ATC211117: Report of the Select Committee on Appropriations on the Expenditure and Performance of the HIV & Aids (Life Skills Education) Grant and the Learners with Profound Intellectual Disabilities Grant in the 2020/21 Financial Year; Dated 17 November 2021

NCOP Appropriations

Report of the Select Committee on Appropriations on the Expenditure and Performance of the HIV & Aids (Life Skills Education) Grant and the Learners with Profound Intellectual Disabilities Grant in the 2020/21 Financial Year; Dated 17 November 2021

 

1. Background

Section 4(a), (d) and (e) of the Money Bills and Related Matters Act, 09 of 2009 (as amended in 2018), mandates the Committee to consider and report on spending issues; reports on statements on actual expenditure published by the National Treasury; and any other related matter set out in the Act. These provisions, read together with section 32 of the Public Finance Management Act, 01 of 1999 (as amended), and section 16 of the Division of Revenue Act, provides the framework for the legislative sector to play an oversight role over the Executive. Against this background, the Committee undertook to assess the implementation and expenditure on the HIV & AIDS (Life Skills Education) Grant and the Learners with Profound Intellectual Disabilities Grant for the 2020/21 financial year. The objectives of these two conditional grants are aimed at providing important services to learners and vulnerable groups in the education sector.

 

2. Terms of reference

Due to persistent under-expenditure and under-performance of the HIV/AIDS (Life Skills Education) Grant and the Learners with Profound Intellectual Disabilities Grant in the 2020/21 financial year, the Committee conducted virtual oversight on 18 and 19 August 2021. All nine provincial departments of education were invited to report on the performance of these conditional grants and to provide a breakdown of expenditure per quarter as well as performance information. They were also requested to highlight key challenges experienced and propose interventions to prevent these in the upcoming financial years. During the oversight engagement, the National Treasury and the Department of Basic Education, the Financial and Fiscal Commission (FFC) as well as the Parliamentary Budget Office (PBO) were requested to make inputs on the performance of the two grants; and all nine provincial treasuries were invited to take part in the engagement.

 

3. HIV&AIDS (Life Skills Education) Grant

The purpose of this Grant is -

• To support South Africa’s HIV prevention strategy by providing comprehensive sexuality education and access to sexual and reproductive health services to learners; and supporting the provision of employee health and wellness programmes for educators;
• To mitigate the impact of HIV and TB by providing a caring, supportive and enabling environment for learners and educators; and
• To reduce the vulnerability of children to HIV, TB and STIs, with a particular focus on orphaned children and girls.

 

The Grant framework sets out its purpose, measurable objectives, conditions, allocation criteria, and past performance, among other things. The Grant must be distributed according to the following key performance areas:

• Training and development: 15 percent;
• Co-curricular activities: 15 percent;
• Care and support: 25 percent;
• Learning and teaching support material: 15 percent;
• Advocacy and social mobilisation: 15 percent;
• Monitoring and support: 8 percent; and
• Management and administration: 7 percent.

 

National Treasury reported that the activities in the approved business plans for the 2020/21 financial year had been negatively affected by the national lockdown. In order to respond to the COVID-19 pandemic, the conditional grant framework had been amended to allow for grant funds to be used to support catch-up activities and to provide education on measures to respond to the pandemic. Business plans, taking into account the updated framework, had been revised and approved by the Department of Basic Education (DBE). However, COVID-19 and the subsequent restrictions had severely affected spending and performance of the grant, particularly in the first half of the year. While some provinces managed to recover, those who had experienced challenges in the past, continued to under-perform.

 

About R10 million of unspent funds would be surrendered back to the National Revenue Fund (NRF); as roll-overs could not be granted because funds had not been committed. The Limpopo Department of Education accounted for most of these funds. Part of the grant allocation had been reprioritised towards COVID-19 related expenditure, for procurement of personal protective equipment (PPEs). However, provinces had not spent their entire allocations.

 

National Treasury further reported the following challenges with grant implementation:

• Provinces could not conduct advocacy activities scheduled for the first quarter due to lockdown level 5. Limpopo and the Eastern Cape had not managed to recover to the same extent as other provinces.
• The below target distribution of LTSM sets to schools could be linked to delays in procurement.
• Under-spending was a recurrent challenge even prior to COVID-19. While some provinces have funds rolled over, others, such as Limpopo, have been losing funds because of under-spending.

 

National Treasury recommended that –

• Limpopo, and to a lesser extent the Eastern Cape, need improvement. Their capacity to implement must be fully assessed and the requisite support should be provided; and
• The procurement of goods and services items, such as LTSM, must be improved. The

sector needs to identify gaps in the supply chain and address the deficiencies.

 

The Department of Basic Education (DBE) reported that the original 2020/21 grant allocation of R246.7 million had been revised downwards to R187 million, of which provinces had spent R171 million, or 92 percent. Five provinces managed to spend 100 percent or more, while the lowest spending was achieved by Limpopo and the Eastern Cape, at 66 and 80 percent, respectively. The DBE indicated that it had supported some provinces in awarding long-term contracts to service providers to ensure an early start of activities at the beginning of the financial year; thereby addressing the recurring under-expenditure. It had further worked with provinces to submit procurement plans on time in order to implement quarterly activities in line with approved business plans. In order to address implementation challenges, the DBE would also seek approval from National Treasury to extend the business plan cycle to three years. This will allow provinces to award long-term contracts in line with three-year cumulative targets. Moreover, it would further tighten its oversight role to strengthen achievement of grant outputs in identified provinces.

 

3.1 Eastern Cape

As can be seen from the table below, the Eastern Cape’ adjusted grant allocation for 2020/21 had been R34 million, of which it managed to spend R29.8 million, or 80 percent. This includes actual expenditure and commitments.

 

Outputs	Adjusted allocation	Expenditure (a)	Commitments (b)	Total (a) + (b)	% Spent
Advocacy	2 340 000	1 633 166.06	666 496.86	2 299 662.92	71%
Training & Development	3 650 000	0		492 000.00	0%
Peer Education	200 000	0		200 000.00	0%
Care & Support	19 824 000	19,185,800.00		19 220 000.00	97%
LTSM	1 852 439			1 797 505.92	46%
Monitoring & Evaluation	3 500 000			3 000 153.60	78%
Management & Administration	2 668 561			2 808 526.56	105%
Total:	34 035 000	27 196 487	2 621 362	29 817 849	80%

 

According to the Eastern Cape Department of Education (ECDE) and the Eastern Cape Provincial Treasury, the reasons for the under-expenditure included the following:

• Due to COVID-19 regulations, most of the programmes were not fully implemented as schools were closed in the first quarter (April to June).
• When schools re-opened, learners attended on a rotational basis.
• Face-to-face sessions for training, peer education and monitoring were prohibited to avoid the spread of COVID-19.
• Learner Support Agents (LSAs) and Social Worker Interns, who were originally scheduled to start in May 2020, only assumed duty in July and August 2020, due to school closures as a result of the pandemic.
• Some of the planned workshops for the orientation and training of the above-mentioned personnel had to be rescheduled due to the second wave of the pandemic, in compliance with COVID-19 regulations regarding limitations on physical gatherings and travelling.
• Invoices for government vehicles (rental and utilisation) claims had been received late.

 

The ECDE indicated that it had applied to roll over the funds that had been committed and unspent in 2020/21; and that on 31 July 2021, spending on the Grant was at 29.2 percent. The Province also highlighted its plans and flagship projects for the 2021/22 financial year.

3.2 Free State

The Free State Education Department (FSED) indicated that its adjusted 2020/21 grant allocation had amounted to R10 million, of which it had managed to spend R9.7 million, or 97.7 percent. The Province reported on its progress with performance, as follows:

 

• The appointment of 19 young persons as Education Change Agents for Teaching and Learning (ECATLs) in 2020/21 (The number has since increased to 48).
• The appointment of an additional 50 ECATLs for support and management of COVID-19 and rendering basic psycho-social services, such as screening and referral, and follow-up on learners who did not return after the lockdown period. The “Child find initiative” was implemented and 98 learners had returned to school. It was further indicated that this initiative would continue, due to the large number of learner drop-outs in the Province.
• About 514 Learners had been reached through advocacy sessions on HIV/AIDS, STIs TB and COVID-19.
• ECATLS, Care, Support and prevention programmes had been institutionalised at school level.
• Curriculum-based learners' pregnancy programmes had been implemented.
• There was establishment of partnerships with the Education Development Centre (EDC) and Beyond Zero (BZ) for advocacy and training of learners and teachers on Comprehensive Sexuality Education (CSE) as well as linkages of learner to health services.
• Procurement of advocacy and training material on HIV/TB and STIs and Comprehensive Sexuality Education.

 

The FSDE indicated that the continuous reduction in the allocations for this Grant presented a challenge; which the Province tried to mitigate through the establishment of partnerships with non-governmental organisations (NGOs) to support and complete the implementation of activities.

 

3.3 Gauteng

As can be seen in the table below, the Gauteng Department of Education (GDE) received an adjusted grant allocation of R27.9 million for the 2020/21 financial year; of which it managed to spend R26.3 million, or 94.2 percent, with a total of R1.6 million remaining unspent.

