ATC230504:Report of the Portfolio Committee on Basic Education on Budget Vote 16: Basic Education, dated, 2 May 2023

Basic Education

Report of the Portfolio Committee on Basic Education on Budget Vote 16: Basic Education, dated, 2 May 2023.

The Portfolio Committee on Basic Education having considered Budget Vote 16: Basic Education, together with the Basic Education 2023/24 Annual Performance Plans of the Department of Basic Education and its Statutory Bodies, reports as follows:

1. Introduction

The Portfolio Committee on Basic Education considered the 2023/24 Annual Performance Plan (APP) of the Department of Basic Education on Wednesday, 22 March 2023 as well as the review of its two statutory bodies i.e. the South African Council for Educators (SACE) and the Council for Quality Assurance in General and Further Education and Training (Umalusi) on Tuesday, 28 March 2023.

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

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

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

1.3.2 South African Council for Educators: Ms E Mokgalane: Chief Executive Officer, Mr M Mapindani: Chief Finance Officer, Ms V Hofmeester: Deputy Chairperson, Dr Swanepoel, Mr S Hlaise, Ms Y Lechaba: SACE Head, Ms T Sophethe: Manager, Mr T Njongo: Assistant Manager and Mr R Nkuna: Manager.

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

1.4 This report gives a brief summary of the presentation made by the Department of Basic Education (DBE) to the Committee, focusing mainly on the Department’s 2023/24 Annual Performance Plan, the 2020 Medium Term Expenditure Framework (MTEF) allocations, and the overview of allocations per programme. The report also provides the Committee’s key deliberations and recommendations relating to the Vote.

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

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

2023/24

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

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

Size and Shape of the Basic Education Sector - The Department gave a detailed overview by outlining the shape and the size of the basic education sector giving a comprehensive breakdown of the number of learners, educators and schools in the ordinary schools and independent schools as follows:

Learners - 13 409 249 (Public: 12 706 157, Independent: 703 092)
Educators - 447 123 (Public: 405 050, Independent: 42 073)
School - 24 894 (Public: 22 740, Independent: 2 154)

The Department outlined the approach to Government-wide NDP priorities and the Education sector priorities based on the NDP 2030, MTSF 2019-2024 and Action Plan to 2024. The intention is to ensure programme activities in the sector to align with medium and long- term goals. The Strategic Plan 2020/21-2024/25 is anchored on the Government’s long-term plan; the National Development Plan 2030: Our future – make it work, the MTSF 2019-2024 and the Action Plan to 2024.

The Annual Performance Plan (APP) what the Department doing in the and during the (MTEF) period to implement its Strategic Plan. In fulfilling its , the Department must an APP annually to Parliament. The Strategic Plan should cover a period of at least five years and can be amended during the five-year period it covers. The APP 2023/24 represents the fourth year of activities towards achieving the objectives contained in the DBE Strategic Plan 2020/21-2024/25.

Approach in the Strategic and Annual Performance Plans - The outcomes are broad to consolidate work contributed by the sector to encourage joint planning than working in silos by individual programmes to reflect the aspirations at an organisational level including the support to PEDs. The approach to outcomes assists with clustering delivery areas which relate to strategic outcomes rather than just listing programmes and what they do. Interventions that contribute to school preparedness are in different parts of the department, for example. The strategic delivery areas and outputs bridge the gap between medium-to-long-term outcomes, short-term annual outputs and indicators in describing the intended change for the education system. Using the Theory of Change for how the DBE can influence outcomes through its functions of developing policy, monitoring, and oversight National Education Policy (NEPA). Results Model to identify the critical success factors and deliverables of the sector to ensure NDP and sector outcomes are achieved. Evidence-based change in DBE, showing leadership of DBE through and with provinces. Branches have been engaged in the development of the APP, analysis of the MTSF, MTSF gaps and their implications on the APP.

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

Priority 1: A capable, ethical and developmental state.
Priority 2: Economic transformation and job creation.
Priority 3: Education, skills and health.
Priority 4: Consolidating the social wage through reliable and quality basic

Services (DBE) reporting to Department of Social Development (DSD).

Priority 5: Spatial integration, human settlements and local government

(DBE reporting to Department of Sports Arts and Culture (DSAC).

Priority 6: Social cohesion and safe communities.
Priority 7: A better Africa and world.

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

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

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

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

State-of-the-Nation Address (SONA) 2023 – Presidential pronouncements on the following:
1. Early Childhood Development (ECD

Provide young children with a foundation to read for meaning, learn and develop. Under-resourced ECD programmes will be provided with daily activity plans and integrated learning and teaching resources. Funding has been secured for this and the procurement process is due to start in the 2023/24 financial year.
Increase the ECD subsidy to reach more children in need. Up to Q3 in 2022/24; 315,198 children received the subsidy through the conditional grant, and 523,575 children received the subsidy through the equitable share
Streamline the requirements for ECD centres to access support and subsidies. The DBE has been engaging with the Red Tape Reduction Unit in the Presidency to identify areas in which we can streamline to process of registering ECD programmes so that they can access the subsidy.
Systems for planning developed
Quality assurance system in place
Second Children’s Amendment Bill
Evaluation of the National Integrated Early Childhood Development Policy (NIECDP)
1. Three Streams Model - To produce the skills our country needs to expand vocational education and training systems through the implementation of the approved curriculum of the three stream model. Continued improvements on Technical Maths and Sciences. Focus schools were introduced. Increased enrolments in Technical Subjects specialisations. New Curricula developed: E-Commerce & Entrepreneurship, Marine Sciences and Aviation studies.
2. Reading - Early grade reading study, functionality of school libraries and comprehension across the curriculum
3. Curriculum - Curriculum strengthening and recovery of learning
4. Inclusive Education - Mobilisation of out-of-school children/learners of school-going age. Improvement of teacher competencies and qualifications in specialised areas of inclusion. Implementation of SIAS
5. Skills for a Changing World - ICT Provision of Devices and Connectivity. ICT Provision to Public Ordinary Schools and Coding and Robotics piloted
6. Infrastructure - Continued implementation of the SAFE programme. Continued implementation of the ASIDI programme. Dealing with overcrowding.
7. Social Cohesion – Social cohesion and equity, health promotion, National School Nutrition Programme and school safety

Progress on Selected Key Deliverables – The Department gave a detailed overview of the progress on some of the following key deliverables in respect the following
1. ASIDI overall progress per sub-programme;
2. Percentage of NSC performance 2016 – 2022;
3. Bachelor pass percentage 2016 – 2022;
4. Special needs education learners who passed NSC for 2022;
5. Workbooks delivery status (all provinces Volume 1 Grades 1 – 9 and Grade R)
6. Placement of Funza Lushaka graduates; and
7. National School Nutrition Programme

The DBE Annual Performance Plan 2023/24 - The Annual Performance Plan is divided into four (4) parts:

Part A – Mandate;
Part B – Strategic Focus
Part C – Measuring our Performance
Part D – Technical Indicator Descriptions (TIDs)

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.

For the 2023/24 Annual Performance Plan there was a combined total of 69 performance indicators for all five programmes of the Department – and could be broken down into 58 (84 percent) annual targets, nine (9) (13 percent) quarterly targets, one (1) (1 percent) bi-annual targets and one (1) (1 percent) bi-ennial target.

The 2023/24 APP Target Amendments were as follows:

Second Chance Matric Programme (Old target: 60 000; New target: 80 000)
Implementation of EGRA (Old target: 18; New target: 36)
ASIDI: New Schools (Old target: zero; New target: 9)
ASIDI: Sanitation (Old target: zero; New target: 350)
ASIDI: Water (Old target: zero; New target: 1)
Number of districts monitored on the implementation of the National School Safety Framework (NSSF) Programmes (Old target: 75; New target: 25
Number of participants and stakeholders reached with dialogues, engagements and training workshops to end school-related gender-based violence (Old target: 75; New target: 4 000)

The 2023/24 APP Indicator Amendments were as follows:

The following indicators were revised to be aligned with the MTSF deliverables for 2023/24:
- 2.1.2 Number of learners obtaining subject passes towards a National Senior Certificate (NSC) or Senior Certificate (amended) SC(a) supported through the Second Chance Matric Programme per year.
- 2.1.5 An Annual National Report is produced on piloting the new funding model for Early Childhood Development (ECD).
- 2.1.6 An Annual Sector Report is produced on monitoring the registration of ECD Programmes.
- 2.3.7 Number of public special schools provided with electronic devices as part of the Universal Service Access Obligations.
The following indicator was removed for 2023/24 and monitoring will continue through the MTSF and the new indicator will be crafted for 2024/25.
- 4.3.5 Number of districts in which teacher development has been conducted as per district improvement plans

Programme 1 – Administration

Annual Outcome Indicators:

Number of capacity building programmes offered to the DBE officials – The target set by the Department stood at 15 capacity building programmes for 2023/24.
Annual Performance Plan approved by 31 March each financial year – The Department’s target was to have the 2024/25 APP approved by March 2024.

