ATC221012: Report of the Select Committee on Appropriations on the Expenditure and Performance of the Learners with Profound Intellectual Disabilities and Maths, Science and Technology Grants as at the End of the Fourth Quarter of the 2021/22 Financial Year and the First Quarter of the 2022/23 Financial year; Dated 12 October 2022

NCOP Appropriations

Report of the Select Committee on Appropriations on the Expenditure and Performance of the Learners with Profound Intellectual Disabilities and Maths, Science and Technology Grants as at the End of the Fourth Quarter of the 2021/22 Financial Year and the First Quarter of the 2022/23 Financial year; Dated 12 October 2022

 

1. Background

Section 4(a), (d) and (e) of the Money Bills and Related Matters Act No. 09 of 2009 (as amended in 2018), mandates the Committee to consider and report on spending issues; reports on statements of actual expenditure published by the National Treasury; and any other related matter set out in the Act. These provisions, read together with section 32 of the Public Finance Management Act No. 01 of 1999 (as amended), and section 16 of the Division of Revenue Act No. 05 of 2022, provides the framework for the legislative sector to play an oversight role over the Executive. Against this background, the Committee undertook to assess the implementation, performance and expenditure of the Learners with Profound Intellectual Disabilities (LPID) Grant and the Maths, Science and Technology (MST) Grant as at the end of the fourth quarter of the 2021/22 financial year and the first quarter of the 2022/23 financial year. The purpose of the LPID Grant is to provide necessary support, resources and equipment to identified special care centres and schools for the provision of education to children with severe to profound intellectual disabilities. The purpose of MST Grant is to provide support and resources to schools, teachers, and learners in line with the Curriculum Assessment Policy Statements (CAPS) for the improvement of mathematics, science and technology teaching and learning at selected public schools.

 

2. Terms of reference

Due to under-spending of both grants by some provinces, the Committee resolved to conduct a hearing on the expenditure and service delivery performance of these grants on 24 August 2022.Five provincial departments of education (Eastern Cape, Free State, Limpopo, Mpumalanga and Western Cape) were identified and invited to report on their financial and non-financial performance as at the end of the fourth quarter of the 2021/22 financial year and the first quarter of the 2022/23 financial year. In addition, National Treasury was invited to provide a consolidated report on these grants covering the period under review. The Department of Basic Education (DBE) was also invited to attend and take part in the deliberations.

 

1. Grant outputs

The overall outputs of the Learners with Profound Intellectual Disabilities Grant are -

• Employment of nine deputy chief education specialists as provincial grant managers;
• Appointment of 245 transversal itinerant outreach team members to provide support in special care centres and targeted schools;
• 505 special care centres’ data captured and managed using the South African School Administration and Management System;
• 245 transversal itinerant outreach team members, 2 970 care givers, 1 928 teachers, 408 in-service therapists and 510 officials trained on the learning programme for learners with profound intellectual disabilities and other programmes that support the facilitation of the learning programme; and
• 9 669 children with severe to profound intellectual disabilities supported through outreach services.

 

The overall outputs of the Maths, Science and Technology Grant are -

• School support through provision of computer hardware and software, workshop machinery and equipment, and maths, science and robotics kits;
• Learner support through camps, and additional teaching and support materials; and
• Teacher support by training educators.

 

1. National Treasury

In Table 1 below, National Treasury provided the LPID and MST Grant allocations and expenditure of each province at the end of the fourth quarter of the 2021/22 financial year as well as at the end of the first quarter of the 2022/23 financial year. Except for the Free State, all provinces had under-spent transferred funds by the end of the first quarter.

