DETAILED PRESENTATION

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DETAILED PRESENTATION

FOURTH QUARTERLY REPORT ON THE PERFORMANCE OF THE DEPARTMENT IN MEETING ITS STRATEGIC

OBJECTIVES FOR 2012/13

Presentation to the Portfolio Committee on Basic Education

Parliament, Cape Town4 JUNE 2013

PART APresentation on Key Sector Developments, Performance Indicators and Targets

PART BFinancial Report for the Fourth Quarter

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Presentation Outline

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PART APresentation on Key Sector Developments,

Performance Indicators and Targets

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Some key developments in the sector

The Fourth Quarterly Report (January – March 2013) on the performance of the DBE in meeting its strategic objectives for 2012/13 is presented in the context of some of the key developments in the sector:• National Senior Certificate (NSC) examinations : The 2012 NSC results were

released on 3 January 2013. The NSC is one of the key indicators of quality in the system. In 2012 more learners passed Matric, with encouraging increases in learners equipped to pursue post-schooling opportunities. Another achievement was the successful writing of the National Senior Certificate Supplementary examinations from the 11 February to 20 March 2013.

• Curriculum and Assessment Policy Statements (CAPS) : The implementation of CAPS moved into the next phase, with the implementation in the Intermediate Phase (Grade 4-6) and Grade 11 commencing in the 2013 academic year. All CAPs documents were delivered and teachers in all provinces have been orientated. Also, the orientation programme for Grades implementing CAPS in 2014 has already begun.

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Key developments in the sector• New academic year. Inland schools opened on 9 January whilst learners

in coastal provinces went back to school on 16 January. Monitoring visits indicated a smooth start to the academic year, with few challenges being reported. The positive start to the new school year can be attributed to the extensive planning that was done in the sector, particularly around admissions and delivery of LTSM in schools as well as the Ministers interactions with district directors.

• The What’s up teach? magazine was released during the quarter. What’s up teach? is a magazine that will be used as a tool to enhance the performance of our teachers. It is also aimed at generating an enthusiastic dialogue between teachers, the DBE and the broader education community. The magazine will also communicate critical pedagogical and support information to teachers in a creative and interactive manner.

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Key developments in the sector• National Teaching Awards : Some of the best teachers in the country were honoured

at the 13th National Teacher Awards. The purpose of the National Teaching Awards is to recognise excellence and outstanding contribution of teachers in enhancing the quality of teaching. The awards are a special event high on the education sector calendar. Over the years, and through extensive consultation, the NTA has been duly refined. This year a new category was added, the Excellence in ICT teaching. These awards contributes towards enhancing the esteem of the teaching profession.

• The draft regulations on minimum norms and standards for school infrastructure was issued in a gazette on the 8th January 2013. The regulations stipulate the facilities that schools are required to have and are intended to ensure that communities can hold the Department of Basic Education accountable. Various stakeholders have raised the concern that the norms are to minimalist and should rather specify optimal standards. They also want time frames to be included. It has been decided to have due regard to the concerns raised and to this end, an extension of time has been sought to review the published norms. The amended document shall be presented to Cabinet.

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Key developments in the sector• Stop Rape Campaign : Gender based violence and rape in particular has

reached unacceptable levels in the country. It is within this context that the Department of Basic Education (DBE) and LEAD SA announced a major initiative to raise rape awareness and educate the 10.2-million learners in South African schools. The partnership will contribute to heightening awareness in schools about rape and gender based violence. This initiative includes the need to teach our youth about their rights as contained in the Bill of Rights and expressed in the Bill of Responsibilities (BOR). Learners are encouraged to report any form of abuse to the authorities.

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PROGRAMMES OF THE DBE

The ANNUAL PERFORMANCE PLAN summarises the priorities of the DBE as aligned to the Delivery Agreement of OUTCOME 1: Improving the quality of Basic Education and the Action Plan to 2014: Towards the Realisation of Schooling 2025.The activities of the DBE have been structured into five programmes as elaborated in the Annual Performance Plan:

o PROGRAMME 1: ADMINISTRATION

o PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING

o PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND

INSTITUTIONAL DEVELOPMENT

o PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT

o PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES

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NUMBER AND NATURE OF TARGETS FOR ALL DBE PROGRAMMES – MAJORITY ARE ANNUAL

TARGETS NUMBER PERCENTAGEQuarterly Targets 9 18%Bi-annual Targets 2 4%Annual Targets 40 78%Total No. of Programmes Performance Indicators

51 100%

18%

4%

78%

Quarterly Targets Bi-annual Targets Annual Targets

PROGRAMME ONE: ADMINISTRATION

The purpose of Programme One is to manage the Department and provide strategic and administrative support services.

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PROGRAMME 1 : STRATEGIC OBJECTIVES

• To ensure the provision of suitable human resource capacity to support a high performing organization.

• To ensure that the basic education sector and the country benefit from targeted support to the education department.

• To improve inter-governmental planning, communication, education policy and legislative development.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSHUMAN RESOURCE MANAGEMENT AND DEVELOPMENT• The DBE advertised 47 posts during the Fourth Quarter. A total of 39

interviews were held during the quarter. Overall, 21 appointments were made - these include appointments for interviews for posts held during the previous quarter as well.

• The DBE finalised the performance assessments of all officials for the final quarter and the end of the financial year. The performance bonuses to officials that qualified were paid out at the end of March 2013. All matters related to end of the financial year were addressed and finalised in terms of tax reconciliations, etc.

• In terms of Human Resource Development, 194 officials attended courses during the quarter to improve skills and enhance capacity. These courses were identified according to the Personal Development Plans of officials.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSINTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRSMinisterial engagements• The Minister met the Ambassador of Japan to South Africa on 21 February 2013

in Cape Town. A report was presented on Mathematics technical assistance provided in Mpumalanga. Both the Minister and the Ambassador agreed to strengthen the cooperation in the areas of basic education collaboration.

• The Minister met the USA Charge D'affairs on 15 February 2013 in Cape Town. The purpose of the meeting was to discuss future collaboration between the USA through USAID and the DBE under the SCIP programme.

• The Deputy Minister met the Ambassador of the European Union to South Africa on 20 February 2013. The purpose of the meeting was to discuss the EU rider process on the existing financing agreement, and future support to the DBE by the EU.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSINTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRSInternational fora Meetings• The Deputy Minister attended the Education World Forum that was held in

London from 28 – 31 January 2013. Technical Personnel supporting the Deputy Minister were the Director for National Assessment and the Director for Curriculum Innovation and e-Learning. The Deputy Minister presented one of the key note messages on the experiences of South African assessment tools applied in monitoring and evaluating the performance of the South African education system.

• The Deputy Minister attended the Third International Summit on the Teaching Profession (ISTP) in Amsterdam on 13-14 March 2013. South Africa had observer status at this summit. Technical Personnel Support for the Deputy Minister was provided by the Director for Education Labour Relations and Conditions of Service.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSUNESCO• The DBE participated at the Second UNESCO Mobile Learning Week and

Senior Education Policy Makers’ Forum, held in Paris, France, on 18-22 February 2013.

• The DBE participated in the Global meeting of the thematic consultation on education on the Post 2015 Development Agenda in Dakar, Senegal on 18-19 March 2013.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSMEDIA LIAISON and NATIONAL & PROVINCIAL COMMUNICATIONThe Department communicated and informed the public and stakeholders on an ongoing basis on the policies, programmes and interventions of the DBE via regular media questions. The following advertisements were placed in newspapers during the quarter : • Proposed 2015 School Calendar placed in January; and• Unemployed educators registration advert placed in February.

Media Liaison and interactions• A total of 13 media queries and 1 interview request were attended to; and• A total of 38 media releases, 15 speeches, 10 replies to parliamentary

questions were published and uploaded onto the DBE website.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSStrengthening of web presence and e-communication: • Facebook – The DBE page currently has 5 212 likes. A total of 173 private messages were

received while 230 posts were made. The queries covered a wide range of topics, including reissuing of certificates, NSC exams, supplementary exams, remarks, past Grade 12 papers, curriculum queries, teacher employment, special schools and queries on ICT.

• Twitter - The twitter account currently has 8 460 followers. The DBE posted 502 tweets in the period under review and received more than 400 mentions. The queries covered a wide range of topics including: textbooks; exams; rewrites; remarks; school infrastructure; teacher employment and curriculum.

• Website - Unique Visitors to www.education.gov.za were for, January: 183 372, February: 121 834, and March: 111 486. Web pages were created for What’s Up Teach?, National Teaching Awards 2012, Stop-Rape Campaign, Dinaledi Schools and Health Promotion. The growth of the DBE website continues to provide access to information and resources in education to the public at large.

http://www.education.gov.za/

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS

MANAGEMENT PERFORMANCE ASSESSMENT TOOL (MPAT)• The quality of generic management practices in the DBE was assessed using

the MPAT tool. The purpose of the assessment is to determine the current level of performance of the Department and to pinpoint specific areas that are in need of improvement.

• Key Performance Area (KPA) Managers completed self assessments and attached evidence for areas of assessment that fall within their responsibility.

• The Internal Audit unit verified the existence of evidence by 15 November 2012. Senior Management deliberated on MPAT scores and comments.

• The DBE final assessment was submitted to DPME on 23 November 2012.• DPME moderated the scores and provided a final report in the fourth

quarter to the DBE.• The DBE is formulating improvement plans in areas where weaknesses were

identified in order to enhance organisational functioning.

