ATC220906: Report of the Portfolio Committee on Basic Education for the Fourth Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2021/22, Dated, 06 September 2022

Basic Education

Report of the Portfolio Committee on Basic Education for the Fourth Quarterly Report on the Performance of the Department of Basic Education in Meeting its Strategic Objectives for 2021/22, Dated, 06 September 2022

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

Introduction

The Portfolio Committee on Basic Education considered the Fourth Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its strategic objectives for 2021/22 on 14 June 2022. Consideration of quarterly reports by committees is one of the established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are critical for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, output in respect of the performance indicators and targets set for 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

Major Highlights – The Basic Education Minister, Mrs AM Motshekga, MP announced the 2021 National Senior Certificate (NSC) examination results on 20 January 2022 that 76,4% of candidates attained the NSC. There was a 0,2% improvement in the overall performance for the Class of 2021 compared to that of 2020 which was at 76.2%. The Minister presented the opening address during the 2022 Basic Education Sector Lekgotla held at Emperors Palace in Kempton Park, Gauteng from 26-28 January 2022. The seventh annual Lekgotla was hosted in the form of a hybrid event, with over 250 delegates participating physically and 3000 virtual participants attending the daily sessions. The theme for 2022 was: “Equipping Learners with Knowledge and Skills for a Changing World in the Context of COVID-19”. The Minister handed over the Virtual Classroom Distance Learning Solution, aimed at maximising access to digital education content for learners in rural and urban areas alike. This is part of the COVID-19 Disaster Regulations imposed by the Independent Communications Authority of South Africa (ICASA) to support online learning and ease congestion on the country’s telecommunication network.

The Minister was pleased that the private sector is consistently lending a helping hand to Government in addressing school infrastructure backlogs in South Africa. The Minister handed over the newly rebuilt Rearata Primary School to the Vergenoeg community near Kuruman in the Northern Cape as part of the Public Private Partnership to Education on 11 March 2022. The school was rebuilt by South32 Hotazel Manganese Mines through its company’s Social and Labour Plan (SLP) as espoused in the Mining Charter. The Deputy Minister, Dr MR Mhaule, MP, accompanied by the Eastern Cape Education Member of the Executive Council (MEC), Mr Fundile Gade, undertook an oversight visit to several schools in the Chris Hani West Education District to assess the state of school readiness for the 2022 academic calendar. During the interactive sessions with School Management Teams (SMTs) at Mbekweni Secondary and John Noah High Schools in Queenstown, it was confirmed that Learning and Teaching Support Material (LTSM) was delivered on time, which made it possible for learning and teaching to commence on the first day of the school reopening. The Deputy Minister launched a Multi-Sectoral School Safety Initiative at Tshepana Primary School in Orange Farm, Gauteng. The campaign was launched under the theme, “School Safety – Violence, and Bullying Prevention Initiative”.

The Director-General of the Department of Basic Education, Mr HM Mweli, on 11 February 2022, commenced with the first leg of annual engagements with provincial and district officials, as well as school principals, for the 2022 Academic Year. The Director-General visited 84 centres in 8 Provinces to monitor the Autumn classes on 21-31 March 2022 and Weekend classes in Eastern Cape, Free State. KwaZulu Natal and North West. The DBE welcomed the decision by Cabinet to allow schools to return to full-time learning in all schools and to normal time-tabling as from 07 February 2022. The Department of Basic Education (DBE) and the United States Agency for International Development (USAID) made inroads in addressing Early Unintended Pregnancy (EUP) and Gender-Based Violence (GBV) amongst South African youth. The Basic Education Ministry, joined by the Deputy Assistant Administrator for USAID in Washington, Ms Maria Price Detherage, officially launched a radio drama series titled, Life on Madlala Street, to strengthen the provision of Comprehensive Sexuality Education (CSE) lessons in schools. A total of 11 856 Funza Lushaka bursaries were awarded to students for Initial Teacher Education (ITE) by 31 March 2022.

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.

Overview of Achievements for the Fourth Quarters - For the 2021/22 Quarter Four 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 quarterly targets - as at the end of the Fourth Quarter the Department had fully achieved 100 percent of all targets (11/11).

Annual Targets Not Fully Achieved

2.3.1 Indicators Not Achieved:

Programme 2:

2.1.12 Full scale implementation of the GEC will take place in 2025, pilot is conducted 2021-2024
2.3.7 Budget issues, ICASA) imposed obligations on the Mobile Network Operators to provide all the public Special Schools with ICT equipment, assistive devices, as well as connectivity.