 

Table 1: Allocations and expenditure in 2020/21 and first quarter of 2022/23

Province	LPID Grant  2021/22		LPID Grant  2022/23		MST Grant 2021/22		MST Grant 2022/23
	Budget R’000	Funds Spent at end of 4th Quarter R’000	Budget R’000	Funds Spent at end of 1st  Quarter R’000	Budget R’000	Funds Spent at end of 4th Quarter R’000	Budget R’000	Transferred funds	Funds Spent at end of 4th Quarter R’000
Eastern Cape	33 909	23 924	28 333	4 383	59 696	38 691	53 950	5 395	20 267
Free State	29 354	21 190	27 125	7 974	46 723	42 895	39 334	3 933	3 991
Gauteng	34 518	34 487	35 150	3 237	58 811	58 642	60 901	6 090	388
KwaZulu-Natal	32 576	32 576	34 423	5 229	67 855	67 857	70 244	7 024	1 317
Limpopo	34 151	26 406	34 451	5 757	52 245	48 656	49 721	4 972	12 735
Mpumalanga	30 780	30 115	31 523	6 060	42 584	33 283	43 833	4 383	4 877
Northern Cape	13 664	13 664	14 068	2 279	27 458	25 517	27 951	2 795	5 402
North West	19 527	20 976	16 997	3 072	41 592	38 747	41 675	4 167	1 815
Western Cape	28 892	21 450	33 451	5 373	54 742	45 869	37 184	3 718	5 584

 

The National Treasury reported the challenges and/or risks identified under the LPID Grant as follows:

• There was inadequate training of care givers for learners with autism. Some educators were under pressure due to not being able to cope with the varying behaviour of learners.
• There was inadequate learner and teacher support material (LTSM) storage. This could lead to material being lost, damaged or stolen.
• There was a high turnover of trained care givers due to some of the care centres not receiving subsidies from the Department of Social Development.
• Many parents could not afford transport for their children to and from the centres, resulting in absenteeism and dropouts.
• Care centres lacked proper infrastructure, such as adequate rest rooms for learners to sleep during the day, and some centres had no kitchens to prepare meals for the learners.
• Some provinces were experiencing procurement delays and challenges, such as procuring assistive devices.

 

For the MST Grant, the National Treasury reported the following challenges:

• Equipment at some schools were installed late or not at all and machinery could not be used for teaching and learning.
• Inadequate needs analyses were done per school before the procurement of Information Communication Technology (ICT) or workshop equipment.
• Inadequate provision was made for maintenance or the repair of the existing equipment in technical schools.
• There was poor monitoring of the MST programme in addition to late and inconsistent reporting by provincial departments.
• There were procurement delays of kits for Maths and Science, and Coding and Robotics, resulting in deliveries late into the financial year.

 

1. Learners with Profound Intellectual Disabilities Grant 

5.1 Eastern Cape

5.1.1 Financial performance

The Eastern Cape Department of Education (ECDE) had been allocated an amount of R27 million for the LPID Grant in the 2021/22 financial year. In addition, an amount of R6 million had been rolled over from the previous financial year, bringing the total amount received to R33 million. Of this total, the ECDE had spent only R23.8 million, and had requested a roll-over to the amount of R4.4 million. For the 2022/23 financial year, the ECED had been allocated R28.3 million for the Grant, of which R9 million was transferred during the first quarter. The ECDE had spent R4.3 million of these funds and had committed a further R3.4 million.

 

5.1.2 Non-financial performance

In the 2021/22 financial year, the ECDE had achieved all its human resources targets, except with regard to Chief Educational Therapists, where one position was vacant. Against of a target of 300 therapeutic services provided (including physical, occupational, speech and language, and psycho-social support), the ECDE had achieved only 203. The Province reported that 1 331 learners had been supported at 68 sites and that 68 laptops had been procured for special care centres. However, no targets were reported against which this could be measured. The ECDE had failed to meet its training targets, with the exception of transversal outreach teams. Training had been provided to only 308 care givers, against a target of 350; 47 teachers, against a target of 150; and four therapists against a target of 30. The ECDE had achieved its target for the provision of learning and teaching support materials (LTSM), but had under-achieved on its targets for providing storage containers and assistive devices. The Province reported that 251 learners had used the learning programme at special care centres, with 766 report cards being issued and 68 mark schedules completed.