 

Outputs	Adjusted allocation	Total expenditure	Amount unspent	% Spent
Advocacy	3 179 000	2 499 000	680 000	78.6%
AIDS Project	3 307 000	3 275 000	32 000	99.0%
Health & Wellness	1 597 000	1 297 000	300 000	81.2%
LSM	7 543 000	7 483 000	60 000	99.2%
Teacher development	6 000 000	6 000 000	-	100%
Monitoring & Evaluation	2 766 000	2 273 000	493 000	82.2%
Youth/Peer development	3 569 000	3 525 000	44 000	98.8%
Total:	27 961 000	26 352 000	1 609 000	94.2 %

 

The Province further reported on its performance on targets for 2020/21, as follows:

Activity	Target	Actual achievement
The HIV/AIDS programme roll-out summit with learners and stakeholders, major campaigns and events	1000 learners and stakeholders	Conduct Regional Summit: This event did not take place because of restrictions of COVID-19. Instead the online sessions with Partners to strengthen support for the vulnerable during lockdown were held. Online advocacy on Life Skills, HIV/AIDS Programme and how to support learners in schools took place with Learner Support Agents (LSAs).
Facilitate online advocacy and awareness sessions	1000 learners and community members	SGB training did not take place due to COVI-19 restrictions.
Online training of educators	800 educators	834 educators and SMTs were trained online on comprehensive sexuality education (CSE), an accredited course and the training lasted for 5 days.
Conduct online First Aid training and train schools to draw up their own HIV and TB policies	800 educators, SMTs and SGBs 223 Principals and SMTs 577  educators	The directorate did not train on First Aid in 2020/21 FY because of difficulty in accessing SMTs, SCBs and RCLs due to COVD-19 restrictions, closure of schools and catch-up programmes were put in place by schools. The 834 educators and SMTs who were trained on CSE were also trained on drawing up their own HIV and TB policies for their schools.
Conduct online regional summit on HIV/Aids and TB-related issues	300 officials and partners	Several sessions were held with partners like the DREAMS partners and Global Fund to discuss the roll-out of the HIV, STIs and TB policy and support of vulnerable learners with a specific focus on girl-learners.
Raise awareness on commemorative days such as World AIDS Day; TB Day; Disability Day; 16 Days of Activism against abuse of women and children; learner pregnancy summit as build-up activities displaying messages on HIV/AIDS and TB.	10 000 learners and community members	This event did not take place because of restrictions on larger crowds during COVID-19. This change was effected in the new 2020/21 Business Plan as per DBE’s instruction that provinces should respond to the challenges and changes brought by the pandemic. A campaign which reached 400 learners within the COVID-19 DBE SOP-compliant manner was launched in Sedibeng. It was aimed at addressing the plight of vulnerable learners and gender-based violence and linking these learners to services in their communities. Instead of big numbers, a qualitatively advanced and intense engagement was held within smaller groups.
Procure CAPS and COVID-19 compliant materials for LSEN learners	3000 posters, pamphlets and other materials on Braille and enlarged font for the partially blind	The procured 3300 materials on TB and other areas of HIV and 49 500 materials on Braille was distributed to LSEN schools. 5000 posters on HIV, TB and related life skills issues with their frames were procured and installed in 1000 schools in all districts. To mitigate and support the files with HIV and TB policies , 10 000 guideline handbooks were designed and distributed to selected schools in the province as part of the first phase.
Embark on a Quilt Programme with messages of success stories / journeys undertaken to fight the HIV/AIDS and TB scourge	1000 schools 10000 school communities	This activity did not take place because of COVID-19 which restricted access into schools.

 

The GDE indicated that the following challenges had been experienced during 2020/21:

• The restrictions on the number of people allowed to gather due to the COVID-19 pandemic, meant that activities such as advocacy, peer education and training could not be rolled out as planned. On-line training also posed a challenge, as most educators and learners had experienced problems with access to connectivity.

 

• The pandemic also resulted in a loss of teaching time for all schools, who had to come up with catch-up plans and prioritise curriculum over everything, affecting the roll-out of activities.

 

The GDE further reported measures to mitigate challenges, as follows:

• In order to address slow spending, the Province planned to focus on items that do not require the presence of learners and educators, such as procuring Learner and Teacher Support Material (LTSM) and the expansion of the Learner Support Agents (LSAs) programme.
• The LSAs will assist the GDE, as they are already placed in schools, and will give the necessary psychosocial support to vulnerable learners.

 

3.4 KwaZulu-Natal

The KwaZulu-Natal Education Department (KZNED) reported that its original 2020/21 allocation for the Grant had been reduced from R62.4 million to R47.3 million; indicating that this would affect prevention, access and other ways of dealing with HIV/AIDS. The adjusted allocation was divided between the head office and 12 districts, who received R17.4 million and R29.9 million, respectively. The Province reported that it had managed to spend 100 percent of its adjusted allocation, as follows:

 

Key output	Expenditure – R
COVID-19 support	10 000 000
Advocacy and Social Mobilisation	0
Training and Development	1 566 781
Peer Education	0
Care and Support	29 152 894
LTSM	4 827 655
Monitoring and Support	98 005
Management and Administration	1 844 048
Total:	47 489 383

 

From the above table, it can be seen that there was zero expenditure against key areas such as Advocacy and Social Mobilisation as well as Peer Education. According to the KZNED this had been due to the fact that activities involving face-to-face contact with learners had to be abandoned due to the outbreak of the COVID-19 pandemic; and these activities were therefore removed from the revised Business Plan. The Province reported on its performance as at 31 March 2021, as follows:

 

Key Performance Area	Outcome Indicators	Outputs	Number targeted 2019-2020	Number of schools/      learners/ educators reached in 2020/21	Cumulative targets reached since Q1	% of target reached
Advocacy	Number of schools and public reached through  awareness of HIV risk factors	No. educators	3600	3576	3576	99%
		No. school community members	1200	1224	1224	102%
	Number of schools reached through TB and COVID-19 awareness activities	No. of schools	800	766	766	96%
Training & Development	Quality Sexual Reproductive Health (SRH) and HIV prevention programmes implemented in all schools	Master Training Integration into the curriculum	60	71	71	118%
			NIL	NIL	NIL	NIL
Peer Education	Establishment of functional peer education programmes	Establishment of peer education/soul buddyz clubs	NIL	NIL	NIL	NIL
	Reduction in teenage pregnancy rate	Curriculum-based learner pregnancy programmes	NIL	NIL	NIL	NIL
	Reduction in drug and substance abuse	Drug and substance use training for learners and educators	NIL	NIL	NIL	NIL
Care & Support	Care and support programmes implemented in schools	Training & establishment of SBSTs	1180	1224	1224	104%
		Placement of LSAs	604	604	604	100%
		Policy Implementation plans	1182	1288	1288	109%
	(Integrated service delivery days activities must also include information on the COVID-19 prevention)	OVC identification & referral system	42 000	44017	44017	105%
LTSM	Age appropriate HIV and SRH LTSM used in schools	Schools targeted	6 000	4129	4129	69%
		Sets distributed	97 000	117 839	117 839	121%
Monitoring & Support	Number of schools visited	Schools visited	630	628	628	99,7%

 

 

The KZNED reported on the challenges experienced and mitigations implemented, as follows:

• Budget reductions had impacted on activities that had already been planned for in the approved Business Plan. Subsequently, the Business Plan was revised and cost-cutting measures were implemented to achieve set targets with a reduced budget. In some instances, targets were reduced in consultation with the DBE.
• The lockdown had made it difficult to implement some of the planned activities. However, once schools were open, the KZNED made use of weekends and school holidays to make up for time lost during school closures.
• COVID-19 restrictions made it difficult to implement activities in the Business Plan that required the gathering of learners and educators. Subsequently, on-site individual school support sessions were conducted, ensuring that schools received the necessary interventions.

 

3.5 Limpopo

The Limpopo Department of Education (LDE) reported that its initial 2020/21 grant allocation of R28.1 million had been reduced to R21.3 million. Together with the roll-over amount of R1.4 million, the total budget came to R22.7 million; of which the Province only managed to spend R1.4 million, or 62.2 percent.

The LDE reported on the reasons for its under-expenditure and under-performance, as follows:

• Planned training and advocacy activities had been delayed due to the COVID-19 pandemic and national lockdown.
• Procurement processes had been slow, leading to delays in issuing of purchase orders, while most activities were overtaken by scheduled activity dates.
• The salaries of two district-based HIV/AIDS Life Skills officials had been debited from the voted funds instead of the conditional grant, but the matter was corrected during the fourth quarter.
• Four new posts had been budgeted for from September 2020, but the recruitment process could only be finalised in March 2021; and three employees assumed duty from May 2021.
• Interview processes for 10 district-based and 20 school-based Learner Support Agents (LSAs) had been delayed; while the posts had been budgeted for from August and October 2021, respectively.

 

The Province reported that it was implementing the following interventions during the 2021/22 financial year:

• The DBE had approved the use of a single service provider for all items required for advocacy campaigns, such as rental and hiring of training venues and transport; sound systems; chairs and catering.
• Provincial Treasury had assisted in appointing travel agents, which had enhanced the supply chain process.
• The appointment of Deputy Chief Education Specialists in the three districts would improve coordination and planned training.
• The conditional grant project managers were meeting monthly with the CFO to report on performance and develop mitigation strategies.

 

3.6 Mpumalanga

The Mpumalanga Department of Education (MDE) reported that, from its total grant allocation of R15.1 million for 2020/21, it had managed to spend R14.3 million, or 95 percent. The Province indicated that the unspent amount had been due to invoices not being processed in time as a result of COVID-19 related challenges. However, the MDE had applied for the unspent funds to be rolled over. The Province reported as follows on its 2020/21 performance targets, achievement, challenges and mitigations:

 

Target	Achievement	Challenges	Mitigation
About 38 Provincial Task Team (PTT) members capacitated on the prevention, containment and management of COVID-19 in schools.	About 38 Provincial Task Team (PTT) members were capacitated on the prevention, containment and management of COVID-19 in schools.	None	None
About 320 Learner Support Agents (LSAs) were appointed and trained as screeners.	About 320 Learner Support Agents (LSAs) were appointed, trained on Care and Support Programmes, including screening to assist in curbing the spread of COVID-19 in schools and to comply with protocols.	COVID-19 had a negative impact on the  performance of the LSAs.	LSAs provided with Psychosocial support and were also trained  to deliver same programme to support learners
About 1680 Principals were trained on the Standard Operating Procedures for COVID-19.	About 1680 Principals were trained on the Standard Operating Procedures for the prevention, containment and management of COVID-19 in schools.	None	None
Procurement of COVID-19 IEC Materials for 1680 schools was achieved.	About 1680 schools received  COVID-19 IEC Materials, Guidelines for teachers and learners, which was procured and distributed to schools.	None	None

 

The Province further indicated that certain factors impacted on the implementation of the Grant. These included bullying, drug prevalence, abuse, teenage pregnancy, HIV, and gender-based violence. In order to mitigate these, the MDE proposed collaboration with School Safety, the Department of Social Development and the Department of Community Safety, Security and Liaison to support schools; strengthening of collaboration with partners and NGOs implementing gender-based violence programmes in schools; conducting random search and seizure at schools; monitoring what was sold at school tuck shops and gates. The implementation of a combination prevention strategy on HIV and teenage pregnancy and ensuring the safety of teachers, learners and school property was also vital.