Quarterly Outcome Indicators:

Percentage of valid invoices paid within 30 days upon receipt by the Department – The target set by the Department stood at 100 percent.
Number of reports on misconduct cases resolved within 90 days – The quarterly target set by the Department stood at four (4) reports.
Number of Schedule 4 and 5 Conditional Grants Quarterly Performance Reports submitted to National Treasury (NT) 45 days after the end of each quarter - The target set by the Department stood at 24 reports.
Number of Quarterly Performance Reports submitted to National Treasury(NT) and the DPME 30 days after the end of each quarter – The target set by the Department stood at 4 reports.

Programme 2 – Curriculum Policy, Support and Monitoring:

Annual Outcome Indicators:

Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID using the Learning Programme for C/LPID – The Department’s target is set at 4 127 children/learners
An Annual National Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention – The target was for an approved Annual National Report on monitoring of the implementation of the policy on SIAS as a mechanism for early identification and intervention.
An Annual National Report is produced on piloting the new funding model for Early Childhood Development (ECD) - The target was for an approved Annual National Report on piloting the new funding model for ECD.
An Annual National Report is produced on monitoring the registration of ECD Programmes - The target was for an approved Annual National Report on monitoring the registration of ECD Programmes.
An Annual National Report is produced on developing an Early Childhood Development Human Resource Development Plan - The target was for an approved Annual National Report on the approved service delivery and HR model.
Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 -12 – The Department’s target is set at 15 districts monitored.
Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes - The Departments target is set at nine (9) provinces monitored.
Number of schools monitored for implementing compulsory entrepreneurship education - The Departments target is set at 225 schools.
An Annual National Report is produced on piloting of the General Education Certificate (GEC) – The target is an approved Annual National Report on piloting of the GEC.
An Annual Sector Report is produced on schools that pilot and implement the Vocational Stream and Occupational Stream, respectively – The target is an approved Annual Sector Report on schools that pilot and implement the Vocational Stream and Occupational Stream, respectively
Number of schools monitored for piloting the Coding and Robotics Curriculum - The target is set at 18 schools (2 per piloting province).
Number of schools monitored on the implementation of the reading norms - The Departments target is set at 18 schools.
Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The Departments target is set at 18 schools.
Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The Departments target is set at 36 schools.
Number of schools with multi-grade classes monitored for implementing the multi-grade toolkit - The Departments target is set at 36 schools.
An Annual Sector Report is produced on the implementation of the National Reading Plan - The target is an approved Annual Sector Report on the implementation of the National Reading Plan.
An Annual Sector Report is produced on the number of public schools monitored on the availability of readers - The target is an approved Annual Sector Report on the number of public schools monitored on the availability of readers.
Number of schools per province monitored for utilisation of Information and Communication Technology (ICT) resources - The Departments target is set at 27 schools (three per province).
Percentage of public schools provided with Home Language workbooks for learners in Grades 1 to 6 per year, after having placed an order - The Departments target is set at 100 percent for 2023/24.
Percentage of public schools provided with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order - The Departments target is set at 100 percent for 2023/24.
Percentage of public schools provided with workbooks for learners in Grades R per year, after having placed an order - The Departments target is set at 100 percent for 2023/24.
An Annual Sector Report is produced on the percentage of learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12 - The target is an approved Annual Sector Report on the learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12.
The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1 to 4 - The Departments target is set at 10 schools.
Number of public special schools provided with electronic devices as part of the Universal Service Access Obligation - The Departments target is set at 87 public special schools.
An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices - The target is an approved Annual Sector Report on the monitoring of procurement and distribution of ICT devices.
An Annual Sector Report is produced on the number of teachers trained on inclusion - The target is an approved Annual Sector Report on the number of teachers trained on inclusion.
An Annual Sector Report is produced on the number of learners in public special schools - The target is an approved Annual Sector Report on the number of learners in public special schools.
An Annual Sector Report is produced on the percentage of public special schools serving as resource centres - The target is an approved Annual Sector Report on the percentage of public special schools serving as resource centres.
An Annual Sector Report is produced on the establishment of Focus Schools per PED - The target is an approved Annual Sector Report on the establishment of Focus Schools per PED.

Quarterly Outcome Indicators:

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

Bi-Annual Outcome Indicators:

Number of learners obtaining subject passes towards a National Senior Certificate (NSC) or Senior Certificate (amended) supported through the Second Chance Matric Programme (SCMP) per year - The target set by the Department is 80 000 learners.

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

Annual Outcome Indicators:

Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness – The Departments target is set at 90 percent of 1 000 sampled schools.
Percentage of schools producing the minimum set of management documents at a required standard - The Departments target is set at 100 percent of 1 000 sampled schools.
Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education per year - The Departments target is set at 12 000 bursaries awarded.
An Annual National Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers - The target is an approved Annual National Report on the number of qualified teachers aged 30 and below entering the public service as teachers.
An Annual Sector Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres – The target is an approved Annual Sector Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres.
An Annual Sector Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on Language, Mathematics, Physical Sciences and Accounting – The target is an approved Annual Sector Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on Language, Mathematics, Physical Sciences and Accounting.
Number of PEDs that had their post- provisioning processes assessed for compliance with the post-provisioning norms and standards - The Departments target is set at nine.
An Annual Sector Report is produced on the number of Grade R practitioners with NQF level 6 and above qualification - The target is an approved Annual Sector Report is produced on the number of Grade R practitioners with NQF Level 6 and above qualification.
Number of PEDs monitored on the implementation of the Quality Management System (QMS) for school-based educators - The target is set at nine PEDs monitored.
Number of PEDs monitored on the implementation of Education Management Service: Performance Management and Development System (EMS: PMDS) - The target is set at nine PEDs monitored.

Quarterly Outcome Indicators:

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

Programme 4: Planning, Information and Assessment

Annual Outcome Indicators:

Number of new schools built and completed through ASIDI - The Department’s target is set at 9 schools.
Number of schools provided with sanitation facilities - The Department’s target is set at 350 schools.
Number of schools provided with water facilities through ASIDI - The Department’s target is set at 1 school.
Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9 - The Department’s target is set at 500 test items developed.
Number of NSC reports produced - The Department’s target is set at four reports.
Number of question papers set for June and November examinations - The Department’s target is set at 320 question papers.
Percentage of public schools using the South African School Administration Systems (SA-SAMs) for reporting - The Department’s target is set at 98 percent of public schools.
An Annual National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) and EMIS priorities – The target is an approved Annual National Report on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) and EMIS priorities.
An Annual National Report is produced on learning outcomes linked to a systemic study featuring in the National Assessment Framework – The target is an approved Annual National Report on learning outcomes linked to a systemic study featuring in the National Assessment Framework.
An Annual National Report is produced on the Early Learning National Assessment to determine school readiness - The target is an approved Annual National Report on the Early Learning National Assessment to determine school readiness.
Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - The Department’s target is set at 60.
Percentage of District Directors that have undergone competency assessment prior to their appointment - The Department’s target is set at 100 percent of District Directors.
Number of underperforming secondary schools monitored at least twice a year by sector officials - The Department’s target is set at 1 000 underperforming secondary schools monitored.
Number of District Director forums held - The Department’s target is set at three forums.

Biennial Outcome Indicators:

Percentage of school principals rating the support services of districts as being satisfactory - The Department’s target for 2023/24 was zero, with 75 percent target for 2024/25.

Programme 5: Educational Enrichment Services

Annual Outcome Indicators:

An Annual Sector Report is produced on the provision of nutritious meals and compliance with feeding requirements - The target is an approved Annual Sector Report on the provision of nutritious meals and compliance with feeding requirements.
Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme - The Department’s target is set at nine PEDs with approved business plans.
Number of professionals trained in SASCE programmes - The Department’s target is set at 900 professionals trained.

Quarterly Outcome Indicators:

Number of districts monitored in the implementation of the National School Safety Framework (NSSF) Programmes - The Department’s target is set at 25 districts monitored.
Number of learners, educators, parents, SGBs and other education stakeholders reached through social cohesion programmes - The Department’s target is set at 4 000.
Number of participants and stakeholders reached with dialogues, engagements and training workshops to end school-related gender-based violence – The Department’s target is set at 4 000 participants and stakeholders

Budget Allocations – 2023

2.2.1 2023 MTEF Allocation Per Programme

	2022/23 R’000	% Var	2023/24 R’000	% Var	2024/25 R’000	% Var	2025/26 R’000
Administration	564 151	-5%	538 829	5%	564 838	4%	587 439
Curriculum Policy, Support and Monitoring	3 271 006	7%	3 526 130	13%	4 075 850	12%	4 637 667
Teachers, Education Human Resources and Institutional Development	1 504 132	0%	1 507 517	4%	1 567 110	4%	1 635 895
Planning, Information and Assessment	15 532 764	7%	16 615 877	1%	16 710 586	4%	17 430 200
Educational Enrichment Services	8 821 107	8%	9 594 360	5%	10 108 018	5%	10 637 472
Total	29 693 160	7%	31 782 713	4%	33 026 402	5%	34 928 673

2.2.2 2023 MTEF Allocation per Economic Classification

	2022/23 R’000	% Var	2023/24 R’000	% Var	2024/25 R’000	% Var	2025/26 R’000
Compensation of employees	565 555	-1%	557 535	4%	582 081	4%	607 658
Goods and services	2 228 503	9%	2 460 990	-24%	1 992 340	4%	2 079 354
Interest and Rent on Land	38 553	-7%	36 184	-1%	35 870	-2%	35 062
Transfers and subsidies	24 799 298	8%	26 990 726	6%	28 595 645	6%	30 298 497
Payments of capital assets	2 061 086	-19%	1 737 278	5%	1 820 466	5%	1 908 102
Payments of Financial Assets	165	0%
Total	29 693 160	7%	31 782 713	4%	33 026 402	5%	34 928 673