 

5.1.3 Challenges and mitigation

The ECDE reported that the late delivery of procured goods had led to under-expenditure of R4.3 million, which ended up being accruals. However, a procurement plan had since been put in place and endorsed by the DBE to ensure timeous delivery; including checking the capacity of service providers contracted. The under-expenditure in compensation of employees (COE) had reportedly been due to the Joe Gqabi team assuming duties four months after the scheduled time; and the team was now in place. The under-expenditure in the first quarter of the 2022/23 financial year, was the result of unspent COE funds, due to four vacant positions. However, the recruitment process had started and the vacancies would be filled in the third quarter, within the management plan. The ECDE was in the process of requesting a deviation of unspent COE funds to utilise for procurement of assistive devices for learners.

 

5.2 Free State

5.2.1 Financial performance

The Free State Department of Education (FSDE) reported that during the 2021/22 financial year, it had spent R21.1 million, or 72.2 percent of the total allocation of R29.3 million. A roll-over amount of R7 million had been requested. For the 2022/23 financial year, the FSDE had been allocated R27.1 million for the Grant, of which R9.1 million was transferred during the first quarter. The FSDE had spent R7.9 million of this amount and had committed a further R676 000.

5.2.2 Non-financial performance

The FSDE failed to achieve most of its human resources targets in 2021/22, with vacant positions in all posts except for Senior Education Specialists. Against a target of providing 480 therapeutic services, the FSDE had achieved only 102. The Province reported that 629 learners had been supported at 50 special care centres and schools, and that various tools of trade had been procured, including psychometric test material; laptops; tilting tables; bedscreens and physiotherapy rollers. However, no targets were reported against which this could be measured. The FSDE had under-achieved on all its training targets. Training had been provided to only 10 teachers, against a target of 150; three therapists, against a target of 22; and one district official, against a target of nine. Zero training had been provided against the targets of 25 transversal outreach team members and 255 care givers. The FSDE had achieved its target for the provision of LTSM to special care centres and had also provided 55 assitive devices against a target of 50. However, it had procured only one LTSM item for schools, against a target of nine; and zero storage containers, against a target of 26. The FSDE reported that 121 learners had used the learning programme at special care centres, with 121 report cards issued and 19 mark schedules completed;  while 127 learners had used th programme at schools, with no report cards being issued or mark schedules completed.

5.2.3 Challenges and mitigation

The FSDE reported that the under-expenditure had been due to payments to the amount of R4.1 million not being disbursed; procurement to the amount of R2.9 million being stopped due to the National Directive on Preferential Procurement; and posts not being filled. In addition, teams were reluctant to order therapy equipment, as the under-developed infrastructure at special care centres (SCCs) meant that there was a high risk of theft. The FSDE hoped to mitigate this through bilateral meetings with the Department of Social Development, as the custodian of SCCs. Lastly, the limited adminstrative capacity in districts had been addressed by the allocation of three Administrative Interns for the Grant.

5.3 Limpopo

5.3.1 Financial performance

The Limpopo Department of Education (LPDE) had been allocated R32.6 million for the LPID Grant in the 2021/22 financial year. In addition, an amount of R1.5 million had been rolled over from the previous financial year, bringing the total amount received to R34.1 million. Of this total, the LPDE had spent R26.4 million, and had requested a roll-over to the amount of R3.7 million. For the 2022/23 financial year, the LPDE had been allocated R34.4 million for the Grant, of which R10 million was transferred during the first quarter. The LPDE had spent R5.7 million of these funds and had committed a further R4 million.

