ATC230329: Report of the Portfolio Committee on Basic Education on the Second and Third Quarterly Report on the Performance of the Department of Basic Education in Meeting its Pre-Determined Objectives for 2022/23, dated 28 March 2023

Basic Education

Report of the Portfolio Committee on Basic Education on the Second and Third Quarterly Report on the Performance of the Department of Basic Education in Meeting its Pre-Determined Objectives for 2022/23, dated 28 March 2023

The Portfolio Committee on Basic Education, having considered the Second and Third Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre-determined objectives for 2022/23 reports as follows:

1.Introduction

The Portfolio Committee on Basic Education considered the First Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre- determined objectives for 2022/23 on 28 February 2023. Consideration of quarterly reports by committees is one of the established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are enablers for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, outputs in respect of the performance indicators and planned targets of the pre-determined objectives set for 2022/23 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance. The achievements and output of the Department presented in this report are preliminary since they have not yet been audited.

2.Performance Indicators and Targets

2022/23 Quarter 2 Status Bar for Indictors

For the 2022/23 financial year, the Quarter Two information indicated that the Department had a total of 70 indicators for all five programmes combined. Of the 2022/23 indicators, 59 were annual targets, nine (9) were quarterly targets, one

being a bi-annual target and one (1) being a bi-ennial target. As at the end of the Second Quarter of the 2022/23 financial year, the Department had fully achieved nine (9) targets (90 percent), partially achieved zero (0) targets (0 percent) and did not achieve one (1) targets (10 percent).

2.22022/23 Quarter 2 Target Not Achieved

Programme 1: For 1.1.4 Schedule 4, 5 and 6 Conditional Grants Quarterly Performance Reports are supposed to be submitted to National Treasury (NT) 45 days after the end of each quarter. Six (6) reports were submitted on 19 August 2022, four (4) days later than 45 days. This was due to late submission of reports by Provincial Education Departments (PEDs) to the DBE. Report writing sessions will be held in Q3 to ensure that reports are factually accurate and available to the DBE on time. Monitoring of Provincial submissions will be enhanced to ensure compliance to deadlines.

2.3Programmes of the Department of Basic Education

The Annual Performance Plan summarises the priorities of the DBE as aligned to the 2019-2024 Medium-Term Strategic Framework and the Action Plan to 2024: Towards the Realisation of Schooling 2030. The activities of the DBE 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
Programme 5: Educational Enrichment Services

2.42022/23 Quarter 3 Status Bar for Indictors

For the 2022/23 financial year, the Quarter Three information indicated that the Department had a total of 70 indicators for all five programmes combined. Of the 2022/23 indicators, 59 were annual targets, nine (9) were quarterly targets, one

being a bi-annual target and one (1) being a bi-ennial target. As at the end of the Third Quarter of the 2022/23 financial year, the Department had fully

achieved eight (8) targets (89 percent), partially achieved zero (0) targets (0 percent) and did not achieve one (1) targets (11 percent).

2.52022/23 Quarter 3 Target Not Achieved

Programme 5: For 5.1.5 Number of districts implementing the programme to end school-related gender-based violence. Question 4 in Section D of the monitoring tool: “Number of schools implementing the Programme to End School Related Gender Based Violence (SRGBV)?” is only answered in the following five (5) districts:

FS: Lejweleputswa
GP: Sedibeng East
GP: Johannesburg East
GP: Ekurhuleni South
GP: Ekurhuleni North

The monitoring tool is not adequately completed and signed-off. The monitoring tool does not sufficiently accommodate the different Districts as some do not implement the GBV programme. The Districts that have indicated Zero / NIL response in the area that cannot be evidenced for SRGBV programme implementation are updating their monitoring tools with requisite evidence

3Performance per Programme against Performance Indicators and Targets set for 2022/23

Programme 1: Administration - The purpose of the programme is to provide strategic leadership, management and support services to the Department. Within this programme, the Department had six (6) targets – two (2) annual and four (4) quarterly target.

3.1.1Quarterly Target

Percentage of valid invoices paid within 30 days upon receipt by the Department - The Department’s quarterly target was set at 100 percent. The validated quarterly output stood at 100 percent for

Quarter 1, Quarter 2 and Quarter 3. This target was achieved with no deviations.

·Number of reports on misconduct cases resolved within 90 days

- The quarterly target was set at one (1) reports and the validated output stood at one report each for Quarter 1, Quarter 2 and Quarter

3. This target was achieved with no deviation.

Number of Schedule 4, 5 and 6 Conditional Grants Quarterly Performance Reports submitted to National Treasury (NT) 45 days after the end of each quarter – The quarterly target was set at seven (7) reports and the validated output stood at sis reports for Quarter 1, zero reports for Quarter 2 and seven reports for Quarter

3. f one (1) report. This target was achieved for Quarter 3 but not for Quarter 2.

