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Portfolio Committee on Basic Education 26 May 2015

This quarterly report presents the Department of Basic Education's performance in meeting strategic objectives for 2014/15. It outlines key indicators, financial expenditure, and conclusions. The report covers programs such as Administration, Curriculum Policy, Teachers, and Educational Enrichment. It details training initiatives, correspondence received by the Minister, research undertakings, strategic planning, and governance meetings. The report also highlights achievements in curriculum development, reading promotion, and the implementation of initiatives like the 1000 Libraries Campaign and the Early Grade Reading Assessment.

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Portfolio Committee on Basic Education 26 May 2015

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  1. FOURTH QUARTERLY REPORT ON THE PERFORMANCE OF THE DEPARTMENT IN MEETING ITS STRATEGIC OBJECTIVES FOR 2014/15 Portfolio Committee on Basic Education 26 May 2015

  2. PRESENTATION OUTLINE PART A Performance Indicators and Targets PART B Financial Report: Fourth Quarter Expenditure PART C Conclusion

  3. PART A Performance Indicators and Targets

  4. PROGRAMMESOF THE DBE The ANNUAL PERFORMANCE PLAN summarises the priorities of the DBE as aligned to theDelivery Agreement of OUTCOME 1: Improving the quality of Basic Educationand 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: • PROGRAMME 1: ADMINISTRATION • PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING • PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND INSTITUTIONAL DEVELOPMENT • PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT • PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES

  5. PROGRAMME ONE: ADMINISTRATION The purpose of Programme One is to manage the Department and provide strategic and administrative support services.

  6. PROGRAMME 1 • A total of 452 officials were trained in the financial year 2014/15, 396 attended accredited courses and 56 officials paid from sponsored trainings such as SITA, DIRCO, NSG, New Leadership Foundation Funds and SAOU funds. • During the 2014/15 financial year, the Minister received 44 items of correspondence. Matters raised in the correspondences range from concerns, to queries, dissatisfaction, unfair treatment to enquiries. • For the 4th quarter: 8 Memoranda of Agreement, 12 Memoranda of Understanding, 1 Confidentiality and non-Disclosure agreement and 1 Implementation Protocol. • DBE undertook research on, amongst others,the following, Education for All (EFA), An analysis of underperforming schools (pass rate of 40% and below) in the NSC exams, The Reading Strategy research project ‘Improving Early Grade Reading in South Africa’.

  7. PROGRAMME 1 …cont. • The Department produced its 5year Strategic Plan for 2015/16-2019/20 and the Annual Performance Plan for 2015/16 and tabled these in March 2015. • Quarterly Performance Reports for all the quarters were received from the different branches, compilation, evidence verified and report consolidated and produced. Reports for outcomes 1, 7, 13 and 14, FOSAD and SONA were compiled and submitted timeously. • The DBE produced analysis report for the three public entities, that is ELRC, SACE and Umalusi, on their Quarter 3 performance information. • There has been an overall increase in a number of media queries, issuing of statements and participation in interviews.

  8. PROGRAMME 1 …cont. • During the 2014/15 financial year, 75 meetings were held out of 123 planned meetings, and 50 were not convened. These are various governance structures such as Council of Education Ministers (CEM), Heads of Education Departments Committee (HEDCOM), Ministerial Management (MM), Senior Management (SM) and Broad Management (BM). • The DBE coordinated the submission of all 54 business plans, that is, 6 business plans per PED for approval and certificates of compliance for the 6 conditional grants. • During the term under review, DBE provided preliminary input to the draft conditional grant framework and MTEF allocations which were sent to National Treasury. • The Monitoring and Evaluation of Conditional Grants was undertaken for 5 conditional grants in all 9 Provinces. The 6th conditional grant was only implemented in 2014/15 when the evaluation was undertaken and as such it did not qualify for evaluation.

  9. PROGRAMME 1: OUTPUTS

  10. PROGRAMME 1: OUTPUTS

  11. 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.