5.3.2 Non-financial performance

In the 2021/22 financial year, the LPDE had achieved all its human resources targets, with the exception of Educational Psychologists, where two positions remained vacant. Against a target of providing 560 therapeutic services, the LPDE had achieved only 184. The Province reported that 1 639 learners had been supported at 114 special care centres and schools, and that seven laminating machines had been procured. However, no targets were reported against which this could be measured. The LPDE had achieved its targets for the training of transversal outreach teams and therapists. However, training had been provided to only 108 care givers, against a target of 248; 171 teachers, against a target of 200; and 30 district officials, against a target of 100. The LPDE had provided 89 LTSM to special care centres, against a target of 90; as well as 102 assistive devices, against a target of 100. The Province reported that 347 learners had used the learning programme at special care centres and schools, with 347 report cards issued and 78 mark schedules completed.

5.3.3 Challenges and mitigation

The LPDE reported that six officials had assumed duty only in May 2022, resulting in compensation of employees (COE) funds for April not being spent. The LPDE was in the process of submitting a deviation request to the DBE to use the money for assistive  devices for leaners. In addition, there were two vacancies for Educational Psychologist posts, which meant further under-spending on COE. However, the recruitment process had been initiated and would be finalised in the second quarter. Finally, payments had reportedly been delayed by the late submission of invoices by suppliers; and a dedicated official had now been tasked to manage this.

5.4 Western Cape

5.4.1 Financial performance

The Western Cape Education Departmnet (WCED) had been allocated R28.5 million for the LPID Grant in the 2021/22 financial year. In addition, and amount of R339 000 had been rolled over from the previous financial year, bringing the total to R28.8 million. Of this total, the WCED had spent R21.4 million by 31 March 2022; and had requested a roll-over for the whole unspent amount of R7.4 million. For the 2022/23 financial year, the WCED had been allocated R33.4 million for the Grant, of which R10 million was transferred during the first quarter. The WCED had spent R5.3 million of these funds and had committed a further R6 million.

5.4.2 Non-financial performance

The WCED had achieved all its human resources targets in 2021/22, with the exception of Educational Psychologists, where two positions remained vacant. With regard to access to therapeutic services, the WCED had achieved 332 against a target of 300. The Province reported that 1 890 learners had been supported at 69 special care centres and schools. However, no targets were reported against which this could be measured. The WCED had under-achieved on all its training targets. Training had been provided to 27 transversal outreach team members, against a target of 30; 409 care givers, against a target of 618; 169 teachers, against a target of 450; 42 therapists, against a target of 100; and 24 district officials, against a target of sixty. The WCED reported that it had provided 62 LTSM to special care centres, against a target of 75; but that all 62 centres supported by the Grant had received LTSM. The Province indicated that 966 learners had used the learning programme and special care centres and schools, with 966 report cards issued and 61 mark schedules completed.

5.4.3 Challenges and mitigation

The WCED reported that delays in supply chain processes had been resolved, with dedicated staff being identified to manage procurement for the Grant.

 

1. Maths, Science and Technology Grant

6.1 Eastern Cape

6.1.1 Financial performance

The Eastern Cape Department of Education (ECDE) had received a total of R59.6 million (R52.1 million plus an adjustment of R7.5 million) for the MST Grant in the 2021/22 financial year. Of this total, it had spent R38.6 million (64.8 percent) and had committed R19.9 million. The ECDE reported that delays in procurement processes and in the delivery of ordered goods had led to under-spending. The delays in procurement had been the result of late commitment of funds. The ECDE further submitted that provisional approval of roll-over funds of R19.9 million had contributed to under-expenditure. The ECDE had been allocated R53.9 million for the MST Grant for the 2022/23 financial year, of which it had spent R20.2 million (or 37.6 percent) and committed R2.9 million by the end of the first quarter.