Number of Quarterly Performance Reports submitted to National Treasury (NT) and the Department of Planning, Monitoring and Evaluation (DPME) 30 days after the end of each quarter - The quarterly target was set at one (1) report and the validated output stood at one report each for Quarter 1, Quarter 2 and Quarter 3. This target was achieved with no deviation.

3.1.2Annual Targets

Number of capacity-building programmes offered to the DBE officials – The Department’s target was set at 14 reports annually. The validated output stood at four (4) for Quarter 1, 13 for Quarter 2 and 14 for Quarter 3. This was an annual indicator.

Annual Performance Plan approved by 31 March each financial year - The target was for the 2023/24 APP to be approved by March 2023. In this regard the Department reported that the 2023/24 DBE Draft APP was submitted to the DPME and NT. This was an annual indicator.

The Department reported on further progress made in the key focus areas in Programme One for the Second and Third Quarters of 2022/23, which included the following, amongst others:

Human Resource Management and Administration;
Training and Social Responsibility;
Labour Relations;
Financial Management Services;
Legal Services;
Legislative Services;
Security and Asset Management;
Supply Chain Management;
Project Management;
Parliamentary and Business Processes;
Donor Grant Management;
Intergovernmental and Technical Support;
Provincial Budget and Monitoring;
International Relations and Multilateral Affairs;
United Nations Education, Scientific and Cultural Organisation (UNESCO);
Coordination and Secretariat Support;
Internal and External Stakeholders;
Communications and Research;
Media Liaison;
Internal Audit Risk Management and Investigation;
Strategic Planning and Reporting;
Research Co-ordination, Monitoring and Evaluation;
Partnerships; and
Government Information Technology.

3.2Programme 2: Administration

The purpose of the programme is to develop Curriculum and Assessment policies and monitor and support their implementation. Within this programme, there were

31 performance indicators with 29 annual, one (1) quarterly and one (1) bi-annual target. The details of the Department ‘s performance are as follows:

3.2.1Quarterly Targets:

Number of Technical schools monitored for implementation of Curriculum and Assessment Policy Statements (CAPS) - The quarterly target was set at 18 schools and the validated output stood at six (6) schools for Quarter 1, six (6) schools for Quarter 2 and zero for Quarter 3. There was no monitoring during examination period in provinces and schools.

3.2.2Bi-Annual Targets:

Number of learners per year obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate (SC), included upgraded NSC through the Second Chance Matric Programme (SCMP) - The bi-annual target was set at 50 000 learners. The validated output indicated a total of 101 507 for Quarter 2. Eight (8) centres were monitored across four (4) provinces namely: Eastern Cape, KwaZulu-Natal, Western Cape and Northern Cape.

3.2.3Annual Targets:

Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID - The annual target was set at 3 927 learners. The subject statements of learning programme for learners with profound intellectual disability for Life Skills and Mathematics were finalised. Nine (9) PEDs were monitored on the implementation of the Learning Programme for LPID. On the aspect of Children/ Learners with Profound Intellectual Disability (C/LPID), for 2023 PEDs implementing guidelines were developed and orientation was also provided to officials on the utilisation of the guidelines. Support was provided to

Grant Manager and Evidence Based Reporting on the end reporting requirements.

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 National Report on monitoring of the implementation of the Policy on SIAS as a mechanism for early identification and intervention. The validated output indicated that for the period under review, a total of 130 108 learners were screened, 32 673 were identified as experiencing barriers to learning, 15 833 cases were resolved by the school, 11 380 cases referred to the DBSTs, 9215 cases were resolved by the DBSTs, by retaining learners into their current schools and 2 457 cases resolved by the DBSTs, by referring learners to other schools.

An Annual National Report is produced on the development of a new funding model for ECD – The target was for an approved Annual National Report on the review of the subsidy payment mechanism. The validated output indicated that in the development of a new funding model for ECD, the World Bank finalised the Public Expenditure and Institutional Report and a workshop was conducted with provinces to review the ECD subsidy guidelines.