 

Another factor impacting on grant implementation, was the increasing number of orphaned and vulnerable children. In order to address this, the MDE referred learners and linked them with various social and health services, including social asset building and economic strengthening.

 

3.7 Northern Cape

The Northern Cape Department of Education (NCDE) reported that its 2020/21 allocation for the Grant had been reduced from R5.8 million to R4.4 million. As a result of this reduction, the following key performance areas (KPAs) were suspended for 2020/21:

• KPA 1: Advocacy and Social Mobilisation;
• KPA 3: Peer Education;
• KPA 5: Learning and Teaching Support; and
• KPA 6: Monitoring and Support.

 

The Province spent 100 percent of its adjusted allocation on the following remaining KPAs:

• KPA 2: Training and Development;
• KPA 4: Care and Support; and
• KPA 7 & 8: Management and Administration.

 

The NCDE reported on its 2020/21 performance targets and achievements, as follows:

 

KPA	Target	Achievement	Reason for variance
Advocacy	15 000 Learners 250 Educators 60 Community members 25 Schools	4 397 Learners 2 170 Educators 623 Community members 336 Schools	Over-achievement was due to the appointment of  additional LSAs from prior year
Training and Development	60 Educators 1 000 Learners	78 Educators 1 282 Learners	Over-achievement was due to support provided by LSAs
Peer Education	40 Learner Support Agents 1 575 Learners  30 Schools	40 Learner Support Agents 2497 Learners 30 Schools	Over-achievement was due to support provided by LSAs
Care and Support	9 LSAs 150 Learners	9 LSAs 14 325 Learners	Over-achievement was due to support provided by LSAs
LTSM	50 Schools 1 600 Sets of Policy Packs	94 Schools provided with LTSM 1 072 Sets of Policy Packs delivered to schools	More schools provided with LTSM due to reduced number of sets delivered per school Fewer sets were distributed due to lockdown
Monitoring and Evaluation	50 Schools	35 Schools reached	Fewer schools were reached due to lockdown

 

3.8 North West

The North West Department of Education (NWDE) indicated that its 2020/21 allocation for the Grant had been reduced from R16.8 to R12.7 million; of which the Province managed to spend 99.9 percent. This was despite the lockdown challenges that hindered performance in the first and second quarters. No roll-over of funds had been requested for the 2020/21 financial year. The NWDE indicated that grant expenditure had been elevated by the appointment of an additional 90 Learner Support Agents (LSAs) on a monthly stipend of R3 500. Together with the existing 70 LSAs, they assisted with the implementation of the programme at schools. This had also been an opportunity for job creation for the unemployed youth.

 

The NWDE reported the following achievements in the 2020/21 financial year:

• About 100 Educators had been trained in order to respond to sexual and gender-based violence;
• About 499 Primary school educators had been capacitated to establish and facilitate Soul Buddyz Peer Education Structures;
• About 317 Secondary schools had implemented the Peer Education Programme and 7 925 Learners had participated in sessions with the topics of building self-esteem; values and relationships and building healthy relationships through assertiveness group sessions. Learners used MTV SHUGA episodes on Sexual Reproductive Health;
• About 366 Primary schools had implemented the Peer Education Programme and 9 150 Soul Buddyz participated in sessions that encouraged health promotion, a just society, equal treatment and respect for basic human rights for children;
• About 28 726 Learners had been reached through awareness campaigns on Teenage Pregnancy, Substance and Drug Abuse and TB and COVID-19;
• The NWDE had networked with stakeholders to support vulnerable learners’ basic needs such as food parcels, spectacles, uniforms and sanitary towels. About 10 012 Learners had benefitted from material support.
• About 81 722 Age appropriate LTSM materials had been printed and distributed to schools; and
• About 10 000 Copies of Standard Operational Procedures for the provision of sexual and reproductive health rights and social services had been printed and distributed for advocacy sessions with schools and parents.

 

The Province further reported on challenges experienced and intervention strategies to prevent under-expenditure, as follows:

• Due to the COVID-19 Level 5 to 3 regulations, all activities had been placed on hold, as they required face-to-face interaction.
• The Life Skills HIV/AIDS Programme was part of the COVID-19 provincial task team and the activities that took precedence in ensuring schools were able contain the spread of the virus, included supporting schools to manage COVID-19 cases; providing psychosocial support for learners and providing orientation on standard operating procedures for the containment and management of COVID-19 for schools;
• Training and development of educators was conducted on weekends to protect the academic catch-up programme;
• Beneficiaries (learners) activities contact time was after school or also on weekends;
• Stakeholders assisted to reach learners, including Community Media Trust, Networking HIV/AIDS Community of Southern Africa (NACOSA), Soul City Institute and Doctors Without Borders;
• With the assistance of stakeholders and departmental partners, sexual reproductive services would be initiated in schools from the current financial year; and
• The NWDE also collaborated with government departments to provide care and support to vulnerable learners. Programmes such as the Integrated School Health Programme were used to provide integrated services to learners.

 

3.9 Western Cape

The Western Cape Education Department (WCED) reported that its original 2020/21 grant allocation of R19.7 million had been reduced to R15 million, of which it had managed to spend 100 percent. However, the Province indicated that it had experienced the following challenges:

• Access to schools during the COVID-19 pandemic for after school face-to-face training programmes and ensuring that all learners abide by COVID-19 regulations during training;
• Wherever possible, training had been moved to virtual platforms, and limited internet connectivity had often posed a challenge; and
• Recruitment of Care and Assistant employees had been a challenge due to the fact that these were contract positions.

 

Despite the above challenges, the Province also reported the following achievements for 2020/21:

• World AIDS and World TB Day events;
• Appointment of 160 Care and Support Assistants;
• Appointment of eight Social Auxiliary Workers;
• Online training;
• Rendering psycho-social support in high-risk schools; and
• COVID-19 prevention training.

 

The WCED further reported that the training provided for Care and Support Assistants had included HIV guidelines and reporting tools; the Abuse no more Protocol; counselling skills; Sexuality, Sexual Abuse and Life Skills training as well as Alcohol and Drug Abuse prevention. Social Auxiliary Workers had been trained in anger management. Over two years, there had been training on the DBE’s HIV/AIDS policy in 1 600 schools, targeting principals, members of School Governing Bodies (SGBs), School Management Teams (SMTs) and Representative Councils of Learners (RCL); and schools had been given a chance to rewrite their own HIV/AIDS policy according to the new DBE National Policy on HIV, STI and TB. Training had also been provided for evaluation by SMTs on how the school accommodates HIV/AIDS learners. First Aid training had been conducted for educators, with ongoing top-up training of the target group in all schools. About 129 Teachers had been trained in the Scripted Lesson Plans (SLPs) on sexuality in the Senior Phase, and training on SLPs rolled out for all the phases. Virtual training was provided for learners ranging from Teenage Pregnancy Prevention and Substance Abuse Prevention to Positive Behaviour programmes for boys. The Province had also provided training with the objective of understanding the requirements and relevant legislation regarding COVID-19; as well as practical training on the implementation of COVID-19 mitigation measures, with emphasis on schools.

 

3.10 Financial and Fiscal Commission (FFC)

The Financial and Fiscal Commission (FFC) provided some historical background to the Grant, which was established in 2000; and indicated that, despite its long-standing existence, spending performance suggested that challenges still existed long before COVID-19. In some provinces, these challenges had persisted over the entire lifespan of the grant to date. In Limpopo, for instance, there appeared to be a long-standing challenge with respect to spending; and the FFC emphasised the need for national sector departments to play a strong oversight and support role to assist those provincial education departments that had struggled to manage their conditional grants. The FFC reported further that many of the Grant outputs were an integral part of the curriculum delivery, which was funded through the provincial equitable share (PES). Hence, some of the grant outputs may not necessarily be solely directly linked to the allocated grant funding and purpose, given its small share relative to the overall allocation for provinces. The FFC was of the view that the Grant could be incorporated into the PES, allowing the associated function and programme to be implemented through the overall life orientation school curriculum.

 

3.11 Parliamentary Budget Office (PBO)

The Parliamentary Budget Office (PBO) provided an overview of the funding structure of the national and provincial education departments; and reported on its spending analysis on the Grant during the 2019/20 financial year. PBO indicated that despite over-spending, there had been under-performance on six outputs and over-performance in only two of the outcomes. In addition, no targets were set for outputs in certain instances; there were duplication of outputs; some performance information was outstanding; and reporting on the performance was not measured against set targets.

 

4. Learners with Profound Intellectual Disabilities Grant

The purpose of this Grant is to provide the necessary support, resources and equipment to identified care centres and schools for the provision of education to children with severe to profound intellectual disabilities.

 

4.1 National Treasury

The National Treasury submitted that the framework for the Learners with Severe to Profound Intellectual Disabilities (LSPID) Grant required that the following percentage allocations be adhered to: (i) 5 percent for training of teachers and outreach teams; (ii) 18 percent for learning and teaching support Material (LTSM), toolkits and equipment for special care centres and selected schools; (iii) 65 percent for compensation of employees; and (iv) 12 percent for administration, including travel, vehicles, accommodation and subsistence allowance. Moreover, National Treasury reported that in order to respond to the COVID-19 pandemic, the framework was further amended to allow for grant funds to purchase Personal Protective Equipment (PPEs) for itinerant team members, staff and learners in special care centres.  These funds could also be used for thermometers and consumables.