 

6.1.2 Non-financial performance

The ECDE submitted that, in the 2021/21 financial year, it had provided 60 schools with smart classrooms; nine schools with civil technology tools and consumables; 16 schools with electrical technology equipment and consumables; and seven schools with mechanical technology equipment and consumables. Moreover, it had provided 30 schools with Physical Science kits; 30 schools with Life Sciences kits; 10 schools with Agricultural Technology equipment and personal protective equipment; and 70 General Education and Training (GET) Schools with Maths kits. In addition, 1 900 learners had been registered for Olympiads; 3 400 learners had been supplied with Maths and Science Mind the Gap Study guides; 1 150 Maths educators and 1 300 Physical Sciences educators had attended teacher support training and 1 400 Life Sciences teachers and 160 Technical Subject teachers had been trained; and 1 600 GET teachers had attended Maths and Science training. Under the Department of Basic Education-Cuba support programme, training and learner support material had been developed for Grade 11 and 12 Maths and Science and teachers in four districts had attended training. In the 2022/23 financial year, there was a procurement plan in place and Physical, Life and Agricultural Sciences material; ICT for Further Education and Training schools; and ICT for Computer Application Technology (CAT) and Engineering Graphic Design (EGD) had already been procured. At the time of reporting, the ECDE was awaiting approval of a contract for procurement of Coding and Robotics, General Education and Training (GET) Maths, Natural Science and Technology kits.

 

6.1.3 Challenges and mitigation

The ECDE submitted that finalisation of procurement contracts took long and that ICT procurement had been delayed as a result. The ECDE assured the Committee that procurement would be done following the quotation route.       

 

6.2 Mpumalanga

6.2.1 Financial performance

The Mpumalanga Department of Education (MDE) had received R42.5 million for the MST Grant in the 2020/21 financial year; of which it had spent R33.1 million and committed R3.2 million. In the 2022/23 financial year, the MDE had been allocated R43.8 million for this Grant; of which it had spent R4.8 million and committed R12.2 million by the end of the first quarter. A plan to fast-track deliveries were reportedly in place to ensure that 50 percent expenditure was achieved at the end of the second quarter.

 

The MDE reported the following reasons for under-expenditure during 2021/22:

• Ordered laptops had arrived late and had to be paid for from the 2022/23 budget allocation, pending approval of a roll-over application.
• A sum of R6.1 million had not been paid due to late identification of the actual invoices; which were currently being processed with the intention of paying them by 31 August 2022.

 

6.2.2 Non-financial performance

The MDE reported that, in the 2021/22 financial year, it had provided five schools for CAT and IT with laptop trolleys; 128 primary schools with coding and robotics kits; and 68 secondary schools with laptops. Furthermore, it had supplied 44 schools offering specialisations with practical assessment task (PAT) material; 24 schools with EGD workbooks; and 10 schools with Agricultural Management Practice tools and equipment. The MDE further reported that it had provided 17 foundation phase schools with mathematics kits and 68 secondary schools with Physical Sciences equipment and consumables. A learner camp had been conducted for 1 281 Grade 12 learners; learners had been provided with 3 000 Physical Sciences Study Guides; and the MDE had supported the participation of 302 learners in the oil and gas career guidance and exhibitions. In addition, 625 learners had participated in mining and energy career exhibitions and guidance and the MDE had supported 3 997 learners in the Maths, Science and Technology Advancement Competitions. The MDE further reported that quarterly workshops had been conducted for 112 Subject Advisors and 1 507 teachers trained on pedagogical and subject content knowledge.

 

6.2.3 Challenges and mitigation

With regard to plans to improve spending, the MDE reported that 80 percent of the requests for quotations had been submitted and 50 percent of the quotations received had been processed for orders. This meant that, even though only 18 percent of the budget had been spent, the number rose to 50 percent when commitments as at 31 July 2022 were included. The MDE indicated that 30 percent of the 2022/23 budget would be committed by 30 September 2022. The MDE further reported that follow-ups would be made with suppliers to deliver resources to ensure that the expenditure was at 50 percent or more by September and at 75 percent by 31 December 2022. The MDE explained that activities for January to March 2023 would be procured and committed by 31 January 2023 to ensure 100 percent spending by the end of the 2022/23 financial year.

