ATC220127: Report of the Portfolio Committee on Basic Education on the First and Second Quarterly Report on the Performance of the Department of Basic Education in Meeting its Pre-Determined Objectives for 2021/22, Dated 25 January 2022

Basic Education

Report of the Portfolio Committee on Basic Education on the First and Second Quarterly Report on the Performance of the Department of Basic Education in Meeting its Pre-Determined Objectives for 2021/22, Dated 25 January 2022.

 

The Portfolio Committee on Basic Education, having considered the First and Second Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre-determined objectives for 2021/22, reports as follows:

 

1. Introduction

 

The Portfolio Committee on Basic Education considered the First and Second Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre-determined objectives for 2021/22 on 7 December 2021. Consideration of quarterly reports by committees is one of the established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are enablers for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

 

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, outputs in respect of the performance indicators and planned targets of the pre-determined objectives set for 2021/22 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance. The achievements and output of the Department presented in this report are preliminary since they have not yet been audited. 

 

1. Performance Indicators and Targets

 

The Annual Performance Plan (APP) summarises the priorities of the Department of Basic Education (DBE) as aligned to the Priority 3: Education skills and health and the Action Plan to 2024: Towards the Realisation of Schooling 2030. The activities of the DBE have been structured into five programmes, namely:

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

 

1. Achievements for the First and Second Quarter 2021/22

 

3.1       First Quarter 2021/22

For the 2021/22 financial year, the Quarter One information indicated that the Department had a total of 70 indicators for all five programmes combined. Of the 2021/22 indicators, 58 were annual targets, ten (10) were quarterly targets, one (1) being bi-annual target and one (1) being biennial target. As at the end of the First Quarter of the 2021/22 financial year, the Department had fully achieved eight (8) targets (80 percent) and partially achieved two (2) targets (20) percent.

 

3.1       Second Quarter 2021/22

For the 2021/22 financial year, the Quarter Two information indicated that the Department had a total of 70 indicators for all five programmes combined. Of the 2021/22 indicators, 58 were annual targets, ten (10) were quarterly targets, one (1) being bi-annual target and one (1) being biennial target. As at the end of the Second Quarter of the 2021/22 financial year, the Department had fully achieved none (9) targets (82 percent) and partially achieved zero (0) targets and did not achieve two (2) targets (18 percent).

 

 

1. Performance per Programme against Performance Indicators and Targets set for 2021/22

                                                                                                                                        

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

 

4.1.1     Quarterly Target

• Percentage of valid invoices paid within 30 days upon receipt by the Department
  • Quarter 1: The Department’s quarterly target was set at 100 percent. The validated quarterly output stood at 99.93 percent (5 949 of 5 953) with a 0.07 percent negative deviation due to suppliers not providing the correct information before Project Managers could approve invoices for processing. Project Managers will ensure suppliers are aligned to what is required by the Department before payments is approved for processing.
  • Quarter 2:  The Department’s quarterly target was set at 100 percent. The validated quarterly output stood at 99.56 percent (6 414 of 6 442) with a 0.44 percent negative deviation due to suppliers not providing the correct information before Project Managers could approve invoices for processing. Project Managers will ensure suppliers are aligned to what is required by the Department before payments is approved for processing.

 

• Number of reports on misconduct cases resolved within 90 days
  • Quarter 1: The quarterly target was one report and the validated output stood at one report. This target was achieved with no deviation.
  • Quarter 2: The quarterly target was one report and the validated output stood at one report. This target was achieved with no deviation.

 

• Quarterly Reports submitted to National Treasury (NT) and the Department of Planning, Monitoring and Evaluation 30 days after the end of each quarter:
  •  Quarter 1: The quarterly target was one report and the validated output stood at one report. This target was achieved with no deviation.
  • Quarter 2: The quarterly target was one report and the validated output stood at one report. This target was achieved with no deviation.

 

4.1.2     Annual Targets

• Number of capacity-building programmes offered to the DBE officials – Although this was an Annual Target, the Department reported the following validated outputs:
  • Quarter 1: The Department offered three (3) programmes to officials.
  • Quarter 2: The Department offered nine (9) programmes to officials.

 

• Annual Performance Plan approved by 31 March each financial year - The target was for the 2022/23 APP to be approved by March 2022. In this regard the Department achieved the following:
  • Quarter 1: The Department prepared the 2022/23 APP template.
  • Quarter 2: The Department commenced with the development of the 2022/23 APP

 

The Department reported on further progress made in the key focus areas in Programme One for both the First and Second Quarter of 2021/22, which included the following, amongst others:  

• Staffing Services;
• Training and Social Responsibility;
• Labour Relations;
• Legal Services;
• Financial Management Services;
• Security and Assets Management;
• Supply Chain Management;
• Government Information Technology Officer;
• Donor Grant Management;
• Quality Learning and Teaching Campaign;
• Strategic Planning and Reporting;
• Research Co-ordination, Monitoring and Evaluation;
• Project Management;
• Government Information and Technology Services;
• Co-ordination and Secretariat Support;
• Partnerships;
• Parliamentary and Business Processes
• Intergovernmental and Technical Support;
• Internal and External Stakeholder Liaison;
• Relationships; and
• International Relations and Multilateral Affairs.

 

1. Programme 2: Administration

The purpose of the programme is to develop Curriculum and assessment policies and monitor and support their implementation. Within this programme, there were 32 performance indicators with 30 annual, one (1) quarterly and one (1) bi-annual target. The details of the Department ‘s performance are as follows:

 

1. Quarterly Targets:

• Number of Technical schools monitored for implementation of Curriculum and Assessment Policy Statements (CAPS):
  • Quarter 1: The quarterly target was set at six (6) schools and the validated output stood at six (6) schools. This target was achieved with no deviation.
  • Quarter 2: The quarterly target was set at six (6) schools and the validated output stood at six (6) schools. This target was achieved with no deviation.  

 

1. Bi-Annual Targets:

• Number of learners per year obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, included upgraded NSC per year through the SCMP: The bi-annual target was set at 45 000 learners and the Department achieved the following:
  • Quarter 1: No achievement reported for this Quarter. The Department indicated that 12 face-to-face classes were monitored across the provinces.
  • Quarter 2: The target was set at 20 000 with a validated output that was 4 046 NSC and 25 131 SC achieved – a positive deviation of 9 177 as more learners achieved subject passes due to support provided.

 

1. Annual Targets:

• Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID: The annual target was set at 3 727 learners. The validated output for the two quarters were as follows:
  • Quarter 1: Performance information on the implementation of the Learning Programme and management learner data was analysed, provincial reports compiled and shared with provinces in preparation for virtual capacity building. Training of Transversal Itinerant Outreach Team members of Grant Managers on managing learner performance data management was done through a virtual meeting. Two virtual meetings were facilitated virtually to orientate Grant managers and team members that are responsible for evidence based reporting, including evidence based reporting and revised grant managers’ reporting template. Training of Transversal Itinerant Outreach Team members of 7 Grant Managers on the implementation of the Term 2 Lesson Plan on the Learning Programme for LPID facilitated through a virtual meeting.

 

• Quarter 2: The 2021/22 Annual Teaching Plan, Term 4 Implementation Plan, Lesson Plan for Term 3 and 4, Term 4 Learner Assessment and Recoding Tool, Term 4 Mark Schedule Template and Term 4 Report Card Template was developed and shared with PEDs and orientated 163 officials (grant managers and transversal itinerant outreach team members). Supported by Government Information Technology Officers (GITO) and State Information Technology Agency (SITA) the SharePoint Platform was identified as a POPIA compliant Platform to host the Tracking Tool and GITO created a URL for the LSPID Grant. Orientated grant managers and outreach team members that are responsible for the provincial evidence-based reporting (EBR Team) on how to log in to the URL, navigate the Platform and assist transversal itinerant outreach team members log in and navigate the Platform. The DG facilitated approval for training of grant managers and itinerant transversal outreach team members on using SharePoint Platform to manage performance information and using this information for reporting.

