ATC220420:Report of the Portfolio Committee on Basic Education on Budget Vote 16: Basic Education, dated, 19 April 2022

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 16: Basic Education, dated, 19 April 2022

The Portfolio Committee on Basic Education having considered Budget Vote 16: Basic Education, together with the 2022/23 Annual Performance Plans of the Department of Basic Education and its Statutory Bodies, reports as follows:

1. Introduction

The Portfolio Committee on Basic Education considered the 2022/23 Annual Performance Plan (APP) of the Department of Basic Education on Tuesday, 15 March 2021 as well as the review of its two statutory bodies i.e. the South African Council for Educators (SACE) and the Council for Quality Assurance in General and Further Education and Training (Umalusi) on Tuesday, 22 March 2022.

1.2 The budget review briefings served to acquaint the 6th Parliament Portfolio Committee with the mandates, programmes and priorities of the Department.

1.3 Attendees that appeared before the Portfolio Committee during the Budget Review sessions included the following:

1.3.1 Department of Basic Education (DBE): Hon A Motshekga: Minister of Basic Education, Hon M R Mhaule: Deputy Minister of Basic Education, Mr H M Mweli: Director-General, Mr P R M Khunou: Chief Finance Officer, Mr S G Padayachee: Deputy Director-General, Dr G Whittle: Deputy Director-General, Dr S Simelane: Acting Deputy Director-General, Ms C Nuga-Deliwe: Chief Director, Mr D Ntloana: Director, Ms S Mbonambi: Director, Ms E Mmola: Director, Mr B Mpanza: Director, Dr R Poliah: Chief Director, Dr F Kumalo: Acting Chief Director, Ms Z Sattar: Personal Assistant, Mr S Mabua: Advisor, Ms S Ramohapi, Ms S Geyer: Director, Mr E Mhlanga: Chief Director, Mr D Van Der Westhuijzen: Director, Ms L Matshaba, Ms N Molai: Director, Ms T Mohlala: Parliamentary Liaison Officer, Mr L Mahada: Director , Ms L Carolissen: Liaison Officer, Ms S Lubisi: Liaison Officer and Mr M Matthews: Liaison Officer.

1.3.2 South African Council for Educators: Ms E Mokgalane: Chief Executive Officer, Mr M Mapindani: Chief Finance Officer, Mr N Ntantala: Deputy Chairperson, Ms B Mbatha: Head, Ms Y Lechaba: SACE Head, Ms T Sophethe: Manager, Mr T Njongo: Assistant Manager and Mr R Nkuna: Manager.

1.3.3 The Council for Quality Assurance in General and Further Education and Training (Umalusi): Prof J Volmink: Chairperson, Dr M Rakometsi: Chief Executive Officer, Mr H van der Walt: Chief Finance Officer, Mr E Sibanda: Executive Manager, Ms Z Modimakwane: Executive Manager, Mr L Ditaunyane: Senior Manager and Ms S Mosimege: Senior Manager.

1.4 This report gives a brief summary of the presentation made by the Department of Basic Education (DBE) to the Committee, focusing mainly on the Department’s 2022/23 Annual Performance Plan, the 2020 Medium Term Expenditure Framework (MTEF) allocations, and the overview of allocations per programme. The report also provides the Committee’s key deliberations and recommendations relating to the Vote.

1.5 Copies of all presentations on the Budget Review of the Department of Basic Education (DBE), SACE and Umalusi were available from the office of the Committee Secretary.

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

2022/23

2.1 Strategic overview by the Department of Basic Education (DBE)

The Minister of Basic Education, Hon A Motshekga, Deputy Minister Hon M R Mahaule and the Director-General, Mr H Mweli led a delegation from the DBE to present on the 2022-23 Annual Performance Plan and the Budget of the Department of Basic Education.

The Committee was presented with some background and context to the 2022-23 Annual Performance Plan (APP), including the size and shape of the Basic Education Sector.

The Department outlined the approach to Government-wide NDP priorities and the Education sector based on the NDP 2030, MTSF 2019-2024 and Action Plan to 2024activities in the sector to with and goals. The Strategic Plan is anchored on the Government’s long-term plan; the National Development Plan 2030: Our future – make it work, the MTSF 2019-2024 and the Action Plan to 2024.

The Annual Performance Plan (APP) what the Department doing in the and during the (MTEF) period to implement its Strategic Plan. In fulfilling its , the Department must an APP annually to Parliament. The Strategic Plan should cover a period of at least five years and can be amended during the five-year period it covers. The APP 2022/23 represents the third year activities towards achieving the objectives contained in the DBE Strategic Plan 2020/21-2024/25.

– Since its outbreak two years ago, the COVID-19 pandemic has disrupted education systems globally, affecting the most vulnerable learners the hardest. It has increased inequalities and aggravated a pre-existing education crisis. Enrolment in the first quarter of 2021 was around 50 000 (0.4%) lower than expected. The problem is concentrated in the lower grades. A total of 54% of contact time was lost in 2020 due to closures and class/ grade rotations. In the second half of 2021, 22% of contact was time lost due to rotations and regular absenteeism. These averages hide huge inequalities across grades and schools. In historically disadvantaged schools, around 70% of a year’s worth of learning was lost in 2020. For every day of schooling lost, around 1.3 days of learning are lost.

- The Department gave a detailed overview by outlining the shape and the size of the basic education sector giving a comprehensive breakdown of the number of learners, educators and schools in the ordinary schools and independent schools for 2021.In respect of education statistics, the Department further outlined the size of the schooling system with figures for the number of learners, educators, schools and languages.

2.1.4 Key Government Priorities – The MTSF 2019–2024 translates the ruling party’s electoral mandate into government’s priorities over a five-year period. Basic Education is critical in priority 2, 3, 4 and 6:

Priority 1: A capable, ethical and developmental state.
Priority 2: Economic transformation and job creation.
Priority 3: Education, skills and health.
Priority 4: Consolidating the social wage through reliable and quality basic services.
Priority 5: Spatial integration, human settlements and local government.
Priority 6: Social cohesion and safe communities.
Priority 7: A better Africa and world.

2.1.5 2019 – 2024 Medium-Term Strategic Framework (MTSF) and Education Sector Priorities - The Department also detailed the following Education Outcomes for the 2019 – 2024 MTSF:

Outcome 1: Improved school-readiness of children.
Outcome 2: 10-year-old learners enrolled in publicly funded schools read for meaning.
Outcome 3: Youths better prepared for further studies and the world of work beyond grade 9.
Outcome 4: Youths leaving the schooling system more prepared to contribute towards a prosperous and equitable South Africa.
Outcome 5: School physical infrastructure and environment that inspires learners to learn and teachers to teach.

2.2 Strategic Objectives, Indicators and Targets in the 2022 - 23 Annual Performance Plan (APP)

The Action Plan to 2024 – The Action Plan to 2024: Towards the Realisation of Schooling 2030 was the sector plan for basic education. It has been reviewed and strengthened for the 2020-2024 planning cycle. The Action Plan was based on 27 national goals that were intended to improve basic education across all levels. Thirteen (13) of these goals, were output goals, dealing with better school results and better enrolment of learners in schools. The remaining 14 goals dealt with things that had to happen for the output goals to be realised.

Council of Education Ministers (CEM) Priorities for the 6th Administration – These priorities were approved by the Council of Education Ministers to lay a solid foundation for quality education, in support of improved reading and learning outcomes:

Improving foundational skills of Numeracy and Literacy, especially reading which should be underpinned by a Reading Revolution.
Immediate implementation of a curriculum with skills and competencies for a changing world in all public schools (Three Stream Model, Fourth Industrial Revolution, Entrepreneurship, Focus Schools, etc.)
Deal decisively with quality and efficiency through the implementation of standardised assessments to reduce failure, repetition, and dropout rates and introduce multiple qualifications such as General Education Certificate before the Grade 12 exit qualification
Urgent implementation of two years of ECD before Grade 1, and the migration of the 0 - 4 year olds from Social Development to Basic Education.
Complete an integrated Infrastructure Development Plan informed by infrastructure delivery and regular maintenance which is resourced.
Work with Sport and Recreation, Arts and Culture, Health, and South African Police Services to teach and promote Social Cohesion, Health and School Safety.