    

6.1 Western Cape

6.3.1 Financial performance

The Western Cape Education Department (WCED) had received R54.7 million (R36.3 million plus a R18.4 million adjustment) for the MST Grant in the 2021/22 financial year; of which it had spent R45.8 million and committed R8.9 million. For the 2022/23 financial year, the WCED had been allocated R46 million (R37.2 million plus a roll-over amount of R8.9 million) of which it had spent R5.5 million (12 percent) by the end of the first quarter, against the expected benchmark of 25 percent per quarter.

 

6.3.2 Non-financial performance

The WCED submitted that it had supplied 117 schools with subject-specific ICT hardware such as data projectors, 3D printers and visualisers; 100 schools with ICT LAN infrastructure in accordance with the minimum specifications for the Mathematics and Sciences Telematics programme; and 79 schools with subject-specific ICT software such as Auto CAD, Ally CAD and simulation software for technical subjects. Furthermore, 35 technical and agricultural schools had been supported with maintenance of machinery and equipment and 40 with workshop equipment and consumables for technical subjects; while 80 EGD schools had been supplied with drawing equipment and instruments. In addition, the WCED had supplied 125 FET and GET MST schools with laboratory equipment and apparatus for Mathematics, Sciences and Technology subjects; 66 laboratories with consumables for Mathematics, Sciences and Technology; 13 agricultural schools with animal handling facilities; 240 GET schools with Life Sciences kits for Life Skills Foundation Phase; and 50 GET schools with Natural Science and Technology kits for intermediate phase (Grades 4-6) and Grade 7. The WCED further reported that 9 866 learners had registered and participated in mathematics, science and technology olympiads, science fairs, expos, and robotics competitions; 433 learners had participated in the South African Institute of Chartered Accountants (SAICA) camp; 10 000 Maths learners were to receive calculators by the end of August 2022; 1 813 teachers and subject advisors had attended targeted structured training in all MST subjects, as well as for coding and robotics; and 759 teachers and subject advisors had participated in professional development break away workshops and content training in all MST subjects, and attended the Association for Mathematics Education of South Africa (AMESA) Conference and Mathematics Material Development and Life Sciences, Physical Sciences and Technical Sciences content training.  

 

6.3.3 Challenges and mitigation

The WCED reported that, during April and May 2021, a request had been submitted to Supply Chain Management (SCM) for the acquisition of Mathematics, Life Sciences, and Life Skills equipment and calculators via an open tender process. When no compliant bidder could be found, the tender had been re-advertised and at the end of the process, a three-year contract awarded for each of these services. Due to these three-year contracts, procurement was expected to continue much faster compared to previous years, and the delivery of the equipment would take place during the financial year in which the funds must be spent. The WCED further reported that at the end of the 2021/22 financial year, SCM had managed to procure and generate order numbers for all the items, hence the request for the roll-over of R8.9 million. From this roll-over, items to the value of R4.9 million had already been delivered to schools. Outstanding items were calculators valued at R2.9 million and Natural Sciences equipment worth R974 000. Commitments from the suppliers reportedly indicated that delivery of the outstanding equipment would be concluded by the end of August 2022.

 

1. Findings and Observations

 

1. The Committee noted that some provinces, including Free State and Limpopo, had not made progress in filling all their funded vacant posts due to the inability to attract suitably qualified and experienced candidates within their respective provinces. The Committee was concerned about the impact this might have on service delivery programmes.

 

1. The Committee noted that some of the challenges faced by provinces included a very high turnover in care givers and the fact that there was a National Directive, which halted procurement and that the Free State Department of Education had lost all of its itinerant team members in the previous year, resulting in a needs analysis not being done.

 

1. The Committee noted that some provinces had not achieved all their projected quarterly targets and this had led to under-expenditure of grants. These included non-procurement of storage containers; non-procurement of thermometers, and not training all the targeted care givers, teachers, therapists and officials due to the closure of care centres because of the COVID-19 pandemic.