2.2.3 2023 MTEF Allocations

	2022/23 R’000	% Var	2023/24 R’000	% Var	2024/25 R’000	% Var	2025/26 R’000
2023 Indicative Allocation	29 372 764	3%	30 388 009	3%	31 406 684	4%	32 813 705
Departmental baseline	6 532 266	-5%	6 237 229	4%	6 511 698	4%	6 803 424
Conditional Grants to provinces	22 840 498	5%	24 150 780	3%	24 894 986	4%	26 010 281
Learners with Profound Intellectual Disability Grant	249 430	4%	260 424	4%	272 120	4%	284 311
Early Childhood Development	1 191 918	4%	1 242 487	4%	1 298 286	4%	1 356 449
Maths, Science and Technology grant	424 528	2%	433 079	4%	452 528	4%	472 801
Education Infrastructure Grant	12 229 436	7%	13 094 195	2%	13 341 856	4%	13 939 571
National School Nutrition Programme grant	8 504 132	4%	8 878 942	4%	9 277 690	4%	9 693 331
HIV and AIDS (life skills education) grant	241 054	0%	241 653	4%	252 506	4%	263 818
BASELINE INCREASES	73 805	67%	222 205	-511%	36 385	12%	41 349
Compensation of employees	11 185	32%	16 470	1%	16 718	1%	16 968
Buildings and other fixed structures	0	100%	1 704	40%	2 847	32%	4 164
Goods and services	32 745	84%	204 031	-1 371%	13 870	-13%	12 247
Machinery and equipment	0	0%	-	0%	2 950	63%	7 970
Departmental agencies and accounts (Umalusi)	20 000	0%
Foreign government and International organisations (ADEA)	836	0%
Ntataise (ECD function)	1 083	0%
Presidential Employment Stimulus: Oversight	5 000	0%
South African Congress for Early Childhood Development (ECD function)	826	0%
Uhambo foundation (ECD function)	2 130	0%

2.2.4 2023 MTEF Allocation (Baseline Reduction)

	2022/23 R’000	% Var	2023/24 R’000	% Var	2024/25 R’000	% Var	2025/26 R’000
BASELINE REDUCTIONS	(53 581)	-834%	(5 735)	14%	(6 667)	29%	(9 381)
Interest and rent on land	0	100%	(4 525)	32%	(6 667)	29%	(9 381)
Machinery and equipment	0	100%	(1 210)	0%	-		-
Departmental Agencies and Accounts	(3 000)	0%
Goods and Services (Departmental Operations)	(24 421)	0%
Households (Funza Lushaka)	(26 160)	0%

2.2.5 2023 MTEF Allocations (Adjustments to Conditional Grants)

	2022/23 R’000	% Var	2023/24 R’000	% Var	2024/25 R’000	% Var	2025/26 R’000
ADJUSTMENTS TO CONDITIONAL GRANTS	167 179	86%	1 178 234	26%	1 590 000	24%	2 083 000
Early Childhood development grant	764	0%	-	0%	587 000	40%	985 000
Education Infrastructure grant	154 649	80%	778 234	-55%	503 000	-1%	498 000
Learners with Profound Intellectual Disability Grant	4 189	99%	400 000	20%	500 000	17%	600 000
Maths, Science and Technology Grant	6 091	0%
HIV and AIDS (Life Skills Education) Grant	265	0%

Learners with Profound Intellectual Disability Grant	1 221	0%
TOTAL ALLOCATIONS	29 560 167	7%	31 782 713	4%	33 026 402	5%	34 928 673

2.2.6 2023 MTEF Allocation (Earmarked Amounts)

	2022/23 R’000	% Var	2023/24 R’000	% Var	2024/25 R’000	% Var	2025/26 R’000
EARMARKED AMOUNTS
Matric Second Chance	58 162	0%	58 057	4%	60 665	4%	63 383
Uhambo Foundation (ECD function)	2 130	1%	2 143	4%	2 239	4%	2 339
Ntataise (ECD function)	1 083	0%	1 083	4%	1 132	4%	1 183
SA Congress for Early Childhood Dev. (ECD function)	826	0%	829	4%	866	4%	905
Workbooks	1 207 033	0%	1 204 870	4%	1 258 978	4%	1 315 381
Oversight of Maths, Science and Technology Grant - National	6 779	0%	6 767	4%	7 071	4%	7 388
Presidential Employment Stimulus – Oversight	5 000	7%	5 400	-100%	-	-	-
South African Council of Educators	15 528	0%	15 599	5%	16 434	4%	17 170
NSFAS: Funza Lushaka bursary programme	1 328 953	0%	1 334 160	4%	1 395 251	4%	1 457 758
Umalusi Council for Quality Assurance	162 031	1%	162 945	4%	169 365	4%	175 953
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3 816	0%	3 831	4%	4 003	4%	4 182
National Education Collaboration Trust	120 738	1%	121 515	4%	126 972	6%	134 660
National School Nutrition Programme Grant: National	0	100%	19 643	4%	20 526	4%	21 446
Learners with Profound Intellectual Disabilities Grant – National	0	100%	3 468	4%	3 624	4%	3 786
Early Childhood Development: resource package and project administration	0	100%	200 000	-1 438%	13 000	13%	15 000
TOTAL ALLOCATIONS	2 912 079	7%	3 140 310	-2%	3 080 126	4%	3 220 534
SPECIFICALLY AND EXCLUSIVELY APPROPRIATED	2 403 119	-16%	2 078 702	4%	2 172 048	4%	2 269 351
School Infrastructure Backlogs: Indirect Grant	2 403 119	-16%	2 078 702	4%	2 172 048	4%	2 269 351

2.3 Members Observations and Questions

Some Members viewed the DBE Strategic Plan and APP as flawed as there was no understanding of the various inputs and programmes of the Department. Members queried the impact of the inputs and outputs as presented in the reports of the Department. There was a need for adequate research to be conducted by the Department on many aspects of the various programmes and targets of the Department. Such research could also be conducted by independent bodies.
Comprehensive Sexuality Education (CSE) had failed and the budget could be re-allocated to other programmes e.g. NSNP. The Department needed to submit reports on NSNP to the Committee and ensure proper monitoring and oversight of the NSNP.
Members noted that questions had been forwarded to the Department with no responses from the Department. What was the turn-around time for responses to Members questions and whether the Department kept a log/record of Members questions?
Some targets and programmes were hardly mentioned in the current reporting e.g. school mergers/closures as well as SGB budgeting.
Members queried whether the Department was considering paying stipends to SGB members.
Members noted the number of Funza Lushaka graduates against the number of graduates placed. Members queried how the Department would ensure all Funza Lushaka graduates were adequately placed in schools. Members raised concern with the high number of Funza Lushaka graduates still unemployed – and queried time-frames for having them placed in employment.
On school infrastructure, water and sanitation, Members queried the plans in place to ensure adequate and safe ablution facilities and water reticulation to schools.
An ongoing concern was learner transport as many learners walked long distances to and from school. It was noted that this did not fall with DBE in all provinces as it was still a function of the Department of Transport in other provinces. Members queried whether the Department could review the learner transport policy and ensure that this function was fully with DBE.
Members also queried the readiness of the Department for the compulsory Grade R moving forward. Members queried whether the Department had adequately budgeted for the new additional function.
Members queried the percentage of the budget assigned to teacher development outside of SACE. – and what would such training and development entail. What were the number of teachers identified per province for such professional training and development? How would the professional development of teachers be monitored.
On ECD, Members queried challenges with registration processes for ECD Centres – how was the Department assisting ECD Centres to be fully registered. Was there a strategy to register the bulk of ECD centres. Members also queried the number of school the new ECD funding model was being piloted – and how were these school identified for the pilot. How did the Department factor in the independent ECD Centres?
Members queried when the 0 – 4 year-olds would be fully migrated from Social Development to DBE
Members noted delays with infrastructure projects and queried how the Department planned to ensure budgets for infrastructure was better spent. There was a challenge with infrastructure backlogs and the delays were not acceptable.
Members also queried mechanisms in place to ensure consequent management for errant officials.
The WCED had been successful with a project of rapid-school-building. Members queried whether the Department had studied and investigated the project in view of possible replicating it in other provinces. Members queried the number of schools the Department was planning to build in the current financial year.
Members noted concerns regarding the safety of the VIP toilets being used in schools. Members queried how the Department was addressing the removal and replacement of these unsafe toilets. Similarly, Members urged rapid and fast-tracking of the eradication of pit-toilets still used in schools. Members queried the reason for the shifting of the deadline for eradication of all pit-toilets.
Members also queried reasons for the Eastern Cape and Mpumalanga not having fully spent their allocated budget.
For the number of schools with water/sanitation and reticulation challenges, Members queried the number of school that had been assisted by the Department.
Members queried the programmes and plans in place to track, trace and retain learners who may have dropped-out of the system.
In respect of the 3-Stream Curriculum model, Members queried whether the Department involved career counselling for learners in this regard. How many counsellors were employed by the Department?
Members also noted the concerns raised around teacher workload and queried how the Department was addressing this challenges and alleviating the workload of teachers by employing more Education Assistants on a permanent basis.
The Department was queried whether they intended to consider piloting continuous assessments in future
Members also queried how the Department was addressing the serious shortage of school libraries on school premises.
On language policy, Members queried the number of language policies that were being reviewed by the Departments – and reasons for such reviews. Members also queried which languages were being prioritised for schools. Members also sought clarity on the Department’s involvement in standardizing the development of indigenous languages.
Members queried the programmes and plans for addressing learner health and wellness.
The Department was queried on whether they had an accountability system in place for principals.
Members also sought detail and clarity on t=how the measurement was done for enrollment of 6-year-olds for Grade R and 5-year-olds for Grade RR
Providing and delivering quality education hinged on many factors and Members queried the challenges with the infrastructure backlogs and how this was being addressed. Members sought a detailed breakdown of the backlogs on infrastructure per province to constructively advise on the matter.
Members also sought clarity on backlogs in school water and sanitation in provinces to be reported on.
Members also argued for the centralisation of scholar transport to the Department of Basic Education.
In respect of learner-drop-outs, Members requested that the Department be scheduled to present to the Committee on their scientific data, statistics and information on the matter – also share the mitigating factors for the high rate of learner drop-outs.
The President, on numerous occasions, shared his views on the importance of migrating ECD from Social Development to DBE. Members queried the current status of the migration and the budget analysis for ECD including ECD infrastructure
Members were in agreement that many of the issues raised by Members for reply, could be considered for separate briefing sessions by the Department in the 2nd Term of Parliament.
Members also queried whether the budget for DBE was adequate for addressing al challenges and programmes sufficiently – and positively impact on DBE targets.
Members queried how the Department aimed to address the issues pertaining to school overcrowding, especially in rural and township schools.
Members also queried the total number of misconduct cases reported – and what such misconduct entailed and who the perpetrators of such misconduct were.
Member also sought detail on the number of officials who had been capacitated per district and per province.