Programme 4:
4.2.6 PIRLS and SEACMEQ reports ae not available due to postponement of studies a year after the scheduled date.
The PIRLS 2021 study report for South Africa will be released in December 2022 and will constitute the National Report linked to the NAF for 2022/23 financial year.
4.3.4 Data collection challenges at Provincial level, (SISCOs) have been deployed in all provinces to monitor and collect monitoring instruments since May 2022.

2.3.2 Indicators partially achieved:

- Programme 2:

2.1.13 Non-submission and incomplete reports from EC and KZN-Escalated to DDGs
Programme 3: 3.1.1 The 4% deviation is attributed to the fact that 2021 was the year of elections. SGBs were new and could not perform at optimum level-A meeting was convened on 7 June 2022 to streamline the process for target setting.

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 Fourth 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 99.94 percent (8018 of 8023). A deviation of -0.06 percent. The deviation was due to project managers not signing the invoices on time.

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 Four, five (5) programmes were offered, bring the total to 20 programmes. The positive deviation was due to the demand of skills development and training in the Department.

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 Fourth Quarter the 2022/23 APP was approved and tabled in Parliament on 11 March 2022. There was no deviation.

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

Staffing Services;
Training and Social Responsibility;
Labour Relations;
Legal and Legislative Services;
Security and Asset Management;
Supply Chain Management;
Project Management;
Financial Management;
Conditional Grants and Donor Grants;
Media Liaison;
Information Resource Centre;
Internal Communication and Publications;
Co-ordination and Secretariat Support;
International Relations and Multilateral Affairs;
Partnerships;
Strategic Planning and Reporting;
Research Co-ordination, Monitoring and Evaluation;
Parliamentary and Business Processes;
Government Information Technology Services;
External and Internal Stakeholder Relations;
Intergovernmental and Technical Support; 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 six (6) schools. The target of six schools was achieved with no deviation.

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 – with a Fourth Quarter target of 25 000. The Department achieved for the Fourth Quarter a total of 40 303 learners and an Annual achievement of 62 925. A positive deviation of 15 303 learners. The positive deviation was because the Programme has intensified and strengthened its learner support activities. The ongoing engagement of the DBE and PEDs enhanced the understanding of the programme by teachers and officials that resulted in the efficient administration and academic improvement. In addition, the Programme has procured and distributed the ICT equipment to more teachers and learners. More importantly, the Programme facilitated and funded the additional self-study guides that have been developed and distributed to teachers and learners. More online study guides were distributed to learners by and through partners that include 700 public libraries, 141 teacher centres and 43 UNISA Centres.

Annual Targets:

Number of Children/Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID: The target for the Fourth Quarter was set at 3 727 learners. The validated output for the Department stood at 4 230 learners, a positive deviation of 503 learners. Learners that could not be supported and remained at home due to COVID-19 restrictions only returned to Special Care Centres (SCCs) following the relaxation of COVID-19 restrictions. COVID-19 related support was provided to special care centres (SCCs) which ensured that centres were COVID-19 compliant.
An Annual Sector Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention: The target was for an approved Annual Sector Report on monitoring of the implementation of the Policy on SIAS as a mechanism for early identification and intervention. This target was achieved with no deviations.
A National Report is produced on the amended legislation to regulate the new ECD landscape: The target was set for an approved National Report on the amended legislation to regulate the new ECD landscape. The Department reported that an approved National Report on the amended legislation to regulate the new ECD landscape was achieved with one National and nine Provincial Proclamations.
A National Report is produced on the development of a new funding model for ECD: An approved National Report on the development of a new funding model for ECD was produced with no deviations.
A National Report is produced on conducting an Early Childhood Development census to inform the integration of ECD into the EMIS: The Department reported that an approved National Report was produced with no deviations.
A National Report is produced on developing and operationalise an Early Childhood Development (ECD) Human Resource Development (HRD) Plan: An approved National Report on the development of a new ECD service delivery model and its workforce implications was produced with no deviations.
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 Fourth Quarter of 15 districts. The increase (+7) in the number of Districts was caused by the absence or low number of schools offering a particular subject. For example, low enrolment subjects such as the Arts subjects are not on offer in many schools, and therefore more Districts were added to fulfill the quota of schools to be monitored per session and contribute meaningfully to the improvement of learner performance.
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 Fourth Quarter of nine (9) provinces with no deviations.
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 Fourth Quarter of 135 with no deviations.
An Annual Sector Report is produced on the implementation of the General Education Certificate (GEC): The Department reported an approved GEC pilot study report developed. Approved Annual Sector Report is produced on the implementation of the GEC with nine PED reports substantiating the Annual Sector Report. The GEC programme is underfunded and does not have applicable human resources. The programme was under pressure and put as collaborative partner assisted in the small scale pilot in 2021.

