PROGRESS ON DEVELOPMENT OF SCHOOL INFRASTRUCTURE AND RESOURCES

1. PROGRESS ON DEVELOPMENT OF SCHOOL INFRASTRUCTURE AND RESOURCES Portfolio Committee on Education 19 June 2007

2. CONTENTS • Legislative framework • Overall Resourcing and Financing Trends • Initiatives and Progress • No fee schools and fee exemptions • Qids-up • Infrastructure • Progress in 2006/07 • National Education Infrastructure Management System • Policy development and capital investment strategy • IDIP • Eradication of water and sanitation backlog

3. Legislative framework for school resourcing • National Education Policy Act and South African Schools Act the overall framework to • “fund public schools …on an equitable basis …to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in educational provision” • South African Schools Act • MEC to provide sufficient learning places • Education Laws Amendment Bill, 2007 • Section 5A – Norms and standards for basic infrastructure and capacity in public schools (mandates the minister to prescribe national norms and standards) • School funding norms regulate • More equitable allocation of non-personnel expenditure (pro-poor allocation) • Managing of school allocations (cost centres) & greater autonomy where appropriate (S21 Schools) • Removing barriers to learning through no fee schools and regulating fee exemptions

4. Overall Resourcing & Financing Trends – Provincial Edcuation (1) • Increasing real spending • Strong growth in real spending since late 80’s, early 90’s • Some reversal between 1997 and 2000 • Upward trend resumed after 2000 • Doubling in total real spending between 1987 and 2008 • Trend continues over medium term

5. Provincial Education Financing – Total Budgets Nominal values (not inflation adjusted) Source: Provincial Budget Statements

6. Provincial Education Financing – Growth • Substantial real growth over medium term (5.1% per year) • Note demarcation effect especially on Northern Cape, Mpumalanga, Gauteng, North West and Limpopo • R13 billion real (2007 rand) added to sector over the MTEF

7. Broad Financing Trends (2) • Change in composition of spending • Very rapid growth in G&S, transfers & capital but slows down over MTEF; Compensation accelerates somewhat • Significant change in composition: • Personnel from 83.1% in 2003/04 to 76.6% in 2009/10 • G&S from 8.6% to 12.2% • Capital from 3.8% to 4.8%

8. Provincial Education Financing – Composition Nominal Figures Source: Provincial Budget Statements

9. Provincial Education Financing – Change in Composition of Spending

10. Provincial Education Financing – By Programme • POS remains dominant & grow in real terms (5%+) • ECD continues to grow very rapidly off low base – universal by 2010? • FET growth slows down after recap • Strong deceleration in inclusive education

11. Broad Financing Trends (3) • Significant achievement in funding equalisation • Between provinces and between schools • (Concentration index for public schooling from 0.35 to 0.02 –negligible – Gustafsson & Patel 2006) • 75% increase in in public spending per African learner between 1991 and 2005 (Gustafsson 2007) • Gap continues to close over MTEF but remaining inequalities • However, School fees included, still more being spent on learners in quintile 1

12. Provincial Education Spending – per learner • Also upward trend • Gap closing between provinces • Significant remaining inequalities

13. Prov Education Spend as % of GDP 4.68% 4.66% 4.64% 4.62% 4.60% 4.58% 4.56% 4.54% 4.52% 4.50% 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 Broad Financing Trends (4) • Shrinking share of government expenditure and GDP (with regard to public spending) • Recent trends somewhat erratic but continues downward • Longer term comparisons & for all education spending tells the same story: • From comfortably above 6% in mid 90’s to close to 5% by 08/09 (just above 4.5% for provincial spending) • No sign of reversal

14. No fee schools

15. Allocations per learner

16. Way forward on no fee schools • Implementation issues: communication & adequacy; timing of transfers; flexibility in use of allocation; school ranking • Poor learners in schools outside q1 and q2 • Fee exemptions regulations • Options for ensuring access • Implementation for 2008 proceeding - critical decisions about way forward: • Increasing no fee schools? • Focus on increasing allocations across quintiles? • Monitoring of implementation/compliance & impact critical; moving ahead with sample survey of schools • Received positively

17. Qids-up: Key Focus • Adequate resourcing for effective curriculum implementation; • Support to schools for improved numeracy and literacy levels; • Improving leadership, management and governance; • Strengthening monitoring and evaluation of learner performance

18. Qids-up targeting • 3 500 “no fee” primary schools serving over 1.2 million learners in 14 districts identified for targeted intervention • Districts selected on a combination of criteria including being a presidential node, concentration of Q1-3/ ‘no fee’ schools, persistent unsatisfactory performance in Grade 12, and provincial advice.