2.4 DBE Responses to Observations and Questions

Minister, Mrs A Motshekga – The Minister, in her responses reminded Members that the Department was presenting a budget according to the necessary guidelines. Many of the issues raised by Members were located on the Department’s business plans. Hon Motshekga was of the view that many of the issues raised by Members would be better explained and dealt with in a workshop. The Department had ample and relevant data and information on many of the matters raised which could be shared with the Portfolio Committee e.g. water and sanitation, infrastructure, NSNP, Scholar Transport etc. The Department had weekly meetings on many of these areas of focus – with reporting. The Minister also indicated that many of the issues raised were informed by existing polices e.g. school closures – while others were may not be measurable as they may have social connotations. She appreciated the inputs, observations and questions from Members but also urged the Members also informed themselves as many of the details were documented and contained on the Department’s platforms.

Deputy Minister, Dr R Mhaule - Dr Mhaule also agreed that many of the questions and observations were regularly report to the Portfolio Committee. The Department admitted that they may not adequate resources and budget to deal with all areas – but had palns in place to deal with them. Many of the questions and observations also leaned themselves to an Annual Report presentation of the Department. Dr Mhaule was of the view that many of the questions be responded to in writing by the Department. The Deputy Minister acknowledged that the Departmental budget was never sufficient for all priority areas of the Department and would require additional funding for certain programmes and targets.

Director-General, Mr H Mweli – Mr Mweli agreed that the Department be allowed to respond to all questions in writing due to time constraints. He further agreed with previous speakers that many of the questions raised had been responded to by the Department in the past. On issues of misconduct cases, these referred specifically to DBE official only. He mentioned that he had requested that the Department be given a meeting slot to present on learner drop-outs – as this presentation was ready to be delivered to Members. On the safety of ablution facilities, the Department indicated that those monitored by DBE were 100 percent safe – although there may be unsafe structures still in the system which were being addressed. The Department focussed on appropriate, safe and dry sanitation where school had water challenges. Mr Mweli agreed to follow-up on questions to the Department that may not have been responded to.

Members did take exception to being told what and how to ask questions to the Department -as this was part of their oversight duty as public representatives. Where questions may be misunderstood, the Department was free to seek clarity. The Department needed to give answers to questions raised by Members of the Portfolio Committee.

Minister Motshekga indicated that she would not come to meetings of the Portfolio Committee to be abused by the opposition – and create wrong impression. There should be mutual respect and professionalism in engagements.

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

3.1 South African Council for Educators (SACE)

SACE (the Council) presented the Council and Executive Authority approved 2023/24 Annual Performance Plan (APP) and Budget as well as the 2020 – 2025 Strategic Plan Mid-Term Review Report – outlining the pre-determined objectives as aligned to the SACE mandate and the budget programme structure.

The presentation commenced with details pertaining to the founding legislative ad policy environment SACE worked within. The SACE Act No.31 of 2000 as amended required the Council to:

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

SACE Legislative Mandate Delivery Environment – SACE was the only Statutory Teaching Council with a total of 480 000 office and school based educators. The sector encompassed the National Department of Basic Education, nine (9) Provincial Education Departments, 73 Education Districts and 25 000 Institutions. SACE covered 24 public and 14 private higher education institutions as well as 12 000 TVET college lecturers and CET college lecturers.
Progress Towards the Achievement of 2020 – 2025 Strategic Plan Outcomes – A Mid-term Assessment Report provides information about progress on implementing the institution’s Strategic Plan after the first two and a half financial years of implementation, with particular reference to the delivery of outcomes in relation to government priorities. SACE has a total of five (5) outcomes that must be reported against the strategic plan i.e.

Efficient and effective governance;
Fit-to-practice registered educators and lecturers;
Maintain ethical standards;
Improved teacher competence; and
Improved teacher professionalism.

Progress in Achieving 2020-2025Startegic Plan Outcomes

Efficient and effective governance – The five-year target was set at 100 percent of internal and external audit recommendations implemented. The actual achievement as at 30 September 2022 was 78 percent. Improvements required included setting of firm timelines for the implementation of audit recommendations and strengthen monitoring and feedback mechanisms for the implementation of audit recommendations.
Fit-to-Practice registered educators and lecturers - The five-year target was set at 100 percent of educators and lecturers screened for fitness-to-practice. The actual achievement as at 30 September 2022 was 87.3 percent for registered walk-ins and printing all applications. Improvements required included increased awareness and education on the requirements to be considered as fit-to-practice. Strengthening of working relationships with key role players such as SAQA, SAPS and Home Affairs to strengthen process of screening teachers. Improved collaboration with HEIs to enable provisional registration of student teachers and promotion of the use of the online platform for professional registration.
Maintained Ethical Standards - The five-year target was set at 400 000 educators who adhered to the code of professional ethics. The actual achievement as at 30 September 2022 was 596 896 educators. Improvements required included to employ and optimise the use of virtual disciplinary hearing sessions. Increase the use of external investigators and panellists to deal with cases of alleged misconduct and promote improved ethical conduct among educators.
Improved Teacher Competence - The five-year target was set at 80 percent (100 187.5) educators participating in professional development activities. The actual achievement as at 30 September 2022 was 91.2 percent (91 413) educators. Target is over-achieved – however, SACE will continue to promote the value of CPTD points for educators, particularly in rural areas and among School Management Teams.
Improved Teacher Professionalisation - The five-year target was set at implemented teacher professionalisation path to strengthen teacher education and development continuum. The actual achievement as at 30 September 2022 was that eight focus areas were planned for the 2020-2025 financial years. Various methods and processes have been used to implement some of the focus areas. The Council has not yet developed the policies and frameworks that guide the implementation of this programme. Improvements required included the development of policies and frameworks in order to implement the path and a monthly monitoring tool will be developed to monitor the process.

Annual Performance Plan 2023/24 Focus Areas

Professional Registration
- Provisional registration of student teachers.
- Registration of Newly qualified educators who are fit to practise
- Registration of more ECD practitioners and people in special categories.
Professional Development
- Quality Management of the provisioning of fit-for-purpose SACE endorsed professional development activities by the SACE approved providers;
- Mandatory reporting to SACE, teachers’ participation in endorsed professional development activities and programmes by the selected providers.
- Support of educators on professional matters.
Ethical Standards
- Old and new investigations
- Old and new Disciplinary Hearings
- Enforcement through sanctioning

Financial Information

MTEF Projection to 2026

Financial performance in R,000	2019/20	2020/21	2021/22	2022/23	2023/24 Medium Term	2024/25 Medium Term	2025/26 Medium Term
Financial performance in R,000	Audited	Audited	Audited	Budget

Revenue	112 009	104 284	118 610	122 978	113 109	114 944	115 680

Registration fees	7 934	7 451	9 645	8 000	5 000	5 000	5 000
Subscription fees	77 731	79 465	81 193	90 110	88 110	88 110	88 110
Reinstatement fees			3 736	1 000	0	1 000	1 000
Reprints of certificates	2 037	1 764	2 307	2 000	1 500	1 500	1 500
Interest receivable	4 629	2 003	1 678	2 800	2 400	2 400	2 400
CPTD Subsidy	18 833	12 951	18 908	18 368	15 599	16 434	17 170
Sundry income	845	650	1 143	700	500	500	500