 

• An Annual Sector Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention: The target was for an approved Annual Sector Report on monitoring of the SIAS as a mechanism for early identification and intervention. The validated output for the two quarters were as follows:
  • Quarter 1: The template for the Annual Sector Report was developed.
  • Quarter 2: A template for the monthly monitoring of the implementation of the Policy on SIAS was developed and shared with PEDs. The number of teachers trained on the Policy on SIAS stood at 6 661. The number of Grade R practitioners trained on the SIAS policy stood at 1 017. The number of officials trained on the SIAS policy stood at 750. The number of schools whose teachers participated in the training of SIAS policy was 340. The number of learners identified and assessed in terms of the policy was 21 857. The number of Individual Support Plans (ISP) developed for the above learners was 16 474. The number of cases successfully resolved by the school was 10 022. The number of cases referred to the District Based Support Teams (DBST) was 8 103. The number of cases successfully resolved by the DBST was 4 743. The number of schools that have a functional Schools Based Support Teams (SBST) stood at 2 703. The number of schools monitored for the functionality of School-Based Support Teams (SBSTs) by District-Based Support Teams (DBSTs)

 was 1 834• Number of schools monitored for the implementation of the Policy on SIAS stood at 2 333.

• A National Report is produced on the amended legislation to regulate the new ECD landscape - The target was for an approved National Report on the amended legislation to regulate the new ECD landscape. The validated output for the two quarters were as follows:
  • Quarter 1: Proclamations were signed by Ministers of Social Development, Basic Education and Public Service Administration and was now with the Presidency waiting for signature.
  • Quarter 2: The President and Premiers have signed the national and provincial proclamations respectively.
• A National Report is produced on the development of a new funding models for ECD – The target was for an approved National Report on the development of a new funding model for ECD. The validated output for the two quarters were as follows:
  • Quarter 1: Public Expenditure and Institutional Review (PEIR) was confirmed with the World Bank.
  • Quarter 2: The Public Expenditure and Institutional Review (PEIR) Steering Committee met and confirmed the scope of work of the consultants.
• A National Report is produced on conducting an Early Childhood Development census to inform the integration of ECD into EMIS - The target was for an approved National Report on conducting an ECD census to inform the integration of ECD into EMIS. The validated output for the two quarters were as follows:
  • Quarter 1: The workplan has been finalised and instruments developed.
  • Quarter 2: The ECD census was launched on 26 August 2021 and all fieldworkers have been trained and fieldwork has commenced across all provinces.
• A National Report is produced on developing and operationalising an ECD Human Resource Development (HRD) Plan – The target was for an approved National Report on developing a new ECD service delivery model and its workforce implications. The validated output for the two quarters were as follows:
  • Quarter 1: Developed a Draft Concept Note on the Vision for ECD in South Africa.
  • Quarter 2: The NECT dialogue was held with the ECD Sector on the Service Delivery Model.
• Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 – 12 – The annual target was set at eight (8) districts. The validated output for the two quarters were as follows:
  • Quarter 1: Underperforming Districts in four provinces were selected and schools identified for oversight visits. A total of 35 schools were monitored in the Eastern Cape in Quarter 1.
  • Quarter 2: A total of four (4) districts.
• Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes - The annual target was set at nine (9) provinces. The validated output for the two quarters were as follows:
  • Quarter 1: The monitoring tools were developed for the first round of monitoring during the autumn classes. A total of 71 vacation school centres were visited in eight provinces as part of the annual programme. Planning for the winter vacation school monitoring was completed. 
  • Quarter 2: A total of nine (9) provinces.
• Number of schools monitored for implementing compulsory entrepreneurship education - The annual target was set at 135 schools (15 per province). The validated output for the two quarters were as follows:
  • Quarter 1: The monitoring plan and protocols were developed for 2021/22 and shared with provincial GET directors.
  • Quarter 2: The monitoring tool as well as the selection of schools per province was sent to Provincial HODs on 11 August 2021.The implementation plan and evaluation tool have been revised. A virtual meeting was held with provincial coordinators to discuss the process of the data collection on 26 August 2021.
• Annual Sector Report is produced on the implementation of the General Education Certificate (GEC) - The target was an approved Annual Sector Report on the implementation of the GEC. The validated output for the two quarters were as follows:
  • Quarter 1: A total of 42 schools have been identified for the GEC pilot study. Test development panels have been finalised for the setting of tests for Home Language, First Additional Language, Mathematics, Natural Science and Economic & Management Sciences.
  • Quarter 2: A GEC Sector workshop report was produced.
• Annual Sector Report on schools that are prepared to respectively implement and pilot the Technical Occupational Stream in 2021/22 - The target was an approved Annual Sector Report on ordinary secondary schools that pilot the Technical Occupational Streams in 2021/22. The validated output for the two quarters were as follows:
  • Quarter 1: The General Education Certificate Policy framework was published for public comments. Umalusi provided feedback to the Department on the Civil Technology subjects.
  •  Quarter 2: Learning and Teaching Support Material (LTSM) for nine of the 13 vocationally oriented   subjects and 11 of the 22 occupationally oriented subjects were finalised. A report on the State of Readiness Audit for the Grade 8 pilot in Ordinary Secondary Schools was submitted to DBE for planning purposes.
• Number of schools monitored for piloting the Coding and Robotics Curriculum - The annual target was set at 18 schools (two per piloting province). The validated output for the two quarters were as follows:
  • Quarter 1: The Coding and Robotics monitoring tool was developed.
  • Quarter 2: The monitoring tool was sent to PEDs with nine letters.
• Number of schools monitored on the implementation of the reading norms - The annual target was set at 18 schools. The validated output for the two quarters were as follows:
  • Quarter 1: A plan to monitor the Annual Performance Indicator in July 2021 to February 2022 was developed and approved.   
  • Quarter 2: A total of three (3) schools monitored.
• Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The annual target was set at 18 schools. The validated output for the two quarters were as follows:
  • Quarter 1: A plan to monitor the Annual Performance Indicator in July 2021 to February 2022 was developed and approved.   
  • Quarter 2: A total of five (5) schools monitored.
• Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The annual target was set at 18 schools. The validated output for the two quarters were as follows:
  • Quarter 1: A plan to monitor the Annual Performance Indicator in July 2021 to February 2022 was developed and approved.   
  • Quarter 2: A total of ten (10) schools monitored.
• Number of schools with Multi-grade classes monitored for implementing the Multi-grade toolkit - The annual target was set at 32 schools. The validated output for the two quarters were as follows:
  • Quarter 1: A plan to monitor the Annual Performance Indicator in July 2021 to February 2022 was developed and approved.   
  • Quarter 2: A total of 19 schools monitored.
• An Annual Sector Report is produced on the implementation of the National Reading Plan – The target was an approved Annual Sector Report on the implementation of the National Reading Plan. The validated output for the two quarters were as follows:
  • Quarter 1: A plan to monitor the Annual Performance Indicator in July 2021 to February 2022 was developed and approved.   
  • Quarter 2: The Semester 1 Reading Report Template has been developed and Reading Reports were received from 9 PEDs
• An Annual Sector Report is produced on the number of public
  schools monitored on the availability of readers – The target was an approved Annual Sector Report on the number of public schools monitored on the availability of readers. The validated output for the two quarters were as follows:
  • Quarter 1: Provinces were reminded be email to monitor schools on the availability of readers.   
  • Quarter 2: An updated monitoring tool and a DG-signed submission was sent to PEDs.
• Number of schools per province monitored for utilisation of Information and Communications Technology (ICT) resources The annual target was set at 27 schools (three per province). The validated output for the two quarters were as follows:
  • Quarter 1: Plans were in place and communication has been sent to HODs with a monitoring schedule. The first monitoring was scheduled to start in July 2021.   
  • Quarter 2: The monitoring tool was sent to PEDs with nine letters.
• Percentage of public schools provided with Home Language workbooks for learners in Grades 1 to 6 per year, after having placed an order - The annual target was set at 100 percent. The validated output for the two quarters were as follows:
  • Quarter 1: Signed print proof and art work completed and printing commenced.   
  • Quarter 2: Printing of Grades 1-6 Home Language workbooks volume 1 has been completed. Sign-off for volume 2 workbooks has been completed and the print order for volume 2 workbooks has been signed.
• Percentage of public schools with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order - The annual target was set at 100 percent. The validated output for the two quarters were as follows:
  • Quarter 1: Signed print proof and art work completed and printing commenced.   
  • Quarter 2: Printing of Grades 1-9 Mathematics workbooks volume 1 has been completed. Sign-off for volume 2 workbooks has been completed and the print order for volume 2 workbooks has been signed.
• Percentage of public schools with workbooks for learners in Grades R per year, after having placed an order - The annual target was set at 100 percent. The validated output for the two quarters were as follows:
  • Quarter 1: Signed print proof and art work was completed and printing had commenced.   
  • Quarter 2: Printing of Grades R workbooks has been completed.
• An Annual Sector Report is produced on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12 – The annual target was an approved Annual Sector Report on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3.6.9. and 12. The validated output for the two quarters were as follows:
  • Quarter 1: Plans were underway with the first meeting with provinces to discuss the milestone taking place on 7 July 2021.   
  • Quarter 2: A draft template was developed for provinces to consider.
• The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1-4 - The annual target was set at 10 schools. The validated output for the two quarters were as follows:
  • Quarter 1: A plan to monitor the Annual Performance Indicator in July 2021 to February 2022 was developed and approved.   
  • Quarter 2: No schools were monitored in the quarter.
• Number of special schools with access to electronic devices - The annual target was set at 307 special schools. The validated output for the two quarters were as follows:
  • Quarter 1: The Department requested implementation plans from the Mobile Network Operators   
  • Quarter 2: The team consisting of DBE, ICASA and the Department of Communications and Digital Technologies (DCDT) held a meeting with Liquid and MTN to establish their plans for completion of the roll-out for ICT platforms and Assistive devices.
• An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices - The annual target was an approved Annual Sector Report on the monitoring of procurement and distribution of ICT devices. The validated output for the two quarters were as follows:
  • Quarter 1: The draft monitoring tool was developed by the Department.
  • Quarter 2: The monitoring tool was sent to PED with nine letters.
• An Annual Sector Report is produced on the number of teachers trained on inclusion – The annual target was an approved Annual Sector Report on the number of teachers trained on inclusion. The validated output for the two quarters were as follows:
  • Quarter 1: In order to ensure PEDs meet deadlines for reporting on indicators, a submission from the office of the DG was generated which provided dates for submission of provincial reports. Furthermore, a presentation template, which includes reporting on the implementation of APP indicators was generated and shared with PEDs. PEDs made presentation in the quarterly Interprovincial Meetings on Inclusive Education.
  • Quarter 2: An Interprovincial Meeting on Inclusive Education was held on 21 September 2021 in which PEDs presented on progress on the implementation of the indicators.
• An Annual Sector Report is produced on the number of learners in public special schools - The annual target was an approved Annual Sector Report on the number of learners in public special schools. The validated output for the two quarters were as follows:
  • Quarter 1: In order to ensure PEDs meet deadlines for reporting on indicators, a DG submission was generated which provided dates for submission of provincial reports. Furthermore, a presentation template, which includes reporting on the implementation of APP indicators was generated and shared with PEDs. PEDs make presentation in the quarterly Interprovincial Meetings on Inclusive Education.
  • Quarter 2: An Interprovincial Meeting on Inclusive Education was held on 21 September 2021 in which PEDs presented on progress on the implementation of the indicators.
•  An Annual Sector Report is produced on the percentage of public special schools serving as resource centres - The annual target was an approved Annual Sector Report on the percentage of public special schools serving as resource centres. The validated output for the two quarters were as follows:
  • Quarter 1: In order to ensure PEDs meet deadlines for reporting on indicators, a DG submission was generated which provided dates for submission of provincial reports. Furthermore, a presentation template, which includes reporting on the implementation of APP indicators was generated and shared with PEDs. PEDs make presentation in the quarterly Interprovincial Meetings on Inclusive Education.
  • Quarter 2: An Interprovincial Meeting on Inclusive Education was held on 21 September 2021 in which PEDs presented on progress on the implementation of the indicators.
• An Annual Sector Report is produced on the establishment of Focus Schools per Provincial Education Department – The annual target was an approved Annual Sector Report on the establishment of Focus Schools per Provincial Education Department. The validated output for the two quarters were as follows:
  • Quarter 1: A newly revised draft template for PEDs to report on progress made with their respective Focus School Programme has been produced.
  • Quarter 2: An Annual Report template was sent to PEDs with nine letters.

