ANNEXURE D

1. ANNEXURE D

2. NON-NEGOTIABLES AND THE MTSF 2014 PRIORITIES Portfolio Committee 1 July 2014

3. STRUCTURE OF THIS PRESENTATION • The focus of this presentation is: • Plans for MTSF, and Basis for action in new administration • Identification of the non-negotiables • Framework is the NDP-aligned updated Action Plan 2019: Towards the realisation of Schooling 2030 • Documents circulated - alignment confirmed at Lekgotla between NDP, MTSF, Action Plan, new Sector Delivery Agreement

4. MTSF priorities – BASIC EDUCATION • NDP output priorities to achieve the priorities: Following the NDP and building on key sector plans, critical activities are focused on the following outputs in the next five years, as a basis of delivery agreement: • Improved quality of teaching and learning through development, supply and effective utilisation of teachers. • Improved quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM). • Improving assessment for learning to ensure quality and efficiency in academic achievement • Expanded access to Early Childhood Development and improvement of the quality of Grade R, with support for pre-Grade R provision • Strengthening accountability and improving management at the school, community and district level. • Partnerships for education reform and improved quality.

5. Key themes – BASIC EDUCATION • Focus on quality and efficiency of education • Communication to communities and all levels critical • Prioritise teaching and learning, especially in terms of the fiscal constraints • Strengthen more urgent role of all players – entities, QA agencies, unions, parents, partners • Strengthened provincial and national mechanisms including intergovernmental mechanisms, interdepartmental mechanisms • NEPA – M and E, norms and standards, impact evaluation • Provincial, district, school realities factored in • Non-negotiables for the sector

6. Non-negotiables for joint sectoral planning and monitoring: Basic Education • LTSM – procurement centralisation, norms and standards for retrieval, costs management including • Agreement on utility of workbooks • Limit titles and price caps to improve value for money and efficiency • Production at scale – Task team for developing models • Retrieval and top ups value • Learner Attainment focus – linked to quality and efficiency drive. • ANA use 2 fold – for system quality separately - more rigorous, scientific and specialised study for system performance • ANA for improving classroom level practice and local accountability in Grade 3, 6 and 9 • INFRASTRUCTURE - water and sanitation prioritised, but then progressively provide maintenance, furniture and desks • Prioritised provision of sanitation, critical infrastructure norms with progressive implementation possible • Communication of maintenance schedule per school improved

7. Non-negotiables for joint sectoral planning and monitoring: Basic Education • DISTRICTS • district director and management improvement (no funds needed), support of schools, provincial-district coordination • norms and standards for interaction, competency and capacity, competency, communication, system for monitoring curriculum and teacher development, STRONG EVALUATION AND IMPACT the critical change • TEACHERS PLACEMENT, DEPLOYMENT, and DEVPT • Negotiation needs to stabilise – sector wide caps and agreement on costs before negotiation to allow for resources to be freed • Teacher development – HEIs and DBE convergence urgent in relation to curriculum standards and needs, reality of African language and Grade R teacher quality strengthening, Better FL placement • ICT/ CHILDREN INTO 21st CENTURY - reality • Access and resource materials available • ICT and IT for drawing down assessment - in which areas, subjects, for what purposes the cloud • KRG - improved implementation, evaluation, M and E needed • Impact evaluation needed, refocus on youth employment, communication

8. Non-negotiables – BASIC EDUCATION 7. LIBRARY SERVICES • Focus of reading and library resourcing, Madiba day focus • Special programmes support centrally 8. RURAL FOCUS – multi-grade, small, micro, mergers and rationalisation, scholar transport 9. CURRICULUM – ECD, MST (participation and improvement in progression), piloting, reading unit, technical subjects, • IIAL: social cohesion issue vs curriculum intervention • ANA testing – separate the functions of ANA – system quality vs driving classroom reform. Grade 3, 6 and 9 only. • ECD: focus on Grade R quality and preparations for year 2 • Mind The Gap will keep being rolled out • Identify schools which do not offer MST, boost needy schools with potential performing, redirect grants carefully

9. Non-negotiables – BASIC EDUCATION 10.Partnerships and social mobilisation, learner wellbeing and safety • Impact on poverty and societal ills needs to be calibrated – nutrition programmes • Deworming introduction to consolidate nutrition expansion successes • Redirection of grants towards TB testing and health promotion activities 11. Norms and standards for business processes across provinces from school to province for all programmes • Detailed plans on capacity, resourcing, M and E of key programme areas drawing on examples in assessment, audit and recommendations. • Integration into provincial quarterly reports • DPME-DBE extended workshop / Lab and funding of implementation in key areas of norms and standards for next 5 years with a focus on the ideal district • SONA Big Fast Results methodology for intensive planning at a practical and detailed level; setting targets which are made public; rigorously monitoring progress with implementation; and making the results public.

10. 100 day action • Joint planning, monitoring and reporting • Agreement on areas • HEDCOM subcommittees used optimally • CEM process guidance • Resource review to free up funds, and conditional grant review initiated • Delivery Agreements for the Sector signed with President/ partners

11. 5 year priorities MTSF

12. Basic Education: Improved quality of teaching and learning through development, supply and effective utilisation of teachers.

13. Basic Education: Improved quality of teaching and learning through development, supply and effective utilisation of teachers.

14. BASIC EDUCATION: Provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM).

15. [JK1]Committee felt that indicators actually activities so could shift to the left BASIC EDUCATION: Improving assessment for learning to ensure quality and efficiency in academic achievement

16. BASIC EDUCATION: Expanded access to Early Childhood Development and improvement of the quality of Grade R.

17. BASIC EDUCATION: Strengthening accountability and improving management at the school, community and district level.

18. BASIC EDUCATION: Strengthening accountability and improving management at the school, community and district level.

19. BASIC EDUCATION: Partnerships for education system strengthening.

20. BASIC EDUCATION: Impact on learning as in NDP, sector plan and targets.

21. BASIC EDUCATION: Impact on learning as in NDP, sector plan and targets…