 

With respect to LSPID budget allocation and expenditure as at the end of the 2020/21 financial year, National Treasury reported that the Eastern Cape Department of Education had been allocated R34 million and had spent R26.2 million (77 percent). The Free State Department of Education had been allocated 29.2 million and had spent R24.6 million (84 percent). The Gauteng Department of Education had been allocated R33.7 million and had spent R28.1 million (83 percent). The KwaZulu-Natal Department of Education had received R32.5 million and had spent R26.2 million (80.5 percent). The Limpopo Department of Education had received R32.5 million and had spent R26.2 million (80 percent). The Mpumalanga Department of Education had received R29.5 million and had spent R28.9 million (97 percent). The Northern Cape Department of Education had received R13.7 million and had spent R13.5 million (98 percent). The North West Department of Education had received R19 million and had spent R15.6 million (81.9 percent). Lastly, the Western Cape Department of Education had received R32.3 million and had spent R21.3 million (68 percent).

 

In response to COVID-19, National Treasury reported that the LSPID Grant had been allocated a total of R33.8 million. These funds had been allocated and spent as follows:

Province	Allocation R’000	Expenditure R’000	% Spent
Eastern cape	4 062	3 097	76.2
Free State	2 134	489	22.9
Gauteng	4 383	1 343	30.6
KwaZulu-Natal	5 188	5 188	100.0
Limpopo	4 27	7	0.2
Mpumalanga	5 974	5 568	93.2
Northern Cape	2 133	1 028	48.2
North West	1 473	1 082	73.5
Western cape	4 275	1 467	34.5
Total	33 892	19 269	56.9

 

The above table shows that, of the R33.8 million made available to respond to COVID-19 through the LSPID Grant, provinces had spent only R19.2 million (56.9 percent). The poorest performing province was Limpopo (0.2 percent), followed by the Free State (22.9 percent), Gauteng (30.6 percent), Western Cape (34.5 percent) and Northern Cape (48.2 percent). The rest of the provinces spent 73.5 percent and above.

Regarding performance information on the Grant, National Treasury reported that Itinerant Outreach Team members had been appointed and retained in all provinces; even though not all provinces had met their targets. Eastern Cape had set a target of 30 Itinerant Outreach Team members but had only employed 25. Free State had a target of 25 but only employed 21. Gauteng had a target of 32 but only employed 28. KwaZulu-Natal had a target of 35, but only employed 29. Limpopo had a target of 25 but only employed 23. Mpumalanga had met its target of 35. Northern Cape employed 8, whereas they had a target of 10. North West had a target of 15 but only employed 12 and Western Cape had met its target of 30 Itinerant Outreach Team members.

With respect to Caregivers in special care centres, National Treasury submitted that provinces had fell slightly short of their targets. The Eastern Cape had set a target of 350 Caregivers to be employed in special care centres but had only managed to employ 332; Free State’s target had been 253 but it had employed 243; Gauteng had met its target of 500 Caregivers; KwaZulu-Natal had employed 210 Caregivers, yet the target had been 500; Limpopo had employed 242 Caregivers but the target had been 253; Mpumalanga had managed to recruit 180 Caregivers whereas the target had been 220; Northern Cape had recruited 31 Caregivers and the target had been 55; North West had set a target of recruiting 150 Caregivers and had managed to employ 114; and Western Cape had set a target of recruiting 618 but had only managed to recruit 558.

Regarding learners enrolled in special care centres during the 2020/21 financial year, National Treasury reported that the Eastern Cape had set a target of 1 600 and had exceeded it by enrolling 1 934 learners; Free State had targeted 1 083 and had enrolled only 649; Gauteng had targeted 15 00 and had exceeded it by 32 learners; KwaZulu-Natal had a target of 1 500 but had only enrolled 889; Limpopo had a target of 1 909 and had enrolled 1 236 learners; Mpumalanga had a target of 1 450 but enrolled only 954; Northern Cape had a target of 450 learners but enrolled 229; North West had a target of 600 learners and enrolled 366; and Western Cape had enrolled 1 578 from a target of 2 000 learners.

National Treasury reported that the LSPID Grant continued to experience many challenges, from procurement to appointment of employees and non-compliance with the Division of Revenue Act. The latter was continuously addressed by the Department of Basic Education through withholding funds. During the period under review, non-compliance (non-submission of reports and utilisation of funds outside the purpose of the Grant) with the Division of Revenue framework had resulted in transfers being withheld from provinces. But most challenges remained unresolved. These included delays in procurement of learning and teaching support material (LTSM), assistive devices for learners, PPEs, and COVID-19 related consumables. National Treasury added that delays in appointing team members in permanent posts in provinces such as the Free State, KwaZulu-Natal and the Western Cape remained unresolved. Another challenge raised by National Treasury was that Outreach Team members tended to resign from provinces where they were appointed in temporary posts. 

4.2 Financial and Fiscal Commission

The Financial and Fiscal Commission (FFC) reported that the LSPID Grant was the newest and smallest grant within the suite of provincial conditional grants relating to basic education. The Grant had been established in the 2017/18 financial year with a total allocation of R72 million; and had shown strong growth in allocations. In the 2020/21 financial year, a total of R225.8 million had been allocated in respect of this Grant. The FFC noted that whilst the allocations for the Grant had more than tripled since its inception in 2017/18, the spending by provinces had not kept pace with the funding. The FFC explained that in the 2020/21 financial year, only 74.9 percent of the total allocation had been spent. This was below the generally accepted 5 percent permissible range for any under- or over-spending. In the 2019/20 financial year, the spending had been 91.3 percent. The FFC highlighted that it was crucial to ensure that the root causes of under-spending were properly understood and measures put in place to mitigate them.

With respect to LSPID Grant outcomes, the FFC reported that, being a fairly new grant and having been introduced after years of lessons and experience with other grants, the Grant had an inordinate number of outputs, which not only made the reporting process cumbersome, but further increased the risk of misalignment between expected outputs and reported performance.

 4.3 Parliamentary Budget Office

The Parliamentary Budget office (PBO) reported that the goal of the LSPID Grant was to ensure that learners with severe to profound intellectual disabilities accessed quality publicly funded education and support. The PBO reported that in the 2019/20 financial year, the Department of Basic Education had spent R215.4 million of the original budget of R220.7 million. Of the allocated amount, R212.3 million had been transferred to the provincial departments of education and R12.6 million had been roll-over funds from the 2018/19 financial year.

With respect to performance, the PBO reported that the Grant showed the following four categories of outputs:

• Human resources specific to inclusive education through the provision of key additional staff on a permanent basis.
• Database of selected schools and care centres.
• Transversal Itinerant Outreach Team members, caregivers, teachers, in-service therapists and officials trained in the learning programme for LSPID and other programmes that support the delivery of the learning programme.
• Outreach services provided.

 

The PBO submitted that almost all of the LSPID outputs were duplicated within the four categories and this phenomenon could be viewed as double counting of outputs. The PBO further indicated that the Department of Basic Education had reported over-performance on the training of caregivers, teachers and in-service therapists; while there had been under-spending on the Grant and provinces had reported that positions had not been filled due to budget constraints, which could not be the case. The PBO also highlighted another concern that only 482 special care centres and 58 schools had been provided with LTSM against targets of 500 care centres and 104 schools. 

4.4 Department of Basic Education

The Department of Basic Education (DBE) reported that the purpose of the Grant was to provide the necessary support, resources and equipment to identified care centres and schools for the provision of education to learners with severe to profound intellectual disabilities; and reported on the 2020/21 financial year payment schedule of the Grant in the following table:

Province	Allo- Cation	1st transfer 15 April 2020	2nd transfer 14 August 2020	3rd transfer 15 January 2021	3rd transfer 15 February 2021	3rd transfer funds not trans-ferred	Total
	R’000	R’000	R’000	R’000	R’000	R’000	R’000
Eastern Cape	27 768	8 330	11 663		7 775		27 768
Free State	26 670	8 001	11 201		7 468		26 670
Gauteng	33 715	10 115	14 160		9 440		33 715
KwaZulu-Natal	32 586	9 776	13 686			9 124	32 586
Limpopo	32 432	9 776	13 621		9 081		32 432
Mpumalanga	29 020	8 706	12 188	8 126			29 020
Northern Cape	13 760	4 128	5779		3 853		13 760
North West	18 414	5 524	7 734	5 156			18 414
Western Cape	28 499	8 550	11 970			7 979	28 499
Total	242 864	72 860	102 002	13 282	37 617	17 103	242 864

   

The payment schedule for 2020/21 had been structured according to three payment tranches: 30 percent (15 April 2020), 42 percent (14 August 2020) and 28 percent (15 January 2021), respectively. While the first and second payments had been done as scheduled on 15 April 2020 and 14 August 2020 respectively, the DBE reported that payments of the third tranche had been amended due to non-compliance to the conditions of the Grant by the Eastern Cape, Free State, Limpopo and Northern Cape provincial departments of education. The third payments to Mpumalanga and North West had been done as per schedule (15 January 2021). The payments to the Eastern Cape, Free State, Gauteng, Limpopo and Northern Cape had been done on 15 February 2021, as these five provincial departments of education had subsequently complied with the conditions. The scheduled last payments to KwaZulu-Natal and the Western Cape, amounting to R9.1 million and R7.8 million, respectively, had not been made as these provincial education departments had not complied with Grant conditions.    

With respect to non-financial performance information, the DBE reported that eight of the targeted nine Deputy Chief Education Specialists had been appointed as Grant Managers to manage the implementation of the activities of the Grant. The Free State Grant Manager post remained vacant, as at the time of reporting and the Gauteng Province Grant Manager had retired in February 2021. The DBE further reported that, of the 245 transversal Itinerant Outreach Team members targeted, 210 had been appointed in permanent posts in the Eastern Cape, Mpumalanga, Northern Cape and North West.  Of the 518 special care centres which had been earmarked to be captured on the South African School Administration Management System (SA-SAMS) data base, 480 special care centres had been supported, captured and managed.