An Annual National Report is produced on conducting an Early Childhood Development census to inform the integration of ECD into EMIS - The target was for an approved Annual National Report on the integration of ECD data into EMIS. The validated output indicated that there was a Memorandum of Agreement (MoA) in progress for the integration of ECD data into EMIS:

(1) Ilifa Labantwana for the long-term development of an ECD MIS system; and
(2) Data Innovators and Nelson Mandela Foundation for the short run use of the Vangasali Registration Management Tool

An Annual National Report is produced on developing an ECD Human Resource Development (HRD) Plan – The target was for an approved National Report on the development of a new ECD service delivery model and its workforce implications. The validated output indicated that the Human Resource Development Plan (HRDP) task team members consisting of different Government and Non-Government ECD stakeholders have been appointed.

Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 – 12 – The annual target was set at eight (8) districts. The validated output indicated that a review and amendment of the first draft report of the monitoring of implementation of the National Curriculum Statement (NCS) for Grades 10–12 was conducted.

Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes - The annual target was set at nine (9) provinces. The validated output indicated a total of 91 Spring schools were monitored in all 9 PEDs.

Number of schools monitored for implementing compulsory entrepreneurship education - The annual target was set at 180 schools (20 per province). The validated output indicates a total of 47 for Quarter 2 and 50 for Quarter 3.

·An Annual National Report is produced on the implementation of the General Education Certificate (GEC)

- The target was an approved Annual National Report on the implementation of the GEC. The validated output indicated a Funding Framework for the Three-Stream Model was developed and presented by GTAC at the PSC meeting. Circular S1 OF 2023: Availability of grade 8 and 9 vocational-oriented and years 1 - 4 Occupational subject’s learner and teacher guides on the Department of Basic Education website was developed and approved by the DG. The process plan for training subject advisors and teachers on CAPS practicals for occupational and vocational subjects at the skills centres was developed.

An Annual Sector Report is produced on schools that pilot and implement the Vocational Stream and Occupational Stream respectively - The target was an approved Annual Sector Report on schools that pilot and implement the Vocational Stream and Occupational Stream respectively. The validated output indicated a Funding Framework for the Three- Stream Model was developed and presented by GTAC at the PSC meeting. Circular S1 of 2023: Availability of grade 8 and 9 vocational-oriented and years 1 - 4 Occupational subject’s learner and teacher guides on the Department of Basic Education website was developed and approved by the DG. The process plan for training subject advisors and teachers on CAPS practicals for occupational and vocational subjects at the skills centres was developed.

Number of schools monitored for piloting the Coding and Robotics Curriculum - The annual target was set at 18 schools (two per piloting province). The validated output indicated two
schools for Quarter 1, ten (10) schools for Quarter 2 and two

(2) schools for Quarter 3.

Number of schools monitored on the implementation of the reading norms - The annual target was set at 18 schools. The

validated output indicated zero schools for Quarter 1, ten (10) schools for Quarter 2 and three (3) schools for Quarter 3.

Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The annual target was set at 18 schools. The validated output indicated zero schools for Quarter 1, eleven (11) schools for Quarter 2 and two (2) schools for Quarter 3.

Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The annual target was set at 18 schools. The validated output indicated zero schools for Quarter 1, nine (9) schools for Quarter 2 and three (3) schools for Quarter 3.

Number of schools with Multi-grade classes monitored for implementing the multi-grade toolkit - The annual target was set at 32 schools. The validated output indicated zero schools for Quarter 1, eighteen (18) schools for Quarter 2 and five (5) schools for Quarter 3.

An Annual Sector Report is produced on the implementation of the National Reading Plan – The target was an approved Annual Sector Report on the implementation of the National Reading Plan. The validated output indicated that in the analysis of Quarter 2, PEDs Reading Report was conducted and the report was produced.

An Annual Sector Report is produced on the number of public schools monitored on the availability of readers – The target was an approved Annual Sector Report on the number of public schools monitored on the availability of readers. The validated output indicated that the provinces were reminded

during the Interprovincial meeting held on 7 November 2022 about the deadline to submit PED reports by 28 February 2023.

Number of schools per province monitored for utilisation of Information and Communications Technology (ICT) resources The annual target was set at 27 schools (three per province). The validated output indicated a total of twenty (2) schools in Quarter 2 and six (6) schools in Quarter 3.

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. A total of 16 821 (99.12%) out of 16 971 targeted schools have received volume 1 Grades 1-6 Home Language workbooks.

Percentage of public schools with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order - The annual target was set at 100 percent. A total of 22 631 (99.57%) out of 22 728 targeted schools have received volume 1 Grades 1-9 Mathematics workbooks.

Percentage of public schools with workbooks for learners in Grades R per year, after having placed an order - The annual target was set at 100 percent. A total of 16 110 (98.78%) out of 16 309 schools offering Grade R received terms 1 and 2 Grade R workbooks.