19. Qids-up Progress to date • Baseline data on learner achievement that will be used as yardstick to measure the impact of the project has been collected in all schools with grade 3 learners in two districts • Instruments to evaluate impact of the programme on learner progress in reading - Early Grade Reading Assessment (EGRA) developed in 6 languages; • Basic Resource package costing between R75 000 and R100 000 determined to ensure effective curriculum implementation

20. Qids-up Progress to date • The following resources have been delivered to the schools: • Three sets of 100 story books to all Q1 schools, for the Foundation Phase; All Q2 and 3 schools to receive at the beginning of 2008 academic year; • Mobile library services provided to four districts where learners have very limited access to reading materials; • Personal books and bags provided to new Grade R and 1 learners in three districts as part of “Drop all and Read” campaign, to inculcate love for reading; Reading Toolkit/guidelines also developed for teachers, to be in schools in 14 districts by May 2007.

21. Qids-up: Planned Outputs in 2007/08 • Baseline data on learner performance in Numeracy and Literacy in 11 districts not yet assessed; • Providing all reading teachers with and training them in the use of EGRA to help them monitor reading progress in own classrooms; • Providing all targeted schools with Basic Resource pack, according to school needs; • Developing and providing key protocols to all school managers to improve running and management of schools.

22. Infrastructure funding overview • After very rapid growth to 2006/07 in all provinces, leveling off. Declining in some provinces (Western Cape; North West) • Spending peformance much increased: 74% by February 2007; around 80% in most provinces with exception of Free State and Western Cape • Significant delivery in terms of classrooms, water & sanitation: • However provincial targets will not eradicate backlogs; capacity & funding constraints

23. Infrastructure needs - toilets

24. Infrastructure needs - Water

25. Infrastructure needs -electricity

26. Infrastructure needs – Inappropriate Structures

27. Infrastructure progress

28. NEIMS: Improved Information & tools Deliverables • SQL Server Database (“Property Register”) & condition assessment • Site infrastructure & related information on 30,405 sites • Executive summary & detailed report • Provinces accessing through service provider for individual reports & for planning • Utilisation: web access to school reports; provincial copies of database for management purposes; centrally maintained • Infrastructure Management Query Station (IMQS) • Software data interrogation & reporting tool, GIS enabled (E.g. identify relevant sites through query, map report & can then go to individual site reports through the map) • Utilisation: managers for queries, drawing of planning information and reporting • Costing model • Compare current state by institution to set of norms and cost • Space gap • Standard gap • Condition gap • Cost the gap per institution and aggregate • National Assessment Report • Key information by province and total; comparison to SRN 1996 & 2000 where possible • Nine Provincial Assessment Report • Queries as per national report, by district municipality Process ahead: • Provincial data verification & analysis of report • Reporting to Cabinet • Utilisation for planning in provinces and other Government Departments • General release • Operationalisation

31. Other infrastructure processes • Infrastructure Delivery Improvement Programme and cooperation with DPW • Assessment of obstacles to deliver • Technical capacity (PTAT Teams) • Alignment of infrastructure planning and budgeting cycles • Significantly improved spending patterns • Eradication of water and sanitation backlog • Additional allocation to DWAF for schools and clinics (R665m) • Clinics prioritised in 2007/08 • DWAF to implement in coordination with DoE and PEDs • Implementing agents being appointed • Development of policy framework, norms and standards & capital investment strategy – work progressing with support of the World Bank

32. Overall resourcing • Positive trends but key remaining gaps: • Management and system improvement will require capacity: • Initiatives on principals, district and school support not fully funded • Information management and infrastructure planning will require additional resources • Start on teacher supply and quality but significant challenges on teacher training, also in specific areas (Grade R, inclusive education) • NEIMS confirm progress but remaining lack of adequate facilities: water & sanitation, laboratories, libraries, large class sizes, security (fences); ICT challenge very large to catch up to 21st century • Per learner allocation in poor schools not yet at target levels in majority of provinces, many backlogs • Efficiencies to be improved in key areas: • Teacher utilisation • Management & systems for npnc & infrastructure

33. Conclusions • Strides in terms of equity and positive developments in terms of funding • Quality will not automatically follow • Range of initiatives that need to be funded adequately in order to impact

34. THANK YOU