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PROGRAMME 1 : OUTPUTS

PERFORMANCE INDICATORSTarget for

2012/13 as per APP

ACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF 2012/13

Number of officials participating in staff development activities

280A total of 350 officials attended Skills Development and Training courses from 1 April 2012 to 31 March 2013.

A positive variance of 70 been achieved.

Number of internships implemented for unemployed graduates in the Department 55

The total number of interns for the financial year is 87.

A positive variance of 32 been achieved

Percentage employment outcomes of interns who have completed the internship programme

30%

34 out of the 87 interns have been employed, which translates to 39%.

A positive variance of 9% been achieved.A report highlighting South Africa’s role and participation in multilateral bodies and international affairs in educational activities is compiled bi-annually

Two ReportsReports compiled.

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2012/13 as per APP


A report on the legal cases instituted against the basic education sector by type and province is compiled on a quarterly basis

Four Reports

Reports compiled.

A report on legal cases concluded in the education sector by type and province is compiled annually Report

Report compiled

PROGRAMME TWO: CURRICULUM POLICY, SUPPORT

AND MONITORING

The purpose of Programme Two is to develop curriculum and assessment policies and monitor and support their implementation.

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PROGRAMME 2 : SECTOR GOALSThe Programme: Curriculum Policy, Support and Monitoring is the primary vehicle for ensuring quality delivery of the curriculum in the basic education sector. The indicators in this programme are fundamentally directed towards improving learner performance as captured in the Action Plan to 2014: Towards the realisation of schooling 2025. The Programme contributes to the following sector goals on learner performance:Action Plan Goals on Learner Performance• Goals 1 ; 2 & 3 : Increase the number of learners in Grade 3; 6 & 9 who, by the end of

the year, have mastered the minimum language and numeracy/mathematics competencies for Grade 3.

• Goal 4 : Increase the number of Grade 12 learners who become eligible for a Bachelors programme at a university.

• Goals 5 & 6: Increase the number of Grade 12 learners who pass Mathematics & Physical Science.

• Goals 7 & 8 : Improve the average performance of Grade 6 learners in Languages & Mathematics.

• Goal 9 : Improve the average performance of Grade 8 learners in mathematics.• Goal 12 : Improve the grade promotion of learners through Grades 1 to 9.

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SECTOR PERFORMANCE : NSC PERFORMANCE

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Comparison of the NSC November 2012 Examination with the final combined results (i.e. November 2012 and 2013 Supplementary Examinations)

Province Name

November 2012 NSCExamination

Combined November 2012 NSC Examination and 2013 NSC Supplementary Examination Difference in

Achievement percentages

No. WroteNo.

Achieved % Achieved No. WroteNo.

Achieved % Achieved

Eastern Cape 63 989 39 443 61.6 67 526 42 365 62.7 1.1

Free State 24 265 19 676 81.1 24 514 20 377 83.1 2.0

Gauteng 89 627 75 214 83.9 90 434 75 291 83.3 -0.6

KwaZulu-Natal 127 253 93 003 73.1 128 979 96 696 75.0 1.9

Limpopo 77 360 51 745 66.9 77 614 54 947 70.8 3.9

Mpumalanga 47 889 33 504 70.0 48 312 34 744 71.9 1.9

North West 27 174 21 609 79.5 27 345 22 276 81.5 2.0

Northern Cape 8 925 6 661 74.6 9 154 7 074 77.3 2.7

Western Cape 44 670 36 974 82.8 45 057 38 408 85.2 2.4

National 511 152 377 829 73.9 518 935 392 178 75.6 % 1.7

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SECTOR PERFORMANCE : NSC PERFORMANCE: 2008 TO 2012

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SECTOR PERFORMANCE : NSC PERFORMANCE including Supplementary Examinations

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A summary of the gains emanating from the 2013 Supplementary Examination is as follows:• the total number of candidates that achieved the NSC has increased from 377

829 to 392 178, an increase of 14 349 candidates.• the total number of candidates that obtained admission to Higher Certificate

studies has increased from 88 604 to 98 256, an increase of 9 652 candidates.• the number of candidates that obtained an admission to Diploma studies has

increased from 152 881 to 156 148, an increase of 3 267 candidates; • the number of candidates that obtained admission to Bachelor studies has

increased from 136 047 to 137 251, which is an increase of 1204 candidates.• the overall pass rate has increased from 73.9% to 75.6%, which confirms that

the Department of Basic Education is capable of attaining its targeted pass rate of 75% in the 2013 NSC examination.

Proportion of 22-25 year-olds with matric since 2002

Source: STATS SA General Household Surveys, 2002-2011

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SECTOR PERFORMANCE : QUALITY IMPROVEMENTS

Comparing the achievements of 2012 to that of 2011, the following is a confirmation of the improvement in quality: •Increase in the distinction rate across key subjects. •Of the 81 districts, only three performed below 50% (5 in 2011)•Number of districts performing above 80% increased from 21 to 28.

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• To increase the availability of e-Education of learning and teaching resources amongst teachers.

• To bring about stability and coherence with respect to the national school curriculum

• To pay special attention to improvements in mathematics, physical science and technical subjects.

• To promote adequate access to quality learning materials by means of better national specifications on what every learner requires and a more proactive approach towards the cost-effective development, reproduction and distribution of materials such as workbooks and textbooks

• To establish national norms for school libraries• To create a sound basis for quality pre-Grade 1 education through the

promotion of quality learning and teaching materials at this level• To finalise and promote national screening guidelines that provide for an

equitable system of access to special needs support amongst learners

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSCURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS):• The introduction of CAPS moved into the next phase, with the implementation of

CAPS in the Intermediate Phase (Grade 4-6) and Grade 11 at the commencement of the 2013 academic year.

• In 2014, CAPS will be implemented in the Senior Phase and Grade 12. The orientation programme for Grades implementing CAPS in 2014 has already begun.

• A dry-run for the National Training Team (NTT) for Grade 12 CAPS Orientation was hosted by the DBE from 4 to 8 February 2013.

• The Grade 12 CAPS Orientation was conducted in all provinces according to the following schedule: – 18 to 22 February 2013: Gauteng, Limpopo and Mpumalanga– 25 February to 1 March 2013: Western Cape, North West and Free State and

Northern Cape– 8 to 12 April 2013: Eastern Cape and KwaZulu Natal.

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS

CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS):• The Senior Phase CAPS orientation programme for all provinces started from

8th March, and will run to 24th May 2013. • A road show for subject advisors (FET and GET) and circuit managers was

conducted alongside the Grade 12 CAPS Orientation. This has taken place in all provinces.

• An intervention programme focused on the teaching of problem areas in Mathematics in Grade 4 has been developed, in collaboration with JICA. A baseline survey was conducted among schools in KwaZulu Natal and Mpumalanga to establish the levels of learner performance in key Mathematic Skills. The analysis of data received from the survey was used to develop teaching support materials and will also be used to train teachers. The materials have been developed; and are being translated into Sepedi and IsiZulu, and will be made available to all schools in underperforming districts.

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MULTI-GRADE TEACHING• A training session was held from the 11 to 15 February 2013 with provincial subject advisors on the development of Annual Teaching Plans for all multi-grade schools. The Annual Teaching Plans for all multi-grade schools will support the implementation of the CAPS and provide teachers with clear guidelines on how to teach and assess across the different grades. • The draft Annual Teaching Plans for all multi-grade schools will be piloted in 6 schools per province and refined against the feedback and then made available to all multi-grade schools in the country.

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EARLY CHILDHOOD DEVELOPMENT• The Literature Review as well as the first draft of the impact evaluation of

Grade R has been finalised and will be presented in a stakeholder workshop at the end of April 2013. The study focused on the impact of Grade R on key dimensions of education effectiveness and efficiency and will contribute towards improving learner outcomes.

• The Draft National Curriculum Framework for children from birth to four years has been developed and will be presented to the Heads of Education Committee in the new financial year for gazetting for public comment.

• The Grade R integrated workbooks have been aligned to the Curriculum and Assessment Policy Statement (CAPS) to support the implementation in the Foundation Phase.

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INCLUSIVE EDUCATION• The HRD Strategy for Inclusive Education was approved and made available to

PEDs and Higher Education Institutions. The strategy makes provision for Continuing Professional Teacher Development (CPTD) and targets educators, school managers as well as district officials so as to ensure that the necessary capacity exists at all levels to support the implementation of Inclusive Education up to 2014.

• The key areas of training outlined are the Strategy on Screening, Identification, Assessment and Support (SIAS), Operationalising Full-Service/Inclusive Schools, Quality Education and Support in Special Schools and Special School Resource Centres, Curriculum Differentiation, Quality Curriculum Delivery in Schools for the Blind and Schools for the Deaf.

• The final revision of the SIAS has been completed and once it has been approved, national training will commence. However, PEDs have continued to train schools and district offices on the existing version of the Strategy.

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSCURRICULUM INNOVATION AND e-LEARNING

Connectivity• A total of 18 schools were connected to the education network in the Proof of Concept

district. • The Vodacom Foundation was provided with the online reporting tool to be hosted on

the digital classroom website. • Ten schools in the Western Cape were identified for connectivity for Maths and Science. • The DBE evaluated the Telkom Pilot of the 3G and ADSL connectivity solution in Limpopo.

Access to ICT infrastructure• The DBE distributed 2 400 copies of the schools ICT Hardware and software specifications

to 5 PEDs (Western Cape, Limpopo, Eastern Cape, KwaZulu Natal & Northern Cape). Each province received 400 copies. This concludes the distribution of the Hardware specifications document to all the 9 provinces.