An Annual Sector Report is produced on the percentage of learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12 – The annual target was an approved Annual Sector Report on the percentage of learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3.6.9. and 12. The validated output indicate that a

template for the annual sector report on learners provided with Mathematics and EFAL has been developed. Furthermore, letters were sent to provinces, reminding them about the submission of report on 10 February 2023.

The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1-4 - The annual target was set at 10 schools. The validated output indicates four (4) schools for Quarter 2 and three (3) schools for Quarter 3.

Number of special schools with access to electronic devices - The annual target was set at 70 special schools. The validated output indicates a total of 16 special schools achieved in Quarter 1 and 28 school in Quarter 2. No connectivity was provided in Quarter 3 by mobile operators as part of their social obligation.
An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices - The annual target was an approved Annual Sector Report on the monitoring of procurement and distribution of ICT devices. The validated output indicates that letters were sent to PEDs to submit outstanding and upcoming provincial annual ICT reports as per the submission plan

An Annual Sector Report is produced on the number of teachers trained on inclusion – The annual target was an approved Annual Sector Report on the number of teachers trained on inclusion. The validated output indicates the for the period under review, a national total of 67 teachers were trained in Braille; 284 on SASL; 230 teachers on Autism; and 9982 teachers on inclusive programmes. This means the national total of teachers trained in areas of inclusion during the period under review has reached 10563.

An Annual Sector Report is produced on the number of learners in public special schools - The annual target was an approved Annual Sector Report on the number of learners in public special schools. The validated output indicates that for the period under review, 121 065 learners were enrolled in special schools for eight (8) provinces
- Eastern Cape: 1 023
- Free State: 6 603
- Gauteng: 58 954
- KwaZulu-Natal: 20 887
- Limpopo: Nil report
- Mpumalanga: 4 017
- Northern Cape:1 812
- North West: 7 839
- Western Cape:19 930
- National: 121 065

The line function has arranged as support/intervention session with the Limpopo province to assist them to submit the report.

An Annual Sector Report is produced on the percentage of public special schools serving as resource centres - The annual target was an approved Annual Sector Report on the percentage of public special schools serving as resource centres. The validated output indicates that Eight (8) PEDs have designed special schools as resource centres. The data excludes Limpopo Province. The provinces submitted the following percentages of public special schools serving as resource centres:

Eastern Cape: 52%
Free State: 54%
Gauteng: 15.8%
KwaZulu-Natal: 31%
Limpopo: nil report
Mpumalanga: 66%

Northern Cape: 100%
North West: 13%
Western Cape: 38%

An Annual Sector Report is produced on the establishment of Focus Schools per Provincial Education Department – The annual target was an approved Annual Sector Report on the establishment of Focus Schools per Provincial Education Department. The validated output indicates that an Annual Sector Report template and reminder to submit by 28 February 2023 sent to 9 PEDs through DG approved letter

The Department reported on further progress made in the key focus areas in Programme 2 for the Second and Third Quarter of 2022/23, which included the following, amongst others:

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

3.3Programme 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 11 performance indicators, 10 annual indicators and one quarterly indicators. The details of the Department’s performance are as follows:

3.3.1Quarterly Targets:

Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six months upon confirmation that the bursar has completed studies – The target was set at one report per quarter. The validated output indicated an approved first, second and third quarter report on placement of Funza Lushaka graduates with no deviation.

3.3.2Annual Targets:

Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness - The target was set at 70 percent of 1 000 sampled schools. The validated output indicated that during the quarter under review, completion of the survey tool and all quality check processes were underway and the statistical analysis of the data process will follow in the next quarter

Percentage of schools producing the minimum set of management documents at a required standard - The target was set at 100 percent of 1 000 sampled schools. The validated output indicated that during the quarter under review, completion of the survey tool and all quality check processes were underway and the statistical analysis of the data process will follow in the next quarter

Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education per year – The target was set at 11 800 bursaries awarded. The validated output achieved a total of 12 094 bursaries awarded.

·An Annual National Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers - The target was an approved Annual

National Report on the number of qualified teachers aged 30 and below entering the public service as teachers. The validated output achieved an approved third quarter report on the number of qualified teachers aged 30 and below entering the public service as teachers.

An Annual Sector Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres – The target was an approved Annual Sector Report on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres. The validated output indicates a total of 37 completed monitoring tools and nine PEDs quarterly reports submitted.

An Annual Sector Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on Language, Mathematics, Physical Science and Accounting - The target was an approved Annual Sector Report on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting. The validated output indicates that nine PEDs submitted their quarterly reports.