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

SONA 2021 – Presidential pronouncements on the following:

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

SONA 2022 – Presidential pronouncements on the following:

School Infrastructure
- “Government is introducing an innovative social infrastructure delivery mechanism to address issues that afflict the delivery of school infrastructure. The mechanism will address the speed, financing and funding, quality of delivery, mass employment and maintenance.”
Educator assistants
- “Over half a million young people appointed as education assistants, making it the largest youth employment programme ever undertaken in our history.”

Learning losses
- “As we return to normal educational activity, we will work harder to ensure that all learners and students get the quality education they need and deserve.”

The DBE Strategic Plan 2020/21 – 2024/25 - The Department gave a detailed overview of the impact statement, outcomes and indicators (including baseline and five-year target) for the following:

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

Progress on Selected Key Deliverables – The Department gave a detailed overview of the progress on some of the following key deliverables”
1. Bachelor Pass (Numbers) per province 2021;
2. Special Needs Education (SNE) Learners who passed NSC in 2021 - The core promise of the National Development Plan’s Vision 2030 is to leave no one behind, and the DBE aims to fulfil this commitment towards persons with disabilities. A total of 1 937 learners with Special Needs Education have achieved their NSC qualification.
3. Workbooks 2021 Delivery Status;
4. Funza Lushaka Placement Rates;
5. Allocated Post Filled per Province;
6. Percentage of Schools that had Allocated Posts Filled;
7. National School Nutrition Programme (NSNP) schools and learners;

Early Childhood Development (ECD) Function Shift
1. Service Delivery: Three (3) modalities for offering ECD i.e. Play Groups, Centre-based Programmes and Home-based programmes. Quality assurance, registration, capacity and systems urgently needed to achieve NDP goals. All ECD programmes to be supported by training of caregivers and those working in ECD centres and playgroups on the National Curriculum Framework (NCF); mobile ECD programmes and toy-libraries.
2. Institutional arrangements and function shift: The Minister and Department of Basic Education (DBE) will receive the responsibility for the ECD function on 1 April 2022 through the Proclamation signed by the President on 27 June 2021. The Minister of Finance tabled the function shift in the Medium Term Budget Policy Statement.
3. Planning, data and information: Census of all Early Learning Programmes – the Department collected data in 37 000 ECD programmes and provided services to 1.5 million children. Early Years Index and baseline assessment of Early Learning Programmes - The data collection was completed. Registration system was under development and adapted for use.
4. Coordination and Change Management: Coordination and change management is required for EMIS, Human Resources, Funding, Institutional Arrangements and Capacity Development.

Annual Plans Towards Long Term Outcomes

The outcomes are broad to consolidate work contributed by the sector to encourage joint planning than working in silos by individual programmes to reflect the aspirations at an organisational level including the support to PEDs. The approach to outcomes assists with clustering delivery areas which relate to strategic outcomes thereby enabling new and emerging interventions to impact the Basic Education system meaningfully. The strategic delivery areas and outputs bridge the gap between medium-to-long-term outcomes, short-term annual outputs and indicators in describing the intended change for the education system. The process and approach to planning have applied the use of the Theory of Change to map the changes and impact of the Department, also using the Results Model to identify the critical success factors and deliverables of the sector in the implementation of the strategic intent. The DBE Strategic Outcomes have been slightly amended for strengthening. Amendments are reflected on Annexure A of the APP.

The Department also outlined the revisions to some of the DBE outcomes.

The Annual Performance Plan (APP) 2022/23 Development Process

The Department detailed the APP process with timeframes and touched on some of the following:

DPME findings on the Draft APP;
DWYPD findings on the Draft APP;
AGSA findings on the Draft APP;
MTSF Areas to be strengthened in provincial and national APPs; and
Feedback from Cabinet on the DBE MTSF Report.

Strategic Plan 2020/21 – 2024/25 (Impact Statement, Outcomes and Indicators) – The following outcomes were highlighted with the indicator, baseline and five-year target

Outcome 1 – Improved system of policies, including the curriculum and assessment, governing the basic education sector to advance a quality and inclusive, safe and healthy basic education system.
- Improve the proportion of 6-year-olds (Grade R) enrolled in educational institutions by 2024;
- Improve the proportion of 5-year-olds (Grade RR) enrolled in educational institutions by 2024;
- Improve the proportion of Grade R learners that are school ready by 2024;
- Increase the number of youths obtaining Bachelor-level passes in the NSC by 2024;
- Increase the number of youths obtaining 60% and above in Mathematics by 2024; and
- Increase the number of youths obtaining 60% and above in Physical Science by 2024.

Outcome 2 – Improved information and other systems which enable transformation and an efficient and accountable sector.
- Improve learning outcomes in Grade 6 in critical subjects reflected through the new Systemic Evaluation by 2024;
- Improve learning outcomes in Grade 9 in critical subjects reflected through the new Systemic Evaluation by 2024;
- Improve learning outcomes in Grade 6 Mathematics according to the international SEACMEQ by 2020;
- Improve learning outcomes in Grade 6 Reading according to the international SEACMEQ by 2020;
- Improve learning outcomes in Grade 9 in Mathematics in the TIMSS programmes by 2023; and
- Improve learning outcomes in Grade 9 Science in the TIMSS programmes by 2023.

Outcome 3 – Improved knowledge, monitoring and research functions to advance more evidence-driven planning, instruction and delivery.
- Improve the proportion of Grade 3 learners reaching the required competency levels in reading and numeracy skills as assessed through the new Systemic Evaluation by 2024;
- Increase the average score obtained by Grade 4 learners in the PIRLS by 2021; and
- Increase the average score obtained by Grade 5 learners in the TIMSS by 2023.

Outcome 4 – Advanced development of innovative and high-quality educational materials.
- Increase the percentage of sschools with access to functional internet connectivity for teaching and learning, connected through different options working with the DCDT (Department of Communications and Digital Technologies); and
- Improve the availability of quality early reading materials for teaching Home Language Literacy in indigenous languages (this is an intervention on the MTSF)

Outcome 5 – Enhanced strategic interventions to assist and develop provincial education systems
- Increase the number of mediation sessions conducted to ensure accurate interpretation of assessment data

Outcome 6 – Improved communication of information and partnerships with stakeholders
- Increase the number of District Directors forums held

The DBE Annual Performance Plan (2022/23) - The activities of the Department had been structured into five programmes as elaborated in the Annual Performance Plan:

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

For the 2022 – 23 Annual Performance Plan there was a combined total of 70 performance indicators for all five programmes of the Department – and could be broken down into 58 (84 percent) annual targets, 10 (12 percent) quarterly targets, one (1 percent) bi-annual targets and one (1 percent) bi-ennial target.

For 2022/23 APP the following indicators are removed:

A National Report is produced on the amended legislation to regulate the new ECD landscape
Number of quarterly monitoring reports indicating the number and percentage of schools where allocated teaching posts are all filled.

For 2022/23 APP the following indicators are new indicators:

Number of Schedule 4, 5 and 6 Conditional Grants Quarterly Performance Reports submitted to National Treasury (NT) 45 days after the end of each quarter.
- An Annual Sector Report is produced on the provision of nutritious meals and compliance with feeding requirements. (Replaces “5.1.1 Number of schools monitored for the provision of nutritious meals”.
Number of professionals trained in SASCE programmes.

Programme 1 – Administration

Annual Outcome Indicators:

Annual Performance Plan approved by 31 March each financial year – The Department’s target was to have the 2023-24 APP approved by March 2023.
Number of capacity building programmes offered to the DBE officials – The target set by the Department stood at 14 capacity building programmes for 2022-23.

Quarterly Outcome Indicators:

Percentage of valid invoices paid within 30 days upon receipt by the Department – The target set by the Department stood at 100 percent.
Number of reports on misconduct cases resolved within 90 days – The quarterly target set by the Department stood at four (4) reports.
Number of Schedule 4, 5, 6 Conditional Grants Quarterly Performance Reports submitted to National Treasury (NT) 45 days after the end of each quarter - The target set by the Department stood at 28 reports.
Number of Quarterly Performance Reports submitted to National Treasury(NT) and the DPME 30 days after the end of each quarter – The Department’s target was to submit four (4) quarterly reports to National Treasury and the Department of Performance Monitoring and Evaluation (DPME) 30 days after the end of each quarter.

