ATC220420: Report of the Portfolio Committee on Basic Education for the Third Quarterly Report On the Performance of the Department of Basic Education in meeting its Strategic Objectives for 2021/22, dated, 19 April 2022.

Basic Education

Report of the Portfolio Committee on Basic Education for the Third Quarterly Report On the Performance of the Department of Basic Education in meeting its Strategic Objectives for 2021/22, dated, 19 April 2022.

The Portfolio Committee on Basic Education, having considered the Third Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2021/22 reports as follows:

Introduction

The Portfolio Committee on Basic Education considered the Third Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2021/22 on 29 March 2022. Consideration of quarterly reports by committees is one of established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are critical for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, output in respect of the performance indicators and targets set for 2021/22 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance.

Performance Indicators and Targets

2.1 Major Highlights - The Basic Education Minister, Mrs Angie Motshekga, MP welcomed the launch of the MTN Online School on 21 October 2021, which is seen as a cornerstone in terms of accelerating the digitisation of education content in South Africa (SA). The MTN Online School, a free integrated online educational portal, was developed in partnership with the Department of Basic Education (DBE) and the National Education Collaboration Trust (NECT). The Minister and Deputy Minister, hosted the Charlotte Maxeke Memorial Lecture on 18 October 2021, to highlight critical values and lessons that young people can embrace in building a united South Africa. The Deputy Minister and Eastern Cape MEC for Education, through the Accelerated Schools Infrastructure Delivery Initiative (ASIDI), handed over Nkululeko Raro Primary School to the community of Mbuqe, Mthata in the Eastern Cape on 29 October 2021. The Director-General, undertook an oversight and monitoring visit to 12 schools in Kwa-Zulu Natal to motivate the Grade 12 learners as they were preparing for the 2021 NSC Examinations.

A total of 897 490 candidates enrolled for the November 2021 Grade 12 National Senior Certificate (NSC) examinations. This number is made up of 733 540 full-time and 163 950 part-time candidates. The Class of 2021 was the largest class to date to sit for the Grade 12 NSC examinations since its inception in 2008. More than 270 000 young people have been recruited and placed in schools around the country in phase II of the Presidential Youth Employment Initiative (PYEI) in DBE and started serving on 1 November 2021. More than 41 500 markers have been appointed to mark the scripts at 193 centres located across all nine (9) provinces. The Department has increased the number of marking centres during the 2021 NSC to ensure better compliance to COVID-19 protocols. The Department has increased the number of marking centres during the 2021 NSC to ensure better compliance to COVID-19 protocols. The Director-General visited 177 Marking Centres across 9 Provinces. The Director-General conducted the Pre-Standardisation meetings with Chief Markers and Internal Moderators of 9 Provinces on 20-23 December 2021 in preparation for Standardisation meeting with Umalusi.

2.2 Programmes of the Department of Basic Education (DBE) - The Annual Performance Plan (APP) summarises the priorities of the Department as aligned to the Delivery Agreement of Outcome 1: Improving the quality of Basic Education and the Action Plan to 2024: Towards the Realisation of Schooling 2030. The activities of the Department have 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.

2.3 Overview of Achievements for the Third Quarters - For the 2021/22 Quarter Three indicators, the Department had a total of 70 indicators for all five programmes combined. Of these indicators, 58 were annual targets, ten (10) were quarterly targets, one (1) was a bi-annual target and one (1) was a bi-ennial target. In respect of the 10 (10) quarterly targets - as at the end of the Third Quarter the Department had fully achieved nine (9) targets (90 percent) and partially achieved one (1) targets (10 percent).

Performance per Programme against Performance Indicators and Targets

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

3.1.1 Quarterly Targets:

Percentage of valid invoices paid within 30 days upon receipt by the Department – The Quarterly Target was set at 100 percent with the output at 99.95 percent (7 105 of 7 109). A deviation of -0.05 percent. The deviation was due to suppliers not providing the correct information before Project Managers could approve invoice for processing.

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

Number of Quarterly Performance Reports submitted to National Treasury (NT) and the Department of Planning, Monitoring and Evaluation 30 days after the end of each quarter - The Quarterly Target was set at one Quarterly Report submitted to National Treasury and DPME 30 days after the end of the quarter. This target was achieved with no deviation.