 

The Department reported on further progress made in the key focus areas in Programme 2 for the First and Second Quarter of 2021/22, which included the following, amongst others:

• Early Childhood Development (ECD);
• Mathematics, Science and Technology (MST) E-learning and Research;
• Rural Education;
• Enhancement Programmes and Evaluation of School Performance;
• Curriculum Implementation and Quality Improvement (GET and FET);
• Inclusive Education; and
• Second Chance Matric Programme (SCMP).

 

 

1. Programme 3: Teachers, Education Human Resources and Institutional Development

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

`

1. Quarterly Targets:

• Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six months upon confirmation that the bursar has completed studies – The target was set at one report per quarter. The validated output for the two quarters were as follows:
  • Quarter 1: The target of one report was achieved with no deviation.
  • Quarter 2: The target of one report was not achieved with a negative deviation of one report. On the 15th of October, National Treasury indicated that it will not be possible to hand over the data due to the North West bureau system being down. The issue has since been resolved and the National Treasury has made a commitment that the data will be handed over by the end of business on 26 October 2021. Due to internal approval processes, it was not possible to submit the signed final reports by 28 October 2021.The reports have been signed by 6 November 2021.
• Number of quarterly monitoring reports indicating the number and percentage of schools where allocated teaching posts are all filled - The target was set at one report per quarter. The validated output for the two quarters were as follows:
  • Quarter 1: The target of one report was achieved with no deviation.
  • Quarter 2: The target of one report was not achieved with a negative deviation of one report. On the 15th of October, National Treasury indicated that it will not be possible to hand over the data due to the North West bureau system being down. The issue has since been resolved and the National Treasury has made a commitment that the data will be handed over by the end of business on 26 October 2021. Due to internal approval processes, it was not possible to submit the signed final reports by 28 October 2021.The reports have been signed by 6 November 2021

 