  12. PROGRAMME 2 • The DBE formed a steering committee on the formation of 1000 Libraries Campaign comprising of representatives from the Department of Arts and Culture, Tshwane Municipality Libraries, four representatives from two reading NGOsand the DBE. • Reading promotion has been identified as one of the priority programmes for 2014/15 hence the development of the Early Grade Reading Assessment (EGRA) project that focuses on four key reading components, namely phonemic awareness, phonics, word recognition and oral comprehension. • During the period under review , the DBE managed to implement the South African Sign Language (SASL) CAPS in the Foundation Phase and Grade 9 in Schools for the Deaf in all provinces.

  13. PROGRAMME 2 …cont. • Mop-ups took place at the start of the 2015 school year to resolve any shortages arising as a result of learner migration. • The delivery of volume 2 workbooks for 2015 school academic year was completed at the end of February 2015. The delivery of workbooks is at 100%. • Screening of the National Catalogue took place on the 16th of January 2015 to the 20th February 2015 where 630 FET Literature setworks and 74 Grade R Integrated Packs were screened. • DBE is in a process of developing State-owned textbooks, that will be produced, printed and delivered to all schools. • During the 4th quarter DBE developed the following State Owned Textbooks: • Grades 10 Technical Mathematics textbooks; • Grades 1-3 English Home Language (Graded Readers and Big Books); and • Grades 4-6 Mathematics textbooks.

  14. PROGRAMME 2 …cont. • The DBE developed and launched the “1+4 Model” during the quarter under review, a maths strategy to improve the Grade 9 ANA results. • The DBE completed the review process of the Dinaledi and Technical Secondary Schools conditional grants. This review resulted in the introduction of a new Maths, Science and Technology (MST) conditional grant. • The drive is aimed at meeting the NDP targets to increase the number of learners eligible for bachelors programme with Mathematics and Science to 450 000 by 2030. • 82 out of 227 schools started offering Mathematics in Grade10 for the first time in January 2015. • Kha Ri Gude campaign started late in July 2014 for learners with disability and September 2014 for the mainstream learners instead of June 2014 and ended in March 2015 instead of December 2014.

  15. NSC PERFORMANCE: 2014

  16. NSC RESULTS 2014 ON QUALIFICATION TYPE

  17. PROGRAMME 2 …cont.  A summary of the gains emanating from the 2015 Supplementary examination are as follows: • The total number of candidates that achieved the NSC has increased from 403 874 to 412 606, an increase of 8 732 candidates. • The total number of candidates that obtained the Higher Certificate has increased from 86 022 to 91 380, an increaseof 5 358 candidates. • The number of candidates who obtained admission to Diploma studies has increased from 166 689 to 168 755, which is an additional 2 066 candidates. • The number of candidates that obtained admission to Bachelor studies has increased from 150 752 to 152 018, translating to 1 266 more candidates compared to the November 2014 NSC examination results. • The overall pass rate increased by 1.3% from 75.8% to 77.1%. Furthermore, it is noteworthy that five (5) of the nine (9) provinces performed above 80% with six of them performing above the national average.

  18. PROGRAMME 2: OUTPUTS

  19. PROGRAMME 2: OUTPUTS

  20. 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.

  21. PROGRAMME 3 • 10 788 young and qualified educators (30years and below) entered the system, this was 2 788 above the annual target of 8 000. • The 4th quarter recorded 4 827 of these educators. • 1 321 young and qualified educators left the system. • In 2014, 3 875 Funza Lushaka Bursary graduates were eligible for placement. As at December 2014, 3221 graduates were placed. It should be noted that the 654 graduates have been carried over to the 2015 school year placement. • A total of 31 968 educators participated in information sessions on IQMS implementation in the provinces, included in this figure were 22 363 members of the SMT. • The 2015 SGB elections were held in all provinces from 6-28 March 2015 which were monitored by the DBE. The elections were preceded by a strong advocacy programme. • The60 Teacher Centres have been upgraded by Vodacom. The expansion of extra 20Teacher Centres has begun.

  22. PROGRAMME 3:OUTPUTS

  23. 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.