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CURRICULUM INNOVATION AND e-LEARNING• THUTONG : Thutong is an online community developed to help and support

South African teachers. Portal user statistics for the quarter are as follows:

October - December

New registered users 498Current total number of users 26 679

Resources available Total number of 31 265 e-content which indicated an

increase by 141 from 31 124 e-content

Downloads 315 994

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSLEARNING AND TEACHING SUPPORT MATERIALS :• The development of the National Catalogue of Textbooks for

Grades 7-9 and 12 commenced in November 2012 and was completed on 23 March 2013. The catalogue was released to provinces by the end of March 2013. The monitoring of the implementation of the key activities relating to warehousing, learner data; allocation of funding began in this quarter to ensure readiness for the procurement and delivery of LTSM for the 2014 academic year.

• An implementation plan for improving access to library and information services was developed in collaboration with provinces as part of ongoing efforts to improve access to library services.

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSLEARNING AND TEACHING SUPPORT MATERIALS :

WORKBOOKS - The report on the delivery of workbooks is generated from the captured PoDs as at 13 February 2013. The table below indicates the breakdown of the verified number of schools per province that received WORKBOOK - VOLUME 1

Province Total no. of Schools Schools Delivered to % Delivered

Eastern Cape 5 209 5 136 98.6%Free State 1 297 1 273 98.3%Gauteng 2 050 2008 98.0%

KwaZulu Natal 5 885 5 662 96.2%Limpopo 3 932 3 878 98.6%

Mpumalanga 1 689 1 667 98.7%Northern Cape 544 539 99.1%

North West 1 474 1 466 99.5%

Western Cape 1 493 1 484 99.4%TOTAL 23 573 23 115 98.1%

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSLEARNING AND TEACHING SUPPORT MATERIALS :• WORKBOOKS - The delivery of workbook 2 commenced on 28 January

and was completed by 7th March 2012. The table below indicates the workbook volume 2 delivery captured as at 23 February 2013:

Province Total No of Schools Schools Delivered to % Delivered

Eastern Cape 5 212 5 036 96.6%Free State 1 296 1 239 95.6%Gauteng 2 108 2 060 97.7%

KwaZulu Natal 5 906 5 679 96.2%Limpopo 3 933 3 864 98.2%

Mpumalanga 1 694 1 662 98.1%

Northern Cape 546 530 97.1%North West 1 478 1 468 99.3%

Western Cape 1 497 1 485 99.2%

TOTAL 23 670 23 023 97.3%

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSLEARNING AND TEACHING SUPPORT MATERIALS :WORKBOOKS - 2014 PROCESSES• For 2014 academic year, the Department Basic Education has planned to provide

the same workbooks provided in 2013 as well as English First Additional Language being extended to Grades 7-9.

DATA FOR PRINTING AND DELIVERY OF 2014 WORKBOOKS• Datasets on CD will be prepared for each PED to verify and confirm information on

schools, languages and learner enrolment before printing process commences.• DBE will visit provinces and districts to advocate on the need for schools to

provide correct data especially in terms of learner numbers and languages.• Provincial offices will be requested to provide DBE with the signed off data by 30

April 2013. Printing for workbook 1 will be completed by June 2013.• A Meeting of Development Team and Subjects specialist took place on 28

February 2013 to quality assure the 2014 workbooks.

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PERFORMANCE INDICATORS

Target for 2012/13 as

per APPACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF 2012/13

Number of schools with access to electronic content 1650

A total of 4 513 schools are recorded as having attained access to electronic content.

A positive variance of 2 863 has been achieved.

Number of digitised workbook aligned resources available for use in underperforming schools

2

4 Foundation Phase Interactive workbooks have been completed.

A positive variance of 2 additional workbooks has been achieved.

A new e-Education strategy that updates the 2004 White Paper and includes future targets for ICT access in schools is released

E-Education Strategy released

The new draft strategy has been developed, but as yet has not been approved due to weaknesses in the implementation plan. A team has been established with added capacity to ensure that this policy is realised within the next financial year.

Number of subject advisors and other teaching professionals orientated in the Curriculum and Assessment Policy Statements 3000

A total 4 003 teaching professionals were orientated in CAPS.

A positive variance of 1003 has been achieved.

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Target for 2012/13 as per

APPACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF 2012/13

Number of personnel trained in multi-grade teaching per province 140

Cumulatively, 151 teachers and officials have been trained. This target has been achieved.

Percentage of Grade 3 learners performing at the required literacy level

55%In the 2012 ANA, 57% of learners achieved above 50%.

A positive variance of 2% has been achieved.

Percentage of Grade 3 learners performing at the required numeracy level

55%In the 2012 ANA, 36% of learners achieved above 50%.

This is an increase on the 2011 ANA performance of 17 %.

Percentage of Grade 6 learners performing at the required language level

51%In the 2012 ANA, 39% of learners achieved above 50% in home language.

This is an increase on the 2011 ANA performance of 15 %.

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2012/13 as per APP


Percentage of Grade 6 learners performing at the required mathematics level

44%

In the 2012 ANA, 11% of learners achieved above 50%.

Percentage of Grade 9 learners performing at the required language level

To be determined

This was the first cycle of the ANA for Grade 9 and will serve as a baseline. 39% of learners achieved above 50% in home language and 21% in FAL.

Percentage of Grade 9 learners performing at the required mathematics level

To be determined

This was the first cycle of the ANA for Grade 9 and will serve as a baseline. 2% of learners achieved above 50%.

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2012/13 as per APP


Number of Grade 12 learners who become eligible for a Bachelors programme at university (thousands)

149

In 2012 a total of 136 047 Grade 12 learners became eligible for admission into university. 15 280 more bachelor passes were achieved in 2012 than 2011. The sector is therefore on track to achieving its target for 32% of Grade 12 graduates able to be admitted for Bachelor degree studies.

The trend has been that this indicator moved from 19.9% in 2008 to 24.3% in 2011 and to 26% in 2012.

Our 175000 target for 2014 was based on 2009 data and did not take account of demographic shrinkage of the 2011 Matric cohort as per Stats SA data, in addition, the age admission reduction of cohort in 1999, due to admission policy implementation then yielded a smaller than expected cohort for Matric.

After the Supplementary Examinations the number of candidates that obtained admission to Bachelor studies has increased from 136 047 to 137 251, which is an increase of 1204 candidates.

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2012/13 as per APP


Number of Grade 12 learners passing mathematics (thousands)

169

The number of passes in Mathematics in 2012 was 121 970.

This is 17 937 more than the 104 033 of 2011. The pass rate for Mathematics was 54% in 2012. This is an improvement from 46.3% of 2011.

Our 180 000 target for 2014 was based on 2009 data and did not take account of demographic shrinkage of the 2011 Matric cohort as per Stats SA data.

After the Supplementary Examinations the number of passes increased to 122 621.

Number of Grade 12 learners passing physical science (thousands)

160

The number of passes in Physical Science was 109 918 in 2012.

This is 13 477 more than the 96 441 of 2011. The pass rate for Physical Science in 2012 was 61.3%. It was 53.4% in 2011.

Our 170 000 target for 2014 was based on 2009 data and did not take account of demographic shrinkage of the 2011 Matric cohort as per Stats SA data.

After the Supplementary Examinations the number of passes increased to 110 924.

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Target for 2012/13 as

per APPACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF 2012/13

Percentage of learners who obtain a National Senior Certificate

70%

The pass rate for 2012 was 73.9%. This is an increase of 3.7% on the 2011 results (70.2%). This is also an increase of 13.3% since 2009 (60.6%).

After the Supplementary Examinations the pass rate increased from to 75.6%.

Percentage of schools having access to library information services

60%

The latest available data for this indicator is 51 % (School Monitoring Survey : 2011). The School Monitoring Survey is an independent survey that measures progress of the key goals of the education sector as contained in Action Plan to 2014. The context and nature of the information to be collected in a sector as large as education, necessitates that the survey be conducted bi-annually. This is done in order to obtain independent and credible information that will have the necessary utility to inform planning. The data presented considered learners to be in schools with a library fulfilling certain minimum standards if they had access to at least one of the following:• a central school library• a mobile library• classroom libraries.

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PERFORMANCE INDICATORSTarget for 2012/13

as per APP ACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF 2012/13

Percentage of learners with a textbook for each subject

85%

The focus in 2012 has been on textbooks ordered and delivered by PEDS to schools for the grades implementing CAPS in 2013 (Grades 4-6 and Grade 11). It can thus be reported that 99.4% of Grades 4-6 and Grade 11 orders were delivered to schools for utilisation by learners.

Number of learners who have received workbooks

10 300 000

For 2013 academic year, the DBE printed workbooks for :Grades 1-6 : Home language workbooks in all languages;Grades 1-3 : Mathematics workbooks in LoLT;Grades 4-9 : Mathematics in English and Afrikaans;Grades 1-6 : First Additional Language workbooks in English;Grades 1-3 : Life Skills workbooks in LoLT; and Grade RThese workbooks were distributed to schools, for utilisation by 10 979 625 learners.

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2012/13 as per APP


Number of learners enrolled in the Kha Ri Gude programme 630 990

665 246 learners were recorded on the Kha Ri Gude data base.

The predetermined target has been achieved.

Percentage of learners completing the Kha Ri Gude programme. 83%

The completion rate of the programme is recorded as 93%.

A positive variance of 10% has been recorded.

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2012/13 as per APP


Number of district offices that have trained officials on the Screening, Identification, Assessment and Support strategy

50

A total of 56 district offices had officials trained in the SIAS strategy for the reporting period.