1. Annual Targets:

• Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness - The target was set at 90 percent 1 000 sampled schools. The validated output for the two quarters were as follows:
  • Quarter 1: The survey tool distributed to provinces.
  • Quarter 2: The survey tool to be used in the annual survey to determine SGB functionality in terms of effectiveness has been shared with PEDs
•  Percentage of schools producing the minimum set of management documents at a required standard - The target was set at 100 percent of 1 000 sampled schools. The validated output for the two quarters were as follows:
  • Quarter 1: The amended survey tool distributed to provinces.
  • Quarter 2: The survey tool for the annual survey has been shared with all provinces to ensure that the basic annual management processes are in place across all schools in a country.
• Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education – The target was set at 11 500 bursaries awarded. The validated output for the two quarters were as follows:
  • Quarter 1: A total of 10 226 bursaries awarded.
  • Quarter 2: A total of 11 907 bursaries awarded.
• An Annual Sector Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers - The target was an approved Annual Sector Report on the number of qualified teachers aged 30 and below entering the public service as teachers. The validated output for the two quarters were as follows:
  • Quarter 1: A preliminary report developed.
  • Quarter 2: A preliminary second quarter report on the number of educators aged 30 and below entering the public service as teachers.
• A National Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres – The target was an approved National Report on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres. The validated output for the two quarters were as follows:
  • Quarter 1: A total of 37 completed monitoring tools and nine (9) PEDs Quarterly Reports.
  • Quarter 2: A total of nine (9) PEDs second quarterly reports on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres were received and analysed.
• A National Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting - The target was an approved National Report on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting. The validated output for the two quarters were as follows:
  • Quarter 1: Nine (9) PED Quarterly Reports and nine (9) monitoring tools.
  • Quarter 2: Nine (9) PED second Quarterly Reports on monitoring the implementation of Teacher Development Programmes were received and analysed.
• Number of PEDs that had their post provisioning processes assessed for compliance with the post provisioning norms and standards - The target was set at nine (9) PEDs. The validated output for the two quarters were as follows:
  • Quarter 1: Letters sent to PEDs to request post-provisioning plans for 2022.
  • Quarter 2: A total of five (5) post-provisioning plans and reports have been submitted by the PEDs.
• An Annual Sector Report is produced on the number of Grade R practitioners with at least an NQF level 6 and above qualification – The target was an approved Annual Sector Report on the number of Grade R practitioners with at least an NQF Level 6 and above qualification. The validated output for the two quarters were as follows:
  • Quarter 1: Submission of approved data collection tool sent to all provinces. Provincial reports based on data verified by South African Qualifications Authority (SAQA) and validated by Home Affairs and sign off by all HODs from all provinces.
  • Quarter 2: An approved data collection tool has been developed.
• Number of PEDs monitored on the implementation of the Performance Management Service for school-based educators - The target was set at nine (9) PEDs. The validated output for the two quarters were as follows:
  • Quarter 1: Monitoring instruments and guides were sent to PEDs. Reports received from five (5) provinces were currently being assessed.
  • Quarter 2: A total of five (5) PEDs have been monitored in (Free State, Gauteng, Mpumalanga, Northern Cape and Western Cape).
• Number of PEDs monitored on the implementation of the Education Management Service: Performance Management and Development System (EMS: PMDS) – The target was set at nine (9) PEDs. The validated output for the two quarters were as follows:
  • Quarter 1: Reporting instruments and guides were sent to PEDs. Reports received from three (3) provinces (KwaZulu-Natal, North West and Western Cape) were currently being assessed.
  • Quarter 2: A total of six (6) PEDs have been monitored (Eastern Cape, KwaZulu-Natal, Limpopo, Mpumalanga, North West and Western Cape).

 

The Department reported on further progress made in the key focus areas in Programme 3 for the First and Second Quarter of 2021/22, which included the following, amongst others:

• Education Human Resource Planning, Provisioning and Monitoring;
• Educator Performance Management and Development and Whole School Evaluation;
• Placement of Funza Lushaka Graduates;
• Continuing Professional Teacher Development;
• Initial Teacher Education;
• Curriculum Research;
• Teacher Development Implementation; and
• Education Management and Governance Development.

 

 

1. Programme 4: Planning, Information and Assessment  

This programme is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The programme had a total of 16 performance indicators made up of 15 annual and one (1) bi-ennial target. The details of the Department’s performance are as follows:

 

1. Annual Targets:

• Number of new schools built and completed through Accelerated Schools Infrastructure Delivery Initiative (ASIDI) – The target was set at 21 new schools built and completed. The validated output for the two quarters were as follows:
  • Quarter 1: A total of four (4) new schools built and completed.
  • Quarter 2: A total of three (3) new schools built and completed.
• Number of schools provided with sanitation facilities through ASIDI - The target was set at 1 000 schools. The validated output for the two quarters were as follows:
  • Quarter 1: A total of 69 schools provided with sanitation facilities.
  • Quarter 2: A total of 123 school provided with sanitation facilities.
• Number of schools provided with water facilities through ASIDI - The target was set at 100 schools. The validated output for the two quarters were as follows:
  • Quarter 1: A total of 33 schools provided with water facilities.
  • Quarter 2: A total of 31 school provided with water facilities.
• Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9 - The target was set at 500 test items developed. The validated output for the two quarters were as follows:
  • Quarter 1: Test development panels have been finalised for the testing for Home Language, First Additional Language and Mathematics.
  • Quarter 2: Item development panels were appointed but no items were developed in this Quarter.
• Number of NSC reports produced - The target was four (4) NSC Reports. The validated output for the two quarters were as follows:
  • Quarter 1: Candidates for the November 2021 examinations have been registered.
  • Quarter 2: The NSC registration of candidates and Provincial State-of-Readiness to administer the NSC examinations have been finalised.
• Number of question papers set for June and November examinations – The target was set at 294 question papers. The validated output for the two quarters were as follows:
  • Quarter 1: A total of 320 NSC question papers are required for the November 2021 and June 2022 examinations. The question papers have been set and approved by Umalusi.
  • Quarter 2: A total of 320 question papers are required for the October/November 2021 and the May/June 2022 Examination Cycle. A total of 162 question papers are required for the Oct/Nov 2021 examinations and 158 are for the May/June 2022 examinations. All 162 question papers for the 2021 NSC Examinations have been set, internally moderated and approved by Umalusi. Of the 158 question papers required for June 2022 - 29 papers have been approved by Umalusi. The remainder of the question papers are at different stages of setting and internal moderation.
• Percentage of public schools using the South African School Administration and Management System (SA-SAMS) - The target was set at 98 percent. The validated output for the two quarters were as follows:
  • Quarter 1: A calendar with due dates was sent to PED’s in April 2021. Provinces reported on Quarter 1 data collections received from SA-SAMS - and 98 percent of school’s data bases have been collected.
  • Quarter 2: A total of six (6) provinces reported more than 98 percent of schools collected for Term 2 – and KwaZulu-Natal and Gauteng are still in the process of collecting databases.
• A National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) – The target was an approved National Report on the number of provinces monitored for implementation of LURITS. The validated output for the two quarters were as follows:
  • Quarter 1: The 2020/21 EMIS/LURITS monitoring report was approved by the Director-General and formally submitted to PED’s for implementation. A draft Plan on the monitoring exercise was prepared.
  • Quarter 2: The 2020/21 EMIS/LURITS process monitoring schedule and criteria was prepared and communication letters were approved by the Director-General and formally submitted to PED’s to conduct the monitoring exercise.
• A National Report is produced on learner performance linked to the National Assessment Framework (NAF) – The target was an approved National Report on the learner performance linked to the NAF. The validated output for the two quarters were as follows:
  • Quarter 1: A quarterly progress report on Progress in International Reading Literacy Study (PIRLS) has been completed. Further to this a quarterly progress report on the Southern Eastern Consortium Monitoring Educational Quality (SEACMEQ) V project has been completed.
  • Quarter 2: A progress report for the SEACMEQ V study, PIRLS 2021 study as well as Trends in International Mathematics and Science Study (TIMSS) diagnostic was completed.
• A National Report is produced on developing and operationalising a school readiness assessment system - The target was an approved National Report on the first Early Learning National Assessment (ELNA). The validated output for the two quarters were as follows:
  • Quarter 1: A monitoring report on the ELNA administration has been completed.
  • Quarter 2: A fieldwork report was developed.
• Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - The target was set at 60 officials. The validated output for the two quarters were as follows:
  • Quarter 1: Recruitment and appointment of a new cohort of seven (7) mentors was finalised to support 18 districts in the Eastern Cape, Limpopo and Northern Cape.
  • Quarter 2: A total of 48 officials participated in a mentoring programme.
• Percentage of of District Directors that have undergone competency assessment prior to their appointment -  The target was set at 96 percent. The validated output for the two quarters were as follows:
  • Quarter 1: A database of eligible district directors has been established.
  • Quarter 2: Baseline data for the District Directors has been established. A total of 17 vacancies have been recorded in the current financial year.
• Percentage of underperforming schools visited at least twice a year by district officials for monitoring and support purposes - The target was set at 80 percent. The validated output for the two quarters were as follows:
  • Quarter 1: Nine (9) provinces submitted reports lists of underperforming schools.
  • Quarter 2: Letters were sent to the nine (9) PEDs to request dates for support visits for underperforming schools. The information will be consolidated in Quarter Three.
• Number of District Director forums held – The target was set at three (3) forums. The validated output for the two quarters were as follows:
  • Quarter 1: One (1) forum was held
  • Quarter 2: No district director forums were held in this Quarter
• Number of districts in which teacher development has been conducted as per district improvement plan - The target was set at 60 districts. The validated output for the two quarters were as follows:
  • Quarter 1: Correspondence was issued to provinces on data collection and expectations.
  • Quarter 2: A Director-General submission and communique requesting submission of District Improvement Plans to the Department has been completed. Letters from the approved submissions will be forwarded to provinces in Quarter Three.