Number of PEDs that had their post provisioning processes assessed for compliance with the post provisioning norms and standards - The target was set at nine (9) PEDs. The validated output indicates that nine (9) PED letters notifying of HODs of Post provisioning meeting were developed and approved by the DG. Monitoring framework for the implementation of the Post Provisioning Norms for Staffing of Schools was developed. Monitoring tool for Template for submission of the profiles of educators declared in addition was developed.

An Annual Sector Report is produced on the number of Grade R practitioners with NQF level 6 and above qualifications produced – The target was an approved Annual Sector Report on Grade R practitioners at NQF Level 6 and above qualifications produced. The validated output indicates that four (4) approved monitoring tools were received from Norther Cape, Mpumalanga, KwaZulu-Natal and Eastern Cape.

Number of PEDs monitored on the implementation of the Quality Management System (QMS) for school-based educators - The target was set at nine (9) PEDs. The validated output indicates that:

Q1: One (1) PED monitored: GP
Q2: Three (3) PEDs monitored: FS, NC and WC
Q3: Five (5) PEDs monitored: EC, KZN, MP, LP and NW

Number of PEDs monitored on the implementation of the Education Management Service: Performance Management and Development System (EMS: PMDS) – The target was set at nine (9) PEDs. The validated output indicates that:

Q1: Three (3) PEDs monitored: KZN, MP and NC
Q2: Three (3) PEDs monitored: EC, LP and WC
Q3: Three (3) PEDs monitored: GP, FS and NW

The Department reported on further progress made in the key focus areas in Programme 3 for the Second and Third Quarter of 2022/23, which included the following, amongst others:

Education Labour Relations and Conditions of Service;
Curriculum Research;
Education Human Resource Planning, Provisioning and Monitoring;
Placement of Funza Lushaka Graduates
Continuing Professional Teacher Development;

Education Management and Governance Development;
Initial Teacher Education; and
Teacher Development Implementation.

3.4Programme 4: Planning, Information and Assessment

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

3.4.1Annual Targets:

Number of new schools built and completed through Accelerated Schools Infrastructure Delivery Initiative (ASIDI) – The annual target was set at 30 new schools built and completed. The validated output stood at zero for Quarter 1, five

(5) for Quarter 2 and three (3) for Quarter 3.

Number of schools provided with sanitation facilities - The target was set at 450 schools. The validated output stood at 45 for Quarter 1, 67 for Quarter 2 and 16 for Quarter 3.

Number of schools provided with water facilities through ASIDI - The target was set at 50 schools. The validated output stood at zero for Quarter 1, 16 for Quarter 2 and two (2) for Quarter 3.

Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9 - The target was set at 500 test items developed. The validated output indicates a total of 258 test items developed.

Number of NSC reports produced - The target was four (4) NSC Reports. The validated output indicates that the four signed reports will be provided in the fourth quarter.

Number of question papers set for June and November examinations – The target was set at 320 question papers. The validated output indicates that a total of 96 papers for Languages and a total of 122 papers for Non-Languages were developed.

Percentage of public schools using the South African School Administration and Management System (SA-SAMS) for reporting - The target was set at 98 percent. The validated output indicates that the Quarter 3 summary report of public schools in 8 provinces using SA-SAMS, supported with evidence supplied by the PED’s was produced.

An Annual National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) and EMIS priorities – The target was an approved Annual National Report on the number of provinces monitored for implementation of LURITS and EMIS priorities. The validated output indicates that monitoring was conducted in 8 PEDS and feedback was provided to the PEDs on the LURITS Readiness Audit.

An Annual National Report is produced on learning outcomes linked to the National Assessment Framework (NAF) – The target was an approved Annual National Report on the learner performance linked to the NAF. The validated output indicates that the PIRLS quarterly progress report was produced. The main activity for this period revolved around the 8th National Reading Coalition (NRC) meeting, the subsequent postponement of the PIRLS 2021 international results release

and the publication of the PIRLs South African Encyclopaedia chapter

An Annual National Report is produced on the Early Learning National Assessment (ELNA) to determine school readiness - The target was an approved Annual National Report on the second Early Learning National Assessment (ELNA). The validated output indicates that the 2022 Early Learning National Assessment (ELNA) Third Quarter Progress Report available. The Terms of Reference document was developed and successfully advertised as a tender

Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - The target was set at 60 officials. The validated output indicates that 27 mentees from districts that achieved below the national benchmark in the NSC were supported by the appointed mentors.