Financial performance in R,000	2019/20		2020/21	2021/22	2022/23	2023/24 Medium Term	2024/25 Medium Term	2025/26 Medium Term
Financial performance in R,000	Audited		Audited	Audited	Budget


Expenditure		106 825	88 230	115 275	122 978	113 109	114 944	115 680
Administration		59 606	55 654	71 669	71 163	67 319	65 586	65 586
Research		3 669	1 808	2 608	2 986	2 782	2 748	2 748
Professional Development		25 087	15 953	22 392	26 750	23 912	25 655	26 391
Registration		7 263	5 083	6 089	6 530	6 382	7 059	7 196
Code of Ethics		11 200	7 889	10 342	12 658	10 191	10 811	10 674
Teacher Professionalization		0	1 843	2 175	2 891	2 523	3 085	3 085

Surplus/Deficit		5 184	16 054	3 335	0	0	0	0

Detailed Budget 2023/24

Notes

The council projects a decline in revenue from the current year in line with guaranteed income
Subscription fees are unstable and therefore conservatively projected
Reduction of CPTD government subsidy
The revenue is projected to be constant over the MTEF
The council is encountering budget pressure against economic difficulties
Increase in fixed costs affect the reduction of mandatory function budget
Council has a standing decision to review its funding on an annual basis
The process is underway to review funding with the view of improving the service delivery

The delay was caused by amongst other factors the public sector bargaining
Stringent Cost cutting measures being implemented
There is a projected decrease in operation except due to a pressurised budget
Council will be operating the Western Cape provincial office in the first quarter while the feasibility study and operation of the Northern Cape office will be concluded with the improved funding under consideration
Council will conclude job evaluation in the first quarter of 2023/24
This together with the funding review will improve the service delivery
The reviewed funding will influence the MTEF budget

Performance Information – The Programme Budget Structure was as follows:

Programme 1: Administration
Programme 2: Professional Registration
Programme 3: Ethical Standards
Programme 4: Professional Development
Programme 5: Professional Teaching Standards
Programme 6: Research

Programme 1: Administration – The purpose of this programme is to implement and manage the policy directives and priorities of the Council to ensure the functional proficiency of SACE through appropriate support services. Sub-Programmes included
Executive and Governance
Planning, Monitoring & Evaluation and Reporting
Corporate Services
Communication and Stakeholder Relations
Financial Management
Information and Communication Technology

Output Indicators:

Number of Council and EXCO meetings convened – The SACE target is set at 10 meetings convened.
Number of approved quarterly performance reports submitted to oversight authorities – The SACE target is set at four reports submitted.
Percentage of employees assessed for performance through performance evaluation development system – The target is set at 100 percent.
Percentage of trained employees – The target is set at 40 percent
Number of engagements held with stakeholders within a financial year – The target is set at 16 engagements.
Percentage of eligible invoices paid within 30 days of receipt – The target is set at 100 percent of invoices paid.
Percentage of ICT systems enhanced within a financial year – The target is set at 50 percent.

Programme 2: Professional Registration - The purpose of this programme is to register qualified educators and create sub-registers for special categories; maintain and update the educator database, and enhance the quality of the registration of teachers by introducing standards.

Fitness-to-Practice in terms of Professional Registration means and educator/student teacher who applied for professional registration must:
- Have a satisfactory police clearance against the criminal record check with the SAPS.
- Have SAPS clearance certificate provided by the Criminal Record and Crime Scene Management of the South African Police Service and should state whether any criminal offences have been recorded against the applicant in the Republic of South Africa.
- If an applicant has a criminal record, it is analysed in terms of the Fit-to-Teach Processes and where necessary must appear before the Fit-to-Teach Committee.
- Have been screened and cleared against the Department of Justice and Constitutional Development’s National Register of Sexual Offenders.
- Have been screened and cleared against the Department of Social Development’s National Child Protection Register (Only employers have access).
- Screening of the Foreign qualifications' evaluation process as GENUINE and NOT FRAUDULENT.
- Have qualifications that have been screened and verified by SAQA against the National Learner Record Database and (Currently not happening due to financial constraints)

Output Indicators:

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

Programme 3: Ethical Standards - The purpose of this programme is to promote and maintain ethical standards in the profession

Prevailing Challenges – Challenges highlighted included the following:
- Operational budget of R2m for 2023/24 for over 900 cases
- Inadequate funds v/s increasing caseload and inevitable case backlogs
- Reduced targets amidst the increasing caseload
- Prioritisation of corporal punishment and sexual misconduct cases in 2023/24
- Possible institutional arrangements and networks to explore strategic and lawful ways of sharing evidence and resources without compromising independence/separation of powers – DBE, 9 Provincial Education Departments, Education Labour Relations Council, School Governing Bodies Associations, and Independent schooling employers.

Output Indicators:

Percentage of eligible cases investigated and finalised within a year of receipt – The SACE target is set at 40 percent of investigations.
Percentage of disciplinary hearings finalised after ratification by the ethics committee – The target is set at 10 percent of hearings.

Percentage of rolled-over disciplinary hearings/cases finalised – The target was set at 30 percent of roll-over hearings/cases.

Programme 4: Professional Development – The purpose of this programme is to ensure that educators engage in life-long learning to improve their professional competence.

The SACE Act dictates that SACE “must manage a system for the promotion of continuing professional development for all educators in schools” – CPTD Management System. Thus, SACE is not a provider of continuing professional development for teachers.
Quality Management Role - It plays a quality management role in the provisioning of fit-for-purpose and relevant continuing professional development, in line with the NDP (2012), National Policy Framework on Teacher Education and Development (2007) and Integrated Strategic Planning Framework on Teacher Education (2011) through:

Approval of relevant, genuine and quality professional develop providers across the sector (DBE and other Government Departments, 9 Provincial Education Departments, Higher Education Institutions, Teacher Unions, Private Providers, NGOs/FBOs and others)
Endorsement of Professional Development Programmes and Activities (against quality, fit-for-purpose, and the fitness of purpose criteria). These endorsed programmes and activities can only be provided to teachers by SACE-approved providers.
Allocation of Professional Development Points to the endorsed professional programmes and activities against the set quality and duration criteria.

Professional Regulation of the Maintenance of Professional Membership and Status – As part of its professional regulation, SACE must ensure that teachers as professionally registered professionals, maintain their professional membership and status through:

Professional support, education and persuasion to participate in the CPTD system and various types of relevant endorsed professional development programmes and activities;
Participation in the promoted and advocated SACE-endorsed professional development programmes and activities offered by the SACE-approved providers to the teachers;
Earning a minimum of 150 points over a cycle of three years from their participation in the SACE-endorsed professional development programmes and activities; and
Reporting their professional development uptake and earned points to SACE periodically over the three-year CPTD cycle – As part of lifelong learning, earned points expire after every three-year cycle.

Quality and Fit-for-Purpose Professional Development Research, Monitoring, Evaluation and Reporting - SACE monitors, researches, evaluates and reports on the following Outputs and Outcomes:

Actual provisioning of fit-for-purpose and relevant continuing professional development by the approved providers on the ground;
Professional development uptake of the SACE-endorsed professional development activities and programmes by teachers, as provided by the approved providers;
Reporting of teachers’ professional development uptake, to SACE, by Approved providers;
Completion of the three-year CPTD cycle, by teachers, from their participation in the SACE-endorsed professional development programmes and activities – and implications for their professional status;
Effect and impact of professional development uptake on teachers’ enhanced professional competence, along with improved learning outcomes and school performance.

Output Indicators: Continuing Professional Teacher Development Management System

Number of professional development providers reporting type 3 activities and programmes of educators to SACE in a year - The SACE target is set at 20 providers.
Number of educators supported on professional matters – The SACE target is set at 30 000 educators.
Percentage of eligible professional development providers approved within 4 months of receipt of the applications - The SACE target is set at 90 percent.
Percentage of endorsed professional development activities- The SACE target is set at 90 percent.
Number of endorsed professional development sessions observed- The SACE target is set at 10 sessions observed.

Programme 5: Professional Teaching Standards – The purpose of the programme is to improve and maintain the status and image of the teaching profession and ensure the quality of initial teacher education and ongoing professional development through quality assurance mechanisms and standards.

Output Indicators:

Number of professional teaching standards promoted within the teacher education continuum in a year - The SACE target is set at four (4) professional teaching standards promoted.
Number of teacher professionalisation interventions in the teacher education and development continuum - The SACE target is set at two (2) teacher professionalisation interventions.

Programme 6: Research – The purpose of the programme is to enhance research coordination within SACE in order to strengthen its advisory role and service that is informed by policy, research, and consultative processes. This programme also aims to promote research on professional matters and any other educational matter relevant to SACE and the educational landscape.

Focus Areas for 2023/24 Research
- The formulation of the SACE Act makes it mandatory rather than optional for SACE to provide advice to the Minister.
- Thus, it is vital that Council participates in research that informs policies so that it is better positioned to advise the Minister when needed and, most importantly, research that will enhance and regulate the status of the teaching profession.
- The programme in 2023/24, will promote research on professional matters and any other educational matters relevant to SACE and the educational landscape.
- It will furthermore provide statistical reports to inform planning and decision-making as well as share statistics with the sector at large.
- 2023/24 SACE Research Agenda includes:

Profiling of sexual misconduct perpetrators: cases from 2019-2022;
Teacher supply and demand: focusing on areas of specialisation; and
Corporal punishment cases: trends and analysis.