 

1. Biennial Targets:

• Percentage of school principals rating the support services of districts as being satisfactory – The Department had zero reporting on this Biennial target.

 

The Department reported on further progress made in the key focus areas in Programme 4 for the First and Second Quarter of 2021/22, which included the following, amongst others:

• Public Examinations;
• National Assessment;
• Provincial and District Planning and Implementation Support;
• School Level Planning and Implementation Support;
• School and District Incident Management and Support;
• Provincial Budget and Monitoring;
• National Education Evaluation and Development Unit;
• Education Management Information System;
• Grant Management; and
• Project Management.

 

1. Programme 5: Educational Enrichment Services

The purpose of the programme is to develop policies and programmes to improve the quality of learning in schools. Within this programme, there was five (5) performance indicators with one (1) annual and four (4) quarterly targets. The details of the Department’s performance in this programme are as follows:

 

1. Quarterly Targets:

• Number of schools monitored for the provision of nutritious meals:
  • Quarter 1: The target for Quarter One was set at 35 schools monitored. The validated output for this quarter stood at 20 schools. A negative deviation of 15 schools. This was due to inconsistent monitoring related to COVID-19 conditions. The backlog would be monitored in Quarter Two
  • Quarter 2: The target for Quarter Two was set at 30 schools monitored. The validated output for this quarter stood at 63 schools. A positive deviation of 33 schools. This was due to the Department covering the backlog of Quarter One.
• Number of districts monitored and supported in the implementation of National School Safety Framework (NSSF), Social Cohesion, Sport and Enrichment Programmes per year –
  • Quarter 1: The target for Quarter One was set at 22 districts monitored. The validated output for this quarter indicated this was achieved with no deviation.
  • Quarter 2: The target for Quarter Two was set at 18 districts monitored. The validated output for this quarter indicated this was achieved with no deviation.
• Number of learners, educators, parents, SGBs and other educations stakeholders reached through social cohesion programmes –
  • Quarter 1: The target for Quarter One was set at 1 000 and the validated output for this quarter stood at 1 957. A positive deviation of 957. The 2020/21 applications were paid during the first quarter of the current financial year due COVID-19 pandemic while last year’s payments were not made on time. Sustainability of positive collaboration with external partners will be beneficial in advocating for Social Cohesion and Equity programmes.
  • Quarter 2: The target for Quarter Two was set at 1 000 and the validated output for this quarter stood at 1 690, with a positive deviation of 690. The directorate conducted TRC roadshows in KwaZulu-Natal engaging with applicants on submitting outstanding documents.

 

• Number of districts implementing the programme on school assemblies to end school-related gender-based violence –
  • Quarter 1: The target for Quarter One was set at 22 districts monitored. The validated output for this quarter indicated this was achieved with no deviation.
  • Quarter 2: The target for Quarter Two was set at 18 districts monitored. The validated output for this quarter indicated this was achieved with no deviation.

 

1. Annual Targets:

• Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme – The Annual Target was set at nine (9) PEDs. The validated output for the two quarters were as follows:
  • Quarter 1: Nine PEDs signed the 2021/22 business plans.
  • Quarter 2: The first virtual Interprovincial meeting was held on 1 September 2021

 

The Department reported on further progress made in the key focus areas in Programme 5 for the First and Second Quarter of 2021/22, which included the following, amongst others:

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

 

 

1. Appropriation for the 2021/22 Financial Year – Quarter 1

 

1.        The total appropriation budget of the Department for the 2021/22 financial year amounted to R27.018 billion. A total of 82 percent of the budget amounting to R22.304 billion was allocated to transfer payments as follows:

• Conditional Grants: R20.701 billion;
• Transfers to Public Entities: R155.8 million; and
• Other Transfers: R1.447 billion.

The remainder of the budget (R4.714 billion) is allocated to the following:

• Compensation of Employees: R469.4 million
• Examiners and Moderators: R22.7 million
• Earmarked Funds: R1.285 billion
• Office Accommodation: R225.0 million
• Specifically, and Exclusively Appropriated: R2.284 billion
• Departmental Operations: R197.2 million
• Departmental Projects: R231.1 million

 

1. The total actual expenditure of the Department for the 2021/22 financial year First Quarter amounted to R8.186 billion. Expenditure amounting to R7.757 billion was made up of transfer payments as follows:
   • Conditional Grants: R6.363 billion;
   • Transfers to Public Entities: R43.8 million; and
   • Other Transfers: R1.350 billion.

The remainder of the expenditure (R4.30 billion) is made up as follows:

• Compensation of Employees: R110.4 million;
• Examiners and Moderators: R1.2 million;
• Earmarked Funds: R65.6 million;

• Office Accommodation: R53.8 million;
• Specifically, and Exclusively Appropriated: R140.1 million;
• Departmental Operations: R39.9 million; and
• Departmental Projects: R19.0 million.

 

 

1.  

				Percentage Spent
Administration	523 198	123 859	399 339	23.67%
Curriculum Policy, Support and Monitoring	2 034 347	197 367	1 836 980	9.70%
Teachers, Education Human Resources and Institutional Development	1 448 059	1 336 050	112 009	92.27%
Planning ,Information and Assessment	14 580 177	3 777 588	10 802 589	25.91%
Educational Enrichment Services	8 432 297	2 751 455	5 680 842	32.63%
Total	27 018 078	8 186 319	18 831 759	30.30%

 

1.  