Number of schools that have teachers trained in the Screening, Identification, Assessment and Support strategy

100

A total of 211 schools had teachers trained in the SIAS strategy for the reporting period.


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2012/13 as per APP


Percentage of Grade 1 learners who have received formal Grade R

69%

87.8% (GHS : 2011)

A positive deviation of 18.8% has been attained against the planned target recorded.

PROGRAMME THREE : TEACHERS, EDUCATION HUMAN

RESOURCES AND INSTITUTIONAL

DEVELOPMENT The purpose of Programme Three is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources.

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PROGRAMME 3 : Sector GoalsThe Programme: Teachers, Education Human Resources and Institutional Development is responsible for promoting quality teaching and institutional performance through the effective supply, development and utilisation of human resources in the basic education sector. The work of the Programme is strongly aligned with the imperatives of the basic education sector and as such captured in the Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goals on teacher supply, development and utilisation:

Action Plan Goals on Teacher Supply, Development and Utilisation• Goal 14 : Attract a new group of young, motivated and appropriately trained teachers

into the teaching profession each year.• Goal 15 : Ensure that the availability and utilisation of teachers is such that excessively

large classes are avoided.• Goal 16 : Improve the professionalism, teaching skills and subject knowledge of

teachers throughout their entire careers.• Goal 17 : Strive for a teacher workforce that is healthy and enjoys a sense of job

satisfaction.

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SECTOR PERFORMANCE

WHOLE SCHOOL EVALUATION (WSE). • As at the end of the academic year in December 2012, Whole School

Supervisors from provinces evaluated a total of 385 schools since the 1st April 2012.

• A target of 645 schools was set for the 2012/13 evaluation cycle, which leaves a balance of 260.

• The shortfall on the target has been created by the fact that during the third quarter, supervisors in the majority of provinces were used to monitor school readiness as well as NCS examinations, and could not do school evaluations.

• Furthermore, two provinces, Limpopo and Eastern Cape could not do evaluations due to budgetary constraints.

• KwaZulu-Natal also evaluated too few schools due to the fact that the WSE personnel in the province were utilized in other areas.

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SECTOR PERFORMANCE

WHOLE SCHOOL EVALUATION (WSE). The resurgence of the WSE activities in the sector, augurs well for improving school management and functioning. The provincial breakdown on the schools evaluated is reflected in the table below:

PROVINCE SCHOOLS EVALUATED

Eastern Cape 0Free State 13Gauteng 151

KwaZulu Natal 4Limpopo 0

Mpumalanga 45Northern Cape 22

North West 39Western Cape 110

Total 385

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PROGRAMME 3 : HIGHLIGHTS & ACHIEVEMENTS• Profiling of teachers. The profiling of teachers in poor performing schools has

reached phase 2. Phase 1 involved the distribution of forms to collect data in approximately 400 schools that were identified as poor performing schools in the 2011 NSC examinations. The database has been designed; forms have been collected from 98.4% of the Poor Performing Schools and data from 1 000 forms have been captured onto the database. This forms part of the larger objective to profile teachers focusing on qualifications, areas of specialization and ensuring that teachers are utilized appropriately according to their strengths.

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• To ensure the new teacher development plan is translated into a wide range of teacher training materials, collaborative professional development activities within the schooling system and agreements with the relevant service providers.

• To establish the National Institute for Curriculum and Professional Development (NICPD) in order to promote best practices in classroom teaching and teacher development.

• To establish an on going national campaign for choosing teaching as a career, based on research into who becomes a good teacher and focusing on giving the necessary information and bursaries to interested youths.

• To bring about a set of planning, management and accountability tools at the school level that cater for South African needs and make quality education more realisable.

• To develop training strategies and materials aimed at parents that can bring parents more integrally into the new accountability mechanisms being established for schools.

• To establish better and evidence-based practices and procedures for the country’s education district offices, including models for school interventions designed to tackle specific school shortcomings.


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EDUCATION HUMAN RESOURCE PLANNING, PROVISIONING AND MONITORING• A National Education Human Resource Framework (including Human

Resource Strategies and related guidelines) was developed and approved. The introduction of a three year post establishment and closed vacancy lists will assist provincial education departments to first: – Place educators additional to the post establishment;– Funza Lushaka bursars; and– Translate temporary educators to permanent.

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PROGRAMME 3 : HIGHLIGHTS & ACHIEVEMENTSEDUCATION HUMAN RESOURCE PLANNING, PROVISIONING AND MONITORING• The supply and demand framework which is the first phase of the development

of the demand and supply framework has been completed and will form the basis for the development of the supply and demand tool (the second phase) for efficient HR forecasting in PEDs. The complete supply and demand framework will be completed by the end of the 2013/14 financial year.

• A project to design and implement a research instrument (tool) to review progress with the implementation of post provisioning norms (PPN) has commenced. The project aims to assess the impact of PPN on teacher provisioning, planning, utilisation and deployment in response to Action Plan to 2014: Towards the realisation of schooling 2025 on a provincial level. The project is funded by UNICEF and a service provider has been appointed.

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PROGRAMME 3 : HIGHLIGHTS & ACHIEVEMENTSTEACHER SUPPLY AND UTILISATION

As at the end of the fourth quarter of the school calendar year (October-December 2012) a total of 8 227 educators aged 30 years and younger were appointed for the first time in the system this year which was 1 427 above the 6 800 target for the period. The table below indicates new appointments in the fourth quarter of the school calendar year whereby a total of 1937 new entrants aged 30 years and younger were appointed.

PROVINCE NUMBER OF EDUCATORS

EASTERN CAPE 47FREE STATE 295

GAUTENG 363

KWAZULU NATAL 374

LIMPOPO PROVINCE 158

MPUMALANGA 40

NORTH WEST 108

NORTHERN CAPE 47

WESTERN CAPE 505

Grand Total 1 937

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Placement process of the 2012 Funza Lushaka graduates began in the first quarter of the academic year 2012 and ended in December 2012 and is reported as such in the table below.

PROVINCE TOTALPLACED AS AT END OF

DEC 2012PERCENTAGE PLACED

EASTERN CAPE 252 67 27%

FREE STATE 169 166 98%

GAUTENG 392 392 100%

KWAZULU NATAL 455 455 100%

LIMPOPO 159 154 97%

MPUMALANGA 159 159 100%

NORTH WEST 78 78 100%

NORTHERN CAPE 115 115 100%

WESTERN CAPE 464 283 61%

Total 2 243 1 869 84%

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INTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS): • During the fourth quarter, external moderators conducted two types of

visits. Moderators visited 1 540 schools from 9-31 January 2013 to monitor school readiness. From 21st to 31st January 2013, an additional activity was conducted at schools that were visited, that of monitoring IQMS summative evaluation. This activity was conducted at 778 of the 1 540 schools visited.

PROVINCESCHOOL READINESS : 9-

31 JANUARY 2013IQMS SUMMATIVE : 21-31 JANUARY 2013

Eastern Cape 226 138Free State 103 44Gauteng 177 77

KwaZulu Natal 322 202Limpopo 316 133

Mpumalanga 134 58North West 164 68

Northern Cape 16 8Western Cape 82 50

Total 1540 778

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PROGRAMME 3: HIGHLIGHTS & ACHIEVEMENTSINTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS): • Between February and March, 1 521 schools were visited for monitoring IQMS

implementation. This figure includes 663 first time visits, 858 follow-up visits as well as 317 classroom observations conducted as part of the follow up visits.

• Thus, a total of 2 299 (1 521 + 778) schools were visited for purposes of IQMS monitoring, which is in excess of the 2 000 target for the fourth quarter. An additional 762 schools were visited, bringing the total excess to the target to 1 061 schools. The provincial breakdown of the visits is reflected in the tables that follows :

PROVINCE FIRST TIME FOLLOW-UP TOTAL

Eastern Cape 234 43 277Free State 0 106 106Gauteng 19 139 158

KwaZulu–Natal 195 192 387Limpopo 139 90 229

Mpumalanga 3 119 122Northern Cape 11 16 27

North West 7 109 116Western Cape 55 44 99

Total 663 858 1521

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TEACHER Development• Teachers Centres. An Audit report of the Provincial Teacher Institutes and

Teacher Centre’s was completed. The report updates the number of Centre’s, locations, personnel, physical resources and equipment available as well as an analysis of the need for new Centres and needs at each Centre. Draft Norms and standards for the PTDIs and Teacher Centres were also developed. An agreement was reached with UNISA for the development of selected teacher centres for R95m. The identified teacher centres will link with UNISA teaching schools (Schools resourced to strengthen the teaching practice for student-teachers) as per ISPFTED activity number 4.5.

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TEACHER DEVELOPMENT• Recognition of teachers. The 13th Annual National Teaching Awards were

successfully held at which 72 teachers received recognition on national television and various print and electronic media. The National Teaching Awards involves invitations to all 25 000 schools and 380 000 teachers to nominate teachers for recognition. The event recognizes over 3 000 teachers at school, district, regional, 9 provincial and national level recognition events. Awards are made in eight main categories, primary school teaching, primary school leadership, secondary school teaching, secondary school leadership, Grade R, Inclusive and Special Needs teaching, ICT in teaching, Lifetime Achievement, There are also the awards for Kader Asmal and Via Afrika People’s Choice categories.

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PROGRAMME 3 : HIGHLIGHTS & ACHIEVEMENTSINITIAL TEACHER EDUCATION• The Funza Lushaka bursary allocation from Treasury has increased from R 109.7

million in 2007 to R671.9 million in 2012. In 2012/13 the number of bursaries awarded has increased to 11 715. The DBE developed a proposal for improving the Funza Lushaka bursary programme information management system. The proposal has been submitted to SITA through the office of the GITO. The improvement of the information management system will address the challenges of tracking bursars from the first award up to the point of being placed in a school.