Output Indicators (Research Reports)

Number of research reports produced within a financial year - The SACE target is set at two (2) research reports produced.
Number of statistical reports produced on the status of the teaching profession within a financial year - The SACE target is set at two (2) statistical report produced.

Portfolio Committee Observations and Questions

Members queried how the Council was able to contribute to the development and professionalisation of the ECD practitioners
How was SACE able to develop plans to improve the capacity to manage its case load.
How did SACE use the teacher assessments to improve on training and development capacity.
SACE also dealt with trends and analysis of corporal punishment cases. Members queried the measures in place to reduce the number of cases involving corporal punishment infringements by educators. Was SACE able to monitor and measures these cases.
In respect of Foreign educators. Members queried how SACE was able to do the necessary screening of educators in respect of their fitness to practice. What processes were in place to ensure SACE was able to identify fraudulent qualifications. How was SACE able to ensure all educators in the system were adequately qualified to teach.
Members queried whether SACE has any unresolved disciplinary cases to report – how effective was the SACE investigators in addressing these cases.
Members sought clarity on the accountability measures introduced in respect of the audit action plan – and what aspects of the recommendations were not implemented. How would SACE ensure that all recommendations were implemented and achieved.
What was the depth of processes to address and ensure fit-for-purpose educator assessment?
Members queried the plans in place to ensure improvement in processing of cases.
Members queried reasons for the Department not increasing the funding of SACE to build the necessary capacity to implement its programmes and plans.
In respect of the Professional Development of Teachers Strategy, Members queried whether this was linked with Institutions of Higher Learning – as they were responsible for initial teacher qualification.
With the percentage of professional development achieved, Members queried how SACE was able to measure the impact of such teacher development and whether there was implementation in the classroom. Members also alluded to successful monitoring systems used in other provinces and queried whether SACE had considered a similar system.
With unqualified/under-qualified teachers, Members queried whether SACE had any research on the numbers in the system – and whether there were programmes to assist such teachers to gain the necessary qualifications to teach the subjects they taught.
Members also noted there were many closed cases reported and many not being categorised. Members sought clarity on the matter. Members queried whether SACE could consider categorising cases in the new financial year. Categorisation of cases would assist with effective oversight.
Members queried how SACE was able to monitor adherence to the professional code of conduct for teachers.
What progress had been made in development of a monitoring tool for improved teacher professionalisation.
Although the number of cases in respect of sexual misconduct had increased, it was noted that the number of teachers struck-off had decreased. Members sought clarity on this phenomenon.
Members also sought a breakdown of cases per province/district currently with SACE.
Members note in the presentation the eight (8) focus areas but had no details on these focus areas.
Members also queried the commitment from SACE to establish offices in the Northern Cape and why this was not done as yet as the commitment featured in the previous SACE APP 2022/23. Members sought clarity on progress in this regard. Members queried whether the general public had adequate access to SACE in all provinces.
Members also queried how SACE ensured that educators were able to understand the current legislation they operated in as well as amendments to the BELA Bill [B2-2022]
Members noted that SACE also used the old NQF 2008 policies in the presentation and reminded SACE of updated/new NQF August 2019 Act.
Members also queried whether it was the mandate of SACE to verify Foreign qualifications – was this not the responsibility of SAQA?
It was noted that a large percentage of the SACE budget was used for administration purposes. Members queried the core functions of SACE as well as priority achievements of the Council.

Responses from SACE - On the legislation mentioned in the presentation, there may have been an oversight in respect of the Acts as SACE used the latest education Acts and policies. SACE may have mentioned those Acts SACE worked directly with – and those that were relevant to the work of SACE. With ECD practitioners, SACE did the necessary registration of educators. With the function shift of ECD to DBE, SACE worked directly with the relevant directorate within the Department. SACE also formed part of the committee dealing with HRD strategy for development of ECD practitioners as well as the professional registration of the sector. SACE also worked closely with educator unions and higher education institutions in this regard. SACE received limited cases of misconduct in the ECDE sector space.

It was noted that the National Policy Framework was limiting CPTD systems in the schooling sector. SACE monitored and assessed, relevance and fit-for-purpose training and development programmes provided by service providers. SACE endorsed and approved service providers of training and development programmes but needed to monitor its outcomes and contributions to teacher training and development and its impact on learner outcomes. SACE had a relationship with higher education institutions which included the credit-bearing qualifications offered.

SACE was mandated to check fitness to practice and teach, as well asto register teachers and regulate entry into the profession. When SACE offered certification to teach it gave clearance that the person had been screened and that the qualification was regulated and deemed not fraudulent. SACE also ensure graduates were provisionally registered with mandatory induction of such graduates. SACE further clarified the issues pertaining to professional standards and the eight (8) areas of focus which formed the professional framework. SACE agreed that the development of the policy framework be monitored and speeded up. SACE also alluded to the general issue of ethical misconduct and there was a request that the Portfolio Committee arranged a workshop for SACE to present a detailed overview of the matters relating to misconduct cases and a review of all-encompassing code of conduct and ethics.

With supply and demand database, SACE had projects that were awaiting supply and demand processing. There seemed to be a focus on the quantitative aspects of the research. SACE needed to understand how it was able to contribute to existing research in respect of specialisation.

On the categorisation of cases, when these cases were received by SACE, there were predetermined categories for such cases. SACE did have the necessary databases at provincial and district levels for schools.

On the Audit Report findings, SACE had dealt with most of the audit recommendations and made progress with the implementation of the recommendations to date.

With SACE spending and administration, it was mentioned that SACE was in a unique situation as it depended on educator levies received. There was a need for much consultation with educators when SACE considered any increase in levies. Thus, the percentage for administrative expenses was more than the percentage for operational expenditure.

Regarding the establishment of SACE offices in the Norther Cape, the Council had worked on the feasibility study for the offices and this was almost concluded – pending a discussion on possible review of levies. Council had aligned the project to the review of funding and needed to ensure a guarantee of revenue before making any commitments. SACE had integration of the system with the level of IT infrastructure efficiency. This also included the integration of development of the latest requirements and legislation. SACE also had an initiative with the Department to share educator information on identified platforms.

SACE had received CPTD funding but these funds were not always utilised fully. The Department was working with SACE in respect of budgets to be adequately utilised for CPTD purposes. SACE had its own challenges pertaining to fully utilising the CPTD budget allocation better.

SACE had its jurisdiction within the teaching profession and it was more difficult to address learner issues. SACE did assist and support with learner matters as best they were able to. Much of the learning environment for learners in the schooling system also reported to the criminal justice system. SACE dealt with all they could manage as far as their mandate allowed. There was a need to also consider how the Children’s Courts could be better utilised. SACE did advocate on issues of corporal punishment and the professional code of conduct and ethics of educators.

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

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

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

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

3.2.2 Institutional Policies – These policies included the following:

The General and Further Education and Training Qualifications Sub-framework: 2014;
Guidelines on Strategy and Priorities for the NQF 2011/2012: Minister of Higher Education and Training;
National policies governing existing qualifications (including their assessment) that are currently certificated by Umalusi;
Standard setting and quality assurance of the General and Further Education and Training Qualifications Sub-framework: Umalusi, 2014;
Council policies and directives on the conduct, administration and management of the assessments for qualifications on the GFETQSF;
The regulations pertaining to qualifications on the GFETQSF developed by the Department of Basic Education (DBE) and Gazetted by the Minister on assessment and certification, including those promulgated by provincial legislatures and the policy framework that applies to all technical and vocational education and training (TVET) colleges declared or established by the Minister under the Continuing Education and Training Act, Act No. 16 of 2006;
The Policy and Criteria for the development, registration and publication of qualifications for the GFETQSF;
The Policy for the Re-issue of National Certificates have passed all required approval stages;
The Recognition of Prior Learning (RPL) Policy;
Policy documents and guidelines pertaining to the National Senior Certificate (NSC), Senior Certificate (amended) (SC(a)), General Education and Training Certificate (GETC), National Certificate (Vocational) (NC(V)), National Education Report 190/191 (NATED) (N1-N3) and the national curriculum statements (NCS); and any other qualifications on the General and Further Education and Training Qualifications Sub-framework (GFETQSF), as applicable;
Treasury Regulations; and
Any other appropriate legislation related to the various education and training sectors in which Umalusi is mandated to work.

3.2.3 Strategic Priorities – These priorities included the following:

reviewing the quality assurance approach;
reviewing, evaluating and appraising qualifications submitted for registration on the GFETQSF;
providing input to the legislative framework;
intensifying research on educational developments linked to the sub-framework to innovate and to advise the appropriate Ministers of Education; and
intensifying advocacy to communicate accurate and relevant messages to all stakeholders on issues relating to qualifications on our sub-framework.