An Annual Sector Report is produced on schools that are prepared to respectively implement and pilot the Technical Occupational Stream: The Fourth Quarter target was for an approved Annual Sector Report on Ordinary Secondary Schools that pilot the Technical Occupational Stream in 2021/22. The Department reported approved Annual Sector Report and seven (7) PED Reports. Eastern Cape and KwaZulu-Natal reports not submitted.

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 Fourth Quarter of four (40) school – bring the total to 18 schools monitored.
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 Fourth Quarter of seven (7) – bringing the total to 18 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 Fourth Quarter of seven (7) schools – bringing the total to 18 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 indicated that in Quarter Two ten (10) schools were monitored and for Quarter Three eight (8) schools were monitored. The target of 18 schools was achieved.
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 Fourth Quarter of three (3) classes – bringing the total to 32 multi-grade classes monitored.

An Annual Sector Report is produced on the implementation of the National Reading Plan: The Annual target was for an approved Annual Sector Report on the implementation of the National Reading Plan. This target was achieved with nine signed PED reports.
An Annual Sector Report is produced on the number of public schools monitored on the availability of readers: The Annual target was for an approved Annual Sector Report on the number of public schools monitored on the availability of readers. This target was achieved with nine signed PED reports.

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 Fourth Quarter of two (2) schools monitored, bring the total to 27 schools monitored.
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 17 363 of 17 362 (100.01%) for Volume 1 and 17 007 of 17 008 (99.99%) for Volume 2 was achieved. For Volume 1, during the delivery it was noted that the School (Isizwe-Setjhaba (EMIS 700330860) which is an ELSEN school is requesting for books which increased number of Numerator by one school. For Volume 2, Elandsvlei POD is not available and Steinthal School is closed.
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 22 891 of 22 891(100%) for Volume 1 and 22 825 of 22 825 (100%) for Volume 2 was achieved with no deviations.
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 16 010 of 16 010 (100%) was achieved with no deviations.

An Annual Sector Report is produced on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12: The target was achieved with 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 and 9 signed PED reports.
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 Fourth Quarter of four (4) schools monitored, bring the total to 10 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 Fourth Quarter of eight (8) schools, bring the total to 13 special schools. There was a negative deviation of 294 special schools. The Department indicated that there was no budget allocated to provide schools with ICT resources. The sector is fully dependent on assistance from Mobile Network Operators. (ICASA) imposed obligations on the Mobile Network Operators to provide all the public Special Schools with ICT equipment, assistive devices, as well as connectivity. A total of 447 public Special Schools are earmarked to benefit from this initiative.
An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices: The target was achieved with an approved Annual Sector Report on the monitoring of procurement and distribution of ICT devices with 9 signed PED reports.
An Annual Sector Report is produced on the number of teachers trained on inclusion: The target was achieved with an approved Annual Sector Report on the number of teachers trained on inclusion with 9 signed PED reports.
An Annual Sector Report is produced on the number of learners in public special schools: The target was achieved with an approved Annual Sector Report on the number of learners in public special schools with 9 signed PED reports.
An Annual Sector Report is produced on the percentage of public special schools serving as resource centres: The target was achieved with an approved Annual Sector Report on the percentage of public special schools serving as resource centres with 9 signed PED reports.
An Annual Sector Report is produced on the establishment of Focus Schools Per Provincial Education Department: The target was achieved with an approved Annual Sector Report on the establishment of Focus Schools per PED with 9 signed PED reports.

The Department reported on further progress made in the key focus areas in Programme 2 for the Fourth 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 Fourth Quarter of one (1) report with no deviations.
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 Fourth Quarter of one (1) report with no deviation.

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 achieved output for the Fourth Quarter of 85 percent with a negative deviation of four percent. The 4 percent deviation is attributed to the fact that 2021 was the year of elections. SGBs were new and could not perform at optimum level.

