STRATEGIC PLAN 2011-14 & 2011 MTEF BUDGET REVIEW VOTE 15: BASIC EDUCATION

1. STRATEGIC PLAN 2011-14 & 2011 MTEF BUDGET REVIEW VOTE 15: BASIC EDUCATION Presentation to the Select Committee on Education and Recreation 20 APRIL 2011

2. Presentation Outline PART A High level overview of the Department’s 2011 – 2014 Strategic Plan PART B Detailed presentation on Strategic Objectives PART C 2011 MTEF Budget Review

3. Part A: High level overview of the Department’s 2011 – 2014 Strategic Plan

4. Basic Education’s Goal & Vision GOAL The over-arching goal of the Department is to improve the quality of learning and learner achievement. MINISTER’S VISION That all learners in South African schools have access to quality teaching and learning

5. Education – the Apex priority • Outcome 1: Improved quality of basic education is central to the Strategic Plan. • The Strategic Plan is informed by: • Government’s Programme of Action • The Delivery Agreement • Action Plan 2014: Towards the Realisation of Schooling 2025 • Key challenges identified by Government’s review of the state of education: • Quality learner outcomes are not optimal across all grades • The quality and quantity of learner and teacher support materials are not adequate to support quality learning • The quality of school-based tests and examinations is not of the required standard and is not being moderated or benchmarked • The quality of support from districts and specifically school support personnel has not been constructive nor responsive to the needs of the schools’ management

6. Education – the Apex priority The Strategic Plan reflects the commitment of the Department to undertake activities effectively and on time to produce the agreed-upon outputs that will in turn contribute to achieving Outcome 1, ‘improved quality of basic education’ • To ensure effective teaching and learning, the focus of all strategies will be geared towards: • Learners (and the quality of learning attained for effective and lifelong growth, development and well-being) • Teachers (accountability, incentives, support and resources) • Schools (fully functional for effective teaching and learning) • Provinces (including district management)

7. Education – the Apex priority:what we will do In response to the President’s call in the 2011 State of the Nation Address emphasising the need for more focus on the Triple T– Teachers, Text and Time, the Department of Basic Education has identified the following key interventions: • Focus on literacy and numeracy and increasing access to, and performance in, mathematics and science. This entails increasing access to quality materials and providing competent and professional teachers. • Use standardised assessments and systemic evaluations to measure whether learners are achieving the curriculum outcomes and to identify the key areas in the curriculum that require improvement.

8. Education – the Apex priority:what we will do • Ensure that access to Grade R is universalised and that Grade R provides quality programmes to compensate for socio-economic deprivation and low family literacy. • Turn around dysfunctional and poorly performing schools by improving systems of accountability and service delivery at district, provincial and national level. • Accelerated Schools Infrastructure Delivery Initiative (ASIDI) to ensure the provision of sound infrastructure. The main goal is to eradicate mud and unsafe structures and to provide improved resources, such as laboratories, libraries and administration blocks to existing schools.

9. How we will work differently The cornerstones of our strategy shall be: • To involve all key stakeholders, including the citizens, in making education a societal matter (QLTC, Stakeholders participation) • To ensure more synergy between the national and provincial spheres of government; and • To safeguard the well-being of learners and educators.

10. Part B: Detailed presentation on Strategic Objectives

11. Strategic Outcome Oriented Outputs

12. Five strategic goals The outputs and sub-outputs of the Delivery Agreement have been aligned to the budget programmes (including key departmental improvement strategies). The five strategic goals: • Improve the quality of Teaching and Learning, Curriculum Policy, Support and Monitoring • Undertake regular assessment to track progress • Improve early childhood development • Ensure a credible, outcomes-focused planning and accountability system • Improvements in the capacity of the Department of Basic Education

13. Programmes in the ENE • Administration • Curriculum Policy, Support and Monitoring • Teachers, Education Human Resources Development and Institutional Development • Planning, Information and Assessment • Educational Enrichment Services

14. Programme 1: Administration To improve the capacity of the Department of Basic Education To ensure that the basic education sector and the country benefit from bilateral and multi-lateral co-operation agreements. Enter into co-operation agreements that are targeted to support education development in South Africa and share experience with other developing countries To improve inter-governmental coordination of policy and education delivery especially with provincial education departments

15. Programme 2: Curriculum Policy, Support and Monitoring • To incentivise teacher adoption of e-Education by means of a substantial increase in the availability of learning and teaching resources, including through the internet • To bring about stability and coherence with respect to the national school curriculum • To pay special attention to improvements in mathematics, physical science and technical subjects at the FET band in schools through national programmes such as Dinaledi and the Technical Secondary Schools Recapitalisation Grant • To promote adequate access to quality learning materials by means of better national specifications on what every learner requires and a more proactive approach towards the cost-effective development, reproduction and distribution of materials such as workbooks and textbooks • To establish national norms for school libraries • To create a sound basis for quality pre-Grade 1 education through the promotion of quality learning and teaching materials at this level • To finalise and promote national screening guidelines that provide for an equitable system of access to special needs support amongst learners

16. Programme 3: Teachers, Education Human Resources and Institutional Development To ensure the new teacher development plan is translated into a wide range of teacher training materials, collaborative professional development activities within the schooling system and agreements with the relevant service providers To establish the National Institute for Curriculum and Professional Development (NICPD) in order to promote best practices in classroom teaching and teacher development To establish an ongoing national campaign for choosing teaching as a career, based on research into who becomes a good teacher and focusing on giving the necessary information and bursaries to interested youths To bring about a set of planning, management and accountability tools at the school level that cater for South African needs and make quality education more realisable To develop training strategies and materials aimed at parents that can bring parents more integrally into the new accountability mechanisms being established for schools To establish better and evidence-based practices and procedures for the country’s 82 education district offices, including models for school interventions designed to tackle specific school shortcomings