Programme 2 – Curriculum Policy, Support and Monitoring:

Annual Outcome Indicators:

Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID using the Learning Programme for C/LPID – The Department’s target is set at 3 927 children/learners
An Annual National Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention – The target was for an approved Annual National Report on monitoring of the implementation of the policy on SIAS as a mechanism for early identification and intervention.
An Annual National Report is produced on the development of a new funding model for ECD - The target was for an approved Annual National Report on the review of the subsidy payment mechanism.
An Annual National Report is produced on conducting an Early Childhood Development census to inform the integration of ECD into the EMIS - The target was for an approved Annual National Report produced on the integration of ECD data into EMIS.
An Annual National Report is produced on developing an Early Childhood Development Human Resource Development Plan - The target was for an approved Annual National Report on piloting the new service delivery model and its workforce implications.
Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 -12 – The Department’s target is set at eight (8) districts monitored.
Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes - The Departments target is set at nine (9) provinces monitored.
Number of schools monitored for implementing compulsory entrepreneurship education - The Departments target is set at 180 schools (20 per province).
An Annual Sector Report is produced on the implementation of the General Education Certificate (GEC) – The target is an approved Annual Sector Report on the implementation of the General Education Certificate (GEC).
An Annual Sector Report is produced on schools that are prepared to respectively implement and pilot the Technical Occupational Stream – The target is an approved Annual Sector Report on schools of skills that pilot the Technical Occupational Stream in 2022/23.
Number of schools monitored for piloting the Coding and Robotics Curriculum (no outer year target due to budget constraints) – The target is set at 18 schools (2 per piloting province).
Number of schools monitored on the implementation of the reading norms - The Departments target is set at 18 schools.
Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The Departments target is set at 18 schools.
Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The Departments target is set at 18 schools.
Number of schools with multi-grade classes monitored for implementing the multi-grade toolkit - The Departments target is set at 32 schools.
An Annual Sector Report is produced on the implementation of the National Reading Plan - The target is an approved Annual Sector Report on the implementation of the National Reading Plan.
An Annual Sector Report is produced on the number of public schools monitored on the availability of readers - The target is an approved Annual Sector Report on the number of public schools monitored on the availability of readers.
Number of schools per province monitored for utilisation of Information and Communication Technology (ICT) resources - The Departments target is set at 27 schools (three per province).
Percentage of public schools with Home Language workbooks for learners in Grades 1 to 6 per year, after having placed an order - The Departments target is set at 100 percent for 2022/23.
Percentage of public schools with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order - The Departments target is set at 100 percent for 2022/23.
Percentage of public schools with workbooks for learners in Grades R per year, after having placed an order - The Departments target is set at 100 percent for 2022/23.
An Annual Sector Report is produced on the percentage of learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12 - The target is an approved Annual Sector Report on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12.
The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1 to 4 - The Departments target is set at 10 schools.
Number of special schools with access to electronic (low targets and no outer year target due to budge constraints) - The Departments target is set at 70 schools.
An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices - The target is an approved Annual Sector Report on the monitoring of procurement and distribution of ICT devices.
An Annual Sector Report is produced on the number of teachers trained on inclusion - The target is an approved Annual Sector Report on the number of teachers trained on inclusion.
An Annual Sector Report is produced on the number of learners in public special schools - The target is an approved Annual Sector Report on the number of learners in public special schools.
An Annual Sector Report is produced on the percentage of public special schools serving as resource centres - The target is an approved Annual Sector Report on the percentage of public special schools serving as resource centres.
An Annual Sector Report is produced on the establishment of Focus Schools per PED - The target is an approved Annual Sector Report on the establishment of Focus Schools per PED.

Quarterly Outcome Indicators:

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

Bi-Annual Outcome Indicators:

Number of learners per year obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, including upgraded NSC, through the SCMP - The target set by the Department is 50 000 learners.

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

Annual Outcome Indicators:

Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness – The Departments target is set at 70 percent of 1000 sampled schools.
Percentage of schools producing the minimum set of management documents at a required standard - The Departments target is set at 100 percent of 1000 sampled schools.
Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education per year - The Departments target is set at 11 800 bursaries awarded.
An Annual National Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers - The target is an approved Annual National Report on the number of qualified teachers aged 30 and below entering the public service as teachers.
An Annual Sector Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres – The target is an approved Annual Sector Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres.
An Annual Sector Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on Language, Mathematics, Physical Sciences and Accounting – The target is an approved Annual Sector Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on Language, Mathematics, Physical Sciences and Accounting.
Number of PEDs that had their post- provisioning processes assessed for compliance with the post-provisioning norms and standards - The Departments target is set at nine.
An Annual Sector Report is produced on the number of Grade R practitioners with at least NQF level 6 and above qualification - The target is an approved Annual Sector Report is produced on the number of Grade R practitioners with at least NQF Level 6 and above qualification.
Number of PEDs monitored on the implementation of the Quality Management System (QMS) for school-based educators - The target is set at nine PEDs monitored.
Number of PEDs monitored on the implementation of Education Management Service: Performance Management and Development System (EMS: PMDS) - The target is set at nine PEDs monitored.

Quarterly Outcome Indicators:

Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six (6) months upon confirmation that the bursar has completed studies - The Department’s target is set at four reports.

Programme 4: Planning, Information and Assessment

Annual Outcome Indicators:

Number of new schools built and completed through ASIDI - The Department’s target is set at 30 schools.
Number of schools provided with sanitation facilities - The Department’s target is set at 450 schools.
Number of schools provided with water facilities through ASIDI - The Department’s target is set at 50 schools.
Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9 - The Department’s target is set at 500 test items developed.
Number of NSC reports produced - The Department’s target is set at four reports.
Number of question papers set for June and November examinations - The Department’s target is set at 320 question papers.
Percentage of public schools using the South African School Administration Systems (SA-SAMs) for reporting - The Department’s target is set at 98 percent of public schools.
An Annual National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) and EMIS priorities – The target is an approved Annual National Report on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) and EMIS priorities.
An Annual National Report is produced on learning outcomes linked to the National Assessment Framework (NAF) – The target is an approved Annual National Report on learning outcomes linked to the National Assessment Framework (NAF).
An Annual National Report is produced on the Early Learning National Assessment to determine school readiness - The target is an approved Annual National Report on the second Early Learning National Assessment.
Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - The Department’s target is set at 60.
Percentage of District Directors that have undergone competency assessment prior to their appointment - The Department’s target is set at 97 percent of District Directors.
Number of underperforming secondary schools monitored at least twice a year by sector officials - The Department’s target is set at 1 000 underperforming secondary schools monitored.
Number of District Director forums held - The Department’s target is set at three forums.
Number of districts in which teacher development has been conducted as per District Improvement Plan - The Department’s target is set at 65 districts.

Biennial Outcome Indicators:

Percentage of school principals rating the support services of districts as being satisfactory - The Department’s target is set at 75 percent.

Programme 5: Educational Enrichment Services

Annual Outcome Indicators:

Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme - The Department’s target is set at nine PEDs.
Number of professionals trained in SASCE programmes - The Department’s target is set at 900 professionals trained.

Quarterly Outcome Indicators:

Number of schools monitored for the provision of nutritious meals - The Department’s target is set at 125 schools monitored.
Number of districts monitored in the implementation of the National School Safety Framework (NSSF), Social Cohesion, Sport and Enrichment Programmes - The Department’s target is set at 75 districts monitored.
Number of learners, educators, parents, SGBs and other education stakeholders reached through social cohesion programmes - The Department’s target is set at 3 500.
Number of districts implementing the programme on end school-related gender-based violence - The Department’s target is set at 75 districts.