• The Department is collaborating with the Department of Higher Education and Training (DHET) in the areas of evaluating educator qualifications and teacher education programmes, in support of improving the quality of basic education in the system. Two officials are carrying out a work study at the DHET in the Teacher Development Section. It is anticipated that at the end of the work study, and based on the report of the work study and its recommendations, the DBE will look into a possibility of reinstating this function.

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SCHOOL GOVERNANCE• Every district and provincial department, as part of the Action Plan, has a

complaints officer whose responsibility it is to receive complaints, advice complainants on their rights and direct complaints to the relevant office or official for actioning. Complaints officers keep records of received complaints and follow track responses from affected offices.

DISTRICT DEVELOPMENT• The DBE has developed a variety of tools to guide districts in monitoring and

supporting schools. The HEDCOM approved tools were developed according to quarterly focused areas that districts can monitor, support schools and create reports on the development of further intervention strategies aimed at improving learner performance.

• Monitoring tools for term one (academic year) were tested in selected schools in all the districts of all the nine provinces and all districts during the first week of the opening of schools.

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DISTRICT DEVELOPMENT• In preparation for the implementation of the district policy, the DBE has worked

in collaboration with Michael and Susan Dell Foundation along with McKinsey & Company to do a research aimed Identifying opportunities for data driven performance in education entitled: Roadmap towards the development of a district administration and management system. It involves the gathering of first-hand perspectives about the strengths and challenges of current educational information system that will lead to the development of a system that will help support schools, districts and provinces to meet the 27 enumerated goals of the Action Plan 2014.

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SCHOOL MANAGEMENT• The DBE has produced two resources to enhance education

leadership, management and governance capacity in schools. – The first resource is the South African Standards for Leadership. The

document serves as a benchmark for school leadership. It covers 6 main focus areas which are linked the IQMS.

– The second resource is the Education Management Policy Framework which focuses on the capacity building programmes of school managers. It complements the South African Standards for Leadership since both built on the same six principles. The principles have become increasingly accepted in education management discourse in South Africa.

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PERFORMANCE INDICATORSTarget for 2012/13 as

per APPACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF

2012/13

A comprehensive guide to available professional development programmes is established on the national department Website.

A guide to professional development programmes is available on the website

A catalogue of 150 short courses offered by HEIs in priority subject areas has been developed and placed on the DBE website and circulated to all stakeholders for placement.

Teacher developmentcourses in key subjectareas are available at the NICPD.

Courses in EFAL across the system, FP literacy and numeracy, IP and SP Maths and Science and FET Maths, Science and Accounting are developed

• DBE has developed a short course for FP and IP in English 1st Additional Language in collaboration with the British Council.• Catalogue of HEI short courses drawn up and placed on DBE, PED and stakeholder websites. These include Senior Phase Science and Mathematics courses• 1st drafts of the diagnostic assessment are ready for piloting.

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2012/13 as per APP


Number of qualifiedTeachers aged 30 and below entering the Public service as teachers for the first time during the past year.

6 800

A total of 8 227 teachers entered the profession during the 2012 academic year.


Number of bursaries awarded to students enrolled for initial teacher education during the past year.

11 500

A total of 11 715 bursaries were awarded for the Funza Lushaka Bursary Programme.


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2012/13 as per APP


Percentage of ordinary public schools where the School Governing Body meets minimum criteria in terms of effectiveness.

60%

A total of 10528 schools were supported out of a target of 14836 schools.Cumulatively 71% of schools were supported.

Percentage of schools principals rating the support services of districts as being satisfactory.

50%

Data to report on this indicator is unavailable. The instrument to measure principal rating of services rendered by district offices was not administered.

PROGRAMME FOUR: PLANNING, INFORMATION AND

ASSESSMENT The purpose of Programme Four is to promote quality and effective service delivery in the basic education system through planning, implementation and assessment.

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PROGRAMME 4 : Sector GoalsThe Programme: Planning, Information and Assessment is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The indicators in this programme are fundamentally directed towards quality improvements, assessments and physical and financial planning as captured in the Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goals :

Action Plan Goals on Physical and Financial Planning• Goal 23 : Ensure that all schools are funded at least at the minimum per learner

levels determined nationally and that funds are utilised transparently and effectively.• Goal 24 : Ensure that the physical infrastructure and environment of every school

inspires learners to want to come to school and learn, and teachers to come and teach.

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SECTOR PERFORMANCE : INFRASTRUCTURE

• Education Infrastructure Grant (EIG): The fifth transfer of the EIG was made on the 1st February 2013 to eight (8) PEDs The transfer was dependent upon the submission of the 3rd quarter IRM for 2012/13 financial year and NEIMS Assessment forms for completed projects. Limpopo’s fifth and the last installment amounting to R235, 523 million was withheld and later stopped in terms of section 18 (1) of the Division of Revenue Act, Act 5 of 2012 due to slow spending. The said installment was then re-allocated to Free State and KwaZulu-Natal in terms of section 19(1) of the Division of Revenue Act. As at end of fourth quarter, a total of R5, 802,389b or 99.7% of the grant had been transferred to respective provinces.

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INFRASTRUCTURE REPORTING MODEL

4th Quarter IRM 2012/13 Financial YearProvince

Number of Projects Allocated Budget Adjustments

Total Adjusted Budget

Total Spent as at 31 March

2013% of Budget

Spent

Eastern Cape 2855 R 1,014,769 R 9,374 R 1,024,143 R 1,002,435 98%

Free State 45 R 472,635 R 60,000 R 532,635 R 539,777 101%

Gauteng 622 R 1,245,336 R 340,000 R 1,585,336 R 1,654,737 104%

KwaZulu-Natal 4464 R 2,404,154 R 175,523 R 2,579,677 R 2,616,673 101%

Limpopo 958 R 959,831 R -235,523 R 724,308 R 568,478 78%

Mpumalanga 516 R 692,000 R - R 692,000 R 631,249 91%

Northern Cape 207 R 317,609 R - R 317,609 R 240,437 76%

North West 674 R 605,067 R 4,656 R 609,723 R 495,284 81%

Western Cape 127 R 790,987 R - R 790,987 R 750,167 95%

TOTAL 10468 R 8,502,388 R 354,030 R 8,856,418 R 8,499,237 96%

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INFRASTRUCTURE REPORTING MODEL• The overall sector spending as at the end of March 2013 was at 96% of the

adjusted budget of R8,856,418 billion. The sector under spent the allocated budget by R357,181 million or 4%. The highest spending PED was Gauteng at 104%, followed by the Free State and KwaZulu Natal at 101% with the Eastern Cape, Western Cape, Mpumalanga and North West at 98%,95%,91% and 81% respectively. The lowest spending PED is Northern Cape at 76% followed by Limpopo at 78% of the adjusted budget.

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SECTOR PERFORMANCE - ASSESSMENTS

2013 ANNUAL NATIONAL ASSESSMENTS – Third cycle• Registration of learners. The registration of learners for 2013 ANA is

progressing using the LURITS/SA SAMS data systems. In addition, provincial education departments (PEDs) have requested their schools to submit a summary of the registration data which will be used to verify the data collected through the LURITS/SASAMS process. The collated statistics will be submitted by the PEDs to the DBE by 25 April 2013. These statistics will be used for the printing of the ANA test material.

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• To establish a quality system of standardised and benchmarked learner assessments.

• To ensure that all children complete a quality readiness programme in Grade R before they enter formal education in Grade 1.

• To put into place support systems for provinces and schools to improve the physical environs of the school and create enabling conditions for successful teaching and learning.

• To ensure that districts can use quality information and data about the level and quality of learning in schools to plan and implement school-based improvement programmes.

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EXAMINATIONS• A total of 230 of the 258 expected National Senior Certificate (NSC) question papers for

the November 2013/March 2014 have been set and internally moderated, out of which 50 question papers have been externally moderated and approved by Umalusi in this quarter. In addition the 128 question papers for the Senior Certificate May/June 2013 examinations have been handed over to PEDs for printing in preparation for the examinations.

• Supplementary Examinations. The NSC 2013 supplementary examinations were written from 11 February 2013 to 20 March 2013. A total of 86 038 candidates entered and sat for the supplementary examinations, mainly, in one or two subjects. Only 33 candidates entered for seven (7) or more subjects. The administration of the examinations was successful with no serious irregularities that could have compromised the integrity of the examinations. The marking of the supplementary examinations took place between 20 March 2013 and 7 April 2013. Marking has been completed across all PEDs and the results were released on 29 April 2013.

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EXAMINATIONS• School Based Assessment (SBA). Eighty (80) SBA moderators have been

appointed. These moderators will conduct onsite moderation in PEDs during the year to evaluate provincial moderation systems and assessment tasks and provide feedback to PEDs.

• Certification. A total number of 3661 certificates (replacement certificates) were printed on requests from the DBE. This included 495 NSC and 2999 SC certificates and in addition 167 Teacher’s Diploma and Teacher’s Statement of Results. A total amount of R396 680.00 was collected from clients in the form of cash, postal orders and cheques from the individual clients and companies for various services that include replacements, combinations, verifications, confirmations and embassy letters.

