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LP PROCUREMENT AND DELIVERY OF TEXTBOOKS AND STATIONERY 2013

LP PROCUREMENT AND DELIVERY OF TEXTBOOKS AND STATIONERY 2013. REQUIRED OUTCOME. Procurement and business processes for delivery has to ensure the right number of text books, in the right languages, for all the learners are delivered at the right time. BUSINESS PROCESS MAPPING.

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LP PROCUREMENT AND DELIVERY OF TEXTBOOKS AND STATIONERY 2013

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  1. LP PROCUREMENT AND DELIVERY OF TEXTBOOKS AND STATIONERY 2013

  2. REQUIRED OUTCOME Procurement and business processes for delivery has to ensure the right number of text books, in the right languages, for all the learners are delivered at the right time

  3. BUSINESS PROCESS MAPPING Guiding Principles for Textbook Procurement Centralised procurement Standardised core textbooks (core to a school/ district/province) A book per learner per subject per grade Procure only for grades 4-6 and 11 National Catalogue 8 titles per subject per component Ranked from 1-8 according to price No compromise of quality between ranks Choices restricted to books on the catalogue Reader packs

  4. 2013 TEXTBOOK PROCUREMENT LDoE meeting with all publishers to discuss further reduction of prices to match or reduce prices lower than the cheapest price per textbook per subject per language per Grade; and to indicate availability of the textbooks per subject per language quoted on; Provide quantities per subject and component to each publisher to match or better lowest price on catalogue Verification of orders against learner enrollment per subject per school Selection process of maximum of three publishers per subject and grade by LDoE Processing of orders per publisher Orders placed

  5. On 22 October 2012, further orders were placed for titles on the Addendum Catalogue, which included Grade 11 English Accounting as well as Grade 4-6 Graded Readers for Xitsonga, Tshivenda and Isindebele and Afrikaans FAL

  6. DATA Master list for grades 4-6 and 11 signed by the HOD and provided to the service provider was used to inform the delivery Although there is a 2% drop in learner numbers per year, 2-5% top up on existing numbers applied. Database of public schools, languages, addresses and quantities signed off by the PDE, accepted as the only distribution list

  7. ORDERING Textbook were provided only for grades 4-6 and 11. Foundation Phase and Grade 10 textbooks as well as top ups for grade 12 were provided in 2012. Grades 7-9 and 12 CAPS aligned textbooks will only be provided in 2013 for the 2014 school year.  Grades 4-6 Natural Science and Technology (NST) textbooks were not ordered as these were not provided for on the National Catalogue. Grade 4-6 NST workbooks and teacher guides were provided by the DBE to LDoE schools and nationally. Grade 11 Mathematics and Physical Science textbooks were not ordered as these were supplied by the DBE.  An additional 2-5% surplus stock was ordered to cater for shortages, up to 5% additional stock was ordered.  Orders were placed on 7th September 2012. Publishers were required to deliver all stock by 12th October 2012.

  8. GRADE 11 QUANTITIES

  9. GRADE 4-6 QUANTITIES

  10. ADMINISTRATION • Installation of a well proven MIS; • Assessment ,verification and validation of all data supplied by both DBE as well as the publishers; • Daily/Weekly/Ad-hoc reports to the LTSM Project Unit on the receipt ,dispatch and delivery. • Project Management Plan and Methodology covering Administration, Warehousing and Distribution aspects; • Media and Communication Strategy involving all stake holders • WAREHOUSING • Proper Planning and Executive pertaining: • Warehouse layout and spacing; • Personnel; • Systems; • Material Handling Equipment; • Facilities; • Security; • Health and Safety; • Training and Vetting of Personnel. • Automated Warehouse Management Systems: • Receiving [ GRVs]; • Picking and Packing; • Dispatch and Distribution; • Value Added Activities – boxing and labeling. • Reporting in terms of Productivity [No of Schools picked and Packed] and meeting deadlines RECEIVING

  11. DISTRIBUTION Fully integrated system into school master; Web based access to PODs – available to the relevant parties; Fully trained and vetted personnel; Assessed, contracted SMMEs; Code of Practice and ethics pertaining to drivers and personnel; Satellite vehicle tracking; State of the art of security systems; Hand Held Scanners for real time reporting, capturing and scanning PODs; Just in time issuing of reports.