  24. PROGRAMME 4 • Preparation for the 2015 NSC examinations have begun, 258 question papers for the November 2015/March 2016 examinations have been set and are currently at different stages of internal and external moderation. • Provincial Education Preliminary expenditure reports for financial year 2013/14 and 2014/15 monthly expenditure reports have been released and provinces issued with feedback. • Provincial Programme Budget Structure was reviewed through the consultation with the PEDs, and all the changes on the budget structure were communicated with the National Treasury. • Strengthening Infrastructure delivery capacity in the PEDs’ Infrastructure units has been ongoing, with the key objective of recruiting and appointing Built Environment and finance personnel. A total of 153 vacancies have been filled. • On ASIDI, a total of 106 schools have been completed, 371 schools have been provided with sanitation, a total of 381 schools have been provided with water and 292 schools have been provided with electricity.

  25. PROGRAMME 4 …cont. • A total of 24,706 (99%) public ordinary schools with 11,346,308 (89%) learners provided 2014 data to LURITS. • During quarter 4, 18,222 schools and 7,492,621 learnerssubmitted data successfully to LURITS, this is ± 7,300 more schools submitting than in the 2013/14 financial year. • A draft guideline on protocols for school visits by district officials was developed. • Schools were profiled in all 81 education districts and 24 270 schools were profiled out of 24 727 shown in EMIS database. • Of the 81 districts, school profiles in 68 have been analysed. • The DBE dedicated the beginning of the fourth quarter as a period of monitoring of the reopening of schools for the new academic /school year and a total of 885 schools countrywide were visited.

  26. PROGRAMME 4:OUTPUTS

  27. PROGRAMME 4:OUTPUTS

  28. PROGRAMME 4:OUTPUTS

  29. PROGRAMME FIVE : EDUCATIONAL ENRICHMENT SERVICES The purpose of Programme Five is to develop policies and programmes to improve the quality of learning in schools.

  30. PROGRAMME 5 • By the end of the 4th quarter, provinces cumulatively reached 18 888 educators through training on HIV and AIDS Life Skills education Programme. • NSNP officials visited a total of two hundred and thirty (230) schools in eight (8) provinces. • Learners in 15 678 schools were fed through the National School Nutrition Programme (NSNP) in the 4th quarter. • As at January 2015, the de-worming programme is part of the NSNP.

  31. PROGRAMME 5 : OUTPUTS

  32. Financial Report FOURTH QUARTER FINANCIAL REPORT

  33. INTRODUCTION • The Final Appropriation of the Department for the 2014/15 financial year amounts to R19 689.873 million • The majority of the budget (R14 710.456 million) is allocated to transfer payments as follows: • Conditional Grants: R13 576.952 million • Transfers to Public Entities: R1 054.853 million • Other Transfers: R78.651 million • The remainder of the budget (R4 979.417 million) is allocated to the following: • Compensation of Employees: R314.862 million • Examiners and Moderators: R19.023 million • Earmarked Funds: R1 597.791 million • Office Accommodation: R158.028 million • Specifically and Exclusively Appropriated: R2 540.827 million • Department33al Operations: R151.651 million • Departmental Projects: R197.235 million

  34. ALLOCATION AGAINST ACTUAL EXPENDITURE PER PROGRAMME FOR THE 2014/15 FINANCIAL YEAR

  35. EXPLANATIONS FOR DEVIATIONS Programme 1: Administration • The underspending on this programme is as a result of delays in the submission of invoices for the Department’s server that resulted in the inability to finalise the processing of payments before the end of the financial year as well as savings in respect of office accommodation due to fluctuation of the unitary fee. Programme 2: Curriculum Policy, Support and Monitoring • The under-expenditure is mainly due to the following: a) Funds withheld for the Dinaledi Schools conditional grant to the Limpopo province amounting to R8,505 million due to low spending. b) The new measures implemented to conduct the verification of the learners registered on the KhaRiGude campaign resulted in the delays in the processing of payments of stipends for volunteer educators in the last month of the Campaign. c) The delay in processing of invoices in respect of various projects that resulted in the inability to process payments before the end of the financial year

  36. EXPLANATIONS FOR DEVIATIONS Programme 3: Teachers, Education Human Resources Development and Institutional Development • The overspending on this programme is due to the National Teachers' Awards expenditure that was higher than the available funds for this event. Programme 4: Planning, Information and Assessment • There areno material variances on this programme. Programme 5: Educational Enrichment Services • The underspending on this programme is due to the transfer of funds withheld for the HIV and Aids conditional grant amounting to R18,651 million to the Limpopo province due to low spending.