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 achieved output for the Fourth Quarter of 100 percent with no deviations.
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 Fourth Quarter of 11 856 – a positive deviation of 356. The positive deviation can be attributed to tuition fees being less than what was projected resulting in more bursaries being awarded.
An Annual Sector Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers: The target for an approved Annual Sector Report on the number of qualified teachers aged 30 and below entering the public service as teachers was achieved with 9 signed PED reports – with no deviations.
A National Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres: The target for an approved National Report on monitoring the functionality of Provincial Development Institutes and District Teacher Development Centres was achieved with no deviations.
A National Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting: The target for an approved National Report on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting was achieved with no deviations.
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. The target was achieved with no deviations.
An Annual Sector Report is produced on the number of Grade R practitioners with at least a National Qualifications Framework (NQF) level 6 and above qualification: The target for an approved National Report on the number of Grade R practitioners with at least a National Qualifications Framework (NQF) level 6 and above qualification was achieved with 9 signed PED reports.
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 Fourth Quarter monitored nine (9) PEDs with no deviations.
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 Fourth Quarter monitored nine (9) PEDs with no deviations.

The Department reported on further progress made in the key focus areas in Programme 3 for the Fourth 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;
Education Management and Governance Development; and
Teacher Development Implementation.

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 schools built. The Department achieved output for the Fourth Quarter of eight (8) schools, bringing the total to 23 schools. A positive deviation of two (2) schools. The deviation was due to huge pressure exerted on the Implementing Agents to ensure that the targets are achieved and they completed as many projects as possible.

Number of schools provided with sanitation facilities: The Annual Target was set at 1 000 school. The Department achieved output for the Fourth Quarter of 466 schools, bringing the total to 1 026 schools. A positive deviation of 26 schools. The deviation was due to huge pressure exerted on the Implementing Agents to ensure that the targets are achieved and they completed as many projects as possible.

Number of schools provided with water facilities through ASIDI: The Annual Target was set at 100 school. The Department achieved output for the Fourth Quarter of 45 schools, bringing the total to 110 schools. A positive deviation of 10 schools. The deviation was due to huge pressure exerted on the Implementing Agents to ensure that the targets are achieved and they completed as many projects as possible.

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 Fourth Quarter of 500 test items with no deviations.
Number of NSC reports produced: The Annual Target was set at four (4) reports. The Department achieved the target of four (4) reports with no deviations.
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 137 June 2021 NSC/SC questions papers and 159 November 2021 NSC question papers were set. A total of 296 question papers achieved. A positive deviation of two (2) question papers. This was due to Marine Sciences introduced for the first time at Grade 12 level for the November 2021 NSC exams.
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 achieved output for the Fourth Quarter of 99.73 percent. A positive deviation of 1.73 percent. Advocacy and Provincial circulars supporting collection of data via SA-SAMS. The SA-SAMS is a policy aligned and used for learner promotion reporting. PED’s are benefitting from the DBE’s investment in SA-SAMS to provide standardised data for the sector.
A National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information Tracking System (LURITS): The target for an approved National Report on the number of provinces monitored for implementation of LURITS was achieved with no deviation.
A National Report is produced on learning outcomes linked to the National Assessment Framework: The 2021 PIRLS progress report and 2019 TIMSS Grade 5 and 9 reports were developed. PIRLS and SEACMEQ not available due to postponement of studies a year after the scheduled date. The PIRLS 2021 study report for South Africa will be aligned to the timelines set out by the International Association for Evaluation and Assessment (IEA) for release in December 2022 and will constitute the National Report linked to the NAF for 2022/23 financial year.
A National Report is produced on developing and operationalising a school readiness assessment system: The target for an approved National Report on the First Early Learning National Assessment was achieved with no deviations.
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 Fourth Quarter of 60 officials with no deviations.
Percentage of District Directors that have undergone competency assessment prior to their appointment: The Annual Target was set at 96 percent of district directors. The Department achieved output for the Fourth Quarter of 100 percent. A positive deviation of 4 percent due to improved compliance.
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 Department achieved output for the Fourth Quarter of 29.78 percent. A negative deviation of 50.22 percent. Gauteng and Free State were not included in the calculation as these provinces did not provide monitoring instruments for the underperforming schools visited, despite numerous requests by the DBE. These provinces were not monitored by the DBE as there is no deployment in these provinces.
Number of District Director forums held: The Annual Target was set at three (3) forums. This was an annual indicator.
Number of districts in which teacher development has been conducted as per district improvement plan: The Annual Target was set at 60 districts. The target of 60 districts was achieved with no deviations.