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ANNUAL NATIONAL ASSESSMENTS• 2012 ANA - Analysis and Reporting. The purpose of ANA, amongst others, is

to determine what learners can and cannot do with regard to the skills and knowledge that they acquired in the classroom situation. The capturing of item-level data from samples of schools with Grades 3, 6 and 9 for qualitative analysis and feedback to schools and teachers was completed in January 2013.

• The Qualitative Analysis Report will inform and direct appropriate interventions for (a) teaching and learning, (b) curriculum implementation management by School Management Teams (SMTs), (c) curriculum and management support at district level and (d) resource provision and monitoring at provincial and national levels.

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INTERNATIONAL ASSESSMENTS. • The SACMEQ Coordinating Centre conducted a research workshop in February

2013 in Zambia. The workshop was attended by the two officials from the DBE. The purpose of the workshop was to analyse the pilot data of the tests conducted in 2012 and to prepare the sampling framework for the 2013 main study.

• The SACMEQ Coordinating Centre recommended that each country conduct further cleaning and capturing of the pilot data using the software supplied by SACMEQ.

• The DBE completed a single entry of the pilot data during the 1st week of February 2013. Capture of the second entry data is planned for May 2013. The main study is scheduled for August 2013.

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PROGRAMME 4 : HIGHLIGHTS & ACHIEVEMENTSFINANCIAL PLANNING • The National Table of Targets for the 2012 MTEF was published. • However, it should be noted that PEDs that confirmed availability of sufficient funding

for equalization to no fee schools at the level of quintile was Free State, Gauteng, Mpumalanga and Western Cape.

• Northern Cape (NC) has indicated that they will not be in a position to equalize the no fee schools for 2013; they will be able to allocate R950 per learner to quintiles 2 and 3.

• Awaiting response from Eastern Cape, KwaZulu Natal, Limpopo and North West.

PROVINCIAL BUDGET AND MONITORING• The DBE conducted the Budget Standard Exercise in January and February 2013 with all

provincial education departments (PEDs). The focus of the exercise was to evaluate the 2013 MTEF budget, financial performance for the 2012/13 financial year and progress on implementation of audit action plans.

• The DBE also collected, consolidated and analysed the PEDs monthly expenditure reports for the period ended February 2013.

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Accelerated School Infrastructure Delivery Initiative (ASIDI). The ASIDI programme is now at implementation and close-out of work started in 2011/12; at planning and implementation of 2012/13 targets and planning for 2013/14 targets. Programme planning has sufficiently been undertaken and the programme is steadily gaining momentum and getting back on schedule.

Progress on replacing inappropriate schools :• Inappropriate structures cover those structures viewed as temporary and known

as mud schools, “plankie schools”, corrugated sheeting structures and prefab schools which are no longer fit-for-purpose. New schools within the ASIDI programme are to adhere to the ‘Guidelines relating to Planning for Public School Infrastructure’ as far as practically possible.

• DBSA is implementing 49 inappropriate schools and on average construction progress is at over 85%. 17 of the 49 school have reached practical completion and handed over.

• DBSA has now been issued with a second batch of 70 schools to implement.

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PROGRAMME 4 : HIGHLIGHTS & ACHIEVEMENTSProgress on replacing inappropriate schools :• CDC, IDT and DRPW have been appointed to implement 25, 12 and 16 new schools

respectively in EC. • IDT has completed contractor procurement process for 10 of 12 schools and 2

schools are at planning stage. • 10 of DRPW schools have undergone public tenders for procurement of

contractors. DBE has approved the appointment of 6 contractors, however only 4 have been handed over to contractors due to non- compliance relating to Healthy and Safety plan from contractors.

• WCED has been appointed to implement 14 schools in WC. DBE has approved 14 accepted bids and all sites have been handed over to contractors. Decanting has been completed except at 1 school.

• IDT FS has been appointed to build 10 schools in FS and all 10 went out on tender for procurement of contractors.

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PROGRAMME 4 : HIGHLIGHTS & ACHIEVEMENTSNational Education Infrastructure Management System (NEIMS) • SITA is in progress with the further development of NEIMS Phase

III and the system will be aligned with the new assessment forms (electronic and paper capturing of data).

• The system will also be tested, data loaded and data capturing will be done according to the new approved assessment forms aligned with the approved guidelines for school infrastructure.

• The service provider has been appointed for the electronic update of NEIMS. Training has commenced and 41 of the 94 fieldworkers have been trained and another 53 are in the process of being trained.

• A total of 4191 footprints have been drawn from the 12113, whilst 157 schools have been assessed and 71 assessments have been completed and 86 are in the process to be completed.

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PROGRAMME 4 : HIGHLIGHTS & ACHIEVEMENTSPLANNING DELIVERY AND OVERSIGHT UNIT

• The Minister’s Meetings with District Directors provided clear directives on key priorities for 2013/14 for improved learner performance, as well as a smooth start to the 2013 academic year.

• A total of 2 050 schools were visited to ensure that teaching and learning takes place on the first day of opening of schools. Reports on the findings of the School Readiness Monitoring in January 2013 were shared with the district directors. They are now submitting status reports on how they have alleviated challenges experienced.

• The development and subsequent approval of the generic templates for District Improvement and School Improvement Plans ensured that there will be uniformity of reporting on key focus areas. The District Improvement Plan and School Improvement Plans have been submitted to Provincial Education Departments and Districts respectively. The monitoring of implementation of these will begin in earnest in the new financial year.

• The role of the interprovincial task team and meetings with districts ensured consensus on what aspects are crucial in a credible DIP or SIP.

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PROGRAMME 4 : HIGHLIGHTS & ACHIEVEMENTSPLANNING DELIVERY AND OVERSIGHT UNIT

• As part of strengthening the NSLA and supporting underperforming districts and schools, a structured Coaching and Mentoring Programme has been developed for underperforming districts. This aims to enhance individual and team leadership skills of the Director and her/his team, the principal and the School Management Teams. At District level this includes all Circuit Managers in the identified districts. Once approved, it will be implemented in these underperforming districts over a period of three years.

• The management of underperformance, especially at Primary School level received special focus. In line with Section 58 (B) of SASA, primary schools have now received letters informing them of their underperformance. The agreed proxy was language performance at below level 3 by more than 50% of learners in a primary school.

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PLANNING DELIVERY AND OVERSIGHT UNITFunctional and inclusive QLTC structures• Regional QLTC structures were launched in Gauteng in collaboration with

the office of MEC to find ways and means to strengthen the roll out of QLTC in the province. The province held its first Regional QLTC executive meeting. All regions have established functional and all inclusive Regional QLTC structures that have Programme of Actions in place.

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PLANNING DELIVERY AND OVERSIGHT UNITSchool Calendar. • The proposed 2015 school calendar was published in the media on 31

March 2013 for public comments.Call Centre. • The call centre is being upgraded to ensure better service delivery,

improved access to information and enhanced two-way communication. It will also ensure fast and appropriate resolution of problems. A total of 4 365 enquiries were resolved. These related to certificate replacements, admissions, bursaries and shortage of workbooks. Some of the enquiries that were referred to provinces have not been finalized.

National Education and Training Council (NETC). • A government gazette requesting the public to nominate people who will

serve in the council was published in February 2013. Nominations will close at the end of April 2013.

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A National Report on learner performance in the Annual National Assessments is released

Annual Report on ANA

The ANA 2012 learner performance report was printed and the Minister released results on 3 December 2012.

The target for this indicator has been achieved.

Percentage of schools targeted for the provision of exemplars and other tools to support ANA preparation 40%

The DBE produced 680 different exemplars in Mathematics and Languages for Grades 1 to 6 and Grade 9. These exemplars as well as other ANA support materials were distributed to schools by PEDs. A total of 22 141 schools received the ANA support materials, which translates to 86% of schools.They can also be found at www.education.gov.za or http://thutong.doe.gov.za.

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Percentage of schools targeted for the provision of exemplars and other tools to support National Senior Certificate preparation 40%

NSC exemplars for 2012/13 were developed in 8 subjects (16 question papers) in Grade 10, where CAPs was being implemented for the first time in 2012.Physical Science (2 papers)Mathematics(2papers)Life Sciences (3 papers)Geography (2 papers)Economics (2 papers)Music (2 papers)History (1 paper)Mathematics Literacy (2 papers)

The exemplars were provided to PEDs for dissemination to schools.

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PERFORMANCE INDICATORSTarget for 2012/13 as

per APP ACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF 2012/13

A National Technical Report on learner performance in Grade 12 is released.

A National Technical Report

The NSC examination was successfully conducted. The total number of candidates who wrote the NSC is 511 152.A National Technical report on learner performance in the 2012 NSC Grade 12 was compiled.In addition three other reports were compiled namely : • A schools performance report which reflects the achievement of schools offering Grade 12 over a three year period; • A schools subject report which highlights the performance in each school in terms of their performance in key subjects; and • A diagnostic report on learner performance for the 2012 NSC examinations highlighting areas of weaknesses and providing suggestions for improvement in teaching and learning.

The target for this indicator has been achieved.

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Percentage of schools complying with a very basic level of school infrastructure.

92%

The latest available data for this indicator is 55 % (School Monitoring Survey : 2011). The School Monitoring Survey is an independent survey that measures progress of the key goals of the education sector as contained in Action Plan to 2014. The context and complex nature of the information to be collected in a sector as large as education, necessitates that the survey be conducted bi-annually.

In order to promote credibility and maintain consistency, it is important to note that 55% is the new baseline. The baseline previously used was determined by using the National Education Infrastructure Management System data for 2009 and the 2011/12 levels were determined through the 2011 School Monitoring Survey. The target for 2014 (100%) and the baseline was calculated using 2009 data (77%). Progress indicators now have to be updated with the Department of Performance Monitoring and Evaluation to take account of the 2011 data. The Department of Basic Education is in consultations with the Department of Performance Monitoring and Evaluation to formally amend the indicator, and updating the baseline to 55%.