With respect to disaggregated data for caregivers, 2 409 caregivers had been captured on SA-SAMS and managed and supported. With regards to learners with profound intellectual disabilities enrolled in targeted special care centres and schools using the appropriate learning programme, 5 174 learners who should be using the learning programme were supported and managed on SA-SAMS. In addition, 62 learners placed in schools from special care centres (SCCs) had been captured and managed on SA-SAMS. A total of 4 008 learners with severe intellectual disability that were not using the learning programme for LSPID but were awaiting placement in schools and those who, because of age, could not be placed in schools and were participating in basic non-accredited skills, had been captured and managed using SA-SAMS.    

With respect to Output 3 (Training of transversal Itinerant Outreach Team members, caregivers, teachers, in-service therapists and officials trained on the Learning Programme for LSPID and other programmes that support teaching and learning), the DBE reported that 210 transversal Itinerant Outreach Team members; 2 409 Caregivers, 783 Teachers; 124 Therapists and 343 officials had been trained. 

With regards to Output 4 (Outreach services to 12 185 learners through learning programme), 3 255 LSPID in 324 SCCs and 168 LPID in 13 schools had used the learning programme for LSPID. Moreover, 3 978 cognitive assessments to determine learners’ intellectual functions and level of support needed had been conducted. Added to that, 3 423 learners had been assessed using the learning programme for LSPID. Furthermore, 337 mark schedules and 3 423 report cards had been completed. Under facilitating the development of basic non-accredited skills, 1 090 learners with severe intellectual disabilities had been enrolled in SCCs and were awaiting placement in schools; and those who, because of age, were not being placed in schools had participated in basic non-accredited skills. Lastly, the DBE reported that 1 290 learners had received psycho-social and therapeutic services in all provinces with the exception of the Northern Cape. 

Continuing with Output 4, the DBE reported that LTSM had been procured for 394 SCCs and 44 schools. With the exception of Limpopo, all provincial education departments had procured LTSM for SCCs. In addition, assistive devices had been procured for 280 learners in five provinces, namely Free State, Gauteng, KwaZulu-Natal, Mpumalanga and North West. Moreover, storage containers had been procured for 39 SCCs where LTSM storage facilities were inadequate. The DBE further reported that support had been provided to 13 schools that had enrolled learners with profound intellectual disabilities in cases where there was no in-service therapist. About 168 learners with profound intellectual disabilities enrolled in schools had been supported.

With respect to Output 5 (Response to the COVID-19 pandemic), the DBE reported that 233 SCCs, in five provinces (Gauteng, Mpumalanga, Northern Cape, North West, and Western Cape), had been provided with the relevant technology to enable remote support to learners in these centres.

 4.5 Eastern Cape

On the 2020/21 LSPID Grant budget allocation, the Eastern Cape Department of Education (ECDE) reported that it had received a total of R27.7 million and that R26.2 million (94.4 percent) had been spent. The balance of R1.5 million (5.5 percent) had been committed as at the end of the 2020/21 financial year. The ECDE further reported that the current number of special day care centres were 74 against a target of 75. These had a total of 1 530 learners.

With respect to achievements, the ECDE reported that five district teams had been established, namely Port Elizabeth (with four out of five posts filled), Mthatha (four out of five posts filled), Mbizana (all five positions filled), East London (four out of five positions filled), and Queenstown (four out of five positions filled). Added to that, five motor vehicles for outreach services; LTSM (toolkits and audio visual); sewing machines; garden tools; ovens; children’s’ tables and chairs; and a pigeon hole cabinet for storage of toolkits had been procured in the 2020/21 financial year. The ECDE added that the learning programme had been implemented in all the special care centres (SCCs), benefiting 420 learners; and the baseline assessment of all the registered learners in SCCs had been conducted. Over and above that, the ECDE reported that Education Management Information System (EMIS) numbers had been issued to all 68 care centres and learners registered on SA-SAMS. The Department further reported that care centre officials had been trained on the implementation of the learning programme, which had also been advocated to the care centre managers.

With regard to systemic challenges, the ECDE reported that major challenges remained in the procurement processes and that the procurement of the following items had to be carried over from the 2020/21 to the 2021/22 financial year:

• Personal protective clothing for teams and care centres;
• Technology devices for care centres - laptops and Wi-Fi routers with data packages;
• Cellular phones for teams and care centres;
• Tools of trade (assessment kits); and
• Heavy duty multi-purpose storage containers.

 

Other systemic challenges reportedly included the following:

• Training had to be postponed due to COVID-19 restrictions.
• Interprovincial engagements with other departments implicated in the court order remained problematic as no specific delegate was appointed to attend meetings.
• The delay in recruitment of eight Therapists had affected the compensation of employees; but the process had since been completed.
• The total number of personnel budgeted for under compensation of employees (COE) was 31; but from April 2020 to June 2021, only 23 personnel had benefited from the COE budget, with three more added in July to make 26. The recruitment process for the remaining five were underway and they were expected to assume duties on 1 September 2021.
• Lastly, there had been delays in procurement of assistive technologies for the SCCs.   

 

On reasons for the under-expenditure in training and accommodation, the ECDE reported that it had been mainly caused by the COVID-19 alert level 4. All the planned training had to be put on hold, which affected the spending. Virtual training for SCCs centres had not been an option, due to the fact that the majority did not have access to connectivity yet. Training would only resume during COVID-19 alert level 3, depending on the behaviour of the virus.

On its goals for the 2021/22 financial year, the ECDE reported that the appointment of the sixth LSPID team to serve Joe Gqabi (Sterkspruit) District had already been completed and would prevent under-expenditure in compensation of employees. Priority would also be given to speeding up procurement processes; the linking of SCCs to severe intellectual disability (SID) schools identified as resource centres per district; the development of support programmes for SID learners in care centres; and, where possible, the placement of SID learners in special schools.   

4.6 Free State

On the financial performance on the LSPID Grant, the Free State Education Department (FSED) reported that it had been allocated R29.2 million in the 2020/21 financial year, of which it had spent R24.6 million - R5 million, R4.2 million, R7.2 million, and R8 million in the first, second, third and fourth quarters, respectively.

On non-financial issues, the FSED reported that the province had 47 care centres, with 649 learners and 252 Caregivers. With respect to training, the FSED reported that 194 of the 252 caregivers had been trained on the Standard Operating Procedures as well as on the learning programme. In addition, 43 officials had been trained on the LPID learning programme, and 21 transversal Itinerant Outreach Team members had been trained on the levels of attainment used in the learning programme and evidence-based reporting. The FSED further reported that 39 learners had received therapeutic services such as physiotherapy and occupational therapy; and 331 cognitive assessments had been conducted. With regard to PPEs, the FSED reported that 323 bandana bibs and 725 bucket hats for learners had been procured and delivered. The Province had reportedly procured and delivered 27 assistive devices for learners; and learning support material had been provided to 47 special care centres (SCCs) and three special school had received LTSM which included stationary, fine and gross motor - and communication toolkits.

The FSED also reported that 8-Week Home-Education Packages had been developed and supplied to parents; and parents and caregivers had been trained on them. This had been to ensure continuation of teaching and learning. The FSED added that the Itinerant Team had developed a survey tool to assist the DBE and the Province to obtain information on resources required to facilitate learning programmes for parents and caregivers during the COVID-19 lockdown period. Due to the effectiveness of the tool, it was used in all provinces.

Reporting on challenges and interventions, the FSED indicated that, during the period under review, there had been constant vacant positions due to contract posts and the movement of therapists. However, in March 2021, all LSPID positions had been converted to permanency. The recruitment for the posts of one Grant Manager, two Senior Education Specialists and three Psychologists was at an advanced stage, with assumption of duty not later than 15 September 2021.The long term closure of SCCs due to the COVID-19 lockdown had been addressed by the development of learning material for remote support; training of parents and caregivers; virtual platforms used for training, meetings and support sessions; and strengthening of school-based structures in rendering prevention programmes and psychosocial support through Change Agents.

4.7 Gauteng

The Gauteng Department of Education (GDE) reported that in the 2020/21 financial year it had been allocated a budget of R33.7 million for the LSPID Grant, of which only R28.1 million (83 percent) had been spent. Of the allocated budget, R11.8 million had been for non-personnel expenditures and R21.9 million for personnel expenditure.

The GDE reported that it had exceeded its target of 1 500 learners in SCCs by enrolling 1 606 learners. The GDE further reported that 903 learners had used the learning programme out of a targeted 1 300 learners; with COVID-19 reportedly having a negative impact on this number. The GDE had reportedly targeted 200 learners in special schools to make use of the learning programme, but only 102 learners had used the programme. However, the Province explained that psychological assessments had not been concluded to confirm the PID diagnoses as at the end of 2020/21 financial year.   

The GDE reported that its non-financial performance targets had mostly been achieved. These included the appointment of one Conditional Grant Manager and of 27 transversal Itinerant Team members, from a target of 32; the other five having resigned for various reasons. From a target of implementing the learning programme in 61 SCCs, it had been implemented in 60, one SCC having closed in November 2020.  Only 442 caregivers had been appointed at the SCCs, against a target of 500. This had been due to a decline in learner numbers at centres, which had necessitated a reduction in caregiver numbers.

The province had targeted 60 SCCs for provision of PPEs, and had reportedly provided PPEs to 414 caregivers and 212 support staff at 60 SCCs, as well as to 30 itinerant transversal team members. The procured items included 60 thermometers, 56 biohazard bags and 700 sanitizers. With regard to the provision of ICT devices to enable remote learning, the GDE reported that it had provided laptops to all 60 SCCs targeted.

Reporting on the challenges that had led to under-expenditure, the GDE indicated that six positions had become vacant - one due to retirement and one due to death, while four persons had cancelled their contracts; and these positions could not be immediately filled. However, the recruitment process was underway and the interviews were scheduled for August and September 2021. In addition, planned national training, where the Province had to have money available for accommodation, had not materialised.

4.8 KwaZulu-Natal

The KwaZulu-Natal Education Department (KZNED) reported on the magnitude of the task, as the Province had 11 041 learners falling within LSPID category. The KZNED submitted that there were 788 learners in special care centres (SCCs) and 353 learners in special schools in the Province; but added that some learners had not returned to school due to the COVID-19 pandemic.