3.1.2 Annual Targets:

Number of capacity building programmes offered to the DBE officials - The Annual Target was set at 12 programmes offered. In Quarter Three, six (6) programmes were offered. There was no deviation of the target.
Annual Performance Plan approved by 31 March each financial year - The Annual Target was for the 2022/23 Annual Performance Plan (APP) be approved by March 2022. In the Third Quarter the draft 2022/23 APP was submitted to the Department of Planning, Monitoring and Evaluation (DPME) on 29 October 2021.

The Department reported on further progress made in the key focus areas in Programme 1 for the Third Quarter of 2021/22, which included the following, amongst others:

Staffing Services;
Training and Social Responsibility;
Labour Relations;
Legal and Legislative Services;
Financial Management Services;
Security and Asset Management;
Supply Chain Management;
Donor Grant Management;
Project Management;
Communication and Research;
Media Liaison;
Communication, Media Liaison and Intergovernmental Relations;
Co-ordination and Secretariat Support;
International Relations and Multilateral Affairs;
Partnerships;
Strategic Planning and Reporting;
Research Co-ordination, Monitoring and Evaluation; and
Quality Learning and Teaching Campaign (QLTC).

3.2 Programme 2: Curriculum Policy, Support and Monitoring - The purpose of the programme is to develop curriculum and assessment policies and monitor and support their implementation. Within this programme, there were 32 performance indicators with 30 annual, one quarterly and one bi-annual target.

Quarterly Targets:

Number of Technical schools monitored for implementation of the Curriculum and Assessment Policy Statement (CAPS): The Quarterly Target was set at 18 schools. No monitoring was done in the Third Quarter due to examinations period.

Bi-Annual Target:

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 bi-annual target was set at 45 000 learners. For the Quarter under review the Department indicated the following figures:
- Senior Certificate (amended) – 19 464; and
- National Senior Certificate – 3 692.
- Total = 23 156

Annual Targets:

Number of Children/Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID: The Department indicated that a total of 111 transversal itinerant outreach team members, Department officials as well as seven (7) provincial grant managers were trained 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 Department indicated that the progressive rollout of the Policy on SIAS has reached 606 officials, 569 ECD practitioners and 7 378 teachers. Recently, the focus has shifted towards the implementation of the Policy on SIAS. To this end, 14 775 Individual Support Plans (ISP) developed to address learners’ educational needs at school level; 4 159 out of 7 300 cases referred were resolved by District-Based Support Teams (DBSTs); 1 528 schools were monitored by DBSTs for the functionality of School-Based Support Teams; and 2 926 schools were monitored by DBSTs for the implementation of the Policy on SIAS.
A National Report is produced on the amended legislation to regulate the new Early Childhood Development (ECD) landscape: A total of eight (8) Provincial Education Departments (PEDs) and one (1) National proclamations was signed and Gazetted.
A National Report is produced on the development of a new funding models for ECD: The Department indicated that a draft report was developed on the ECD Funding Model.
A National Report is produced on conducting an Early Childhood Development census to inform the integration of ECD into the EMIS: The Department indicated that a presentation on the ECD Census 2021 updates was prepared for the Technical Steering Committee.
A National Report is produced on developing and operationalise an Early Childhood Development (ECD) Human Resource Development (HRD) Plan: Consultations held on the Service Delivery Model and development of the HRD plan
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 monitored. The Department achieved output for the Third Quarter of seven (7) 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 monitored. The Department achieved output for the Third Quarter of nine (9) provinces.
Number of schools monitored for implementing compulsory entrepreneurship education: The Annual Target was set at 135 school monitored (15 per province). The Department achieved output for the Third Quarter of 30 schools.
An Annual Sector Report is produced on the implementation of the General Education Certificate (GEC): The Department indicated that the pilot study was administered in selected schools in the Third Quarter.

An Annual Sector Report is produced on schools that are prepared to respectively implement and pilot the Technical Occupational Stream: Follow-up submissions to National Treasury were made on the Payment File for the second disbursement of funds from the EU to the DBE following approval of the Costed Three Stream Model Business Plan in lieu of the Education for Employability (E4E) Project in August 2021.
A Project Steering Committee (PSC) on the E4E Project was held on 13 December and the meeting was chaired by the DBE with clear plans articulated by the Technical Assistance Task Team of the European Union (EU) moving into 2022.