Budget Allocations - 2022

MTEF (2022) Cabinet Baseline Reductions


2022 Indicative Allocation	29 372 764	30 052792	31 402 447
Departmental baseline	6 532 266	6 227 774	6 507 461
Conditional Grants to provinces	22 840 498	23 825 018	24 894 986
Learners with Profound Intellectual Disability Grant	249 430	260 424	272 120
Early Childhood Development	1 191 918	1 242 487	1 298 286
Maths, Science and Technology grant	424 528	433 079	452 528
Education Infrastructure Grant	12 229 436	12 768 433	13 341 856
National School Nutrition Programme grant	8 504 132	8 878 942	9 277 690
HIV and AIDS( life skills education) grant	241 054	241 653	252 506
BASELINE INCREASES
Compensation of employees	11 185	-	-
Departmental agencies and accounts(UMALUSI)	20 000	20 000	20 000
Foreign government and International organisations (ADEA)	836	836	836
Goods and Services	32 745	32 745	32 745
Ntataise (ECD function)	1 083	1 083	1 132
Presidential Employment Stimulus: Oversight	5 000	5 400	-
South African Congress for Early Childhood Development (ECD function)	826	829	866
Uhambo foundation (ECD function)	2 130	2 143	2 239

BASELINE REDUCTION	www(53 581)	(53 581)	(53 (53 581)
Departmental Agencies and Accounts	(3 000)	(3 000)	(3000)
Goods and Services (Departmental Operations)	(24 421)	(24 124)	(24 124)
Households (Funza Lushaka)	(26 160)	(26 160)	(26 160)
ADJUSTMENTS TO CONDITIONAL GRANTS
Conditional Grants to provinces	167 179	325 762	-
Learners with Profound Intellectual Disability Grant	6 091	--	-
Early Childhood Development	764	-	-
Maths, Science and Technology grant	265	-	-
Education Infrastructure Grant	154 649	325 762	-
HIV and AIDS( life skills education) grant	1 221	-	-
National School Nutrition Programme grant	4 189	-	-



	535 184	538 464	562562 562 869
Curriculum Policy, Support and Monitoring	3 280 768	3 337 074	3 486 938
Teachers, Education Human Resource and Institutional Development	1 501 105	1 505 673	1 567 649
Planning, Information and Assessment	15 416 997	15 810 760	16 180 197
Educational Enrichment Services	8 826 113	9 196 038	9 609 031
Total	29 560 167	30 388 009	31 406 684



Compensation of Employees	549 328	541 065	565 363
Goods and services	2 246 887	2 256 959	2 352 418
Interest and Rent on Land	40 553	40 709	42 537
Transfers and subsidies	24 662 313	25 812 492	26 631 697
Payments of capital assets	2 061 086	1 736 784	1 814 669
Total	29 560 167	30 388 009	31 406 684

Earmarked Funds
Learners with Profound Intellectual Disabilities Grant - Nat	3 320	3 468	3 624
Matric Second Chance	58 162	58 057	60 665
National School Nutrition Programme Grant-Nat	19 655	19 643	20 526
Oversight of Maths, Science and Technology Grant-Nat	6 779	6 767	7 071
Presidential Employment Stimulus: Oversight	5 000	5 400	-
Workbooks	1 207 033	1 204 870	1 258 978
Total	1 299 949	1 298 205	1 350 864

2.10.5 Details of Conditional Grants Allocations/Transfers (R’000) over the 2022 MTEF

Conditional Grants
Learner with Profound Intellectual Disabilities	255 521	260 424	272 120
Early Childhood Development Grant	1 192 682	1 242 487	1 298 286
Maths, Science and Technology Grant	424 793	433 079	452 528
Education Infrastructure Grant	12 384 085	13 094 195	13 341 856
HIV and AIDS(life skill education) Grant	242 275	241 653	252 506
National School Nutrition Programme Grant	8 508 321	8 878 942	9 277 690
Total	23 007 677	24 150 780	24 894 986

Other Transfers
Unesco Membership Fees	17 773	1 7 841	18 642
	1 000	1 001	1 008
Guidance Counselling and Youth Development Centre: Malawi	204	205	214
Childline South Africa	82	86	90
National Education Collaboration Trust	120 738	121 515	126 972
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3 816	3 831	4 003
NSFAS: Funza Lushaka	1 328 953	1 334 160	1 395 251
South African Congress for Early Childhood Development (ECD function)	826	829	866
Uhambo foundation (ECD function)	2 130	2 143	2 239
Ntataise (ECD function)	1 083	1 083	1 132
	1 476 605	1 482 694	1 550 417

Other Transfers
Transfers to Public Entities	178 031	179 010	186 294
Umalusi	162 031	162 945	169 365
ETDP SETA	472	474	495
South African Council for Educators	15 528	15 599	16 434
Total Transfers	1 654 636	1 661 704	1 736 711

2.11 Portfolio Committee Observations

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

On issues of Research, the following were mentioned:
- Members queried whether there were any changes/amendments to the recent Research Agenda 2019-2023 and requested copies of the document to be made available to the Portfolio Committee.
- What percentage of the budget was being allocated to the Research Unit?
- What was the staff compliment/capacity within the Research Unit?
- How many research reports had been produced in the last financial year?
- Where there any new research reports being commissioned in the forthcoming year.
Members also raised issues with the Curriculum and queried the following:
- Wat was the budget allocation for Curriculum catch-up programmes and interventions.
- Of the many catch-up programmes and initiatives – how many were being piloted to check the positive impact.
- Members also queried whether there was consideration given to any further/extra interventions by the Department within its plans and targets for catch-up programmes; specifically, in the rural/disadvantaged schools. If there were such plans, that they be shared with the Portfolio Committee. If not, that the Department considered including such in its targets, plans and programmes.
In respect of Mathematics, Science and Technology subjects, Members also raised the following:
- The importance of these subject not to be undermined within the education sector.
- Members queried how the Department was addressing issues of poor uptake and poor performance of these subjects at school level, especially in rural/disadvantaged schools. How was the Department monitoring and overseeing this matter?
- It was reported that school had been discontinuing the offering of these critical subjects due to a lack of qualified and experienced educators, dwindling learner numbers and perennial poor performance of these subjects. The Department was urged to do the necessary monitoring and address challenges, assist and support school with these subjects.
Members queried the plans by the Department to ensure the promotion of home-language as a medium of instruction in schools. Also on mother-tongue education, Members queried whether the Department would consider having workbooks being bi-lingual to assist.
On the Systemic Test Evaluations, Members queried how this would be done and how learners would be tested. Members also queried whether these test would be done at a national level or also through PEDs.
Members noted the limited/no budget with low targets for Special Schools, including limited resources and devices available for these schools. Members queried how the Department was looking to address this challenge.
Members queried whether there may be a miss-alignment of the pass-mark for Grade 12 and the access points requirements to Higher Education Institutions.
With Funza Lushaka bursars, Members queried whether the Department could consider ensuring bursaries specific to Technical Mathematics, Science, Technology, Robotics, Coding Maritime etc. and prohibit bursars from changing their study subjects once admitted to Higher Education Institutions.
With the Independent Schools Evaluation Authority there is monitoring of the quality of teaching and learning in schools – did the Department have a similar system in place to do such monitoring.
In respect of Network/Access to ICT, Members queried how the spectrum release could benefit learners having challenges with network access and connectivity.
Regarding the slight increase in the budget, Members noted prior underspending and queried the interventions by the Department to ensure this did not happen again. Members also queried the consequence management against those errand officials.
Members also queried whether the budget for the remuneration of teachers would be utilised for salary increases or targeted for filling of vacant posts.
Members queried whether the ECD budget would be sufficient for what the Department required.
With the APP, Members queried whether there were challenges that may lead to non-attainment of set targets – and how was the APP responding to the governing party manifesto and contributing to the attainment of the NDP goals.
Regarding the Presidential Youth Employment Initiative (PYEI), Members noted that this was coming to an end. Members reported advertising for a Phase Three of the programme and requested that the Department verified this.
Members also queried whether there was any support from the Department to schools for SGB teacher posts.
On Gender-based Violence programmes Members queried whether there were any budget allocation and set targets for such programmes in the APP.
The challenges with learner placement, especially in the Western Cape persisted. Members queried steps in place to address and resolve this matter with the Western Cape Education Department to ensure all learners received placement.
On learner drop-outs, Members queried the strategies/mechanisms in place to address issues of tracking, tracing and retention of learners – was this included in the current APP.
On the ECD function shift, Members noted that schools had challenges with school safety and security of infrastructure and queried strategies and mechanisms in place to ensure ECD resources were secured and protected.
The Department indicated 100 percent workbooks delivery to schools but during oversight visits school indicated that they may not have received all workbook delivery. Members sought clarity from the Department on this phenomenon.
With the contracts for EAs and Gas coming to an end, Members queried whether the Department had alternate initiatives to create employment for youth who were unemployed. Members also argued that the Department considered an extension of these contracts if possible.