  37. ALLOCATION AGAINST ACTUAL EXPENDITURE PER ECONOMIC CLASSIFICATION FOR THE 2014/15 FINANCIAL YEAR

  38. REASONS FOR DEVIATIONS • Compensation of Employees including Earmarked funds - The overspending is due to payments in respect of Salaries of NEEDU evaluators that was higher than projected. • Goods and services - The under-expenditure is due to delays in the payment of stipends for the last month of the campaign for KhaRiGude volunteer educators. • Payments for Capital Assets - The variance on this item refers to the ASIDI project. The total allocation of ASIDI includes operational budget. Although this item reflects under-spending, school furniture has been paid under goods and services. School furniture is classified as inventory under goods and services. In real terms ASIDI is overspending.

  39. ALLOCATION AGAINST ACTUAL EXPENDITUE PER ITEM FOR THE SECOND QUARTER OF 2014/15 FINANCIAL YEAR

  40. REASONS FOR DEVIATIONS • Compensation of Employees excluding Earmarked Funds1 - The under-spending on Departmental Compensation of Employees is in respect of vacant posts that were not filled due to reconfiguration of the Departmental organisational structure. • Conditional grants - The under-spending is due to withholding of funds for the Dinaledi School conditional grant amounting to R8.505 million and the HIV and Aids conditional grant amounting to R18.651 million for the Limpopo province due to low spending. • Schools Infrastructure Backlogs Indirect Grant - Expenditure on ASIDI increased significantly due to control measures that where put in place by the Department in ensuring that IAs submit invoices for advances paid to them before additional advances can be processed. • Departmental operations • The over-expenditure is due to payments of the National Teacher Awards which were higher than projected. • Projects • Delay in the submission of invoices in respect of various projects resulted in the Department’s inability to process payments before the end of the financial year.

  41. DETAILS OF EARMARKED ALLOCATIONS/CONDITIONAL GRANTS AGAINST EXPENDITURE FOR THE QUARTER

  42. REASONS FOR DEVIATIONS • Earmarked funds KhaRiGude - Under-spending on this project is due to the delay with regard to payment of stipends for volunteers educators in the last month of the campaign. Before payments can be processed the learners have to be verified. NEEDU • The overspending is due to payments in respect of Salaries of evaluators that was higher than projected. IQMS - The overspending in IQMS is due to payments in respect of intensive travelling of moderators monitoring the implementation of IQMS in schools. Annual National Assessment - The under-spending on this programme is due to delays in the submission of claims by provincial education department that printed and distributed the 2014 ANA tests.

  43. DETAILS OF TRANSFERS AGAINST ACTUAL EXPENDITURE FOR THE 2014/15 FINANCIAL YEAR

  44. PARTC CONCLUSION

  45. Conclusion • DPME has released Guidelines for 2015/16 reporting • These details might be helpful in providing the Committee with information on when and how the reports will be processed • All quarterly reports must either be (1) signed off by the Accounting Officer of the institution or (2) accompanied by a Quality Assurance Certificate by Internal Audit • QRs are submitted in two phases • The preliminary data for a particular quarter must be submitted 30 days after the end of the quarter. • The actual data for a particular quarter must be submitted with preliminary data for the next quarter (i.e. 3 months after the preliminary report). • The fourth (Q4) quarter actual data must be submitted together with the pre-audited annual performance information for 2015/16 as per Annual Report at the end of May 2016.

  46. THE DUE DATES FOR SUBMISSION

  47. THANK YOU

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