Strategic Focus (Performance Environment)
1. Review of the Quality Assurance approach - The instrument for external moderation of the GETC question papers has been reviewed. The design appropriate for this qualification is at a conceptual stage
2. Demand for credible qualifications - Umalusi benchmarked the NSC against five other school leaving qualifications (the AS and A levels of the Cambridge International Examination (CIE: AS and A levels), the International Baccalaureate (IB: Diploma), Kenya (Senior Secondary), the New South Wales (Senior Secondary) and Zimbabwe (Senior Secondary). The NSC has been found to be comparable to these qualifications.
3. Demand for Umalusi qualifications outside South Africa - Based on legal advice, 2022 was the last year that the NSC was offered outside the borders of South Africa. The NATED programmes (N1–N3) will also be phased out in the neighbouring countries where they are offered
4. Use of communication platforms by stakeholders - The organisation uses MS teams for webinars, YouTube for short videos, Facebook Live for live-streaming, digital banners on Facebook, Twitter and LinkedIn & the GCIS radio facility connecting to all community Radio stations
5. Quality Assurance of Assessment - Trends in QAA activities, i.e. the moderation of question papers, monitoring of the writing of examinations, monitoring of marking centres, and verification of marking for various subjects reflect an increase in the services provided
6. Qualifications, Certification, and Verification - Certification numbers dropped in 2019 and 2020 but have increased again in 2021. Verification numbers dropped in 2020/21 due to the impact of COVID-19 but went back to normal in 2021/22
7. Evaluation and Accreditation - Institutions granted “a window period to improve” have reduced from 190 in 2019/20 to 10 in 2022/23 due to a drop in initial site visits
8. Evaluation and Appraisal of New Qualification - GEC qualification: Umalusi is still awaiting the resubmission of the GEC qualification policy for quality assurance processes to be done.
9. Empowerment of Women, Youth and People with Disabilities - Proposals for 2023/24 under four pillars: Accountability, Social Cohesion, Economic Empowerment, and Research and Information Management
10. Organisational Structure and Human Resource Capacity - The organogram has increased from 138 to 150 posts. Though the vacancy rate has been maintained under 10%, there were up to 23 resignations by the end of quarter 3.
11. Facilities - The construction of Thuto-Mfundo building has been completed. The building plans for the renovation of Umalusi House have been approved to address OHS deficiencies e.g. accessibility to people with disabilities
12. Financial Resources - A third clean audit for 2021/22. The increase in fuel prices and the high inflation rate exert financial pressure on the organisation’s budget (the cost drivers for the moderation of question papers, site visits and verification of marking are flights, car rental, and accommodation)
13. Information and Communication Technology - ICT Network health score maintained at 97%. The implementation of Microsoft Azure cloud addresses the risk of the aging ICT infrastructure. Umalusi has developed an online certification replacement system
14. Communication Management - Umalusi added a new external communication platform, Wikipedia

Measuring Performance

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

Programme 1 Targets:

Number of advocacy webinars conducted – The annual target is set at eight webinars (two per Quarter).
ICT Network health score maintained at ≥97 percent - The annual target is at ≥97 percent.
Average vacancy rate maintained at ≤ 10 percent - The annual target is set at ≤10 percent.
Average number of days for payment of creditors and suppliers – The target is set at 30 days for payment.

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

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

Programme 2 Targets:

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

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

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

Programme 3 Targets:

Number of quality assurance of assessment reports published for qualifications registered on the GFETQSF – The annual target is set at 9 assessment reports.
Percentage of question papers approved per qualification – The target is set at 100 percent of question papers approved.
Number of assessment bodies audited for their state of readiness to conduct examinations – The annual target is set at four assessment bodies audited.
Number of subjects for which verification of marking is conducted- The target is set at 92 subjects.
Number of subjects for which moderation of internal assessment is conducted – The annual target is set at 195 subjects.
Percentage of accreditation outcomes for private education institutions finalised within 12 months of the site visit – The target is set at 87 percent of accreditation outcomes.
Percentage of identified private education institutions monitored after being granted accreditation – The target is set at 90 percent of identified institutions.

Priorities – Priorities for 2023/24 include:

Reviewing the quality assurance approach;
Evaluate and appraise new and reviewed qualifications;
Providing input to the legislative framework;
Intensifying research on educational developments linked to the sub-framework to innovate and to advise the appropriate ministers of education; and
Intensifying advocacy to communicate accurate and relevant messages to all stakeholders on issues relating to qualifications on our sub-framework.
1. Indicator Changes – Indicator changes for 2023/24 included the following:

Advocacy initiatives;
Average number of days for payment of service providers;
Number of reports produced on certification; and
Number of reports produced on verification of qualifications
1. Focus Areas – Focus areas for 2023/24 included the following:
GFETQSF policies & associate policies;
Offering foreign qualifications e.g. IE;
Registering the GEC qualification;
Research on NASCA, GETCA & GEC;
Appraisal of curricula;
QAA processes in the centralised GETC: ABET exams;
Strengthening internal assessment; and
Implementing revised application process for private colleges.
1. Targets that have Changed – Targets that have changes included:

Number of advocacy webinars (8);
Number of research reports completed in various formats (6);
Number of subjects for which verification of marking is conducted (92);
Number of subjects for which moderation of internal assessment is conducted (195); and
Percentage of accreditation outcomes finalised within 12 months of a site visit (87 percent).
1. Budget Presentation (2022/24 – 2025/26)

3.2.10.1 Financial Year 2022/23 - The original approved budget amounted to R187,7 million. This budget consists of a DBE R162 million (86%) grant and R25 million (14%) own revenue. As of 28 February 2023, the DBE grant was received in total, and R30 million of own income. Umalusi will therefore exceed its annual revenue budget. The infrastructure project commenced during the previous financial year, 2021/22, with most of the work performed during the 2022/23 financial year. The total expenditure on this project amounts to R39,5 million, representing 89% of the total contract value, and the final account is still outstanding. The practical completion certificate has been received, and the facility is being used. The internal financial year-end (2022/23) process has started to ensure the financial year can be closed successfully and reporting requirements can be achieved.

The total budget for 2023/24 amounts to R 197 Million. The Department of Basic Education (DBE) grant allocation was R 162.9 Million, an increase of 0.56 percent. Own revenue stood at R 34.5 Million, an increase of 9.54 percent. The following were the primary revenue contributors:

Verification - Is the process followed by Umalusi to establish the authenticity of qualifications or certificates. Over the past six years, 250,593 verifications were done annually on average.
Accreditation - Umalusi accredit private education institutions to ensure compliance with Section 29(3)(c) of the South African Constitution to ensure that independent educational institutions maintain standards. (Independent schools, private FET colleges and private AET colleges)
Certification - Is the process followed by Umalusi to issue certificates to candidates who have successfully complied with the requirements for a qualification. Over the past six years, 1,124,767 certificates were issued annually on average.
Quality Assurance of Assessment - Charges from Independent Examinations Board (IEB) and the South African Comprehensive Assessment Institute (SACAI)
Interest received - Investment of available funds

Description	2021/22 R’000	2022/23 R’000	2023/24 R’000	2024/25 R’000	2025/26 R’000
DBE Allocation	R157,400	162,031	R162,945	R169,365	R176,953
Verification	R11,934	R12,452	R13,249	R14,097	R15,061
Accreditation	R5,195	R4,139	R10,796	R11,120	R11,824
Certification	R5,695	R2,049	R2,776	R2,954	R3,205
Quality Assurance	R2,534	R4,696	R3,782	R4,024	R4,343
Interest	R2,403	R1,269	R2,068	R2,212	R2,368
Rent	R1,023	R1,087	R1,812	R1,921	R2,220
Total Revenue	R186,184	R187,723	R197,428	R205,693	R215,974

3.2.10.2 Total Revenue

Expenditure

Comments on the 2023/24 Budget

Compensation of Employees (CoE) aligns with the Department of Public Service and Administration (DPSA). The Umalusi Council has approved twelve additional posts for filling during the 2023/24 year to relieve some of the work pressure.
59% of the total expenditure is allocated to the national operations (programmes 2 and 3) of Umalusi, whereas the administration takes 41% of the total budget.
- Programme 1 = 41% - R80,050 million (CoE) = R44,4 million, Other = R35,6 million)
- Programme 2 = 17% - R32,853 million (CoE) = R21,7 million, Other = R11,1 million)
- Programme 3 = 43% - R84,525 million (CoE) = R33,1 million, Other = R51,4 million)

Goods and services are expected to remain mainly the same because some processes will continue to be performed online as a cost-saving and efficiency measure.
- National operations utilise 64% of the budget - A large portion of this funding relates to contract and seasonal workers’ remuneration
- Administration utilises the remaining 36 % of the budget for activities such as:
  - External Audit
  - Outsourced Internal Audit
  - Building maintenance
  - Operational expenditures such as diesel for generators, municipal accounts, copiers etc.