Percentage of of District Directors that have undergone competency assessment prior to their appointment - The target was set at 97 percent. The validated output indicates that evidence on the advertisement or appointment of district directors were received from 3 PEDs (NC, WC and GP)

Number of underperforming secondary schools monitored at least twice a year by sector officials - The target was set at 1 000 secondary schools. The validated output indicates a total of 611 (accumulatively).

Number of districts in which teacher development has been conducted as per district improvement plans - The target was set at 65 districts. The validated output indicates a total of 31 signed District Improvement Plans received

Number of District Director forums held – The target was set at three (3) forums. The validated output indicate that no meeting scheduled for the third quarter.

3.4.2Biennial Targets:

Percentage of school principals rating the support services of districts as being satisfactory – The target was set at 75 percent of school principals. The validated output indicates that 818 out of 1 080 survey data collection responses received for capturing and analysis.

The Department reported on further progress made in the key focus areas in Programme 4 for the First Quarter of 2022/23, which included the following, amongst others:

Education Management Information System (EMIS);
Public Examinations;
Examination and Assessment System Administration;
National Assessment;
Provincial Budget and Monitoring;
Provincial and District Planning and Implementation Support;
School and District Incident Management and Support;
National Education Evaluation and Development Unit (NEEDU);
Quality Learning and Teaching Campaign (QLTC); and
Implementation and Monitoring.

3.5Programme 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 six (6) performance indicators with three (3) annual and three (3) quarterly targets. The details of the Department’s performance in this programme are as follows:

3.5.1Quarterly Targets:

Number of districts monitored in the implementation of the National School Safety Framework (NSSF), Social Cohesion,

Sport and Enrichment Programmes - The target for was set at 20 districts monitored. The validated output stood at 20 districts in Quarter 3 with no deviation.

Number of learners, educators, parents, SGBs and other educations stakeholders reached through social cohesion programmes – The target was set at 500 and the validated output indicated a total of 2 172 for Quarter 1, 2 204 for Quarter

2 and 1 314 for Quarter 3. A positive deviation of 814. Collaboration with external stakeholders was beneficial in advocating for Social Cohesion and Equity Programmes.

Number of districts implementing the programme to end school-related gender-based violence – The target was set at 22 districts. The validated output stood at 5 districts – a negative deviation of 15 districts. The deviation was due the monitoring tool is not adequately completed and signed-off. The monitoring tool does not sufficiently accommodate the different Districts as some could not provide evidence of implementation of one of the three programmes

3.5.2Annual Targets:

An Annual Sector Report is produced on the provision of nutritious meals and compliance with feeding requirements

- The target was for an approved Annual Sector Report on the provision of nutritious meals and compliance with feeding requirements. The validated output indicates that 13 school were monitored during the Quarter and the Quarter 3 monitoring report is submitted.

Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme – The Annual Target was set at nine (9) PEDs. The validated output indicates four (4) schools were monitored during the Quarter.

Number of professionals trained in SASCE programmes - The Annual Target was set at 900 professionals trained. The validated output indicates that the National Coordinating Committee (NCC) had a meeting on 21/11/2022 at the Tshwane North District Office in Wonderboom Junction to deliberate on the 2023 Participation Rules. Provinces and all the teacher unions that form part of the NCC gave their input on the rules

The Department reported on further progress made in the key focus areas in Programme 5 for the Second and Third Quarter of 2022/23, which included the following, amongst others:

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

1. Budget and Expenditure

Introduction

The total Appropriation budget of the Department for the 2022/23 financial year amounts to R29.560 billion.

82% of the budget amounting to R24.663 billion is allocated to transfer payments as follows:
- Conditional Grants: R23.008 billion
- Transfers to Public Entities: R178.0 million
- Other Transfers: R1.477 billion
The remainder of the budget R4.897 billion is allocated to the following:
- Compensation of Employees: R549.3 million
- Goods and Services: R2.247 billion
- Interest on Rent and Land: R40.6 million
- Payments of Capital Assets: R2.060 billion

The total actual expenditure of the Department for the 2022/23 financial year third quarter amounts to R23.796 billion

Expenditure amounting to R20.931 billion is made up of Transfer payments as follows:
- Conditional Grants: R19.321 billion
- Transfers to Public Entities: R134.5 million
- Other Transfers: R1.476 billion
The remainder of the expenditure R1.604 billion from total expenditure is made up as follows:
- Compensation of Employees: R436.8 million
- Goods and Services: R1.3 billion
- Interest on Rent and Land: R30.0 million
- Payments of Capital Assets: R1.1 billion