 

The KZNED reported that it had been allocated R32.5 million for the Grant in 2020/21, and that it had overspent by 1.3 percent, due to spending on machines, equipment and assistive devices. On quarterly transfers, the KZNED reported that R9.7 million, R13.6 million and R9.1 million had been received in the first, second and third quarters, respectively. According to the Province, its spending had been at 14.6 percent after the first quarter, and 40.4 percent, 54.2 percent and 101.3 percent after the second, third and fourth quarters, respectively. The expenditure reflected for the first quarter reportedly related only to the payment of salaries for 29 Itinerant transversal Teams and one Grant Project Manager. This was due to the fact that all contact activities for the quarter had been abandoned because of the COVID-19 outbreak and the resultant closure of schools in compliance with the national lockdown. The expenditure for the second, third and fourth quarters related to the training and development for transversal Itinerant Outreach Team members, officials, caregivers, teachers and in-service therapists; the purchase of Personal Protective Equipment (PPEs) for SCCs; the procurement of assistive devices and LTSM for SCCs and designated special schools; monitoring and support of SCCs and designated special schools with implementation of the learning programme for LSPID; and costs relating to travel and subsistence as well as administration of the Grant.

 

With respect to non-financial performance information, the KZNED reported that its target of appointing 35 Therapists and one Grant Manager had been partially achieved, as only 29 Therapists had been employed. The under-performance had reportedly been due to attrition; but approval had been granted to advertise and fill all vacancies. The target to procure 120 assistive devices/LTSM for SCCs and special schools had been achieved. The Province further reported that 455 people had been trained, against its target of training 485 people (210 caregivers, 120 officials, 35 in-service therapists and 120 teachers). With regard to implementation of learning programmes, only 778 had been achieved against a target of 1200.

 

While the Province had achieved its target of 778 therapeutic assessments and interventions; it had overwhelmingly under-performed on cognitive assessments – achieving only 74 against a target of 1 500. This under-performance had reportedly been due to the fact that the targets had been set in anticipation of assessment tools being available in the second quarter. However, the tools had only arrived in February 2021; due to the closure of border gates, as it was internationally sourced. The KZNED further reported that there were seven teams working in seven districts of the Province.

 

With respect to challenges and interventions, the KZNED reported that most parents could not bring back their learners to the SCCs in fear of COVID-19 infections. To mitigate this, the Province had held advocacy and awareness meetings with affected parents and educational psychologists had addressed their concerns. This had resulted in parents gradually bringing their children back to centres; while the supply of PPEs had been increased. Another challenge had been the withholding of the fourth quarter tranche by the DBE. However, the Province had since responded to the DBE’s queries and was awaiting the release of the funds to offset the expenses already incurred. The non-permanency of the transversal Itinerant Outreach Team had also posed a challenge; but the Team had since been employed on a permanent basis. A further challenge had been the hiring of three Social Workers instead of three Educational Psychologists; but the KZNED was in the process of redeploying the Social Workers in other areas of inclusive education. The low numbers of LSPID assessments had also posed a challenge; but three Educational Psychologists were currently servicing the 12 districts to increase the number of assessments; and a submission was in place to advertise posts for the recruitment of three additional Educational Psychologists. 

 

4.9 Limpopo

The Limpopo Department of Education (LDE) reported that it had been allocated R32.6 million for the LSPID Grant in the 2020/21 financial year. The LDE reported on its quarterly spending as follows:

• First quarter: R4.4 million spent against a projected R7.1 million; with spending mostly on compensation of employees (COE) and R78 000 spent on goods and services.
• Second quarter: R5.6 million spent against a projected R6.1 million; with R5.5 million being spent on COE; R44 000 on goods and services; and only R27 000 on payments for capital assets.
• Third quarter: R6.4 million spent against a projected R12.2 million; with R5.6 million spent on COE; R516 000 on goods and services; and R285 000 on payments for capital assets.
• Fourth quarter: R7.3 million spent against a projected R6.8 million, with R702 000 being over-spent on goods and services.

The LDE further explained that 65 percent of its total allocation had been spent on COE. The Province employed one Project Manager and 35 specialists. In the first quarter, only 18 percent of the grant funds had been spent. This under-expenditure had been due to changes in conditions of service from five month to six month contracts, which had reduced employee allowance benefits (housing and medical aid). To mitigate this, the LDE reported that the savings (6.8 percent) would be used to cover the 1.5 percent increase in salaries and allowances. The procurement of goods and services worth R12 million was reportedly also at an advanced stage. 

  

4.10 Mpumalanga

The Mpumalanga Department of Education (MDE) reported that it had been allocated R29.5 million for the LSPID Grant in the 2020/21 financial year; and that it had spent R28.9 million (98 percent). However, it had applied for a roll-over for the unspent R104 000, to be used to pay committed invoices.

 

With respect to human resources, the MDE reported that the 26 posts within the Grant were made up of five Educational Psychologists; five Chief Educational Therapists (Speech Therapists); five Chief Educational Therapists (Occupational Therapists); five Chief Educational Therapists (Physiotherapists); five Senior Education Specialists and one Provincial Grant Manager. Three posts, one of Speech Therapist and two of Occupational Therapists, were vacant, but the recruitment processes were reportedly underway.

 

The MDE further reported that tools of trade procured included five overhead projectors with screens to conduct workshops and training; five laminating machines to laminate resources developed by the outreach team members; one printer for the Nkangala team to print reports, weekly objectives, report cards and mark schedules; 25 external hard drives, one for each team member to store all reports and data for SCCs; and nine laptops for officials to do reports, update data and perform all the outreach services.

 

With regards to procurement of LTSM and individual assistive devices for SCCs, the MDE reported 59 SCCs had benefited, against a target of 60. The actual LTSM procured included standing frames for centres with learners who required them; Lala positioners for learners unable to sit; Go Talker and Talking Tiles for non-verbal learners; Communication Boards, Communication Aprons; Communication Stripes; and Wraparound Communication Material. The target for assistive devices had been 73, but 115 had been procured.

 

With respect to targets and achievements, the MDE reported that, against a target of 25 Itinerant Outreach Teams, 23 had been trained on SA-SAMS, evidence-based reporting and P-Scales of the learning programme, and positioning and utilisation of personal assistive devices.  The fact that two positions had been vacant (one Educational Psychologist and one Occupational Therapist) had presented a challenge but, at the time of reporting, the position of Educational Psychologist had been filled and the recruitment process for an Occupational Therapist was underway. The MDE further reported that, against a target of 220 caregivers being trained on LSPID home programmes, positioning, fitting of Madiba Buddies and the use of the Communication Apron; only 135 had been trained; as the number of caregivers had been reduced due to fewer learners attending SCCs during the COVID-19 pandemic.

 

The MDE further reported that from a target of 250 teachers in 12 special schools for severe intellectual disabilities, 197 had been trained on subjects in the LSPID learning programme. The under-performance had been due to COVID-19 regulations for venues. The training would continue onsite when LSPID teams visited the schools in the 2021/22 financial year. The Province had targeted 20 in-service Therapists to be trained on the early identification and intervention in cerebral palsy and other neuro-developmental conditions; but 41 had been trained. In the same manner, the MDE had targeted 15 officials to be trained on the importance of a District-Based Support Team, the role of the transversal Itinerant Outreach Team, and the Standard Operating Procedures (SOP) for LSPID supporting teaching and learning; but 32 officials had been trained. The MDE had projected to monitor and support 60 SCCs and 57 had been monitored and supported. The remaining three centres had not opened, but parents and caregivers had since been trained on the COVID-19 pandemic SOPs.

 

The MDE further reported that, against a target of 1 289 learners with profound intellectual disabilities, 833 were using the learning programme. This was reportedly because many learners had not returned to SCCs due to the COVID-19 pandemic and parents’ financial challenges. The Province had since developed a home programme for learners and parents had been trained on to assist their children at home. The Province had also targeted to assess the performance of 1 289 learners using the learning programme for LSPID, but out of the 833 learners using it, only 587 had been assessed; due to the non-documentation of learners.

 

Moreover, the MDE reported that it had procured assistive devices for 115 learners, against a target of 73; while the procurement of nine storage containers for LTSM in selected SCCs where storage was inadequate, had not been finalised. On provision of PPEs, the MDE reported that only cloth face masks had been procured for caregivers, learners and the outreach team members. There had been a challenge in getting service providers to procure PPEs in line with required specifications; but the outstanding PPEs had since been procured and delivered to SCCs in the first quarter of the 2021/22 financial year.

 

With regard to factors impacting on grant implementation and proposals to strengthen the programme, the MDE reported that the lack of financial management in most of the SCCs was a challenge. Some centres were managed by family members, which had resulted in mismanagement of funds and subsequent closure of those centres. In the 2019/20 financial year, there had been 60 centres delivering on the learning programme, however, during that period, there had been 56 functioning SCCs. To address this, the Province had reportedly provided intensive training on financial management and good governance to 53 centres. Learner absenteeism was reportedly high because only parents arranged transport; many had lost their jobs due to the pandemic; and SCCs had limited funds to provide food to the learners. To mitigate this, collaboration with the provincial departments of Education, Health, Social Development and Public Works, Roads and Transport would be strengthened to ensure an integrated approach to SCCs.

 

The MDE further reported that there was inadequate infrastructure. In some instances, the SCC was a garage space at someone’s home or a small shack or two-room house with no space to safely store the LTSM supplied by MDE. The MPDE proposed that these learners should be moved to schools as soon as possible; where they should be supported by LSPID teams; and where they would be able to access the National School Nutrition Programme and transport.

 

The MDE also reported that the implementation of the learning programme in SCCs was a challenge because of the turnover of caregivers. Teams were continuously training new caregivers, as many left the centres due to non-payment of stipends in some instances. A possible intervention here would be to train the many young people in the communities where the SCCs were on the implementation of the learning programme and to give them a stipend, just like in the Expanded Public Works Programme.