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 Fourth Quarter of 2021/22, which included the following, amongst others:

Educational Management Information Services;
Public Examinations;
Examination and Assessment Systems Administration;
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;
Provincial Budget and Monitoring;
Provincial and District Planning and Implementation Support;
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 35 schools monitored. The Department achieved output for the Fourth Quarter of 38 schools, a positive deviation of three (3) schools. Additional monitoring support was provided to two (2) non-feeding schools in Limpopo province and to one (1) school in Eastern Cape which reported a case of alleged food poisoning.
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 15 districts monitored. The Department achieved output for the Fourth Quarter of 15 districts with no deviations.
Number of learners, educators, parents, SGBs and other educations stakeholders reached through social cohesion programmes: The Quarter Four target was set at 500. The Department achieved output for the Fourth Quarter of 1 701, a positive deviation of 1 201. Collaboration with external Stakeholders was beneficial in advocating for Social Cohesion and Equity programmes.
Number of districts implementing the programme on school assemblies to end school-related gender-based violence: The Quarterly Target was set at 15 districts. The Department achieved output for the Fourth Quarter of 15 districts with no deviations.

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 target was achieved with no deviations.

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

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

2021/22 Quarter Four Budget and Expenditure
The total Appropriation budget of the Department for the 2021/22 financial year amounted to R 27.239 billion. A total of R 22.330 billion (82 percent) was allocated to transfer payments as follows:

Conditional Grants: R 20.701 billion;
Transfers to Public Entities: R 175.8 million; and
Other Transfers: R 1.454 billion.

The ) was allocated to the following:

Compensation of Employees: R 470.9 million;
Examiners and Moderators: R 25.1 million;
Earmarked Funds: R 1.382 billion;
Office Accommodation: R 230.2 million;
Specifically, and Exclusively Appropriated: R 2.397 billion;
Departmental Operations: R 154.8 million; and
Departmental Projects: R 247.9 million.

The total actual expenditure of the Department for the 2021/22 financial year first quarter amounted to R 27.171 billion. Expenditure amounting to R 22.326 billion was made up of transfer payments as follows:

Conditional Grants: R 20.701 billion;
Transfers to Public Entities: R 175.8 million; and
Other Transfers: R 1.449 billion.

The remainder of the expenditure (R 4.845 billion) was made up as follows:

Compensation of Employees: R 472.2 million;
Examiners and Moderators: R 25.1 million;
Earmarked Funds: R 1.356 billion;
Office Accommodation: R 229.9 million;
Specifically, and Exclusively Appropriated: R 2.397 billion;
Departmental Operations: R 117.8 million; and
Departmental Projects: R 247.0 million.

	ADJUSTED BUDGET R’000	VIREMENT R’000	FINAL BUDGET R’000	EXPENDITURE R’000	VARIANCES R’000	% SPENT
	524 698	8 624	533 322	531 769	1 553	99.71%
Curriculum Policy, Support and Monitoring	2 120 975	(5 250)	2 115 725	2 091 344	24 381	98.85%
Teachers, Education Human Resources Development and Institutional Development	1 449 059	0	1 449 059	1 433 122	15 937	98.90%
Planning, Information and Assessment	14 710 549	(864)	14 709 685	14 696 404	13 281	99.91%
Educational Enrichment Services	8 433 979	(2 510)	8 431 469	8 418 602	12 867	99.85%
	27 239 260	0	27 239 260	27 171 241	68 019	99.75%

ECONOMIC CLASSIFICATION	ADJUSTED BUDGET R’000	VIREMENT R’000	FINAL BUDGET R’000	EXPENDITURE R’000	VARIANCES R’000	% SPENT
Compensation of Employees	549 195	0	549 195	541 811	7 384	98.66%
Goods and Services	2 053 842	(24 016)	2 029 826	2 148 935	(119 109)	105.87%
Interest and rent on land	39 518	1 890	41 408	41 398	10	99.98%
Transfers and Subsidies	22 329 796	2 995	22 332 791	22 326 674	6 117	99.97%
Payment for Capital Assets	2 266 909	13 731	2 280 640	2 107 125	173 515	92.39%
Payment of Financial Assets	0	5 400	5 400	5 298	102	98.11%
	27 239 260	0	27 239 260	27 171 241	68 019	99.75%