Number of schools monitored for piloting the Coding and Robotics Curriculum: The Annual Target was set at 18 schools (two per pilot province). The Department achieved output for the Third Quarter of 10 school.
Number of schools monitored on the implementation of the reading norms: The Annual Target was set at 18 schools. The Department achieved output for the Third Quarter of eight (8) – bringing the total to 11 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 Department achieved output for the Third Quarter of six (6) schools – bringing the total to 11 schools monitored.
Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA): The Annual Target was set at 18 underperforming schools. The Department achieved output for the Third Quarter of eight (8) underperforming schools – bringing the total to 18 underperforming schools monitored.
Number of schools with Multi-grade classes monitored for implementing the multi-grade toolkit: The Annual Target was set at 32 multi-grade classes monitored. The Department achieved output for the Third Quarter of 10 classes – bringing the total to 29 multi-grade classes monitored.

An Annual Sector Report is produced on the implementation of the National Reading Plan: The Department indicated that a draft Annual Sector Report has been developed on the National Reading Plan.
An Annual Sector Report is produced on the number of public schools monitored on the availability of readers: A total of nine (9) letters were sent to PEDs with an updated Monitoring Tool to monitor the availability of readers.

Number of schools per province monitored for utilisation of Information and Communications Technology (ICT) resources: The Annual Target was set at 27 school (three per province). The Department achieved output for the Third Quarter of seven (7) schools monitored in three (3) PEDs.
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 Department indicated that a total of 13 683 (80%) out of 17 077 schools received Grades 1 to 6 Home language workbooks for the Third Quarter.
Percentage of public schools provided 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 Department indicated that a total of 18 481 (80.5%) out of 22 955 schools received Grades 1 to 9 Mathematics workbooks for the Third Quarter.
Percentage of public schools provided with workbooks for learners in Grades R per year, after having placed an order: The Annual Target was set at 100 percent. The Department indicated that a total of 13 017 (80%) out of 16 125 schools received Grade R workbooks for the Third Quarter.

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: A signed memo was developed confirming the activities conducted in Quarter Three which highlight the support provided to PEDs.
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 monitored. The Department achieved output for the Third Quarter of six (6) schools monitored.
Number of special schools with access to electronic devices: The Annual Target was set at 307 special schools. The Department achieved output for the Third Quarter of five (5) schools.
An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices: The Department scheduled one-on-one meetings with provinces to assess progress on procurement and distribution of ICT resources. Further to this, the Department sent reminder letters on deadline of submission of provincial reports.
An Annual Sector Report is produced on the number of teachers trained on inclusion: A total of 2 667 teachers were trained on inclusion. More teachers were trained on inclusive programs (2 612) and 55 have been trained on SASL. To prepare for the next reporting, all indicators were consolidated into a presentation template for provinces to report on during the Inclusive Education inter-provincial meeting.
An Annual Sector Report is produced on the number of learners in public special schools: A total of 138 751 learners are enrolled in special schools. PEDs were requested to provide progress on the submission of quarterly reports timeously and also to remind Heads of Departments (HODs) and provinces on submission of Quarter 4 and the annual report on the approved dates.
An Annual Sector Report is produced on the percentage of public special schools serving as resource centres: All provinces have special schools that serve as resource centers. Northern Cape (72%), has the highest percentage of resource centres. The provinces with the least percentage of resource centres is North West (13%), Gauteng (16%) and Limpopo (29%).
An Annual Sector Report is produced on the establishment of Focus Schools Per Provincial Education Department: The Department supported and reminded provinces on the submission of quality and timely provincial reports.

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

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

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

Quarterly Targets:

Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six months upon confirmation that the bursar has completed studies: The Quarterly Target was set at four (4) reports. The Department achieved output for the Third Quarter of one (1) report – bringing the total number to two (2) reports.
Number of quarterly monitoring reports indicating the number and percentage of schools where allocated teaching posts are all filled: The Quarterly Target was set at four (4) reports. The Department achieved output for the Third Quarter of one (1) report – bringing the total number to two (2) reports.

Annual Targets:

Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness: The Annual Target was set at 90 percent of 1 000 sampled schools. The Department indicated that monitoring and support on the implementation of the survey tools on SGB functionality in sampled and non-sampled schools was conducted in all provinces.