  12. PICKING AND PACKING Training of total of 100 staff Staff was provided with unique bar codes. The bar code is scanned together with the individual pick slip for each school. The system allowed for the rate of picking for each school to be monitored and the correctness of consignments delivered to be traced back to the individual picker. Priorities: Develop an effective picking and packing plan; provide adequately trained personnel to pick and pack; and provide IT support to produce trip sheets / delivery notes and proof of delivery per consignment

  13. DELIVERY Receipting against orders Pick and pack list per school matches original order from schools and total quantities ordered Sign off of stock leaving central warehouse Receipting of stock at central warehouse and sign off Allocation of stock per circuit and distributor Handover of stock to distributor per circuit with sign off and POD for schools Delivery to schools School principals check quantities against POD and Sign off POD returned to District warehouse and recorded in register against each distributor PODS collated and returned to central warehouse daily for capturing and upload on online system.

  14. DELIVERY AND PROOFS OF DELIVERY (PODS) Each delivery note has to be correctly endorsed to indicate the item, quantities and grades for each consignment.  The service provider is required to provide daily updates on the status of delivery to schools to the project manager and the PDE. The actual delivery note has to meet the following minimum requirements:  quantities for each item (by title, subject, grade and school) printed name, surname, identity number and signature of the person(s) delivering to each school; name and surname, signature and PERSAL number / identity number of the person receiving the consignments at each school; date and time of delivery; space for the school stamp; and space for reporting on correct language and shortages for each title.

  15. PHASE 1 DELIVERY

  16. PHASE 2 DELIVERY

  17. PHASE 3 DELIVERY Reports of shortages, where particularly increased learners have applied at schools. To assist schools decision made to deliver the remaining books to the District warehouses closer to the schools All surplus stock was picked and packed in accordance with titles provided for each district.  District and Circuit Offices were informed about how the remaining consignment would be divided (pro rata) among the districts.  DSMs contacted schools via circuits to either collect the textbook shortages from the district warehouse or forward remaining shortages for delivery to the school. The service provider has placed vehicles and additional staff at district warehouses to expedite the final mop up stage.  Schools have been collecting shortages on a daily basis. Each school is required to complete, stamp and sign forms to specify list of titles and quantities per grade and subject of textbooks collected per school. The forms are collected on a daily basis from each district to reconcile the total textbook provisioning for each school. This process is planned to be completed by 1 March 2013.   A final analysis will be 8 March 2013 for final close out.

  18. REASONS FOR DISCREPANCIES The final mop of textbook delivery is not restricted to LP but in all 9 provinces because of the following: Migration of learners across schools, districts and provinces at the start of the school calendar year resulting in shortages at some schools and surpluses in others. Schools starting new grades Schools changing LoLT Incorrect languages Dual medium schools not indicated on data Returns for closed schools Merged schools lacking Change of schools’ addresses

  19. CONCLUSION The provision of textbooks in LP has drawn major attention without the understanding of the complexities , lack of understanding of the processes put in place for CAPS implementation and textbook provisioning for CAPS, budgetary pressures it draws, more so for LDoE, which is under administration. Compounding the above is claims of non delivery to schools for grades that have already been provided for CAPs or for grades that will be provided for CAPS in 2014. This displays ignorance of the prescripts of budget planning especially when the request is for books that could be obsolete in a few months time. The number of claims of non delivery has been refuted by the mere evidence of the PODs that have been captured on an online system and which was announced to the public by the Minister in her meeting with stakeholders on !8 November 2012 in Limpopo. The Department is however committed to ensure that all schools receive their full consignment of textbooks. Schools have been requested, via a circular, to declare any further shortages . This will be verified against the evidence of deliveries made and remediated where necessary. Principals will be held accountable for submitting I incorrect information.

  20. EVIDENCE

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