Minister A Motshekga – Minister Motshekga agreed that there may be challenges with schools offering Maths and Science, but the Department had put in place various strategies and interventions programme to mitigate these challenges within specific schools. The Department indicated that all school must teach Maths and Science – were there were school not offering the subjects, the schools needed to be addressed. The Minister also alluded to many of the PEDs who were doing very well with Maths and Science irrespective of circumstances. Apart from the Department’s interventions and support, many PED had their own initiatives and programmes to boost performance and learner uptake in these subjects.

DBE was a National Department that worked with all PEDs, including the Western Cape. Where there were good/best practices, this was shared emulated in other provinces. The Department had the services of monitoring agents in provinces utilising various mechanisms to assist with monitoring of quality teaching and learning.

Regarding issues of network and connectivity challenges, the Department had engaged with the Department of Communications and was assured that DBE would be prioritised as a sector for mitigating network/connectivity challenges.

The Annual Performance Plan of the Department was developed with consideration of the 5-year plan of the governing party and further informed by the pronouncements of Cabinet. These priorities are aligned as best the could.

Regarding the extension/renewal of the contracts for EAs and Gas, the Minister mentioned that after engagements with National Treasury, money was being made available for a 3rd Phase of the initiative. The Department did not assist with payment of SGB teacher posts.

On workbooks, the Minister indicated that these were effectively and efficiently delivered and distributed by the Department. The main challenges were in respect of textbooks and stationery. Schools needed to ensure they had a functional and effective retrieval policy to ensure adequate retrieval of textbooks from learners. She mentioned that there were delays in delivery of stationery in the Eastern Cape due to budget challenges. to schools.

The Minister acknowledged challenges with placements, especially in the Western Cape and resolved that she would interact with her counterpart in the Western Cape to work together in resolving placement challenges.

Director-General, Mr H Mweli – Mr Mweli indicated that the bulk of the Department’s research was done in collaboration with Higher Education Institutions and other stakeholders in the education sector. The Department rarely did any of its own research. There was a team that had done the necessary investigations in respect of Curriculum coverage, catch-up and gaps. Further to this the NECT also did some work involving issues of workbooks delivery and availability. There seemed to be some confusion regarding the delivery of workbooks/textbooks as schools may report non-delivery but after investigation this was found not to be true. Figures for delivery of workbooks were audited by an independent firm.

PEDs utilised their available allocation and resources for Curriculum catch-up programmes – and could only work within their available budget. There were three forms of Mathematics and problems arose due to the proportional distribution of these offerings to learners. The Department agreed that there was a need to ensure more offerings for technical subjects. It needed to be noted that there had been some improvement in performance for technical subjects. The Department had regular meetings with PEDs individually on issues of performance in Mathematics and other technical subjects – and ensure their plans were aligned. The targets and indicator performance was aligned to that of the NDP priorities.

Mr Mweli agreed and acknowledged that mother-tongue and home-language was attached to knowledge and skills. The Department had done much monitoring and oversight in PEDs in respect of learner support programmes and initiative for Curriculum catch-up and could attest to most PEDs having extra intervention and catch-up programmes in place to deal with Curriculum gaps. Field workers were on the ground visiting schools in respect of learner and teaching assessments and evaluations.

Regarding the possible miss-alignment of Grade 12 pass-marks and criteria for Higher Education Institutions the Minister had established a task team working in collaboration with Higher Education. The DG also mentioned that he had regular structured engagements with Universities and Heads-of-Faculties. It was mentioned that few Universities actually specialised in technical education and there was agreement to ensure an increase in technical subject offerings.

Issues of teacher remuneration remained subject to the public service sector negotiations and the Department made provision for this in their budget for improvement in conditions of service.

The Department utilised the SA-SAMS to do the necessary tracking and tracing of learner and drop-out learners. The Department was in the process of doing an analysis of the data on the SA-SAMS

Budget cuts remained the main contributor to the Department not being able to meet set targets/indicators.

The Department was working closely with the Western Cape in respect of placement and admission of all learners. The Department would provide the Portfolio Committee with an updated status report on the matter.

Regarding the ECD function shift, there would be very little changes to the current arrangements and the Department would utilise and maintain what has been received from the Department of Social Development.

On water, sanitation and inappropriate structures identified for ASIDI and SAFE programmes – these would be completed in 2022/23.

The Department had created many short-term employment oppurtunities available to unemployed youth e.g. Youth in the Build Environment, internships etc.

Deputy-Director General, Ms S Geyer – The Department was indeed taking over the ECD function “foot-stoots”. There would be a proper analysis of the function in the first year in respect of improvements to the ECD model and ensure adequate resourcing and costing.

Deputy-Director General, Mr S Padayachee – The Department acknowledged the phenomenon of Funza Lushaka students changing their subjects and study path once accepted at Universities. The Department was collaborating with Higher Education Institutions to ensure such changes only happened with the necessary approvals. The Department was also looking to introduce district-based recruitment, especially in the rural/disadvantages schools. The Department would be continuing with the 3rd phase of the PYEI. Many EAs from past phases had found gainful employment or enrolled for further studies.

Deputy-Director General, Ms C Nuga-Deliwe – The Department had various areas of research within the Research and Evaluations Unit of the Department. The Unit also collaborated with Higher Education Institutions and other relevant education sector stakeholders. The Department would share the Research Agenda with the Portfolio Committee.

General, Mr P Khunou – The Department ensured the monitoring of budget spending on a daily and weekly basis. These involved engagements with the Minister on progress with spending. The Department, by March 2022 had spent 96.7 percent of its budget. Regarding ECD, the budget for ECD was that which was received by the Department of Social Development and the Department had little input on the matter. Similarly, at provincial level, budgets were being shifted from the Provincial Department of Social Development to the Provincial Education Departments.

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

3.1 South African Council for Educators (SACE)

SACE (the Council) presented the Council-approved 2022/2023 Annual Performance Plan (APP), having taken into consideration its mandate, policy prescripts as well as aligning its programmes with the approved budget programme structure. There are six (6) programmes that the Council will be implementing for the 5-year Strategic Plan in the 2022/23 Financial Year.

The presentation commenced with details pertaining to the Constitutional, legislative and policy mandate of SACE. The SACE Act No.31 of 2000 as amended required the Council to:

Provide for the registration of educators;
Promote the professional development of educators;
Set, maintain and protect ethical standards; and
Set, maintain and protect professional standards.

3.1.1 External Environment – The 2022/23 APP is presented against the backdrop of the impact that the COVID-19 pandemic has had on the entire education system, as well as SACE’s performance in the last 22 months. The Council was mindful of Education 4.0, which is informed by the imperatives of the fourth industrial revolution and its implications for the teaching profession, now and in the future. The APP’s planned outcomes, outputs, performance indicators and targets contribute to the sixth administration’s priority number three in terms of educators and Early Childhood Development(ECD). The whole-education district development model that is enhancing service delivery to the educators at the coal-face of the teaching profession. The proclamation of the ECD function shift from DSD to DBE and the professionalisation of the sector in line with the DBE’s HRD strategy. The 2021 Teacher Development and Human Resource and Development Council Summits. The DBE Lekgotla, as well as the 2022 SONA.

3.1.2 Internal Environment – The SACE registration database indicates that Council had a register of 36 887 professionally registered educators from both the public and independent schools as of 31December2021. More ECD practitioners will be registered. The APP is reflective of Council moving insync with the government in prioritising the professionalisation of the teaching profession across the teacher education and development continuum, through programmes 2, 3, 4 and 5. In ensuring that the education system and teaching profession have capable, quality, fit-for-purpose and reflective professional educators who are also lifelong learners, Council developed a theory of change that will intensify the development and support of educators’ participation in the Continuing Professional Teacher Development (CPTD) system. While many investigations have been completed, cases fail to be finalised due to the disciplinary hearings being affected by complex factors. The Code of professional ethics reactive enforcement approach makes it difficult for SACE to plan in advance for the number of reported teacher misconduct cases that must be finalised in a financial year.