Percentage of schools producing the minimum set of management documents at a required standard: The Annual Target was set at 100 percent of 1 000 sampled schools. The Department indicated that monitoring and support on the implementation of the survey tools on the availability of management documents in sampled and non-sampled schools was conducted in all provinces.
Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education per year: The Annual Target was set at 11 500 bursaries awarded. The Department achieved output for the Third Quarter of 11 877 bursaries awarded.
An Annual Sector Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers: A preliminary Third Quarter report was developed 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: For the Third Quarter a total of 36 completed monitoring tools and nine (9) PED signed quarterly reports were received.
A National Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting: A total of nine (9) PEDs signed quarterly reports received.
Number of PEDs that had their post provisioning processes assessed for compliance with the post provisioning norms and standards: The Annual Target was set at nine (9) PEDs. Letters were sent to nine (9) PEDs on monitoring of the implementation of the educator post provisioning policy.
An Annual Sector Report is produced on the number of Grade R practitioners with at least a National Qualifications Framework (NQF) level 6 and above qualification: A total of six (6) signed data collection tools were received from PEDs.
Number of PEDs monitored on the implementation of the Performance Management Service for school-based educators: The Annual Target was set at nine (9) PEDs. The Department, in the Third Quarter monitored four (4) PEDs (i.e. EC, KZN, LP and NW).
Number of PEDs monitored on the implementation of the Education Management Service: Performance Management and Development System (EMS: PMDS): The Annual Target was set at nine (9) PEDs. The Department, in the Third Quarter monitored three (3) PEDs (i.e. FS, GP and NC).

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

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

Programme 4: Planning, Information and Assessment - This programme is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The programme had a total of 16 performance indicators with 15 annual and one bi-ennial indicator.

Annual Targets:

Number of new schools built and completed through Accelerated Schools Infrastructure Delivery Initiative (ASIDI): The Annual Target was set at 21 school built. The Department achieved output for the Third Quarter of seven (7) schools – with 43 projects at various stages of completion.

Number of schools provided with sanitation facilities: The Annual Target was set at 1 000 school. The Department achieved output for the Third Quarter of 262 schools – bringing the total schools to 458. A total of 667 projects are at various stages of completion.
Number of schools provided with water facilities through ASIDI: The Annual Target was set at 100 school. The Department achieved output for the Third Quarter of six (6) schools – bringing the total schools to 44. A total of 86 projects are at various stages of completion.
Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9: The Annual Target was set at 500 test items developed. The Department achieved output for the Third Quarter of 333 test items.
Number of NSC reports produced: The Annual Target was set at four (4) reports. The Department indicated that four (4) reports will be produced in the Fourth Quarter.
Number of question papers set for June and November examinations: The Annual Target was set at 294 question papers. The Department indicated that a total of 78 papers for Languages and a total of 120 papers for Non-Languages have been developed.
Percentage of public schools using the South African School Administration and Management System (SA-SAMS) for reporting: The Annual Target was set at 98 percent of public schools. The Department indicated that the 2021 Quarter Three reporting requirements were tabled at the Technical Committee of HEDCOM Sub-Committee on e-Education for Education and Information Systems held on 22 November and was communicated to Provincial Education Departments via an EMIS memo on 30 November 2021. Four (4) Provinces reported that more than 98% of schools were collected and the remainder of the Provinces were still in the process of collection before schools closeda total of 78 papers for Languages and a total of 120 papers for Non-Languages have been developed.
A National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information Tracking System (LURITS): During the last quarter, the EMIS/LURITS Readiness monitoring tool and schedule were finalised. All 9 provinces were monitored to measure provincial progress on the state of readiness to implement EMIS/LURITS processes.
A National Report is produced on learning outcomes linked to the National Assessment Framework: A progress report has been developed in International Reading Literacy Study (PIRLS) 2021 at Grade 4 and Grade 6.
A National Report is produced on developing and operationalising a school readiness assessment system: The Early Learning National Assessment (ELNA) provisional report developed.
Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme: The Annual Target was set at 60 officials. The Department achieved output for the Third Quarter of 28 officials - bringing the total officials to 76.
Percentage of District Directors that have undergone competency assessment prior to their appointment: The Annual Target was set at 96 percent of district directors. Emails were sent to provinces requesting for advertisement of District Director vacant posts.
Percentage of underperforming schools monitored at least twice a year by district officials: The Annual Target was set at 80 percent for underperforming schools. The Eastern Cape and Mpumalanga provinces provided signed lists of schools monitored.
Number of District Director forums held: The Annual Target was set at three (3) forums. 96 percent of district directors. The Department achieved output for the Third Quarter of three (3) forums – bring the total to four (4).
Number of districts in which teacher development has been conducted as per district improvement plan: The Annual Target was set at 60 districts. A signed memo and letters were sent to nine (9) PEDs to request the submission of District Improvement Plans.