Allocation against Expenditure per Programme for the 2022/23 Financial Year

Programme	Budget R’000	Expenditure R’000	Variance R’000	Percentage Spent
Administration	535 184	418 068	117 116	78.12%
Curriculum Policy, Support and Monitoring	3 280 768	2 231 135	1 049 633	68.01%
Teachers, Education Human Resources and Institutional Development	1 501 105	1 422 805	78 300	94.78%
Planning ,Information and Assessment	15 416 997	12 332 423	3 084 574	79.99%
Educational Enrichment Services	8 826 113	7 391 258	1 434 855	83.74%
Total	29 560 167	23 795 689	5 764 478	80.50%

Reasons for Material Variances

Programme 2: Curriculum Policy, Support and Monitoring –

Challenges/Deviation – Spending is lower at 68.01%
Mitigatory Measures/Progress – Workbooks: The delivery of Workbooks Volume 1 of Grade R to 9 is currently in progress and is expected to be completed during February 2023. A total number of 30,9 million of 32,9 million workbooks were delivered to 21 786 schools for the 2023 academic year.

4.2.1.2Programme 3: Teachers, Education Human Resources Development and Institutional Development –

Challenges/Deviation – Spending is higher at 94.78%
Mitigatory Measures/Progress – The once-off transfer for Funza Lushaka Bursaries was made to NSFAS on 1 April 2022 as per the approved payment schedule

Allocation Against Expenditure Per Economic Classification for 2022/23 Financial Year

Economic Classification	Budget R’000	Expenditure R’000	Variance R’000	Percentage Spent
Compensation of Employees	549 328	436 798	112 530	79.51%
Goods and Services	2 246 887	1 317 584	929 303	58.64%
Interest on Rent and Land	40 553	29 981	10 572	73.93%
Transfers and Subsidies	24 662 313	20 931 168	3 731 145	84.87%
Payments of Capital Assets	2 061 086	1 080 003	981 083	52.40%
Payments of Financial Assets		155	-155
Total	29 560 167	23 795 689	5 764 478	80.50%

Reasons for Material Variances

Goods and Services:

Challenges/Deviation – The bulk of the allocation on this item is in respect of the Workbooks and Conditional grants. Spending is lower at 58.64 percent.
Mitigatory Measures/Progress – Workbooks: The delivery of Workbooks Volume 1 of Grade R to 9 is currently in progress and is expected to be completed during February 2023. A total number of 30,9m of 32,9m workbooks were delivered to 21 786 schools for the 2023 academic year.

4.3.1.2Payment for Capital Assets

Challenges/Deviation – The bulk of the remaining allocation on this programme is for School Infrastructure Backlog grant. Spending is lower at 52.40 percent.
Mitigatory Measures/Progress – There is low spending on the ASIDI project due to the delay in the implementation of basic services such as water and sanitation by both the Independent Development Trust (IDT) and Coega Development Corporation (CDC).

Allocation Against Expenditure per Conditional Grants for 2022/23 Financial Year

Economic Classification	Budget R’000	Expenditure R’000	Variance R’000	Percentage Spent
Learners with Profound Disability Grant	255 521	188 521	67 000	73.78%
Maths Science and Technology Grant	424 793	382 316	42 477	90.00%
Early Childhood Development Grant	1 192 682	894 513	298 169	75.00%
Education Infrastructure Grant	12 384 085	10 524 128	1 859 957	84.98%
National School Nutrition Programme	8 508 321	7 137 373	1 370 948	83.89%

HIV and AIDS Life Skills

Education Grants

242 275

193 823

48 452

80.00%

Total

23 007 677

19 320 674

3 687 003

83.97%

Allocation Against Expenditure per Details of Transfer for the 2022/23 Financial Year

Other Transfers	Budget R’000	Expenditure R’000	Variance R’000	Percentage Spent
UNESCO Membership fees			773
ADEA	1 000	-	1 000	-
Guidance Counselling and Youth Development Centre: Malawi	204	173	31	84.80%
Childline South Africa	82	-	82	-
National Education Collaboration Trust	120 738	139 957	-19 219	115.92%
Households		394	-394	-
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3 816	2 835	981	74.30%
Uhambo Foundation ECD	2 130	1 065	1 065	50.00%
SA Congress for ECD	826	413	413	50.00%
Ntataise	1 083	542	541	50.05%
NSFAS: Funza Lushaka	1 328 953	1 328 953	-	100%
Total Other Transfers	1 476 605	1 474 332	2 273	99.85%
Umalusi	162 031	121 524	40 507	75.00%
ETDP SETA	472	472	-	100%

South African Council for

Educators

15 528

12 528

3 000

80.68%

Total Public Entities

178 031

134 524

43 507

75.56%

Allocation Against Expenditure on School Backlogs Grant (SIBG) for the 2022/23 Financial Year