Portfolio Committee Observations and Questions

The important contribution of the Entities could not go unnoticed. Members raised the ongoing challenges faced by Umalusi and DBE in respect of examination leakages and queried what the attributing factors could be and how was this being arrested.
Regarding the Umalusi research undertaken, Members queried whether there had been additions to the APP from the research findings in key areas of work.
Regarding the development of the General Education and Training Certificate, Members queried the measures in place to ensure adequate quality assurance of the qualification. Did Umalusi have the necessary capacity for this additional responsibility?
Members also queried the capacity and resources to quality assure the ECD practitioners and care-givers who may not have the necessary qualification.
Members queried whether Umalusi had been able to fill all vacancies in the organisation.
Members also queried the findings and recommendations to strengthen quality education within the current financial year.
With the anticipated budget cuts coupled with an increased mandate, Members queried how this affected the functions of Umalusi. How realistic was the Umalusi targets and indicators?
Members noted that some of the indicators and targets had been changes e.g. payment of service providers within 30 as well as the percentage of errors in printing certificates. Members queried reasons for the change and also whether service providers were being paid outside of the stipulated timeframe.
On advocacy, Members queried the main areas of advocacy work of Umalusi – and how did they go about educating the general public on the quality of the Matric Certificate. How did Umalusi address continued attacks on the quality of the NSC Examination and certification. It was also noted that many did not know about of the existence of Umalusi.
Members also queried reasons for the NSC no longer being taken-up abroad.
On assessment methods, Members queried the understanding of Umalusi in respect of the various assessment methods used at the exit points in other countries. Had Umalusi done any research on various assessment methods to be used.
Regarding the General Education and Training Certificate, Members queried the timelines for the Department to resubmit the policy on the new qualification.
Members also queried whether Umalusi also quality assured and regulate the private, online and blended learning schooling programmes.
With the budget constraints on Umalusi, Members queried whether this did not manifest in work-overload for Umalusi staff. How was Umalusi addressing this challenge.

Responses from Umalusi – With matters related to the examination leakages, it was mentioned that this phenomenon was informed purely by a criminal element in the system. In 2022 there were no leakages and the Department was able to arrest the problem adequately. However, there had been further irregularities in the last examination but these were not too serious. Umalusi had shared the Benchmarking Report with the Portfolio Committee in the recent past and the benefit derived from the report was that Umalusi was able to defend the currency of the NSC examination and certification. Members of the public were able to gain confidence in the qualification. Umalusi was in the process of further analysing the Report and its recommendations and provide the Department with research recommendations.

In respect of the General Education and Training Certificate, Umalusi had reported its recommendations to the Department to strengthen the qualification. Umalusi was awaiting the re-submitted qualification from the Department for considerations. If satisfied, Umalusi would submit the qualification for registration with SAQA. The nature and limitations of the GEC was the exclusion of certain subjects for assessment. Umalusi did have the capacity to quality assure the GEC but lacked the necessary resources due to an increase in the mandate of Umalusi – there had been no increase in the budget to Umalusi while the mandate increased. The policy was also silent on the subjects offered at Schools of Skills for the GEC that needed to be addressed. Further to this, Umalusi also battled with limited resources and budget for the ECD practitioners Recognition of Prior Learning (RPL).

With regards to Umalusi vacancies, it was mentioned that this remained a moving target as staff resigned periodically – even when posts were filled. Umalusi did the necessary processes for advertising and filling of posts as per protocols. The Council had also approved 12 new posts to be filled and Umalusi was starting early with recruitment and appointment.

As applicable to matters related to assessment bodies, Umalusi also issued quality assurance reports on areas of non-compliance for improvements. Assessment bodies also submitted their reports to Umalusi who conducted the necessary monitoring. With the reduced budget of Umalusi, this undermined the mandate of Umalusi. Staff were overworked and overloaded and many resigned due to burn-out. This also led to a loss of institutional memory. However, Umalusi indicated that targets were realistic and achievable with the current budget.

There was much misinformation regarding the quality assurance of the NSC and Umalusi did the necessary advocacy to educate the general public on the mandate of Umalusi. With homeschooling, Umalusi raised the challenge that students could be found wanting. Umalusi needed to do more work in this area. With the NSC being offered outside the borders of South Africa, the challenge remained the laws, jurisdiction and sovereignty of the country – as there may be unintended consequences of the NSC offered in other countries.

In respect of the assessment approaches cited from other countries, it was mentioned that such countries (UK, New South Wales, Kenya, and Zimbabwe) had many similarities with Umalusi assessment methods. In respect of online-schooling, the matter was being discussed and addressed and Umalusi had made representation in this regard.

Umalusi did much advocacy work but was not able to reach everybody and focussed on engagement with Universities Education Faculties, Provincial Legislature and SGB Association. Umalusi continued with expansion of its advocacy pool and establish ambassadors. Umalusi also utilised webinars to reach more stakeholders and reach as many as possible.

It was also mentioned that targets for verification and certification also formed part of Umalusi reporting as well as reporting on misrepresented qualifications to SAQA. Umalusi also explained the rationale for the changing of some of the indicators and targets, specifically in respect of payment of service providers in stipulated timeframes. It was reported that with the changes, there had been significant improvement in the turnaround time for paying service providers through the strengthening of controls. Improved turn-around time for payment of service providers also allowed for value for money.

Portfolio Committee Recommendations:

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

Department of Basic Education (DBE)
The Department should ensure that it is able to consider adequate research to be conducted on many aspects of the various DBE programmes and targets of the Department.
The Department is urged to strengthen submission of regular reports on the NSNP to the Portfolio Committee and ensure proper monitoring and oversight of the NSNP.
Ensure all Members questions and queries to the Department received the necessary attention and responses within 30 days after adoption of this report
The Department should consider the possibility of paying stipends to SGB members.
Ensure that all Funza Lushaka and all other graduates are adequately placed in schools.
The Department must ensure that issues of school infrastructure, water and sanitation are addressed to supply schools with adequate, safe ablution facilities and water reticulation as a matter of urgency. The Department should present a progress report to Parliament during the 2023/24 first quarterly reporting.
Challenges with scholar transport for learners ought to be addressed – and the policy must be reviewed and ensure that the function is fully aligned with DBE by end of the 2023/24 financial year.
The DBE must ensure there is adequate funding and is ready for compulsory Grade R implementation.
The Department must closely monitor ECD challenges in respect of registration of the bulk of ECD Centres, including independent ECD Centres within 30 days of adoption of this report.
Ensure that budgets utilised for infrastructure projects are better spent and infrastructure backlog delays are limited.
The Department needs to address, eradicate, and replace any unsafe toilets utilised in schools.
The Department must also fast-track the eradication of pit-toilets still used in schools, and consider the possibility of Mobile toilets as a temporary measure while the eradication process is in progress. A report outlining plan of action for eradication of pit latrines should be submitted to the Committee within 90 days of adoption of this report
Prioritize to put programmes and plans in place to adequately track, trace and retain learners who may have dropped-out of the system.
Ensure programmes and plans are in place to better address the current teacher workload and alleviate the workload on teachers.
The Department should consider the possibility of piloting continuous assessments in future.
The Department needs to address the challenges with shortages of libraries in schools, where possible consider piloting usage of mobile libraries as a temporary measure before the end of 2023/24 financial year.
The Department should ensure the standardization and development of indigenous languages.
The Department must follow up on issues pertaining to learner-drop-outs (scientific data, statistics and information including mitigating factors) and be allowed to present such issues to the Portfolio Committee
The Department needs to address issues pertaining to school overcrowding, especially in rural and township schools before the end of 4th term 2023.

South African Council for Educators (SACE)

Ensure that SACE is adequately capacitated, resourced to improve the development and professionalisation of educators as well as address its case load.
Improve utilization of resources to ensure that SACE is able to build the necessary capacity to implement its programmes and plans.
Closely monitor, and put measures in place to reduce the number of cases involving corporal punishment infringements by educators within 60 days of adoption of this report
Ensure all unresolved disciplinary cases receive the necessary attention and effective investigation to conclude them within 90 days of adoption of this report
Put in place monitoring and accountability measures in respect of the audit action plan to ensure all aspects of the recommendations are implemented within 90 days of the adoption of this report .
Ensure that systems are in place towards improvement in processing of cases within 60 days of adoption of this report
Members recommended that SACE should able to research the number of unqualified/under-qualified teachers in the system and ensure that there are programmes/initiatives to assist such teachers to gain the necessary qualifications to teach the subjects they taught
Categorize all cases reported to SACE to assist with proper oversight within 40 days of adoption of this report
SACE must consider development of a monitoring tool for improved teacher professionalisation within 60 days of adoption of this report
Based on the previous commitment, ensure that an office in Northern Cape is established and resourced before end of 2023/24 financial year to ensure that educators in the province have adequate access to SACE
The Annual Performance Plan 2023/24 is revised and re-submitted to the Portfolio Committee

Council for Quality Assurance in General and Further Education and Training (Umalusi)
The Council must ensure that systems are improved so that examination leakages are curbed.
The Council should ensure that a report is presented to the Portfolio Committee outlining steps taken by the Council to prevent leakage of the examination question papers. Such a report must be submitted two months’ prior the examination proceeds.
Umalusi should be considered for additional funding, capacity and resources for the additional responsibilities in respect of its extended/increased mandate.
Ensure all vacancies within the Umalusi organogram are filled as soon as possible.
Ensure Umalusi advocacy programmes are improved and geared to educating the general public on the work of the Council and the quality of the NSC Examination and Certification.
In collaboration with the Department, consider conducting research on the alternate methods of assessment at exit points in the system.
Ensure the General Education and Training Certificate policy and framework for the new qualification is concluded and is ready for implementation by 2024/25.

Conclusion

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

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

Report to be considered.

Documents