Some of the challenges encountered by SACE in the execution of its duties while implementing the code of ethics include among others:

COVID -19 Pandemic lockdown, particularly during the first six months;
Parental refusal to permit children to testify as a result of COVID-19 Pandemic;
Closure of Schools;
Challenges with online disciplinary hearings;
Restricted Access to Schools;
Slow turnaround time in concluding the cases; and
Inadequate internal system and process that contributed to negative audit findings in 2020/2021.

3.1.3 Institutional Programme Performance Information

3.1.3.1 Programme 1: Administration – Outcome: Efficient and Effective governance

Output Indicators:

Number of Council and EXCO meetings convened – The SACE target is set at 10 meetings convened.
Number of approved quarterly performance reports submitted to oversight authorities – The SACE target is set at four reports submitted.
Percentage of employees assessed for performance through performance development system – The target is set at 100 percent.
Percentage of trained employees – The target is set at 40 percent
Number of advocacy and communication activities on the SACE core mandates – The target is set at four activities.
Number of engagements with stakeholders – The target is set at 16 engagements.
Percentage of invoices paid within 30 days – The target is set at 100 percent of invoices paid.
Percentage of completed digitalised Digitised system in a year – The target is set at 60 percent.

3.1.3.2 Programme 2: Professional Registration – Outcome: Fit-to-practice registered educators and lecturers.

Output Indicators:

Percentage of fit-to-practice registered educators - The target is set at 100 percent of educators.

3.1.3.3 Programme 3: Ethical Standards – Outcome: Maintained ethical standards.

Output Indicators: (Investigations)

Percentage of finalised investigations into new cases – The SACE target is set at 70 percent of investigations.
Percentage of finalised investigations into roll-over cases – The target is set at 80 percent of investigations.

Output Indicators: (Disciplinary Hearings)

Percentage of finalised disciplinary hearings into new cases – The SACE target is set at 40 percent of disciplinary hearings.
Percentage of finalised disciplinary hearings into roll-over cases – The SACE target is set at 50 percent.

Output Indicators: (Sanctions)

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

3.1.3.4 Programme 4: Professional Development – Outcomes: Improved teacher competence.

Output Indicators: Continuing Professional Teacher Development Management System

Number of educators confirmed to have earned a minimum of 50 professional development points in a year - The SACE target is set at 25 000 educators.

Output Indicators: Member Support

Number of educators supported on professional matters – The SACE target is set at 40 000 educators.

Output Indicators: Quality Management

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

3.1.3.5 Programme 5: Professional Teaching Standards – Outcomes: Improved teacher professionalism

Output Indicators:

Number of professional teaching standards promoted within the teacher education continuum in a year - The SACE target is set at two (2) professional teaching standards promoted.
Number of teacher professionalisation interventions in the teacher education and development continuum - The SACE target is set at two (2) teacher professionalisation interventions.

3.1.3.6 Programme 6: Research – Outcomes: Improved advisory role

Output Indicators (Research Reports)

Number of completed research reports - The SACE target is set at two (2) completed research reports.

Output Indicators (Data Management)

Number of completed statistical reports - The SACE target is set at one (1) completed statistical report.

3.1.4 Budget Allocations

3.1.4.1 Medium Term Expenditure Framework (MTEF): Revenue

Financial performance in R,000	2018/19	20119/20	2020/21	2021/22	2022/23	2023/24	2024/25
Financial performance in R,000	Audited	Audited	Audited	Budget

Revenue	104,937	112,009	104,284	113,149	112,438	112,509	113,344

Registration fees	6,663	7,934	7,451	7,000	5,000	5,000	5,000
Subscription fees	76,671	77,731	79,465	80,100	88,110	88,110	88,110
Reprints of certificates	2,086	2,037	1,764	2,000	1,500	1,500	1,500
Interest receivable	3,922	4,629	2,003	1,800	2,000	2,000	2,000
CPTD Subsidy	14,878	18,833	12,951	21,749	15,528	15,599	16,434
Sundry income	717	845	650	500	300	300	300

Financial performance in R,000	2018/19	2019/20	2020/21	2021/22	2022/23	2023/24	2024/25
Financial performance in R,000	Audited	Audited	Audited	Budget


Expenditure	79,836	106,825	88,230	113,149	112,438	112,509	113,344
Administration	45,222	59,606	55,654	63,063	63,733	66,817	65,586
Research	454	3,669	1,808	2,510	2,986	2,665	2,748
Professional Development	17,752	23,882	15,953	28,539	23,910	23,912	25,655
Registration	6,108	7,263	5,083	5,790	6,530	6,282	6,546
Code of Ethics	9,047	11,200	7,889	10,846	12,388	9,847	9,724
Teacher Professionalization	1,253	1,205	1,843	2,401	2,891	2,986	3,085

Surplus/Deficit	25,101	5,184	16,054	0	0	0	0

3.1.4.2 Medium Term Expenditure Framework (MTEF): Expenditure

3.1.4.3 SACE Notes:

The Council increased educator annual membership from R 180.00 to R 198.00 effective 01/04/2022.
The increase brought additional revenue of R 8 million.
Proper consultation with the teaching fraternity on the increase was done.
CPTD Government subsidy was reduced.
Council revenue remained constant despite levy increase.
Levy increase of R 80 million was countered by the decrease of registration fees and CPTD subsidy.
The administration cost will remain constant as in 2022.
Cost cutting measures are being implemented.
There is a projected increase in operation except on CPTD due to a reduced budget.
The Council is moving into three (3) new administration offices in April 2022.
A feasibility study to establish offices in the remaining three (3) provinces will be conducted at the beginning of the Financial Year.
No rental cost will be incurred by the Council.

3.1.5 Portfolio Committee Observations

In respect of unresolved cases due to non-availability of witnesses, Members queried steps in place by SACE to address this challenge to ultimately finalise and resolve cases.
Members also noted the gaps in the quality and qualification of teachers in the critical subjects and queried how SACE was able to utilise its educator register to assist in informing supply and demand of these educators within the system. Was this register also shared with the Department of Basic Education to assist with filling of skills gaps.
Members also sought clarity on the number of educators in the system versus the number of educators registered with SACE database.
With normal cases managed by SACE, Members queried the turnaround time for completion and finalisation of cases brought to SACE. Members needed to be assured that all cases and investigations received the necessary and timeous attention by SACE. Members questioned how effective the SACE investigators were in dealing with cases.
Regarding the enforcement of SACE sanctions, Members queried the cooperation and implementation of such sanctions by provincial departments across the country.
Although there was appreciation for the SACE offices opening in provinces, Members queried whether SACE had considered other alternative ways for them to connect with their constituents e.g. virtually/online etc. This could also be a cost-saving alternative. Members also queried whether there was any legal mandate on entities purchasing/building offices – and who owned the building, the entity, department or the state.
Members sought further clarity on the SACE budget allocation and possible increases – and what these would be utilised for by SACE.
On the research report of SACE, Members queried where this report was published and whether it was accessible to the general public.
Members noted the increase in SACE subscription fees and queried how these increases would benefit educators registered with SACE.

3.1.6 Responses from SACE

In respect of cases unresolved the Council explained in detail the processes, procedures and legal framework governing such cases. Most cases in their nature involved parents, learners, teachers and communities and there was a need for a holistic approach to dealing with them. SACE needed to ensure a dedicated advocacy and engagement process in respect of learner/parent consent for being part of any investigation. The Council always tried alternate options available to them to mitigate challenges of witnesses not coming forward to have cases resolved. Sharing of information also had its challenges and the processes were tedious from a legal point of view. The Council was considering, where possible, to amend legislation. With SACE sanctions, the Council indicated that provincial education departments needed to ensure that sanctions were enforced and implemented. The Council was of the view that they needed a dedicated session with the Portfolio Committee to better explain and unpack the processes, procedures and relevant legislation guiding the cases being addressed. Although many cases were delayed due to the unavailability of witnesses, SACE was ensuring that cases reached investigation level to speed up disciplinary processes and procedures.

In respect of gaps in the quality of educators, the Council would produce a report on the educators in the system and address issues of supply and demand for educators. The increase in GBV cases needed further attention through the utilisation of profiles of sex-offenders in the teaching profession.