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Percentage of learners in schools that are funded at the minimum level 85%

The latest available data for this indicator is 47 % (School Monitoring Survey : 2011). The School Monitoring Survey is an independent survey that measures progress of the key goals of the education sector as contained in Action Plan to 2014. The context and complex nature of the information to be collected in a sector as large as education, necessitates that the survey be conducted bi-annually. This is done in order to obtain independent and credible information that will have the necessary utility to inform planning.

47% is the new baseline. The target for 2014 was the baseline calculated using 2009 data.

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2012/13 as per APP


Percentage of schools that have acquired the full set of financial management responsibilities on the basis of an assessment of their financial capacity

77%

The latest available data for this indicator is 74% (School Monitoring Survey : 2011). The School Monitoring Survey is an independent survey that measures progress of the key goals of the education sector as contained in Action Plan to 2014. The context and the complex nature of the information to be collected in a sector as large as education, necessitates that the survey be conducted bi-annually. This is done in order to obtain independent and credible information that will have the necessary utility to inform planning.

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PERFORMANCE INDICATORSTarget for 2012/13 as per

APP ACTUAL OUTPUT AS AT END OF FOURTH QUARTER OF 2012/13

Percentage of 7- to 15-year-olds attending education institutions 98.4 %

This indicator measures compliance to compulsory education and is measured through the General Household Survey (GHS) on an annual basis. Current available data sourced from the GHS(2011) for this indicator is at 99.2%.

Percentage of children who turned 9 in the previous year who are currently enrolled in Grade 4 (or a higher grade)

63%

This indicator measures grade repetition and is part of an outcome goal whose activities appear under other goals. The data is sourced from the General Household Survey (GHS) on an annual basis. Current available data sourced from the GHS for this indicator is at 62%.

Percentage of children who turned 12 in the previous year who are currently enrolled in Grade 7 (or a higher grade)

50%

This indicator measures grade repetition and is part of an outcome goal whose activities appear under other goals. The data is sourced from the General Household (GHS) survey on an annual basis. Current available data sourced from the GHS for this indicator is at 66.9%.

PROGRAMME FIVE : EDUCATIONAL ENRICHMENT

SERVICES The purpose of Programme Five is to develop policies and programmes to improve the quality of learning in schools.

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PROGRAMME 5 : Sector GoalsThe Programme: Educational Enrichment Services is responsible for developing programmes and policies to improve the quality of learning in the basic education sector. Schools have an important role to play in promoting the overall wellbeing of learners because they contribute to better learning and also because physical and psychological health are important in themselves. In this regard, schools are used as vehicles for promoting access to a range of public services for learners in areas such as health, poverty alleviation, psycho-social support, sport and culture as per Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goal on learner well-being:

Action Plan Goals on Physical and Financial Planning• Goal 25 : Use schools as vehicles for promoting access to a range of public

services amongst learners in areas such as health, poverty alleviation, sport and culture.

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STRATEGIC OBJECTIVES

• To enhance the current basket of education support services to learners from poor communities.

• To ensure the involvement of stakeholders in exercising involvement in schools in a manner that adds value to the attainment of the core outcomes.

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HEALTH PROMOTION :• ISHP - The target for 2012/13 was to provide health screening to 500 000

learners. During the three quarters of the period under review, a total of 652 258 learners were screened. The Actual Performance was exceeded due to a boost provided by School Health Weeks conducted in some provinces.

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NATIONAL SCHOOL NUTRITION PROGRAMMESchool Feeding : For the 2012/13 financial year, the programme targeted a total

of 8 892 088 learners in quintile 1 - 3 primary and secondary schools nationally. As at the end of the period under review, the National School Nutrition Programme (NSNP) reached a total of 9 159 773 learners in 21 400 quintile 1 – 3 primary and secondary schools as well as identified special schools. This figure is verified by Provincial Education Departments (PEDs) for the quarter ending 31 March 2013 in their quarterly reports.

Monitoring. A total of 66 schools (44 primary , 18 secondary and 4 farms schools) and 12 districts (Limpopo, KwaZulu Natal, Western Cape, Mpumalanga and Gauteng) were monitored and supported during the quarter. The purpose of these visits were to monitor and support programme implementation at the school, district and provincial level.

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SOCIAL COHESION, COMMUNITY MOBILISATION AND GENDER EQUITY IN EDUCATION• Social Cohesion Toolkit . Orientation workshops on the Social Cohesion

toolkit were conducted in two provinces in the 4th Quarter, namely Gauteng and the Free State.

• Moot Court Competition. The 3rd National Schools Moot Court Competition started in January 2013 and will culminate in the final completion in August 2013. The Moot Court Competition aims at creating greater awareness of the Constitution of the Republic of South Africa and the values that it embodies. The Schools Moot Court provides learners with an opportunity to explore the entire legal profession of the country to be engaged with communities on the promotion of the Constitution and of the role of the law in our society.

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SOCIAL COHESION, COMMUNITY MOBILISATION AND GENDER EQUITY IN EDUCATION• Nkosi Albert Luthuli Oral History Programme. For this reporting quarter,

guidelines for the 2013 programme were finalised and sent to provincial coordinators for further dissemination. The guidelines included the themes for the 2013 Oral History Competition. Given that this is the centenary year of the 1913 Women’s Anti-Pass march in Bloemfontein as well as the 1913 Land Act, these have been incorporated into the oral history project for the learners.

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SAFETY, ENRICHMENT AND SPORT IN EDUCATIONPhysical Education and sport specific capacity building workshops in provinces • Training commenced on 22 February in Gauteng, North West and KwaZulu

Natal. On the 1-3 March 2013: Mpumalanga, 8-10 March 2013: North West, 8-10 March 2013: Mpumalanga, 15-17 March 2013: Gauteng, 21-25 March 2013: Northern Cape, 21-25 March 2013: Limpopo, and 21-25 March 2013: Free State.

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PROGRAMME 5 : HIGHLIGHTS & ACHIEVEMENTSPARTNERSHIPS•The DBE grew and strengthened its partnership with Massmart Walmart, which now include support for the National School Nutrition Programme, Early Childhood Development and Information Communication and Technology. Massmart Walmart is committed to contribute 100 converted and fully fitted container kitchens towards the NSNP during 2013/14 and has contributed 45 “Tools to Play” sets as well as training ECD practitioners. Massmart Walmart also contributed 35 Interactive Smart Boards especially for use in Full Service Schools that cater for learners with special needs. •The DBE also arranged bursaries for the top 2012 Matric learners (3 learners per province 27 in total) from the ETDP SETA and the National Economic Education Trust (NEET). Each bursary covers tuition, books, and reasonable accommodation and a monthly stipend for each student.•The Industrial Development Corporation focus towards all inclusive school initiatives, will target 20 schools across the country in support of the Nedlac Accord on Basic Education and Partnerships with Schools. •The Nedlac Accord on Basic Education and Partnerships with Schools continues to grow with education receiving tremendous support in the fourth quarter from the business all sectors of business.

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2012/13 as per APP


Number of learners undergoing health screening.

500 000

A total of 652 258 learners in schools in all provinces underwent screening according to Department of Health reporting.


Number of learners that are provided with meals in the National Schools Nutrition Programme.

8 892 088

As at the end of the beginning of the 2013 academic year 9 159 773 learners were fed a nutritious meal daily.

A positive variance of 267 685 has been achieved.Number of public ordinary schools linked to their local police station.

18 000Cumulatively 16 838 schools are linked to police stations in the country.

Number of public ordinary schools participating in the South African Schools Choral Eisteddfod.

9758

A total of 8 842 schools are reported by PEDs to have participated in the SASCE at district, provincial and national level.

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PART BFourth Quarter

Financial Report on VOTE 15: BASIC EDUCATION

FOURTH QUARTER EXPENDITURE

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• The total Final Appropriation budget of the Department for the 2012/13 financial year amounts to R16 203.994 million

• The majority of the budget (R11 980.950 million) consists of transfer payments as follows:

– Conditional Grants: R11 246.587 million– Transfers to Public Entities: R714.242 million– Other Transfers: R20.121 million

• The remainder of the budget (R4 223.044 million) consists of the following:– Compensation of Employees: R252.335 million– Examiners and Moderators: R12.990 million– Earmarked Funds: R1 471.864 million– Specifically and Exclusively Appropriated: R2 065.000 million– Departmental Operations: R264.759 million– Departmental Projects: R156.096 million

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INTRODUCTION

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• The total actual expenditure of the Department for the 2012/13 financial year amounts to R14 801.405 million

• The majority of the expenditure (R11 940.217 million) consists of transfer payments as follows:

– Conditional Grants: R11 205.853 million– Transfers to Public Entities: R714.242 million– Other Transfers: R20.122 million

• The remainder of the expenditure (R2 861.188 million) consists of the following:– Compensation of Employees: R246.099 million– Examiners and Moderators: R12.675 million– Earmarked Funds: R1 451.026 million– Specifically and Exclusively Appropriated: R775.150 million– Departmental Operations: R259.764 million– Departmental Projects: R116.474 million

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INTRODUCTION (cont.)

