Director-General explained that the money was used for emergency sanitation and water infrastructure. The Director-General promised to investigate cases brought to the meeting where school classrooms had been converted to hostel accommodation. Where the grant for Learners with Severe to Profound Intellectual Disability (LSPID); could not be spent, it was purely because these learners were not there for the money to be spent.

In respect of monitoring of projects and construction, the Department held weekly meeting on the matter and there had been many contractors and implementing agents dismissed for poor performance. Further to this, the Department was introducing penalties to be imposed on non-performing contractors. The Director-General was continuing with his visits to various provinces to check on the catch-up programmes for infrastructure building backlogs.

Mr Mweli indicated that it remained difficult to guarantee if there would be no leaks of question papers in 2021 as there was always the human factor – but the Department continued to look at new and improved ways and measures.

Regarding issue of PEDs Annual Performance Plans, Mr Mweli mentioned that as an area of challenge in that PEDs needed to improve on sector indicators which many did not include in their respective APPS. The Department would make available APPs of PEDs as requested by the Portfolio Committee.

Learners with disabilities were being accommodated and compensated during exam periods to ensure they had enough time to complete question papers. The Department would also submit a report on the number of women District Directors.

Dr G Whittle – The Department, in collaboration with the SA Human Sciences Research Council had done extensive studies on the subject of teenage pregnancies.

Portfolio Committee Recommendations

Based on the observations made above, the Portfolio Committee requests that the Minister ensures that the Department consider the following recommendations:

The Department ensure that vacant posts within the Department are filled within three months of the adoption of the report by the National Assembly. Similarly, in collaboration with PEDs and National Treasury, the Department needs to assist PEDs in filling all vacant teachers post. Consideration should also be given to graduates and unemployed teachers in the system.
The Department in collaboration with PEDs should ensure that all PEDs are compliant with POPIA Act.
The Department must ensure the recovery of irregular expenditure in respect of infrastructure build programme.
The Department has to ensure accurate and regular monitoring of infrastructure projects and build-programmes.
The Department should apply adequate disciplinary measures/consequence management for errand and poor-performing contractors/implementing agents.
The Department in collaboration with PEDs should ensure that grants are effectively spent and utilised for its intended purpose e.g. the Grant for Leaners with Severe and Profound Disabilities. Under expenditure for LSPID cannot be condoned.
The Department needs to consider increasing the target for school monitoring visits by officials.
The Department should submit an update on the National Investigation Task Team progress report with regards to the 2020 leaked papers within 30 days of the adoption of this report by the National Assembly.
The Department should submit to the Portfolio Committee the following written reports within seven working days from the date of adoption of this report by the National Assembly:
1. Breakdown of the overseas offices run by the department (with costs);
2. Breakdown of the money invested in emergency water and sanitation projects with updated status of such projects;
3. An update on the National Investigation Task Team progress report with regards to the 2020 leaked papers.
4. A breakdown of the recovery of irregular expenditure on projects to date;
5. Copies of all 9 PEDs Annual Performance Plans 2020/21 and 2021 /22; and
6. Breakdown of the number of women employed as District Directors.

Report to be considered.

Documents

No related documents

ATC210908: Report of the Portfolio Committee on Basic Education for the Fourth Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2020/21, Dated 7 September 2021.

Basic Education

Documents

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