SACE advertised throughout the country on many platforms and used current and previous statistics to gage teacher numbers for the year ahead. The Council also advertised further training and professional development programmes for educators depending on the needs. The case-load of SACE had almost tripled and had gone beyond the budget of the Council.

The Council also gave a breakdown of the approved budget allocation which was divided into two components i.e. Self-Funding and Grants from the Fiscus). A detailed explanation was offered for the acquiring/building of office space in provinces. The Council preferred to utilise buildings own by the Department or government as this was easier to access and process. As per Treasury Regulations, any material asset needed the approval of the National Department – buildings remained the property of the Department but maintained by SACE.

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

Mandate - The mandate of Umalusi was determined by the following:

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

3.2.2 Institutional Policies – These policies included the following:

The Policy for the General and Further Education and Training Qualifications Sub-framework;
Guidelines on Strategy and Priorities for the NQF 2011/2012: Minister of Higher Education and Training;
National policies governing existing qualifications (including their assessment) that are currently certificated by Umalusi;
Standards and Quality Assurance of the General and Further Education and Training Qualifications Sub-framework: Umalusi;
Policy documents and guidelines pertaining to the National Senior Certificate (NSC), Senior Certificate (amended) (SC(a)), General Education and Training Certificate (GETC), National Certificate (Vocational) (NC(V)), National Education Report 190/191 (NATED) (N1-N3) and the national curriculum statements (NCS); and any other qualifications on the General and Further Education and Training Qualifications Sub-framework (GFETQSF), as applicable;
Council policies and directives on the conduct, administration and management of the assessments for qualifications on the GFETQSF;
The regulations pertaining to qualifications on the GFETQSF developed by the Department of Basic Education (DBE) and Gazetted by the Minister on assessment and certification, including those promulgated by provincial legislatures and the policy framework that applies to all technical and vocational education and training (TVET) colleges declared or established by the Minister under the Continuing Education and Training Act, Act No. 16 of 2006;
The Policy and Criteria for the development, registration and publication of qualifications for the GFETQSF;
The Policy for the Re-issue of National Certificates have passed all required approval stages;
The Recognition of Prior Learning (RPL) Policy;
Treasury Regulations; and
Any other related legislation appropriate to the various education and training sectors in which Umalusi is mandated to work.

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

Strategic Priorities – These priorities included the following:

reviewing the quality assurance approach to accommodate new qualifications and improve the status quo;
reviewing, evaluating and appraising qualifications submitted for registration on the GFETQSF;
providing input to the founding Acts to accommodate new qualifications and desired extensions to the mandate for quality assurance;
intensifying research on educational developments linked to the sub-framework to innovate and to advise the appropriate Ministers of Education;
intensifying advocacy to communicate accurate and relevant messages to all stakeholders on issues relating to qualifications on our sub-framework, and
in addition, the organisation will introduce blended models of moderation; that is on-site moderation, off-site moderation, and online moderation.

Strategic Focus (Performance Environment)
1. COVID-19 - Negative impact on verification, certification, quality assurance of assessment processes, advocacy and research activities.
2. Policy Performance - Ongoing policy development based on research – to remain relevant and competitive.
3. Quality Assurance Approach - An instrument for external moderation of questions papers for the GETC qualification has been reviewed.
4. Use of Communication Platforms - Increase the use of digital media platforms (Wikipedia, Facebook, Twitter and YouTube).
5. Qualifications, Certification and Accreditation - Certification numbers have dropped due to the postponed 2020 exams and the delayed 2021/22 certification of candidates. Verification numbers have dropped due to the impact of COVID-19.
6. Quality Assurance of Assessment - Trends on the moderation of question papers, monitoring of examination centres during writing, monitoring of marking centres, verification of marks for various subjects.
7. Evaluation and Accreditation - Trends on institutions granted “a window period to improve” reflects the fact that several institutions apply without ensuring that they meet the criteria.
8. Evaluation and Appraisal of New Qualification - GEC qualification: The DBE has published the GEC for public comment. The GEC policy will be resubmitted to Umalusi for approval.
9. Empowerment of Women, Youth and People with Disabilities - Through the Accountability, Social Cohesion, Economic Empowerment, and Research and Information Management Pillars of the Gender-based Violence and Femicide (GBVF) strategy.
10. Organisational Structure and Human Resource Capacity - Small organogram (138 posts); workload challenges, the need for alternative funding to create more posts; vacancy rate is under 10%
11. Facilities - Tender for refurbishment of Thuto-Mfundo building awarded, construction is expected to be completed by 2nd quarter of 2022/23; access ramps for people with disabilities will be addressed this year
12. Financial Resources - Clean audit for 2020/21; decline in generated income due to COVID-19; DBE committed to provide additional funding for GEC qualification implementation.
13. Information and Communication Technology - ICT systems

enabled service delivery during lockdown; mailboxes migrated to Microsoft 365, bandwidth for Microsoft 365 has been increased; digital signature implemented and integrated

Communication Management - Yammer added as an internal communication platform; Umalusi celebrates 20th anniversary in 2022

Measuring Performance

Programme 1: Administration – The purpose of the programme is to provide strategic leadership, management and administrative services to the organisation. Sub-programmes include:
- Strategy and Governance (S&G);
- Public Relations and Communications (PR&COMS);
- Information and Communication Technology (ICT);
- Human Capital Management (HCM); and
- Finance and Supply Chain Management (F&SCM).

Programme 1 Targets:

Number of advocacy webinars conducted – The annual target is set at eight webinars (two per Quarter).
ICT Network health score maintained at ≥95 percent - The annual target is at ≥95 percent.
Vacancy rate maintained at ≤ 10 percent - The annual target is set at ≤10 percent.
Average number of days for payment of creditors and suppliers – The target is set at 30 days for payment.

Programme 2: Qualifications and Research - The purpose of the programme is to develop and manage an efficient and effective GFETQSF within the NQF and to undertake strategic research in support of that goal. Sub-Programmes included the following:

Qualifications, Curriculum and Certification (QCC); and
Statistical Information and Research (SIR).

Programme 2 Targets:

Number of reports produced on the management of qualifications in the sub-framework – The target is set at one report produced annually.
Number of reports produced on the certification of learner achievements for qualifications in the sub-framework – The target is set at four reports produced annually (one per quarter).
Number of reports produced on the verification of qualifications (certificates) in the sub-framework - The target is set at four reports produced annually (one per quarter).
Number of research reports completed in various formats – The target is set at five research reports annually.

4.2.6.3 Programme 3: Quality Assurance and Monitoring – The purpose of the programme is to ensure that the providers of education and training have the capacity to deliver and assess qualifications registered on the GFETQSF and are doing so to the expected standards and quality. Sub-Programmes include the following:

Quality Assurance of Assessment: School Qualifications;
Quality Assurance of Assessment: Post-School Qualifications; and
Evaluation and Accreditation.

Programme 3 Targets:

Number of quality assurance of assessment reports published for qualifications registered on the GFETQSF – The annual target is set at 10 assessment reports.
Percentage of question papers approved per qualification – The target is set at 100 percent of question papers approved.
Number of assessment bodies audited for their state of readiness to conduct examinations – The annual target is set at four assessment bodies audited.
Number of subjects for which verification of marking is conducted- The target is set at 90 subjects.
Number of subjects for which moderation of internal assessment is conducted – The annual target is set at 190 subjects.
Percentage of accreditation outcomes for private education institutions finalised within 12 months of the site visit – The target is set at 86 percent of accreditation outcomes.
Percentage of identified private education institutions monitored after being granted accreditation – The target is set at 90 percent of identified institutions.

Budget Presentation (2021/22 – 2023/24)

During the current year, the grant increased by R20 million, an additional allocation for implementing ICT projects and funding the quality assurance process. Umalusi expects to receive R60 million over the MTEF period to finance the organization’s critical activities. The infrastructure project has commenced and is progressing very well. The expenditure to date on this project amounts to R4,088,335,04 from the total contract value of R40,482,942,13. Internal financial year-end processes and procedures have started to ensure that the financial year can be closed successfully

The total budget for 2022/2023 equaled R 186.6 Million. The Department of Basic Education (DBE) grant was expected to increase by three percent from the prior year. Based on the economic climate, reduced reserves, and other operational factors, own generated income is projected to decrease.