OTHER TRANSFERS	BUDGET R’000	EXPENDITURE R’000	VARIANCES R’000	% SPENT
Compensation of Employees	470 979	472 281	(1 302)	100.28%
Examiners and Moderators	25 189	25 122	67	99.73%
Transfers to Public Entities	175 848	175 848	0	100.00%
Other Transfers	1 454 818	1 449 813	5 005	99.66%
Conditional Grants	20 701 013	20 701 013	0	100.00%
Schools Infrastructure Backlogs Indirect Grant	2 396 564	2 396 558	6	100.00%
Earmarked Funds	1 382 034	1 355 865	26 169	98.11%
Departmental Operations	154 767	117 789	36 978	76.09%
Office Accommodation	230 195	229 861	334	99.85%
Projects	247 853	091	762	99.69%
Total	27 239 260	27 171 241	68 019	99.75%

ECONOMIC CLASSIFICATION	BUDGET R’000	EXPENDITURE R’000	VARIANCES R’000	% SPENT
Learners with Profound Disability: Earmarked	3 201	3 191	10	99.69%
Matric Second Chance	58 482	53 697	4 785	91.82%
Workbooks	1 294 218	1 273 532	20 686	98.40%
Oversight of MST	6 614	6 474	140	97.88%
NSNP: Earmarked	19 519	18 971	548	97.19%
Total	1 382 034	1 355 865	26 169	98.11%

ECONOMIC CLASSIFICATION	FINAL BUDGET R’000	EXPENDITURE R’000	VARIANCES R’000	% SPENT
Learners with Profound Disability Grant	242 760	242 760	0	100.00%
Maths Science and Technology Grant	412 134	412 134	0	100.00%
Education Infrastructure Grant	11 688 936	11 688 936	0	100.00%
National School Nutrition Programme	8 115 269	8 115 269	0	100.00%
HIV and Allocation Grants	241 914	241 914	0	100.00%
Total	20 701 013	20 701 013	0	100.00%

OTHER TRANSFERS	FINAL BUDGET R’000	EXPENDITURE R’000	VARIANCES R’000	% SPENT
UNESCO Membership Fees	17 317	12 599	4 718	72.76%
ADEA	775	775	0	100.00%
Guidance Counselling and Youth Development Centre: Malawi	199	152	47	76.38%
Childline South Africa	78	78	0	100.00%
National Education Collaboration Trust	120 437	120 437	0	100.00%
Households	3 000	2 760	240	92.00%
SEACMEQ	4 988	4 988	0	100.00%
NSFAS: Funza Lushaka	1 308 024	1 308 024	0	100.00%
Total Other Transfers	1 454 818	1 449 813	5 005	99.66%
Umalusi	157 404	157 404	0	100.00%
ETDP SETA	459	459	0	100.00%
South African Council for Educators	17 985	17 985	0	100.00%
Total Public Entities	175 848	175 848	0	100.00%

4.9 Allocation against Expenditure per Earmarked Funds for 2021/22 Financial Year

ECONOMIC CLASSIFICATION	FINAL BUDGET R’000	VIREMENTS R’000	FINAL BUDGET R’000	EXPENDITURE R’000	VARIANCES R’000	% SPENT
Compensation of Employees	6 436	0	6 436	9 797	(3 361)	152.22%
Goods and Services	143 479	(8 462)	135 017	304 603	(169 586)	225.60%
Interest	0	250	250	250	0	100.00%
Building and Other Fixed Structures	2 246 649	0	2 246 649	2 073 742	172 907	92.30%
Software & Other Int Assets	0	3 212	3 212	3 212	0	100.00%
Payments of Financial Assets	0	5 000	5 000	4 954	46	99.08%
Total	2 396 564	0	2 396 564	2 396 558	6	100.00%