 

1. –

• Challenges/Deviation – The bulk of the allocation on this programme is in respect of the Workbooks and Conditional grants.
• Mitigatory Measures/Progress –
  • Workbooks: The printing of the 2022 Workbooks Volume1 is currently in progress. To date 1 9 080 760 Grade R-9 Workbooks have been delivered to the warehouse for packaging.
  • Learners with Profound Intellectual Disability Grant: 25 percent of the allocation on the grant has been transferred to Provinces as projected.
  • Maths, Science and Technology Grant: Most of the activities on the grant happen from the second quarter of the financial year. Only 10 percent of the allocation has been transferred to the Provinces as projected.

 

1. .3.1.2  Programme 3: Teachers, Education Human Resources Development and Institutional Development –

• Challenges/Deviation – The high expenditure in this programme is due to the once-off transfer payment for Funza Lushaka Bursaries.
• Mitigatory Measures/Progress – The once-off transfer for Funza Lushaka Bursaries was made to NSFAS on 16 May 2019
  1.  

Economic Classification				Percentage Spent
Compensation of Employees	538 011	120 419	417 592	22.38%
Goods and Services	2 079 723	186 416	1 893 307	8.96%
Interest on Rent and Land	39 518	10 378	29 140	26.26%
Transfers and Subsidies	22 303 917	7 759 515	14 544 402	34.79%
Payments of Capital Assets	2 056 909	109 562	1 947 347	5.33%
Payments of Financial Assets	-	29	(29)	0.00%
Total	27 018 078	8 186 319	18 831 759	30.30%

 

1.  

 

1.  

• Challenges/Deviation – Included in this item is workbooks and Matric Second Chance Programme allocation.
• Mitigatory Measures/Progress –
  • Workbooks: The printing of the 2022 Workbooks Volume1 is currently in progress. To date 19 080 760 Grade R-9 Workbooks have been delivered to the warehouse for packaging.
  • Matric Second Chance Programme: The roadshows awareness for the Second Chance programme have commenced
    1. .4.1.2  Payment for Capital Assets
• Challenges/Deviation – The bulk of the allocation on this item is in respect of the ASIDI project.
• Mitigatory Measures/Progress – The bulk of the expenditure is on the SAFE programme. The National Education Collaboration Trust (NECT) have just appointed contractors and expenditure is expected to increase by the second quarter of the financial year. The Coega Development Cooperation was allocated 81 projects and the procurement processes are currently underway. Expenditure is also expected to increase by the end of the second quarter when all the Coega Development Corporation projects are completed.

 

1.  

Other Transfers				Percentage Spent
Compensation of Employees	469 438	110 389	359 049	23.52%
Examiners and Moderators	22 689	1 172	21 517	5.17%
Transfers to Public Entities	155 848	43 803	112 045	28.11%
Other Transfers	1 447 056	1 349 624	97 432	93.27%
Conditional Grants	20 701 013	6 362 865	14 338 148	30.74%
Schools Infrastructure Backlogs Indirect Grant	2 283 564	140 129	2 143435	6.14%
Earmarked Funds	1 285 034	65 597	1 219 437	5.10%
Departmental Operations	197 154	39 860	157 294	20.22%
Office Accommodation	225 096	53 816	171 280	23.91%
Projects	231 186	19 064	212 122	8.26%
Total	27 018 078	8 186 319	18 831 759	30.30%

 

 

1.  

Economic Classification				Percentage Spent
Learners with Profound Disability: Earmarked	3 201	630	2571	19.68%
Matric Second Chance	58 482	5 639	52 843	9.64%
Workbooks	1 197 218	53 161	1 144 057	4.44%
Oversight of MST	6 614	1 693	4 921	25.60%
NSNP: Earmarked	19 519	4 474	15 045	22.92%
Total	1 285 034	65 597	1 219 437	5.10%

 

1.  

 

1.  

• Challenges/Deviation – Included in this item is workbooks and Matric Second Chance Programme allocation.
• Mitigatory Measures/Progress –
  • Workbooks: The printing of the 2022 Workbooks Volume1 is currently in progress. To date 19 080 760 Grade R-9 Workbooks have been delivered to the warehouse for packaging.
    1. Matric Second Chance: The roadshows awareness for the Matric Second Chance programme have commenced. The expenditure on travel will escalate the expenditure line item, once the invoices are received and processed.

 

 

 

1.  

Economic Classification				Percentage Spent
Learners with Profound Disability Grant	242 760	76 200	166 560	31.39%
Maths Science and Technology Grant	412 134	41 214	370 920	10.00%
Education Infrastructure Grant	11 688 936	3 506 682	8 182 254	30.00%
National School Nutrition Programme	8 115 269	2 714 580	5 400 689	33.45%
HIV and AIDS Life Skills Education Conditional Grants	241 914	24 189	217 725	10.00%
Total	20 701 013	6 362 865	14 338 148	30.74%

 

1.  

 

1.  

• Challenges/Deviation – The transfers to the conditional grants were made according to the approved payment schedules.
• Mitigatory Measures/Progress – The first transfers for conditional grants were processed as per payments schedule.

 

1.  

Other Transfers				Percentage Spent
UNESCO Membership fees	17 317	-	17317	0.00%
ADEA	160	-	160	0.00%
Guidance Counselling and Youth Development Centre: Malawi	199	-	199	0.00%
Childline South Africa	78	-	78	0.00%
National Education Collaboration Trust	117 558	39 186	78372	33.33%
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3720	2414	1306	64.89%
NSFAS: Funza Lushaka	1 308024	1 308024	-	100.00%
Total Other Transfers	1 447 056	1 349 624	97 432	93.27%
Umalusi	137404	34351	103053	25.00%
ETDPSETA	459	459	-	100.00%
South African Council for Educators	17985	8993	8992	50.00%
Total Public Entities	155 848	43 803	112 045	28.11%

 

1.  

 

1.  

• Challenges/Deviation – The transfer to Umalusi is made quarterly and for SACE Continuing Professional Teacher Development (CPTD), there are two transfers in April and October.
• Mitigatory Measures/Progress – The transfer to the public entities were made as scheduled.

5.8.1.2 Other Transfers

• Challenges/Deviation – The allocation of other transfers include the transfer of National Student Financial Aid Scheme (NSFAS) for Funza Lushaka Bursaries, NECT and Foreign transfers.
• Mitigatory Measures/Progress –The high expenditure is due to the 100% transfer of the Funza Lushaka Bursaries that was made as projected. The first transfer to National Education Collaboration Trust (NECT) was made as projected. The foreign transfers are made in January/February when the invoices are received.

 

1.  

Economic Classification				Percentage Spent
Compensation of Employees	6 436	2 190	4 246	34.03%
Goods and Services	240 479	29 850	210 629	12.41%
Interest on Rent and Land	-	59	(59)	0.00%
Households	-	1 805	(1 805)	0.00%
Building and Other Fixed Structures	2 036 649	103 013	1 933 636	5.06
Software and Intangible  Assets	-	3 212	(3 212)	0.00%
Total	2 283 564	140 129	2 143435	6.14%

 

 

1. Appropriation for the 2021/22 Financial Year – Quarter 2

 

1.        The total appropriation budget of the Department for the 2021/22 financial year amounted to R27.018 billion. A total of 82 percent of the budget amounting to R22.304 billion was allocated to transfer payments as follows:

• Conditional Grants: R20.701 billion;
• Transfers to Public Entities: R155.8 million; and
• Other Transfers: R1.447 billion.