Revenue from certification has declined due to subject certificates no longer being printed by Umalusi. Certification revenue is expected to increase with the introduction of online replacement certification. Verification income is gradually returning to the pre-pandemic level. The average number of certificates printed each year is expected to increase from 19,000 to about 22,000. Interest income declined in line with the repo rate; the monetary policy revised the repo rate during April 2020 to 3.5%. The Reserve Bank has, however, started raising the repo rate by 25 basis points in November 2021 and again 25 basis points in January 2022; as a result, interest income is expected to increase in the long run. The sundry income is expected to decline due to the tenant vacating the rented space. The billing of assessment bodies will increase with inflation, the expenditure incurred for quality assurance is recovered from assessment bodies. The DBE grant is expected to increase by R60 million during the next three years, being a reinstatement of the previous grant cut by the National Treasury. The additional allocation will help the organisation to implement ICT projects and fund quality assurance process.

3.2.7.1 Table: 1 Summary – Revenue

Comments:

Employee compensation has been increased in line with the Department of Public Service and Administration (DPSA).
28% of the total expenditure is allocated to quality assurance, whereas administration takes 40% of the total budget.
Goods and service is expected to marginal increase in line with inflation due to increase in costs for flights, accommodation and honorarium forms significant portion of expenditure incurred for quality assurance processes.
R3,5 million capital expenditure relates to replacing computer equipment at the end of its life span. The spending is expected to remain the same moderately.
R40 million has been set aside to fund the refurbishment of the Thuto-Mfundo building. The project is ongoing and is expected to be completed by the end of August 2022.

3.2.7.2 Table: 2 Expenditure Per Programme

Portfolio Committee Observations

Members queried how Umalusi was addressing issues of budget cuts versus the increased mandate of the Council.
It was noted that Umalusi as an employer was losing skilled staff as they used Umalusi as a spring-board for better employment oppurtunities. Members queried how the Council was addressing unfilled and vacant posts within the organisation.
With online/blended learning framework, Members queried the role of Umalusi in respect of their contribution to possible legislation in this respect.
Members raised concern with the workload of the Council and how this impacted on the work of the Council and how this was being addressed.
There were concerns raised over the long waiting period for processing of certificates, especially for Grade 12 learners. Members queried what were the contributing factors for the delay in certification – and how this could be mitigated.
Members queried whether Umalusi had considered providing internships for possible candidates as a means of skills development and creating employment.
Members raised concern with the Compensation for Employees versus Goods and Services budget projections. There was a move to more budget utilised for employee compensation which Members felt needed to be addressed and possibly capped.

4.2.9 Responses from Umalusi

Umalusi was also experiencing budget cuts but at the same time was experiencing an expansion of its mandate. Umalusi had engaged the Minister and National Treasury on the expansion of the Umalusi mandate versus the budget constraints experienced. It was clear that the Council would require additional funding. Two strategies had been developed in this regard i.e. Engage the Minister and National Treasury and Establish a new Funding Model for Umalusi.

The Council agreed that it was fertile pouching grounds of its professional staff – this was compounded by staff increases not being effected to ensure additional skills. During the pandemic, the Council had frozen many posts – but with the relaxing of restrictions and Umalusi back at full capacity, many of the posts was in the process of being filled.

Regarding its involvement with the Online Learning Policy, Umalusi had been invited by the Department to submit comments and inputs on the matter to the relevant task-team. Once the necessary legislation was in place, the Department would register such institutions for accreditation with Umalusi.

The Council also agreed that the workload remained challenging as responsibilities had increased. The increased workload was unfortunately not proportional to the budget allocation of Umalusi – and hence the consideration of a possible development of a new funding model for Umalusi.

With delays in the printing and issuing of certificates, the Council gave a detailed explanation to some of the challenges with receiving final data-sets from provincial education departments. There was some mopping-up to be done by PEDs prior to final data-sets being submitted for certification. The only outstanding data-sets were from KwaZulu-Natal, Gauteng, Free State and Northern Cape.

Umalusi did not have sufficient budget to consider internship programmes, however, they had engaged with ETDP-SETA to receive a budget allocation to appoint interns but needed to report to ETDP-SETA. Due to the pandemic this initiative had stalled – and needed to be revived.

Umalusi acknowledged that the observations and concerns around the Compensation of Employees versus Goods and Services needed attention and be addressed. There was a steady increase in Compensation of Employees against Goods and Services which was not correct. Much of the work of the Council remained labour intensive and required the necessary human resources capabilities.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, having considered Budget Vote 16: Basic Education, together with the Annual Performance Plan of the Department of Basic Education recommends that the Minister of Basic Education ensure the following:

Department of Basic Education (DBE)
1. The Department of Basic Education make available copies of the Research Agenda 2019-2023 within seven working days of the last meeting.
2. The Department of Basic Education share all research reports commissioned in the last financial year – as well as details on new research reports being commissioned in the forthcoming financial year.
3. The Department of Basic Education ensure that Curriculum catch-up programmes and initiatives are piloted in provinces to study its impact and effectiveness.
4. The Department of Basic Education consider further/extra interventions within its plans and targets for catch-up programmes; specifically, in the rural/disadvantaged schools. If there are such plans, that they are shared with the Portfolio Committee. If not, that the Department considered including such in its targets, plans and programmes.
5. The Department of Basic Education urgently address challenges with the poor uptake and poor performance of critical subjects (Mathematics, Science and Technology) at school level, especially in rural/disadvantaged schools. The Department to further ensure adequate monitoring and overseeing of the critical subjects and their performance.
6. The Department of Basic Education address and promote mother-tongue/home-language as a medium of instruction in schools.
7. The Department of Basic Education ensure adequate budget allocation and targets set for Special Schools including resources and devices made available to these schools, within 30 days of adoption of this report
8. The Department of Basic Education, in collaboration with Institutions of Higher Learning, ensure critical subject bursaries are available to Funza Lushaka bursars – and prohibit bursars from changing their study subjects once admitted to Higher Education Institutions.
9. The Department of Basic Education consider an extension of the Presidential Youth Employment Initiative (PYEI). Further to this, the Department considered alternate initiatives to create youth employment, within 60 days of adoption of this report.
10. The Department of Basic Education engaged with Provincial Education Department to resolve challenges with learner placements and ensure all learners are adequately placed.
11. The Department of Basic Education ensure strategies and mechanisms are in place to track, trace and retain drop-out learners in the system.
12. The Department of Basic Education do a proper analysis of the ECD function shift and the model to ensure adequate resourcing and costing for the Department

South African Council for Educators (SACE)
1. SACE ensure strategies and mechanisms are employed to finalise and resolve cases brought to the Council.
2. SACE has a dedicated session with the Portfolio Committee to better explain and unpack the processes, procedures and relevant legislation guiding the cases being addressed.
3. SACE ensure enforcement and implementation of SACE sanctions by provincial education departments.
4. SACE share all research reports published with the Portfolio Committee.
5. SACE ensure the increased subscription fees benefited educators registered with SACE.

Council for Quality Assurance in General and Further Education and Training (Umalusi)
1. Umalusi, in collaboration with the Department of Basic education and National Treasury consider augmenting and reviewing the Umalusi budget allocation taking into account the increased mandate of the Council. Umalusi to consider engaging National Treasury on a new funding model for the Council
2. Umalusi ensure vacant posts are filled as a matter of urgency.
3. Umalusi ensure it made representation and contribute to possible legislation pertaining to Online/Blended Learning Framework.
4. Umalusi ensure timeous and speedy turn-around for certification of results processes.
5. Umalusi revive its engagement with ETDP-SETA in respect of providing internships to support skills development and creating employment.
6. Umalusi in collaboration with the Department of Basic Education and National Treasury employ mechanisms and strategies to cap the budget for Compensation for Employees versus Goods and Services projections. It is a concerning trend that there is a steady increase in the budget utilised for employee compensation.

Conclusion

Having satisfied itself in its engagement with the Department of Basic Education and Statutory Bodies on their Annual Performance Plan and the Budget, the Portfolio Committee on Basic Education recommends that Budget Vote 16: Basic Education be adopted and that the House approves Budget Vote 16: Basic Education.

The Democratic Alliance (DA) reserved their rights in support of the Budget Vote 16: Basic Education Report.

Report to be considered.

Documents