Economic Classification	Budget R’000	Expenditure R’000	Variance R’000	Percentage Spent
Compensation of Employees	6 712	6 849	-137	102.04%
Goods and Services	358 735	230 784	127 951	64.33%
Interest & Rent on Land		40	-40	-
Households		376	-376	-
Building and Other Fixed Structures	2 037 672	1 062 013	975 659	52.12
Total	2 403 119	1 300 062	1 103 057	54.10%

Portfolio Committee Observations and Questions

The Portfolio Committee raised the following with the Department of Basic Education in respect of the Second and Third Quarter Report for 2022/23:

On the issue of examination irregularities, Members queried when the report on the investigations of irregularities would be available.
With Gender-Based Violence in schools, Members were concerned that not many schools were actively involved in these programmes. Members queried what the Department was doing to ensure schools were more involved in this programme.

With the placement of Funza Lushaka graduates, Members queried how the Department was ensuring these graduates were placed when there were reports of educator shortages.
With oversight visits to schools, Members saw first-hand the myriad of challenges faced by schools. Members were of the view that Departmental targets set needed to be further probed – and possible practical and tangible examples cited.
Members also received reports where schools still had LTSM shortages – Members queried from the Department if there were still schools with LTSM shortages.
Members also queried whether there were shortages of educators in schools with unfilled posts and vacant posts in schools – and whether the moratorium on placement of teachers was still in effect.
With behavioural challenges of learners and issues of school safety, Members queried whether consideration could be given to collaborate with the Department of Social Development to ensure placement of final year social worker students in high risk areas.
In respect of the professional development of teachers, it was noted that there were challenges with the quality of teaching in the classroom. Members queried whether there was a strategy to assist with professional development of teachers in the system.
Members noted certain districts that may not have adhered to set targets on certain programmes due to information not being submitted on time. Members queried whether there were any challenges with payment of service providers within stipulated timeframes.

6Responses from the Department of Basic Education

Minister, Mrs A Motshekga – Minister Motshekga mentioned that the Department would not sugar-coat issues about irregularities. The cases were handed over to SAPS and investigations were being concluded on the matter. There were some serious irregularities identified by the Department that was being investigated. The Department had all the necessary statistics on the employment of educators and teacher vacancies.

When the Department made teacher placements, this needed to be funded. The Department tried to place as many of the Funza Lushaka graduates as possible. The Minister agreed that the Department looked at creative ways to ensure safety and security in schools – with necessary monitoring of the implementation of the national guidelines by PEDs. There was some breakthrough with the profiling of ill-disciplined learners in collaboration with the Department of Social Development. Many of these learners were found to be unsupervised learners. There was a need to create a safe environment for our learners (youth friendly environment).

Director-General, Mr H Mweli – Mr Mweli also mentioned that the Department used the wording of the statement from Umalusi regarding the issues of examination irregularities. The Department continued to monitor provinces in respect of implementation of GBV programmes. The Department could not gather sufficient evidence to reach this target. With the placement of graduates, the Department indicated that they did not have an absolute, but relative shortage of educators in the system. Vacancies in the system depended on the subject specifics and various phases. It needed to be noted that the vacancy rate should not exceed 10 percent.

The view of the Department was that the trimmed Curriculum was the catalyst for the improved performance which allowed focus on depth of the Curriculum. In respect of Inclusive Education, the White Paper 6 was under review and there had been progress with much more still to be done. Regarding LTSM, the Department continuously monitored LTSM coverage. Where there were shortages, this was mainly due to learners who lost books. Workbooks had been provided to all learners and there were no shortages in this regard. The moratorium on placement of educators did not apply to all provinces and was dependent on the financial position of a province.

On the placement of graduates to offer social services, the Department was collaborating with multi-disciplinary teams placed at various levels in the system and provide services to high risk areas. In respect of the professional development of teachers, the Department could share programmes of PEDs. The accountability mechanisms for principal performance was in place with the accountability bar having been raised. With the payment of service providers within a stipulated timeframe, the Department did have a few service providers who were not paid – but this matter was receiving attention.

7Portfolio Committee Recommendations

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

Ensure that the final report on examination irregularities is made available to the Portfolio Committee within 60 days after the report is adopted
The Department should put programmes in place to ensure that more schools become actively involved with GBV programmes.
The Department must ensure that there is adequate placement of Funza Lushaka graduates to mitigate educator shortages where they occur.
Ensure further collaboration with the Department of Social Development for placement of final year social worker students in high risk areas within 90 days after the report is adopted

Report to be considered

Documents