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This presentation discusses the expenditure and challenges of the Dinaledi Schools Grant in the 3rd and 4th quarter of 2012/13. The grant aims to promote mathematics and physical science teaching and learning, improve learner performance, and enhance teachers' content knowledge. It includes the provision of textbooks, maths kits, mobile science laboratories, and ICT equipment for Dinaledi schools. The presentation also highlights key developments and challenges faced during the implementation of the grant, including procurement processes and poor skills of teachers.
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Select Committee on Appropriations Dinaledi Schools Grant, 3rd and 4th quarter Expenditure - 2012/13 Presenter: Edgar Sishi | Chief Director – Provincial Budget Analysis, National Treasury | 07 May 2013
Introduction • Purpose of the grant: • To promote mathematics and physical science teaching and learning; • To improve learner performance in Mathematics and Physical Science in line with Action Plan 2014; • To improve teachers’ content knowledge of Mathematics and Physical Science • Key outputs include: • Maths and science textbooks for each learner in Dinaledi Schools; • Maths kits; • Mobile science laboratories • ICT laboratories and equipment for Dinaledi schools • Training teachers on content knowledge
Dinaledi Schools Grant • Grant commenced 01 April 2011 – provincial departments were made aware of the grant well before the start. • The strategic goal of the grant is to increase the number of learners taking mathematics and physical science, with a special focus on female learners. • During the first year of implementation (2011/12), provinces were allocated R70 million. Of the allocation, about R61.5 million or 88 per cent was spent. • The grant targets 500 schools: • EC – 60 • FS – 36 • GT – 103 • KZN – 88 • LP – 51 • MP – 46 • NC – 17 • NW – 51 • WC – 48
Key developments during 2012/13 • DBE created a dedicated Dinaledi Unit in August 2012; • Among its various responsibilities is included: • Assisting and liaising with private partners who wish to adopt or support a Dinaledi school; • To assist provincial departments with implementation issues; • An annual evaluation of the programme is expected from the DBE (as required by the DORA) on 15 May 2013; • As a sector, Education is still grappling with the following challenges: • Learner perceptions of difficulty iro maths and science; • Poor skills of teachers to actually teach the subjects. The department has indicated that its bursary schemes are a key vehicle towards addressing this challenge. • There are indications that certain provinces need to have a better management focus on the programme, in order to address avoidable implementation challenges • Although Dinaledi schools score approximately 10% higher than normal schools in the relevant subjects, the department has indicated that it is focused on at least doubling this.
Challenges related to financial issues • The following issues relate to matters that the National Treasury and Provincial Treasuries are working to address with the national and provincial departments: • Procurement processes – provinces need to procure from service providers identified by the national department. The Western Cape in particular has had some difficulties with this arrangement and has also spent poorly. • Poor SCM management skills still resulting in procurement delays in Mpumalanga and Free State. • Advanced payments to service providers (transfers). There is poor reporting from Gauteng and Mpumalanga on what the service providers have actually delivered with the funds. National Treasury has engaged with the Provincial Treasuries of both provinces as well as DBE to enforce the reporting requirements. A report is expected on 15 May 2013. • National Treasury’s view is that the above challenges are avoidable and solvable, because they essentially relate to a lack of internal management focus within provincial departments to drive the programme.