 

 

1. The Committee remained concerned that spending on both the Learners with Profound Intellectual Disabilities Grant and the Maths, Science and Technology Grant was slow at the start of each financial year, with a spike in the fourth quarter, reportedly as a result of the late submission of invoices; and further cautioned against possible fiscal dumping or wastage, which normally occurred towards the end of the financial year.

 

1. The Committee noted that there were currently 9 797 learners who were benefiting through the Learners with Profound Intellectual Disabilities Grant, with some learners still outside the system; and the Department of Basic Education (DBE) undertook to provide a breakdown of the numbers per province.

 

1. The Committee remained concerned that some of the provinces did not report fully on progress with respect to the implementation of the Maths, Science and Technology Grant; these included Gauteng and Limpopo, who had not reported on all the indicators.

 

1. The Committee noted that the DBE also engaged regularly with MECs and heads of departments to determine where there were challenges and to share best practices across the sector.

 

1. The Committee noted that the National Treasury received and published monthly spending reports and further met with the sector quarterly to discuss how challenges could be addressed. Provincial budget visits, where National Treasury met with the biggest sectors to identify challenges and mitigating measures, were also conducted.

 

1. Recommendations

 

1. The provincial education departments of the Free State, Eastern Cape and Limpopo should expedite the filling of funded vacancies as they may continue to impact negatively on service delivery programmes. The Committee is of the view that this needs urgent action from the sector as part of the interventions to tackle the rising unemployment post-COVID-19. This should include steps to address the reported high turnover of care givers and the itinerant team members who resigned in the Free State Department of Education.   

 

1. The Department of Basic Education, together with its provincial counterparts, should take steps to urgently address all the issues that led to the non-achievement of quarterly targets, as articulated in the approved departmental plans, within 60 days. These include the procurement of storage containers, assistive devices and thermometers; and training for care givers, teachers, therapists and officials.   
2. The Department of Basic Education and its provincial counterparts should take steps to improve quarterly expenditure depending on the grant schedule for both the Learners with Profound Intellectual Disabilities Grant and the Maths, Science and Technology Grant, whilst achieving value for money to avoid an expenditure spike in the fourth quarter; as well as any risk of fiscal dumping or wastage of government resources. The Committee encourages all provinces and other government entities to put in place mechanisms to ensure that invoices are received from contractors well in advance or on time. Furthermore, they should ensure that payments are processed within the prescribed 30-day period as required by section 38 (1)(f) of the Public Finance Management Act of 1999, to avoid under-expenditure and non-compliance.   

 

1. The Department of Basic Education, together with its provincial counterparts, should ensure that specific steps are taken to reach more beneficiaries with the Learners with Profound Intellectual Disabilities Grant, depending on the availability of resources, as the need is still great.   

 

1. Gauteng and Limpopo should take steps to address the issue of poor reporting on performance progress with regards to the implementation of the Maths, Science and Technology Grant, given that they were not able to report on all of their performance indicators for the period under review. This should be done within 60 days after the adoption of this Report by the House. The Committee views poor reporting in a very serious light, as it impacts negatively on oversight activities. Parliament, together with provincial legislatures, will continue to monitor progress.

 

1. The Department of Basic Education should continue to strengthen performance verification and monitoring of mitigation measures, as reported to the Committee, and ensure regular engagements at district, regional and executive level (MECs and heads of departments) to identify challenges and share information across the sector. This should assist the sector to improve planning processes before the next budget cycle.  

 

1. The Committee is of the view that the National Treasury should continue to intensify its effort to conduct quarterly provincial budget visits with a view to assist the sector to address spending challenges and ensure better management of conditional grants.

 

1. The Committee wishes to stress that the funds allocated are clearly desperately needed by the intended beneficiaries, and that the responsible departments should always have the interests of these beneficiaries foremost in their priorities as they perform their daily tasks.

 

Report to be considered