The remainder of the budget (R4.714 billion) is allocated to the following:

• Compensation of Employees: R469.4 million
• Examiners and Moderators: R22.7 million
• Earmarked Funds: R1.285 billion
• Office Accommodation: R225.0 million
• Specifically, and Exclusively Appropriated: R2.284 billion
• Departmental Operations: R197.2 million
• Departmental Projects: R231.1 million

 

1. The total actual expenditure of the Department for the 2021/22 financial year Second Quarter amounted to R15.140 billion. Expenditure amounting to R13.658 billion was made up of transfer payments as follows:
   • Conditional Grants: R12.191 billion;
   • Transfers to Public Entities: R78.2 million; and
   • Other Transfers: R1.389 billion.

The remainder of the expenditure (R1.482 billion) is made up as follows:

• Compensation of Employees: R230.4 million;
• Examiners and Moderators: R9.3 million;
• Earmarked Funds: R98.0 million;

• Office Accommodation: R116.8 million;
• Specifically, and Exclusively Appropriated: R901.4 million;
• Departmental Operations: R77.5 million; and
• Departmental Projects: R49.0 million.

 

1.  

				Percentage Spent
Administration	523 198	259 829	263 369	49.66%
Curriculum Policy, Support and Monitoring	2 034 347	473 384	1 560 963	23.27%
Teachers, Education Human Resources and Institutional Development	1 448 059	1 358 813	89 246	93.84%
Planning ,Information and Assessment	14 580 177	8 190 346	6 389 831	56.18%
Educational Enrichment Services	8 432 297	4 857 983	3 574 314	57.61%
Total	27 018 078	15 140 355	11 877 723	56.04%

 

 

 

1.  

 

1. –

• Challenges/Deviation – The bulk of the allocation on this programme is in respect of the Workbooks and Conditional grants.
• Mitigatory Measures/Progress –
  • Workbooks: Underspending resulted from non-payments for printing of Workbooks Volume 1 for 2022 – because the Department had to seek legal advice before authorising the payment as the printing company required the Consumer Price Adjustment (CPA). The CPA was going to affect the current budget.

 

1. .3.1.2  Programme 3: Teachers, Education Human Resources Development and Institutional Development –

• Challenges/Deviation – The high expenditure in this programme is due to the once-off transfer payment for Funza Lushaka Bursaries.
• Mitigatory Measures/Progress – The once-off transfer for Funza Lushaka Bursaries was made to NSFAS on 16 May 2019

 

 

1.  

Economic Classification				Percentage Spent
Compensation of Employees	538 011	257 442	280 569	47.85%
Goods and Services	2 079 387	399 845	1 679 542	19.23%
Interest on Rent and Land	39 578	20 801	18 777	52.56%
Transfers and Subsidies	22 303 917	13 659591	8 644 326	61.24%
Payments of Capital Assets	2 056 909	802 473	1 254 436	39.01%
Payments of Financial Assets	276	203	73	73.55%
Total	27 018 078	15 140 355	11 877 723	56.04%

 

1.  

 

1.  

• Challenges/Deviation – Included in this item is workbooks and Matric Second Chance Programme allocation.
• Mitigatory Measures/Progress –
  • Workbooks: Underspending resulted from non-payments for printing of Workbooks Volume 1 for 2022 – as the Department had to seek legal advice before authorising the payment as the printing company required the Consumer Price Adjustment (CPA). The CPA was going to affect the current budget.
  • Matric Second Chance Programme: The roadshows awareness for the Second Chance programme have commenced.

 

1. .4.1.2  Payment for Capital Assets

• Challenges/Deviation – The bulk of the allocation on this item is in respect of the ASIDI project.
• Mitigatory Measures/Progress – The Coega Development Cooperation was allocated 81 projects and the procurement processes are currently underway. Expenditure is also expected to increase by the end of the second quarter when all the Coega Development Cooperation projects are completed.

 

1.  

Other Transfers				Percentage Spent
Compensation of Employees	469 438	230 448	238 990	49.09%
Examiners and Moderators	22 689	9 313	13 376	41.05%
Transfers to Public Entities	155 848	78 154	77 694	50.15%
Other Transfers	1 447 056	1 388 962	58 094	95.99%
Conditional Grants	20 701 013	12 190 538	8 510 475	58.89%
Schools Infrastructure Backlogs Indirect Grant	2 283 564	901 436	1 382 128	39.48%
Earmarked Funds	1 285 034	98 078	1 186 956	7.63%
Departmental Operations	197 154	77 505	119 649	39.31%
Office Accommodation	225 096	116 829	108 267	51.90%
Projects	231 186	49 092	182 094	21.23%
Total	27 018 078	15 140 355	11 877 723	56.04%

 

 

1.  

Economic Classification				Percentage Spent
Learners with Profound Disability: Earmarked	3 201	1 240	1 961	38.74%
Matric Second Chance	58 482	27 467	31 015	46.97%
Workbooks	1 197 218	57 273	1 139 945	4.78%
Oversight of MST	6 614	3 694	2 920	55.85%
NSNP: Earmarked	19 519	8 404	11 115	43.06%
Total	1 285 034	98 078	1 186 956	7.63%

 

1.  

 

1.  

• Challenges/Deviation – Included in this item is workbooks and Matric Second Chance Programme allocation.
• Mitigatory Measures/Progress –
  • Workbooks: Underspending resulted from non-payments for printing of Workbooks Volume 1 for 2022 – as the Department had to seek legal advice before authorising the payment as the printing company required the Consumer Price Adjustment (CPA). The CPA was going to affect the current budget.
    1. Matric Second Chance: The roadshows awareness for the Matric Second Chance programme have commenced. The expenditure on travel will escalate the expenditure, once the invoices are received and processed.

 

1.  

Economic Classification				Percentage Spent
Learners with Profound Disability Grant	242 760	139 063	103 697	57.28%
Maths Science and Technology Grant	412 134	206 068	206 066	50.00%
Education Infrastructure Grant	11 688 936	7 013 362	4 675 574	60.00%
National School Nutrition Programme	8 115 269	4 735 281	3 379 988	58.35%
HIV and Allocation Grants	241 914	96 764	145 510	40.00%
Total	20 701 013	12 190 538	8 510 475	58.89%

 

1.  

 

1.  

• Challenges/Deviation – The transfers to the conditional grants were made according to the approved payment schedules.
• Mitigatory Measures/Progress – The transfers for the conditional grants were processed as per payments schedule.

 

1.  

Other Transfers				Percentage Spent
UNESCO Membership fees	17 317	0	17317	0.00%
ADEA	160	0	160	0.00%
Guidance Counselling and Youth Development Centre: Malawi	199	152	47	76.38%
Childline South Africa	78	0	78	0.00%
National Education Collaboration Trust	117 558	78 372	39 186	66.67%
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3720	2414	1306	64.89%
NSFAS: Funza Lushaka	1 308024	1 308024	0	100.00%
Total Other Transfers	1 447 056	1 388 962	58 094	95.99%
Umalusi	137404	68 702	68 702	50.00%
ETDPSETA	459	459	0	100.00%
South African Council for Educators	17985	8993	8992	50.00%
Total Public Entities	155 848	78 154	77 694	50.15%

 

1.  

 

1.  

• Challenges/Deviation – The transfer to Umalusi is made quarterly and for SACE CPTD, there are two transfers in April and October.
• Mitigatory Measures/Progress – The transfer to the public entities were made as scheduled.

6.8.1.2 Other Transfers

• Challenges/Deviation – The allocation of other transfers include the transfer of NSFAS for Funza Lushaka Bursaries, NECT and Foreign transfers.
• Mitigatory Measures/Progress –The high expenditure is due to the 100% transfer of the Funza Lushaka Bursaries that was made as projected. The foreign transfers are made in January/February when the invoices are received.