Portfolio Committee Observations and Questions

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

Members noted with concern the overspending on Compensation of Employees and Goods and Services items and queried whether there had been any virements on these items – or other sources of funding.
Regarding the Funza Lushaka graduates appointments, Members queried whether the posts filled were for existing posts/vacancies or new posts/vacancies.
Members also queried how the Department awarded or punished Directors during performance assessments – and what performance measures were in place for Directors. Members indicated that queries to district offices were either not satisfactorily answered or just ignored completely. Members queried how the Department was addressing such matters as the work of Parliamentarians and its Committees needed to be emphasized.
In respect of the 10 cases reported on by the Departments legal services, Members sought further details on the nature and status of such cases.
On distance learning/virtual classrooms, Members sought clarity on who was responsible for developing the content and details on such service providers utilised by the Department. Members queried whether there had been a tender/procurement process followed for identified service providers to offer online learning and digital content. Further to this, Members requested the Department to supply a report on schools with access to online learning, especially in the rural areas.
The Department indicated that there were three terms of reference regarding procurement plans scrutinized by the Bid Committee. One was adjudicated while two were for further review. Members queried the criteria used by the Bid Committee during these processes and details on those appointed to the Bid Committee.
Members queried whether there were still schools without LTSM to date – and how this matter was being resolved.
Regarding the PIRLS Study, Members queried how the Department prepared learners for participation in the study – and how was the results of the study shared. Members requested that the Department shared the parental consent form used for the PIRLS and TIMSS studies.
Members queried whether the Director-General held accountability sessions with officials within the Department.
With underperforming schools, Members queried the support being offered by the Department to these schools.

Responses from the Department of Basic Education

Director-General, Mr H Mweli – Regarding the placement of the Funza Lushaka graduates, this was a combination of existing posts and new post that was being filled. The Department was appointing new teachers into the system but also having to replace those who may have succumbed to the Covid-19 pandemic. The online learning/digital content was developed in collaboration with service providers and network operators – this did not involve any extra funding from the Department and there was no tender/procurement processes that needed to be followed as this was purely a collaboration. The digitization of workbooks was ongoing. The Department did mention that there were learners with textbook shortages and the details could also be provided to the Committee – the Department was looking to address these shortages. Those officials appointed to the Bid Committee were officials within the line-function. With the bid evaluations, the Department considered the experience but also provided the necessary training to public service officials.

The Department would ensure that it educated its officials, especially at district level on the important role played by Parliamentarians and Parliamentary Committee – and could not be ignored. The Department ensured that all employees of the Department was subjected to assessment through the performance management system at all levels. For directors, the school performance also formed part of their assessments. Regarding support to underperforming schools, the Department detailed the comprehensive packages of support which also included mentorship. Further to this the SMTs and SGBs were also called to account on underperforming schools – and intervention strategies in place.

Deputy-Director General, Mr S Padayachee – Mr Padayachee outlined some of the details regarding the placement of Funza Lushaka graduates in the system. Many posts were for the previous financial year, but also for the existing and new vacancies. Due to the large number of Funza Lushaka graduates entering the system, the impact of the teacher losses due to Covid-19 was not as significant.

Deputy-Director General, Mr P Khunou – Mr Khunou also mentioned that officials on the Bid Committee who may not have experience was given the necessary training for appointment to the various committees. Regarding the overspending on Compensation for Employees and Goods and Services items, Mr Khunou explained that it was in respect of the ASIDI Grant. He further alluded to the breakdown of the Grant in respect of Capital and Non-Capital expenditure. This was also link to the Allocation of Expenditure per Economic Classification figures. Due to virements, none of the programmes were overspending.

Director, Adv. S Misser – Adv. Misser gave a detailed breakdown of the ten (10) legal cases handled by Legal Services in the last Quarter with results. With some cases there had been no relief while in others the Minister was being defended.

Deputy Minister, Dr R Mhaule – Regarding consequence management within the Department, the Deputy Minister indicated that all officials at all levels faced consequence management. Details could be made available to the Committee if required.

Chief Director – Dr R Poliah – Regarding the TIMSS and PIRLS studies, Dr Poliah indicated that because the studies were at a national level, schools selected for the studies represented the country as a whole. Feedback on results was not given to individual schools. Dr Poliah spoke on the impact of the studies and the diagnostic reports produced by the Department which included items benchmarked internationally. He agreed to share the parental consent form 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 that Directors are educated on the important role and function of Members of Parliament and Parliamentary Committees.
The Department of Basic Education ensure that Members receive adequate responses to any questions raised, that queries are not ignored, within 7 working days after adoption of the report
The Department of Basic Education ensure that schools with LTSM shortages are assisted with any shortages as a matter of urgency, before the start of the 3rd term school calendar.
The Department of Basic Education continue to support and assist underperforming schools within the system to ensure improved performance.
The Department of Basic Education share the following reports with the Portfolio Committee:
School with access to online learning, especially rural areas;
Details of officials serving on the Bid Committee
A copy of the parental consent for learners participating in the TIMSS and PIRLS studies.
A detailed report on the 10 legal cases processed by the legal services with results and status.

Report to be considered.

Documents