 

The MDE also reported that some learners with no intellectual disabilities had been misplaced; while many learners profiled by Education Psychologists from the LSPID team needed placement in special schools. However, due to inadequate spaces in these schools, it was difficult to place them. The MDE proposed that all schools be engaged to embrace inclusive practices, allowing all learners to access quality funded education at a school close to their homes.

 

4.11 Northern Cape

The Northern Cape Department of Education (NCDE) reported that R13.7 million had been allocated to it for the LSPID Grant in the 2020/21 financial year, of which it had spent R13.5 million (98 percent). The under-spending of R209 000 was reportedly under compensation of employees (COE), due to specialist posts not being filled. The Province indicated that it experienced difficulties in attracting and retaining these specialists.

 

With regard to its performance against Grant output target indicators, the NCDE reported that eight out of ten positions, specific to inclusive education, had been filled. The two vacancies, that of Educational Psychologist and Chief Education Therapist: Speech Therapist, would be filled in the transversal Itinerant Outreach Team based in the ZF Mgcawu District.

 

With regard to a database of selected schools and special care centres (SCCs), the NCDE reported that only eight out of a targeted 16 SCCs had been reached. The reason for the variance was reportedly that the closure of centres had prevented on-boarding of eight new centres. For the same reason, only 31 out of a targeted 55 caregivers could be captured. The NCDE had projected to have 229 learners in SCCs on the database, but had achieved only 180; because some learners had remained at home. The Province had targeted 113 learners in the learning programme for LSPID in SCCs, but had managed to capture only 79 learners; as the remaining 34 learners had remained at home and could not be assessed.

 

With regard to the transversal Itinerant Outreach Teams, teachers, caregivers, in-service therapists and officials trained on the learning programme for LSPID and other programmes that support delivery of the learning programme, the NCDE reported that eight out of a target of 10 team members had been trained on updated P-Scales and using SA-SAMS in evidence-based reporting; with two positions still vacant. Three of the eight team members had also been trained on the installation of the Eye Tracker System. The NCDE had projected to train 50 caregivers on updated P-Scales in the learning programme for LSPID; implementation of lesson plans and generation of report cards for learners who have been using the learning programme; and how to utilise PPEs; but had trained 80 caregivers. The NCDE also reported that, against a target of 35, 80 teachers from special schools had been trained on introduction and orientation to the learning programme for LSPID. The target had been exceeded because schools preferred that all educators participated. The targets to train 40 officials and 25 in-service therapists could not be realised due to lockdown restrictions.

 

The NCDE reported that, against a target of 229 cognitive assessment of learners enrolled in the learning programme (LP) for LSPID, only 53 had been achieved; because the Educational Psychologist could not reach all learners while they remained at home during the closure of SCCs. For the same reason, only 79 learners had been reached in the assessment of learners participating in the LP for LSPID, against a target of 113. None of the targeted 100 learners to have access to therapeutic and psycho-social support had been reached, due to the COVID-19 pandemic. Against a target of 20 learners from SCCs to be placed in schools, only one learner had been placed. The Province reported that the placement facilitation process had been hampered by the delayed cognitive assessments. About 16 SCCs had been targeted for provision of LTSM, classroom furniture and equipment; but only eight had been reached; and four of the targeted five SCCs had been provided with shipping storage containers, as one SCC had ceased to operate. None of the targeted 40 assistive devices had been provided; with the delay reportedly being due to non-completion of collaboration with the Department of Health.

 

With regard to responding to the COVID-19 pandemic, the NCDE reported that personal protective equipment (PPEs) had been procured for learners, caregivers, support staff and team members and 14 SCCs had been provided with thermometers and consumables in order to be COVID-19 compliant. In addition, 20 laptops would be allocated to SCCs and 55 data carrying educational tablets would be allocated to caregivers.

With respect to challenges experienced and proposed interventions, the NCDE reported that SCCs had remained closed from March 2020 to 15 February 2021; and the Department of Basic Education did not have the competence to pronounce on their closure and re-opening. The Province proposed the re-design of training, teaching and learning, as well as therapeutic support services, from conventional to remote modalities, using the relevant technology procured. Secondly, during the hard lockdown, suppliers of goods had experienced delays in securing requisitioned items for timeous delivery. To address this, the Province intended to participate in transversal tenders as far as possible. Lastly, the recruitment and retention of the specialised human resources in vacancies remained an inherent challenge. In order to fill vacancies, the Province intended to invoke scarce skills recruitment and appointment policy measures.       

 

4.12 North West

The North West Department of Education (NWDE) reported that R18.4 million had been allocated for the LSPID Grant in 2020/21; of which the Province had spent R15.6 million (84 percent), with a variance of R2.8 million. The NWDE reported that the expenditure in the first three quarters had been R2.9 million (16 percent), R5.6 million (30 percent), and R9.4 million (51.3 percent), respectively. The Province added that in line with the LSPID Grant outcomes, the budget had been allocated as follows:

• Outcome 1: Human Resources Specific to Inclusive Education: R10.3 million (56.3 percent);
• Outcome 2: Database of Selected Schools and Care Centres: R1.2 million (6.6 percent);
• Outcome 3: Transversal Itinerant Outreach Team Members, Caregivers, Teachers and Officials Trained: R520,700 (2.8 percent);
• Outcome 4: Outreach Services Provided: R3.3 million (18 percent); and
• Outcome 5: COVID-19: R3 million (16.3 percent).

 

The NWDE reported that the reason for spending only 84 percent of the allocated funds had been that some service providers could not be paid in time due to a delay in delivery of the consignment, resulting in invoices being submitted after the cut-off date of payment. The NWDE had requested a roll-over amounting to R1.2 million from National Treasury for the payment of assistive devices, mobile storage containers and toolkits/LTSM. A further reason was that special care centres (SCCs) had not functioned optimally for almost the whole of the 2020/21 financial year. However, the NWDE explained that procurement and training had been facilitated as per the business plan and PPEs, LTSM and assistive devices had been procured. The new SCCs had been uploaded and the funds for the closed care centres redirected to the new centres.

 

The NWDE reported that there were 499 learners with severe to profound intellectual disabilities in 32 care centres, with 121 caregivers. Only 22 of the 121 caregivers had been trained on the revised learning programme, term 2 lesson plan activities and assessment and related matters. The NWDE further reported that 92 learners had received therapeutic services, including speech and language therapy, occupational therapy and physiotherapy.

 

With regard to its achievements, the NWDE reported that 13 of 16 LSPID Grant staff had been appointed on a permanent basis and all outreach teams were based at district level. The Province reported that a database of 32 care centres, managed through SA-SAMS, had been developed. The learning programme had been successfully implemented in all 32 care centres and in the four targeted special schools. In addition, 45 assistive devices had been procured for learners with profound intellectual disabilities and LTSM had been procured for the care centres and targeted schools. Over and above that, the NWDE reported that 11 outreach team members, 122 caregivers, 95 teachers, 4 therapists and 68 officials had received training on the learning programme.

 

With regard to challenges and intervention strategies, the NWDE reported that one reason for the under-spending had been the appointment of 13 instead of 16 Therapists, as provided for in the business plan. The three recommended candidates had reportedly declined the job offers and the recommendation to appoint the second placed candidates was being considered. Secondly, the NWDE reported that invoices amounting to R1.2 million could not be paid in time as service providers had to procure goods from abroad and due to lockdown there had been backlogs in the manufacturing, leading to delay in delivery. Thirdly, the NWDE reported that training of caregivers had been a challenge as the training could not be provided virtually due to a lack of resources. Moreover, caregivers’ training was hands-on and had to be modelled. Lastly, the care centres were not operating optimally and some had closed permanently after the lockdown.

 

On intervention strategies, the NWDE reported that the appointment of second placed candidates was being followed up and treated as an emergency. The Province added that, despite challenges, procurement and training was facilitated as per the business plan. PPEs, LTSM and assistive devices had been procured. New care centres had been uploaded and the money for closed centres redirected to them. The NWDE planned to facilitate the procurement processes as early as the first quarter every financial year. The Province also planned to conduct computer training for caregivers, ensuring they are computer literate for virtual training when face-to-face training is not possible. In order to assist care centres to function optimally, outreach team members would intervene by encouraging parents who had withdrawn their children to allow them to return. Outreach team members would also assist in alleviating the fears of parents about COVID-19.    

 

4.13 Western Cape

The Western Cape Education Department (WCED) reported that R28.4 million had been allocated to it for the LSPID Grant and after an approved 2021/22 financial year deviation for COVID-19 provision, the funds had been allocated for compensation of employees (55 percent), training (5 percent), administration (12 percent), learning and teaching support material (LTSM) (13 percent) and the response to COVID-19 (15 percent). In terms of quarterly expenditure, the WCED reported that R5.2 million, R5.9 million, R5 million, and R5.3 million, totalling R21.3 million, had been spent in the 2020/21 financial year.

 

With respect to challenges and proposed interventions to address under-expenditure, the WCED reported that lower post levels of team members had led to under-expenditure and withholding of the final tranche amounting to R7.9 million. To address this, the WCED had multiple engagements with the DBE and the outreach team members would now be appointed permanently according to the Grant framework requirements and not the existing WCED model. The process to appoint outreach teams on higher post levels was in progress.

 

On challenges related to procurement, the WCED reported that all procurement processes, from supply chain to delivery, had been delayed due to the COVID-19 pandemic. The roll-over request from the 2019/20 financial year had only been finalised in the 2021/22 financial year. Provincial and national transversal contracts had expired during 2020/21 and had only been awarded in January 2021; while the Province’s participation request for national transversal contracts could only start once contracts had been awarded. All these processes had been impacted by COVID-19 regulations and the Province had to adhere to total rotational attendance and the closure of work spaces due to a COVID-19 positive case.

 

In order to mitigate the above challenges, the WCED proposed (i) participation in national transversal contracts currently in process which would support provincial procurement; (ii) putting in place procurement planning processes accordingly, to assist procurement; and (ii) using an Integrated Procurement Solution (IPS) and minimising the use of time-consuming open tenders by participating in national transversal contracts.