Bi-Annual Targets:

Percentage of school principals rating the support services of districts as being satisfactory: This was a bi-ennial target and was not applicable for 2021/22

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

Educational Management Information Services;
Public Examinations;
Examination and Assessment Systems Administration;
National Assessment;
Provincial Budget and Monitoring;
Provincial and District Planning and Implementation Support;
School Level Planning and Implementation Support;
School and District Incident Management and Support;
National Education Evaluation and Development Unit;
Education Infrastructure Grant; and
Accelerated School Infrastructure Delivery Initiative (ASIDI) and Sanitation Appropriate for Education (SAFE).

Programme 5: Educational Enrichment Services - The purpose of the programme is to develop policies and programmes to improve the quality of learning in schools. Within this programme, there was a total of five (5) performance indicators with one (1) annual and four (4) quarterly targets.

Quarterly Targets:

Number of schools monitored for the provision of nutritious meals: The Quarterly Target was set at 120 schools monitored. The Department achieved output for the Third Quarter of 17 schools – bringing the total to 100 schools monitored.
Number of districts monitored in the implementation of the National School Safety Framework (NSSF), Social Cohesion, Sport and Enrichment Programmes: The Quarterly Target was set at 75 districts monitored. The Department achieved output for the Third Quarter of 20 districts - bringing the total to 60 districts.
Number of learners, educators, parents, SGBs and other educations stakeholders reached through social cohesion programmes: The Quarter Three target was set at 1 000. The Department achieved output for the Third Quarter of 1 591- bringing the total to 5 238.
Number of districts implementing the programme on school assemblies to end school-related gender-based violence: The Quarterly Target was set at 75 districts. The Department achieved output for the Third Quarter of 20 districts - bringing the total to 60 districts.

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 Department indicated that nine (9) draft PED business plans have been received for evaluation

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

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

2021/22 Quarter Three Budget and Expenditure
The Appropriation budget of the Department for the 2021/22 financial year amounted to R 27.018 billion. A total of R 22.304 billion (82 percent) was allocated to transfer payments as follows:

Conditional Grants: R 20.701 billion;
Transfers to Public Entities: R 155.8 million; and
Other Transfers: R 1.447 billion.

The ) was allocated to the following:

Compensation of Employees: R 469.4 million;
Examiners and Moderators: R 22.7 million;
Earmarked Funds: R 1.285 billion;
Office Accommodation: R 225.0 million;
Specifically, and Exclusively Appropriated: R 2.284 billion;
Departmental Operations: R 197.2 million; and
Departmental Projects: R 231.1 million.

The total actual expenditure of the Department for the 2021/22 financial year first quarter amounted to R 22.178 billion. Expenditure amounting to R 19.281billion was made up of transfer payments as follows:

Conditional Grants: R 17.728 billion;
Transfers to Public Entities: R 117 million; and
Other Transfers: R 1.436 billion.

The remainder of the expenditure (R 2.897 billion) was made up as follows:

Compensation of Employees: R 350.3 million;
Examiners and Moderators: R 20.9 million;
Earmarked Funds: R 707.7 million;
Office Accommodation: R 172.9 million;
Specifically, and Exclusively Appropriated: R 1.428 billion;
Departmental Operations: R 116.8 million; and
Departmental Projects: R 100 million.

				% SPENT


	523 198	390 557	132 641	74.65%
Curriculum Policy, Support and Monitoring	2 034 347	1 305 364	728 983	64,17%
Teachers, Education Human Resources Development and Institutional Development	1 448 059	1 388 333	59 726	95,88%
Planning, Information and Assessment	14 580 177	12 102 776	2 477 401	83,01%
Educational Enrichment Services	8 432 297	6 990 696	1 441 601	82,90%
	27 018 078	22 177 726	4 840 352	82,08%

Programme 2: Curriculum Policy, Support and Monitoring: The low spending on this programme is in respect of the Workbooks and Conditional grants. The delivery of Workbook Volume 1 of Grade R to 9 has commenced and is expected to be completed during February 2022. A total number of 30 923 455 of 32 941 050 workbooks were delivered to 21 786 for the 2022 academic year. Consumer Price Adjustment was also paid partially; the other part payment will be paid in Quarter 4.

Programme 3: Teachers, Education Human Resources Development and Institutional Development: The high expenditure in this programme is due to the once-off transfer payment for Funza Lushaka Bursaries. The once-off transfer for Funza Lushaka Bursaries was made to NSFAS on 1 April 2021.