17. Programme 4: Planning, Information and Assessment To establish a quality system of standardised and benchmarked learner assessments To ensure that all children complete a quality readiness programme in Grade R before they enter formal education in Grade 1 To put into place support systems for provinces and schools to improve the physical environs of the school and create enabling conditions for successful teaching and learning To ensure that districts can use quality information and data about the level and quality of learning in schools to plan and implement school-based improvement programmes

18. Programme 5: Educational Enrichment Services • To enhance the current basket of education support services to learners from poor communities • To ensure the involvement of stakeholders in exercising involvement in schools in a manner that adds value to the attainment of the core outcomes

19. PartC 2011 MTEF BUDGET REVIEW

20. Focus over the medium term for the Department and distribution of the budget • The integrated quality management system: • Contributes towards the improvement of the quality of teaching and learning, by assessing educators on an annual basis and identifying areas in need of development. • Appropriate allocation of educator posts to schools: • The educator post provisioning model, which is used to allocate a specific number of teachers to a school, has been revised and is currently being tested to assess its impact on the quality of teaching and learning in schools before implementation in 2013. • System for tracking patterns of learner enrolment, completion and dropping out: • The learner unit record information and tracking system will track changes in the patterns of enrolment, completion, retention and dropouts among learners, thus contributing to a credible outcomes focused planning and accountability system.

21. Focus over the medium term for the Department and distribution of the budget (cont.) • Infrastructure: • Despite substantial investments in school infrastructure over the years, there are still schools that are housed in unsafe and inappropriate structures and that do not have basic facilities like water and sanitation. The eradication of these structures and the provision of basic facilities to all schools is a priority over the medium term. • Annual national assessments: • Annual national assessments that focus on literacy/language and numeracy/mathematics in grades 3, 6 and 9 will be conducted each year from 2010, to provide regular, valid and credible data on levels and quality of measurable educational outcomes achieved nationally. • The national curriculum statement: • The national curriculum statement for grades R to 12 is integral to the achievement of the goals of the 2014 action plan in terms of improving the quality of teaching and thus learner performance.

22. Focus over the medium term for the Department and distribution of the budget (cont.) • Enrichment programmes: • A number of guidelines and programmes are in place to assist schools in addressing discrimination and promoting social cohesion, such as the integration and anti-discrimination strategy and the Bill of Responsibilities, which, though not a legal document, is taught to learners as part of the life skills curriculum. Expenditure increased from R4.8 billion in 2007/08 to R10.9 million in 2010/11 and is expected to continue growing over the medium term to reach R20.4 billion in 2013/14.

23. Additional allocations over the MTEF period • The budget provides additional allocations over the MTEF period of R6.3 billion in 2011/12, R8.5 billion in 2012/13 and R11.9 billion for the following priority areas: • Funza Lushaka teacher bursaries • National curriculum statement review including printing and distributing documents • Attaining full functionality in the newly established Department • Improving conditions of service • National curriculum statement examinations and assessment function • Curriculum and professional development unit • Expanded public works programme: social sector incentive grant: Kha Ri Gude • School infrastructure backlogs indirect grant • Education infrastructure conditional grant

24. 2011 MTEF Allocations

25. Allocation per Programme for 2011/12 compared to 2010/11 • Introduction of EPWP: Kha Ri Gude (R43.981 million), Curriculum Review project (R80 million), Dinaledi Schools Conditional Grant (R70 million) as well as increase for Workbooks project (R149.435 million) and Technical Schools Recapitalisation Conditional Grant (R120 million) • Allocation for School Infrastructure Backlogs Indirect Grant (R700 million) and the allocation for the Education Infrastructure Conditional Grant (R5 498.300 million) • Increase of the National School Nutrition Programme Conditional Grant mainly to implement feeding in Quintile 3 Secondary Schools (R915.224 million)

26. Allocation per Programme over the 2011 MTEF

27. Allocation per Economic Classification for 2011/12 compared to 2010/11 • Increase due to attaining full functionality in the newly established department • Efficiency savings over the MTEF • Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools Nutrition Programme Conditional Grant • Introduction of the School Infrastructure Backlogs Indirect Grant of R700 million

28. Allocation per Economic Classification over the 2011 MTEF

29. Allocation Summary for 2011/12 compared to 2010/11 • Decrease as a result of the shift of the Commonwealth of Learning transfer to the Department of Higher Education and Training • Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools Nutrition Programme Conditional Grant • Includes allocation of R700 million in respect of the schools infrastructure backlog indirect grant as well as R134.712 million for office accommodation including the monthly unitary fee payment

30. Allocation Summary over the 2011 MTEF

31. Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF

32. Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF

33. CONCLUSION • The Action Plan to 2014 and the Delivery Agreement have served as useful instruments to improve the credibility of our Strategic Plan. • The link between planning, budgeting, implementation and monitoring and evaluation is improving progressively accross the system. • The Strategic Plan (including budget allocation decisions) reflects how the DBE has concretely operationalised its role in the sector as contemplated in the Action Plan and Delivery Agreement. • While the challenges remain great, there are reassuring indicators that the system is responding positively to the outcomes-based approach.