On non-financial performance, the WCED reported that the Province had 65 special care centres (SCCs), with 1 752 learners and 28 learners placed in schools. The Province further reported that 1 117 learners with PID in SCCs and 28 in schools had accessed the learning programme for LSPID. Regarding training, the WCED reported that 28 team members, 307 Caregivers, 199 Teachers, 61 Therapists, and 159 officials had been trained. In response to COVID-19, all SCCs had received PPEs for learners, caregivers and support staff, as well as COVID-19 consumables and thermometers and relevant technology.

 

The WCED reported that most SCCs had been closed from March 2020, with some only opening again in February 2021; and support strategies had to be adjusted from direct to indirect support. Virtual platforms such as WhatsApp groups with parents and caregivers, Facebook and Zoom had been implemented to allow virtual support. Home programmes had been developed with relevant Learning Support Material and parents gave positive feedback on the home support as they had been involved for the first time with specific activities developed according to children’s needs with relevant parent support instructions, video clips and photos. Staff members in provincial office and outreach teams had been off work for varying periods due to COVID-19 illness and resultant complications, placing a strain on service delivery.

 

The WCED reported that the following LTSM had been provided to SCCs and schools:

• Communication, gross motor and fine motor toolkits to support the implementation of the learning programme;
• Self-care toolkit;
• Basic skills toolkits;
• Administration toolkits;
• Classroom furniture;
• Assistive devices and therapeutic material/equipment; and
• Resources to support the different themes.

 

With regard to further LSPID support provided, the WCED reported that therapeutic interventions had been provided; collaborative training on COVID-19 Standard Operating Procedure conducted and COVID-19 compliance monitored and supported. The Children with Severe to Profound Intellectual Disability (CSPID) Outreach Teams had started with one team in 2011; four teams until 2017, and six teams had operated since the inception of the Grant.

 

5. Findings

Having considered the submissions by all stakeholders, the Committee observed the following:

 

5.1 The Committee noted that almost all provinces had experienced under-expenditure as a result of COVID-19 restrictions, with most contact activities, including training, advocacy and face-to-face workshops being put on hold.

5.2 The Committee noted that most provinces had also experienced under-expenditure as a result of delays in procurement processes due to COVID-19 restrictions, as service providers were not able to deliver goods and services according to the agreed schedule; resulting in a number of invoices not being paid on time.

5.3 The Committee is concerned that most provinces reported under-expenditure on compensation of employees as a result of funded vacant positions not being filled; as the high vacancy rate hampers the achievement of the grant objectives and overall performance.

5.4 The Committee is concerned about the slow progress made by government in ensuring that there is adequate infrastructure to address universal connectivity challenges in order for all communities to have access to virtual gatherings; given COVID-19 regulations, where learners are expected to engage in home schooling and other virtual training activities.  

5.5  The Committee remains concerned about the level of non-compliance in some provinces with the Division of Revenue Act framework as well as the utilisation of funds for other purposes; particularly the LSPID Grant which led to the Department of Basic Education (DBE) withholding grant funds. The Committee is of the view that this hampers the achievement of objectives and performance indicators for the grants. The last scheduled payments to KwaZulu-Natal and the Western Cape, amounting to R9.1 million and R7.8 million, were not made as these provincial education departments did not comply with conditions.     

5.6 The Committee noted the PBO’s concern that, in the 2019/20 financial year, only 482 special care centres and 58 schools were provided with learning and teaching support material against targets of 500 care centres and 104 schools.

5.7 The Committee also noted the PBO’s concern that almost all outputs of the LSPID Grant were duplicated within the four categories, which could be viewed as double counting of outputs.

5.8 The Committee noted the FFC’s report, which highlighted the fact that the LSPID Grant has an inordinate number of outputs, which not only make the reporting process cumbersome but further increase the risk of misalignment between expected outputs and reported performance.  

5.9 The Committee noted that the grant frameworks were amended to respond to the COVID-19 pandemic, for funds being used to support catch-up activities and to provide education on measures to respond to the pandemic.

5.10 The Committee noted that about R10 million of unspent funds would be surrendered back to the National Revenue Fund (NRF), as roll-overs could not be approved and remain concerned that the Limpopo Department of Education account for most of these funds, which have been reprioritised towards COVID-19 related expenditure.

5.11 The Committee noted with concern that under-spending was a recurrent challenge across most provinces even prior to the COVID-19 pandemic. While some provinces had funds rolled over, others, such as Limpopo, have been losing funds because of under-spending.

5.12 The Committee noted that the DBE had supported some provinces in awarding long-term contracts to service providers to ensure an early start of activities at the beginning of the financial year; thereby addressing the recurring under-expenditure. However, more still needs to be done.

5.13 The Committee noted that almost all provinces did not meet their targets for appointing Itinerant Outreach Team members for the financial year under review and this should be addressed urgently.

5.14 The Committee noted that most provinces fell short of achieving their targets in employing the required number of caregivers for special care centres (SCCs) for the year under review and this should be addressed urgently.   

5.15 The Committee noted that, whilst some provinces had exceeded the target for learners enrolled in SCCs during 2020/21, other provinces had not met their targets for the same period and this should be addressed urgently.   

5.16 The Committee was concerned that the delays in procurement of LTSM, assistive devices for learners, PPEs, and COVID-19 related consumables, and the appointment of team members in permanent posts in provinces such as Free State, KwaZulu-Natal and Western Cape, remain unresolved.

5.17 The Committee was concerned about the fact that the Gauteng Department of Education did not conclude the psychological assessments to confirm PID diagnosis as at the end of 2020/21 financial year. 

5.18 The Committee noted that part of the under-expenditure challenges experienced by the Gauteng Department of Education was related to six vacant positions (one due to retirement, four cancelled their contracts and one due to death). The recruitment process is underway and the interviews scheduled for August and September 2021.

5.19 The Committee noted that KwaZulu-Natal reported under-performance of 17 percent in respect of the appointment of Therapists, as a result of staff attrition. Moreover, the Committee was concerned that only 455 people were trained by the Province against the target of 485 (210 caregivers, 120 officials, 35 in-service therapists and 120 teachers).

5.20 The Committee noted that the Mpumalanga Department of Education (MDE) reported a lack of financial management in most special care centres (SCCs) and that some were managed by family members, resulting in mismanagement of funds and subsequent closure. The Committee also noted that there was inadequate infrastructure, where a garage space in someone’s home or a small shack or a two-room house with no space to safely store the LTSM supplied by the MDE was used as a SCC.

5.21 The Committee noted that in Mpumalanga, there were lot of learners who had been profiled by Educational Psychologists from the LSPID team and needed placement in special schools; but that placing them was difficult due to inadequate spaces in special schools.

5.22 The Committee noted that the Northern Cape Department of Education had two unfilled funded vacancies, one for an Educational Psychologist and one for a Chief Education Therapist: Speech Therapist, which were to be filled in the transversal Itinerant Outreach Team based in the ZF Mgcawu District. Moreover, the recruitment and retention of specialised human resources remained an inherent challenge for the Province.

5.23 The Committee noted that the North West Department of Education reported under-spending due to the appointment of 13 instead of 16 therapists, as provided for in the business plan, as the three recommended candidates had declined the job offers. The recommendation to appoint the second placed candidates was being considered.

 

  6. Recommendations

Emanating from the above findings, the Select Committee on Appropriations recommends the following:

 

6.1   The Department of Basic Education and all provincial departments of education, through MinMEC, should urgently strive to find a solution to address procurement and supply chain management deficiencies, especially for assistive devices, PPE items and other important goods which are crucial to support learning programmes during the COVID-19 pandemic.

6.2  Noting that provinces have not been fully complying with the provisions of the conditional grant frameworks, the Department of Basic Education (DBE) and provincial departments, together with provincial treasuries and National Treasury, need to urgently identify the root causes of the non-compliance and address these; instead of resorting to withholding funds, which does not solve the problem entirely. The DBE and provinces are advised to approach National Treasury and provincial treasuries for assistance through sector forums and the National Treasury to further clarify the conditions and requirements as prescribed.

6.3 The Department of Basic Education and National Treasury should strive to streamline the reporting process for the LSPID Grant by reducing the number of expected outputs and improve the linkage between the expected outputs and overall grant objectives.

6.4 The Limpopo and Eastern Cape departments of education should improve their capacity to implement these two grants; conduct a full assessment of the required capacity and the necessary support to be provided; and further improve the procurement of goods and services such as LTSM.

6.5 The North West Department of Education should fast-track its collaborative approach with other stakeholders and other departmental partners to ensure that sexual reproductive services are initiated in schools from the current financial year, as planned.

6.6 The KwaZulu-Natal Department of Education should fast-track the recruitment of three additional Educational Psychologists, as well as fill the many other funded vacant positions as soon as possible.   

6.7 The Mpumalanga Department of Education should address the issues around all funded vacant positions including that of Educational Psychologist, Occupational Therapist and other critical posts, which are necessary for frontline service delivery.

6.8 The Mpumalanga Department of Education should urgently address the issue of placing all learners who had been profiled by Educational Psychologists from the LSPID team in special schools, by addressing the issue of inadequate spaces; which makes placements difficult.

6.9 The Northern Cape and other provinces with similar challenges with filling funded vacancies for specialist skills, should invoke a scarce skills recruitment process and appointment policy measures to address this challenge.

6.10 The Gauteng Department of Education should fast-track the process to conclude the psychological assessments to confirm PID diagnosis, that had not been done by the end of the 2020/21 financial year.

6.11 The Department of Communications and Digital Technologies, together with the Department of Basic Education, should intensify the roll-out of infrastructure for connectivity programmes so that all South Africans will have access to virtual activities, including home schooling. Parliament should continue to monitor this important matter, given the fact that the country is still in the middle of the COVID-19 pandemic and that the Fourth Industrial Revolution is fast approaching.   

 

 

The Democratic Alliance (DA), the Economic Freedom Fighters (EFF) and the Freedom Front Plus (FF+) reserved their positions on this Report.

 

Report to be considered.