ECONOMIC CLASSIFICATION				% SPENT


Compensation of Employees	538 011	401 634	136 377	74.65%
Goods and Services	2 079 387	1 248 399	830 988	60,04%
Interest and rent on land	39 578	31 056	8 522	78,47%
Transfers and Subsidies	22 303 917	19 281 137	3 022 780	86,45%
Payment for Capital Assets	2 056 909	1 210 340	846 569	58,84%
Payment of Financial Assets	276	5 160	-4 884	-
	27 018 078	22 177 726	4 840 352	82,08%

Goods and Services: Included in this item is workbooks and Matric Second Chance Programme allocations.

Workbooks - The delivery of Workbooks Volume 1 of Grade R to 9 is currently underway and is expected to be completed during February 2022.
Second Chance Matric Programme - The roadshows awareness for the learners in need of Second Chance programme have commenced.

Payments of Capital Assets: The bulk of the allocation on this item is in respect of the ASIDI project. The Department has experienced delays in submission of invoices from the Implementing Agencies for the Advance payments processed.

ECONOMIC CLASSIFICATIONS				% SPENT


Learners with Profound Disability: Earmarked	3 201	2 835	366	88.57%
Matric Second Chance	58 482	43 305	15 177	74.05%
Workbooks	1 197 218	643 121	554 097	53.72%
Oversight of MST	6 614	5 656	958	85.52%
NSNP: Earmarked	19 519	12 822	6 697	65.69%
Total	1 285 034	707 739	577 295	55.08%

Reasons for Material Variances

Workbooks: Workbooks payments are delayed due to verifications of the Proof of Delivery from the warehouse. The delivery of Workbook Volume 2 of Grade R to 9 has commenced and is expected to be completed during February 2022. A total number of 30 923 455 of 32 941 050 workbooks were delivered to 21 786 for the 2022 academic year. Consumer Price Adjustment was also paid partially; the other part payment will be paid in Quarter 4.

Second Chance Matric Programme: During the 2021 Quarter 3, the Department experienced challenges in processing the payment claims of teachers, cleaners and screeners. There are a number of documents required by the Department for the payment claims to be approved and processed. Approximately, 20% claims were incomplete and could not be approved for payment. Owing to the COVID-19 Lockdown regulations, the Ministerial Roadshows were not conducted in the most part of the 2021 calendar year. The payments will be processed and reflect escalated expenditure for this project in the fourth quarter. To date, three roadshows out of nine have been conducted. The other six roadshows are scheduled to take place before the end of the current financial year.

Allocation against Expenditure per Conditional Grants 2021/22 Financial Year

ECONOMIC CLASSIFICATIONS				% SPENT


Learners with Profound Disability Grant	242 760	179 766	62 994	74.05%
Maths Science and Technology Grant	412 134	370 922	41 212	90.00%
Education Infrastructure Grant	11 688 936	10 227 820	1 461 116	87.50%
National School Nutrition Programme	8 115 269	6 755 981	1 359 288	83.25%
HIV and Allocation Grants	241 914	193 531	48 383	80.00%
Total	20 701 013	17 728 020	2 972 993	85.64%

Reasons for Material Variances

Conditional Grants: The transfers of the conditional grants were made according to the approved payment schedules. The transfers for the conditional grants were processed as per the payment schedules.

Allocation against Expenditure per Details of Transfers for 2021/22 Financial Year

Other transfers				% SPENT


UNESCO Membership Fess	17 317	-	17 317	0.00%
ADEA	160	-	160	0.00%
Guidance Counselling and Youth Development Centre: Malawi	199	152	47	76.38%
Childline South Africa	78	-	78	0.00%
National Education Collaboration Trust	117 558	120 437	-2 879	33.30%
Households		2 371	-2 371
SEACMEQ	3 720	5 131	- 1 411	137.93%
NSFAS: Funza Lushaka	1 308 024	1 308 024	0	100.00%
Total Other Transfers	1 447 056	1 436 115	10 941	99.24%
Umalusi	137 404	103 053	34 351	75.00%
ETDP SETA	459	459	-	100.00%
South African Council for Educators	17 985	13 489	4 496	75.00%
Total Public Entities	155 848	117 001	38 847	75.07%

Reasons for Material Variances

Public Entities: The transfer to Umalusi is made quarterly and for SACE CPTD, there are two transfers in April and October. The transfers to the public entities were made as scheduled.

Other Transfers: The allocation of other transfers includes the transfer of NSFAS for Funza Lushaka Bursaries, NECT and Foreign transfers. 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.