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ALLOCATION AGAINST ACTUAL EXPENDITURE PER PROGRAMME FOR THE 2012/13 FINANCIAL YEAR

PROGRAMMES

2012/13Expenditure

as % of Adjusted

Appropriation

FINAL APROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Administration 322 885 317 328 5 557 98.3%

Curriculum Policy, Support and Monitoring 1 417 748 1 398 906 18 842 98.7%

Teachers, Education Human Resources Development and Institutional Development 863 619 820 577 43 042 95.0%

Planning, Information and Assessment 8 126 538 6 813 394 1 313 144 83.8%

Educational Enrichment Services 5 473 204 5 451 200 22 004 99.6%

Total 16 203 994 14 801 405 1 402 589 91.3%

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ALLOCATION AGAINST ACTUAL EXPENDITURE PER ITEM FOR THE 2012/13 FINANCIAL YEAR

ECONOMIC CLASSIFICATION

2012/13Expenditure

as % of Adjusted

Appropriation

FINAL APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees1 334 997 325 210 9 787 97.1%

Goods and Services 1 738 142 1 678 126 60 016 96.5%

Interest and Rent on Land 63 312 63 310 2 100.0%

Transfers and Subsidies 11 981 627 11 940 891 40 736 99.7%

Payment for Capital Assets 2 085 916 793 868 1 292 048 38.1%

Total 16 203 994 14 801 405 1 402 589 91.3%1 Includes Compensation of Employees for Earmarked Funds as well as Examiners and Moderators

SERVICE

2012/13Expenditure

as % of Adjusted

Appropriation

FINAL APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees1 252 335 246 099 6 236 97.5%

Examiners and Moderators 12 990 12 675 315 97.6%

Transfers to Public Entities 714 242 714 242 - 100.0%

Other Transfers 20 121 20 122 (1) 100.0%

Conditional Grants 11 246 587 11 205 853 40 734 99.6%

Schools Infrastructure Backlogs Indirect Grant 2 065 000 775 150 1 289 850 37.5%

Earmarked Funds 1 471 864 1 451 026 20 838 98.6%

Departmental Operations 264 759 259 764 4 995 98.1%

Projects 156 096 116 474 39 622 74.6%

Total 16 203 994 14 801 405 1 402 589 91.3%

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ALLOCATION OVER THE 2012/13 FINANCIAL YEAR

1 Excludes Compensation of Employees for Earmarked Funds as well as Examiners and Moderators

SERVICE

2012/13

Expenditure as % of Adjusted

Appropriation

FINAL APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Earmarked Funds: 1 471 864 1 451 026 20 838 98.6%

Kha Ri Gude Literacy Project 538 447 522 189 16 258 97.0%

EPWP: Kha Ri Gude 51 511 50 268 1 243 97.6%

Curriculum Review 30 053 30 024 29 99.9%

Workbooks 756 221 755 876 345 100.0%

IQMS 37 470 35 498 1 972 94.7%

Systemic Evaluation 25 746 25 178 568 97.8%

NEEDU 17 176 17 083 93 99.5%

NSNP 15 240 14 910 330 97.8%

Conditional Grants: 11 246 587 11 205 853 40 734 99.6%

Education Infrastructure 5 822 389 5 802 390 19 999 99.7%

National Schools Nutrition Programme 4 906 464 4 906 464 - 100.0%

HIV and AIDS (Life Skills Education) 208 665 202 677 5 988 97.1%

Dinaledi Schools 99 700 95 633 4 067 95.9%

Technical Secondary Schools Recapitalisation 209 369 198 689 10 680 94.9%

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DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2012/13 FINANCIAL YEAR

SERVICE

2012/13

Expenditure as % of Adjusted Appropriation

FINAL APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Transfers to Public Entities 714 242 714 242 - 100.0%

NSFAS: Fundza Lushaka Bursaries 671 912 671 912 - 100.0%

Umalusi 42 330 42 330 - 100.0%

Other Transfers 20 121 20 122 (1) 100.0%

ETDP SETA 185 184 1 99.5%

UNESCO Membership Fees1 11 843 11 872 (29) 100.2%

ADEA 29 22 7 75.9%

Childline South Africa 50 50 - 100.0%

Guidance Counseling & Youth Development Centre: Malawi

101 93 8 92.1%

International Mathematics Olympiad 6 000 6 000 - 100.0%

Households2 1 913 1 901 12 99.4%

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DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2012/13 FINANCIAL YEAR (cont.)

1 The over-expenditure is due to the fluctuation of the exchange rate2 The household budget and actual expenditure for earmarked funds are excluded from this total

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REASONS FOR DEVIATION PER PROGRAMME

Programme 1: Administration (98.3%)• The under-spending on this programme is mainly due to savings with regard to the office accommodation budget and

the unitary fee payment which is based on the CPI, which fluctuates. A further reason for the under-spending is as a result of vacancies of which many were filled in the latter part of the financial year.

Programme 2: Curriculum Policy, Support and Monitoring (98.7%)• The under-spending is mainly due to the delays with regard to procurement of the LTSM for the Kha Ri Gude Mass

Literacy Campaign class of 2013. The classes for Kha Ri Gude project resume in June annually.

Programme 3: Teachers, Education Human Resources and Institutional Development (95.0%)• The under-spending is due mainly to the following:

– a) Moderators appointed in respect of the Integrated Quality Management System project are appointed on contract and due to resignations of moderators as and when they find permanent appointed, results in the allocation on the compensation of the project not fully utilised.

– b) Late approval of the budget for teacher training in collaboration with teacher unions. Approval was received in October 2012. The project implementation could only resume in January 2013 due to the October / November examinations, allowing a very short period of time for implementation before the end of the financial year. Some programmes continued into the new financial year. Due to the late start, invoices were still being received in the last week of March. Some could not be processed due to errors.

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Programme 4: Planning, Information and Assessment (83.8%)• The under-spending is due mainly to the following:

– a) National Treasury approved an allocation of R10 million per provinces to appoint environmental specialists to enhance capacity in their Infrastructure Units. KwaZulu-Natal and Northern Cape provinces did not appoint any environmental specialists and their transfers in this respect was not made.

– b) The School Infrastructure Backlogs indirect grant underspent on the allocated budget as a result of capacity challenges amongst implementing agencies and contractors. Some contractor's contracts were cancelled due to non-delivery. However, the effect of adverse weather conditions and poor road conditions also contributed to slow delivery of the project.

Programme 5: Educational Enrichment Services (99.6%)• The under-spending on this programme is due to funds withheld for the HIV and Aids,

Dinaledi Schools and Technical Secondary Schools conditional grants to Limpopo Province due to low spending.

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REASONS FOR DEVIATION PER PROGRAMME (cont.)

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• Compensation of Employees (97.1%)The under-spending in respect of compensation of employees was as a result of the revised organisational structure of the Department. However, most of the key posts were filled later during the financial year.

• Goods and Services (96.5%)The under-spending can be attributed to a change of procurement model for LTSM in respect of the Kha Ri Gude Mass Literacy Campaign as well as the budget approval for the training of teachers in respect of Teacher Union Collaboration that was only received in October 2012. The project implementation resumed in January 2013 due to the October / November examinations allowing a very short period of time for implementation before the end of the financial year. As a result some programmes continued into the new financial year. Due to the late start, invoices were still being received in the last week of March. Some could not be processed due to errors.

• Interest on Rent and Land (100.0%)

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REASONS FOR DEVIATION PER ECONOMIC CLASSIFICATION

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• Transfers and Subsidies (99.7%)The under-spending was mainly on conditional grants. The HIV and Aids, Technical Secondary Schools recapitalisation and Dilaledi Schools conditional grants under-spending is as a results of transfers to Limpopo province that were withheld due to low spending.The Education Infrastructure Grant transfers of R10 million each to KwaZulu-Natal and Northern Cape provinces were withheld. These amounts were allocated for the provinces to appoint environmental specialists to enhance capacity in their Infrastructure Units and the two provinces did not appoint any environmental specialists.

• Payment for Capital Assets (38.1%)The payment of capital assets under-spending is mainly due to low spending on buildings and other fixed structures. Spending was lower than expected due to some contractor's not delivering on projects allocated to them and therefore their contracts were terminated, the other reason is the effects of adverse weather conditions and poor road conditions which also contributed to slow delivery of the project.

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REASONS FOR DEVIATION PER ECONOMIC CLASSIFICATION (CONT.)

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• Administrative and financial systems are in place in the Department.

• Expenditure is monitored on a monthly basis and responsibility managers are requested to provide reasons if the progress on projects is not satisfactory.

• The Ministers are informed of the spending trends in terms of the Public Finance Management Act.

• Senior Management discusses the spending trends and reprioritisation of activities within the objectives of the Department are considered when necessary.

• Cost containment measures were implemented.

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MONITORING AND EVALUATION OF THE BUDGET

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CONCLUSION

The strategic interventions implemented during the 2012 academic year are being consolidated during 2013. The gains made as illustrated by the NSC and ANA results will be leveraged to further improve learner performance. Working in collaboration with provincial education departments, in addition to Teachers, Text and Time focus will continue to be on, among others : • The implementation of the Curriculum and Assessment Policy

Statements as well as monitoring curriculum coverage to ensure outcomes are achieved;

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CONCLUSION (cont.)

• Consolidating the Workbooks programme through monitoring utilisation and providing support;

• Enhancing teacher development and accountability through the implementation of the Integrated Strategic Framework for Teacher Education and Development and collaboration with Unions; and

• Using the results from the Annual National Assessment and the National Senior Certificate examination to inform the support that needs to be provided to schools to improve learning.

Our interventions respond to the recommendations contained in the National Development Plan.

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THANK YOU

Documents

DETAILED PRESENTATION