 

1.  

Economic Classification				Percentage Spent
Compensation of Employees	6 436	4 541	1 895	70.56%
Goods and Services	240 479	111 757	128 722	46.47%
Interest on Rent and Land	-	59	(59)
Building and Other Fixed Structures	2 036 649	781 867	1 254 782	38.39%
Software and Intangible  Assets	0	3 212	(3 212)	0
Total	2 283 564	901 436	1 382 128	39.48%

 

 

1. Portfolio Committee Observations

 

The Portfolio Committee raised the following with the Department of Basic Education in respect of the First and Second Quarterly Report for 2021/22:

• Members were unanimous in commending the Department for the 2021 Matric Examinations completed with minimal challenges. Further to this the Committee commended the Department for good performance in achieving targets as planned.
• On vaccination certificates, Members queried the position of the Department in respect of markers having to produce vaccination certificates – as well as teachers returning to school in the new year.
• It was noted that the Department had yet to submit a report on a detailed breakdown of ASIDI projects as promised at the last meeting. Also an outstanding report on schools with ICT network/connectivity challenges and access.
• Members queried the total costs incurred by the Department in respect of legal services/fees to date – as compared to previous years.
• Regarding Children/Learners with Profound Intellectual Disability (C/LPID) Members sought detailed figures on the total number of such C/LPID.
• The Department was requested to give details on plans and processes in place to track, return and retain drop-out learners in the system. What was the impact of interventions put in place to mitigate drop-outs.in this regard?
• In respect of the monitoring tools for Robotics and Coding, Members queried whether there were reports available on the piloted schools.
• On the Funza Lushaka Graduates:
  • Members queried the slow pace for placement of these graduates and plans to ensure such graduates were placed.
  • Members queried the criteria used for selecting graduates for placement.
  • Members noted Funza Lushaka graduates were unfairly prioritized for placement at the expense of other graduates who funded their own tuition at great costs to themselves. Members queried whether the Department considering having a balance of graduates for placement.
• Members queried the current status of backlogs for schools planning to be built.
• Members noted the target for the percentage of school principals rating support services of districts as being satisfactory stood at zero percent – Members queried reasons for this.
• Issues of staff being denied incapacity leave was raised by Members and there was a request for this to be unpacked.
• Members noted that there were many qualified teachers, some in scares/priority subjects, not finding placement. Members queried plans in place to ensure placement and absorption of unplaced teachers.
• Regarding the issue of virements, Members sought clarity on how this was managed. Further to this, Members sought clarity on how roll-over budgets were approved and applied for.
• Members noted the improvements in respect of the SA-SAMS system – and sought clarity on how these improvements could assist with learner placements and processing of teacher leave application backlogs.
• Regarding the Adolescent Girls and Young Women (AGYW) programme, Members queried the effectiveness of the programme in provinces where this was being implemented. How this programme was different to the launch of the Teenage Pregnancy programme to be launched in 2022?     

 

1. Responses from the Department of Basic Education

 

Mr Khunou – Mr Khunou indicated he would make a follow-up on any outstanding reports to be submitted to the Portfolio Committee – and ensured that they are submitted as soon as possible. Regarding legal services, the costs for 2019/20 was R12.8 million, for 2020/21 it was R3.1 million and for 2021/22 to date the costs were R3.1million. The Department explained the issue of virements and mentioned that virements were only passed on once they have approval from National Treasury. The Department did not receive an additional funding from National Treasury and undertook to establish where budgets were underspent to shift and utilise where there was a need. National Treasury had approved additional R20 million per year (for the next three years for Umalusi). Regarding the roll-over budget, the Department indicated that National Treasury had approved R210 million for infrastructure projects – money not spent in the previous financial year.

 

Dr Whittle – The Department remained concerned with learner drop-outs and indicated that the reasons could be the weak learning foundation. The Department needed to collaborate with PEDs on issues of weak learning foundation that needs to be strengthened. There was a need for a long-term strategy to deal with drop-outs – the Department was also collaborating with NGOs and NECT on instruments to be utilised to minimize drop-outs, track and trace learners.

On the effectiveness of the AGYW programme, the Department was able to measure the success by looking at teenage pregnancy data. The Department was able to track and trace learner pregnancies successfully prior to the COVID-19 pandemic. The Department was exploring initiatives on dealing with teenage pregnancies through collaboration with other sister departments. Currently the Cabinet had approved a Learner Pregnancy Policy document for roll-out in 2022.

 

Mr Faker – In respect of the Funza Lushaka graduates placements, the Department indicated that the bursary scheme was a good scheme even where other departments offered their own bursaries. Certain provinces had its own policy on the placement of Funza Lushaka graduates as opposed to graduates who funded their own studies. Graduates were placed according to the needs of the specific schools and districts. The Department always looked to prioritise the Funza Lushaka graduates for placement. The Department indicated that in respect of incapacity leave, there were processes for educators to apply for such leave to be granted as there were various types of incapacity leave to consider. Leave is granted subject to Human Resources approval and financial implications.

 

Mr Van Der Westhuizen – Regarding the outstanding ASIDI report, the Department submitted regular weekly reports for the Minister and these could be made available to the Portfolio Committee. The Department outlined the current schools to be completed and targets for various performance indicators in respect of ASIDI and Infrastructure. The Department was confident that these targets would be achieved. The Department gave a detailed breakdown of the schools build programme and the various stages of completion of schools.   

 

Ms Nuga-Deliwe – The Department would ensure that the Portfolio Committee was supplied with the latest information on EMIS and SA-SAMS. The Department would further submit a detailed report on school with network/connectivity challenges.

 

Dr M R Mhaule – The Deputy Minister touched on issues of vaccination certificates for educators who were marking scripts at marking centres. The Department would welcome all educators being vaccinated, however this could not be forced upon educators. The Department continued to implement non-pharmaceutical protocols as in the past.

With the Funza Lushaka graduate placement, the Department recruited and placed graduates as the needs and priorities dictate. Recruitment was also done at a district level and the placement rate differed from province to province – but generally the placement rate was high. It was important that teachers at retirement age left the system to allow placement of younger graduates into the system. The Department was engaging higher education institutions to look at dynamics in the country for educator placements. All educators with priority subjects found placement by the Department.

With infrastructure, the Dr Mhaule indicated that this remained a moving target as the Department was managing mud-schools but also need to look at all unsafe structures. The Department was working with PEDs on issues of parent migration and having adequate learner placement and building of schools where the need arises.

 

1. Portfolio Committee Recommendations

 

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

 

• The Department review any policy that prioritises placement of Funza Lushaka graduates above those graduates who funded their own studies within 90 days after adoption of this report.
• The Department submit written reports on the following within 30 days after the tabling of the report:
  • Detailed information on EMIS and SA-SAMS
  • Schools with network/connectivity challenges
  • Exact and detailed figures on C/LPID
  • Detailed breakdown of the ASIDI projects
• The Department to brief the Portfolio Committee on the Teenage Pregnancy Policy to be introduced   in the first quarter of 2022/23 financial year.
• The Department ensure that learner drop-outs are tracked, traced and brought back into the system were possible.
• The Department assist the PEDs to prioritize the issue of learner placement, no leaner should be left behind
• The Department submit a detailed report within 60 days after adoption of this report on schools with network/connectivity challenges.
• The Department to submit progress report to the Portfolio Committee with regards to ASIDI and Infrastructure 60 days after adoption of this report

Report to be considered.