ECONOMIC CLASSIFICATION				% SPENT


Compensation of Employees	6 436	7 050	-614	109.54%
Goods and Services	240 479	229 048	11 431	95.25%
Interest on rent and land	-	59	-59
Building and Other Fixed Structures	2 036 649	1 183 663	852 986	58.12%
Software and Intangible Assets	-	3 212	-3 212	-
Payment of Capital Assets	-	4 954	-4 954	-
	2 283 564	1 427 986	855 578	62.53%

Portfolio Committee Observations

The Portfolio Committee raised the following with the Department of Basic Education in respect of the Third Quarterly Reports for 2021/22:

In respect of the possible failure of ASIDI to meet annual targets, Members queried the progress with the Special Purpose Vehicles being proposed to assist with ASIDI projects. Members also queried whether the Special Purpose Vehicles would be an extension of ASIDI – and the engagements on the initiative to date. Members also queried how the Special Purpose Vehicle would be different from ASIDI.
Regarding the National Reading Plan, Members queried whether there were PEDs who had not implemented this programme as yet – and if not, how would these PEDs be assisted.
On technical devices, Members queried reasons why schools with challenges to access and connectivity are not being prioritized for assistance and support – Members also queried how many Special Schools were being targeted.
Members noted there were provinces with low percentage of delivery of textbooks and queried reasons for this. What consequence management was in place against errand officials regarding failure to deliver textbooks.
On target setting, Members queried what informed/determined the number of schools targeted by the Department.
On monitoring of school ICT, Members requested that the Department shared their report and findings.
Although the Department submitted information on Funza Lushaka Bursars, Members still sought information on the number of FL Bursars studying towards the technical stream.
When the Department mentions a set target has been met, Member queried the tangible measures in place in order to see the impact and improvement of quality learning and teaching with set targets met.
It was noted there was regular spending on ASIDI budget and Members raised concern that this may merely be fiscal dumping as the year end was being reached.
Members noted the use of SA-SAMS ad LURITS for tracking and tracing drop-out learners and queried whether there were any more alternate instruments/tools to be utilised for this purpose.
Members noted challenges with school being closed/rationalised or merged without the necessary consideration of scholar transport issues. Members were of the view that schools could not be closed/merged without the necessary scholar transport being provided. Members queried the role of the Department in advising PEDs on issues of scholar transport provisioning.
Members noted underspending by the Eastern Cape Department and queried whether money was returned to National Treasury or the Department of Basic Education so-as not be lost. Members also queried reasons for such underspending by the ECDOE.
Members noted the Department’s monitoring of schools and districts and queried how the Department addresses challenges encountered and the immediate interventions by the Department to mitigate such challenges.
Members noted targets being met by the Department and queried how they improved the audit outcomes of the Department – and how was the Department ensuring that audit outcomes were being improved. Members also queried whether the Department was able to implement recommendations of the Office of the Auditor-General – and whether there was any marked difference after such implementation.
Members also queried reasons for the delays in receiving invoices from Implementing Agents/Contractors for payment – how was this being addressed.
Members queried why the Departments only partial achieved in respect of the National School Nutrition Programme. Further to this, there were discussions to provide two nutritious meals to learners attending certain quintile schools – what was the progress in this respect.

Responses from the Department of Basic Education

Director-General, Mr H Mweli – With the Special Purpose Vehicle, the Department had engaged relevant stakeholders to ensure a clear understanding of the initiative and what it aimed to achieve. The main thrust of the initiative was to illicit investment from the private sector to assist government with infrastructure backlogs. Two provinces (N Cape and E Cape) had been identified for a pilot of the Special Purpose Vehicle. There was agreement to establish a committee with all relevant stakeholders e.g. Education, Treasury, Presidency and Public Works for investment in the two identified provinces for the benefit of eradicating infrastructure backlogs.

With the Reading Plan, the Department had charged PEDs to implement the plan and programme. This was being done as evident from reports presented by PEDs on the Reading Plans. There was a need to ensure these plans translated into district plans. The Department had prioritised learners with special education needs for provisioning of ICT, connectivity and special devices. Once all LSEN schools had been covered, other schools would follow.

Regarding textbook delivery, the Department mentioned that such delivery had been ongoing since 2012 – what was being reported on were PEDs doing the necessary replenishing/topping-up of textbooks in conjunction with their book-retrieval policies. Achievement of targets set was dependent on the availability of budgets for the necessary monitoring of schools to assess the impact of such monitoring. The Department would share their reports on ICT monitoring of schools. With the Funza Lushaka Bursars, there were few Universities that trained teachers for technical subjects. However, the Department continued with engagements with Heads-of-Faculties to increase the uptake of these subjects. The Grade-12 results together with regional and international studies bare testimony to the improvement of quality teaching and learning. The Department utilised LURITS for tracking and tracing drop-out learners in the system, but did not suggest this was the only way as there could be other means to determine drop-out rates.

The Department agreed that there was a relationship between scholar transport and closing/merging of schools. PEDs needed to ensure they were able to mitigate challenges of scholar transport with merging/closing of schools. With PEDs underspending, the Department indicated that there were many issues/challenges in respect of capacity – and there had been engagements with PEDs on the matter on underspending being addressed. The Department was of the view that they had done good work with much progress in respect of addressing infrastructure backlogs.

Deputy Director-General, Mr S Padayachee – The Department would ensure the Portfolio Committee be furnished with the necessary information requested on Funza Lushaka Bursary holders.

Chief Finance Officer, Mr P Khunou – The Department assured Members of the Portfolio Committee that there was no fiscal dumping in relation to spending on ASIDI to date. Most of the building projects remained multi-year projects and there was value-for-money spending. The Department had moved from a qualified to an un-qualified audit opinion. The Committee was given an explanation for past audit opinions and ways of addressing the challenges identified in respect of verification of authenticity of irregular expenditure. The Portfolio Committee was given the assurance that there would no similar irregular expenditure incidents. Regarding late invoices, the Department explained that paid the Implementing Agents (IAs) in tranches and IAs only submitted invoices after money was spent. It was then that the Department moved money from an advance to an expense. The Department had since started to tighten its processes for additional tranches and only paid additional tranches when IAs submitted 90 percent of invoices for the previous tranche received. The Department was starting to see improvements with invoices being received on time.

Chief Director, Mr E Mafoko – The Department indicated that in respect of the underspending by the ECDOE, no money had been returned to National Treasury, however, the money was transferred from the ECDOE to KwaZulu-Natal Department of Education. Much of the reasons for underspending was due to contractors who had suspended their activities. The Department had met with all relevant stakeholders and developed a recovery plan.

Chief Director, Mr B Mpanza – in respect of scholar transport provisioning versus school’s closure/mergers, the Department indicated that they had developed the necessary guidelines to assist PEDs when there were plans to merge/close schools. A prerequisite for such closure/merger of schools was if there was no budget for scholar transport, the schools could not be closed/merged.

Deputy Director-General, Dr G Whittle – The Department gave reasons for the partial achievement on the NSNP as this was due to examination logistics and the Covid-19 pandemic. The Department indicated that already two provinces (Gauteng and Western Cape) were providing two meals to learners. The Department was looking to start the process of providing two meals at pilot schools in other provinces as well – with a phased in approach due to budget constraints. The Department would share its reports with the Portfolio Committee.

Portfolio Committee Recommendations

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

The Department of Basic Education ensure PEDs are assisted with implementation of the National Reading Plan where PEDs were failing – and ensure the Reading Plans translated into district plans.
The Department of Basic Education ensure schools with connectivity/network challenges received attention, especially rural and special schools. These schools needed to be prioritised for ICT, connectivity and special devices as required.
The Department of Basic Education ensure engagement and collaboration with PEDs on capacity to minimize underspending and eliminate challenges in this respect.
The Department of Basic Education share the following reports with the Portfolio Committee:
School ICT Monitoring.
Data on the number of Funza Lushaka Bursars studying toward technical streams
The Department of Basic Education consider and explore alternate instruments/tools to track and trace drop-out learners in the system.
The Department of Basic Education advised and engaged with PEDs to ensure that, where schools were being earmarked for closure/merging/rationalisation, that PEDs ensured they had a budget to include scholar transport for affected learners.
The Department of Basic Education ensure that, where challenges were encountered during oversight visits by DBE, there was immediate interventions to mitigate such challenges.
The Department of Basic Education ensure adequate steps are in place to ensure improved audit outcomes. The Department to ensure all recommendations of the Office of the Auditor-General of South Africa was implemented.
The Department of Basic Education ensure addressing issues of delays in invoices received from Implementing Agents/Contractors for processing within stipulated timeframes.
The Department of Basic Education, in collaboration with PEDs consider providing learners benefitting from the NSNP with two nutritious meals per day.

Report to be considered.

Documents