Department of Basic Education ANNUAL PERFORMANCE PLAN 2013/14

Department of Basic Education

ANNUAL PERFORMANCE PLAN 2013/14

SELECT COMMITTEE ON EDUCATION AND RECREATION

Cape Town

08 May 2013

PART AContextual Factors and sector performancePART BStrategic Priorities for 2013PART CNational Development PlanPART DDetailed presentation on Performance Indicatorsand TargetsPART EOverview of the Budget and MTEF

2

Presentation Outline

Branch R

PART ACONTEXTUAL FACTORS AND SECTOR

PERFORMANCE

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Contextual Factors• Experiences of 2012 – reflections on accountability pressures

– Teachers Time and Texts– Implications for Oversight, Monitoring and reporting mandate

driven through NEPA – Implications for provincial oversight – Implications for institutions charged with oversight – and

interventions, processes, based on credible information with specific and accurate detail

– Entrenching systemic improvements at all levels– Local level interactions around customised interventions derived

from systemic investigations to assist in targeting• Information driving diagnosis and remedial action • Trends and context critical in formulating solutions • Moving from school opening (now institutionalised by

provinces) to what happens in the school– Implications of roles and functions of critical personnel

SECTOR PERFORMANCE : QUALITY IMPROVEMENTS

Comparing the achievements of 2012 to that of 2011 in the NSC results, the following is a confirmation of the improvement in quality, equity and quantity: • 15 280 more bachelor passes• Nine of the gateway subjects improved at 30% achievement level.• Eight of the gateway subjects improved at the 40% achievement

level. • 17 937 more candidates passed Mathematics (at 30%)• 13 175 more candidates passed Mathematics (at 40%)• 13 477 more candidates passed Physical Science (at 30%)• 8 967 more candidates passed Physical Science (at 40%) • Increase in the distinction rate across key subjects. • Of the 81 districts, only three performed below 50% (5 in 2011)• Number of districts performing above 80% increased from 21 to

28. • Gini coefficient decreased from 0.192 to 0.169.

SECTOR PERFORMANCE : 2012 PERFORMANCE BY ACHIEVEMENT LEVEL (BACHELORS) ON TRACK FOR 32%

0.0

5.0

10.0

15.0

20.0

25.0

30.0

2008 2009 2010 2011 2012

20.1 19.9

23.524.3 26.6

Achieved Bachelors

136 047 Bachelor level passes in 2012 equated to 26.6 % of Grade 12 candidates in 2012. 15 280 more bachelor passes were achieved in 2012 than in 2011.The sector is therefore on track to achieving its target for 32% of Grade 12 graduates able to be admitted for Bachelors degree studies. The trend has been that this indicator moved from 19.9% in 2008 to 24.3% in 2011 and 26.6% in 2012 . The age admission policy effects just over a decade before 2012 result in a percentage being used .

Province

Performing at 50% and above

in both NSC and ANA

Performing below 50% in both NSC and

ANA

Performing at 50 and above in NSC but below

50 in ANA

Performing at 50 and above in ANA

but below 50 in NSC

Total

EC 3 2 17 1 23FS 3 0 2 0 5GP 9 0 6 0 15

KZN 3 0 9 0 12LP 0 0 5 0 5MP 0 0 4 0 4NC 0 0 5 0 5NW 0 0 4 0 4WC 7 0 1 0 8

Total 25 2 53 1 81

SECTOR PERFORMANCE : DISTRICTS (ABOVE 50% PERFORMANCE) IN ANA 2012 (AVERAGE NUMERACY AND LITERACY HL) AND NSC 2012

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PART BStrategic Priorities 2013

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DBE Strategic Plan 2011 - 2014• The Strategic Plan addresses key issues contained in the Action Plan to 2014 and

Delivery Agreement.• Both Action Plan and Delivery Agreement are outcome of consultation with stake

holders – primary vehicles for communicating key sectoral strategies to stakeholders.

• The Strategic Plan is anchored on the Action Plan to 2014 which spells out in sufficient detail the country’s first comprehensive long term basic education sector plan.

The DBE Strategic Plan outlined the following key challenges:• The quality learner outcomes are not optimal across all grades• The quality and quantity of LTSM 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 the districts specifically school support personnel has

not been constructive nor responsive to the needs of the schools.• Access to basic educationThe Annual Performance Plans contain annual strategies to deal with the above

challenges through clear and measurable performance.

Basic Education SectorFramework of outcomes, outputs and sub-outputs

• Focus on improving equity of learner performance – Activities linked to evidence, information and profiling – Focus on information on learner performance to drive accountability

in the sector: ANA and NSC– CAPS implementation and teacher orientation – African Languages

• Teacher development, deployment and utilisation– Correcting PPN and other HR challenges, using teacher profiling to

address HR priorities (no classes without teachers) – Teacher resource centres as a lever for development

• Curriculum coverage – LTSM use in class – texts, workbooks and stationery– Senior and intermediate phase focus

Strategic Priorities for 2013 (1)

Strategic Priorities for 2013 (2)• Institutional and logistical capacity improvement

– for high stakes processes including LTSMs, Infrastructure, information including development of minimum norms and standards for procedures across the sector

• Monitoring and reporting linked to performance improvements – Objective detailed monitoring and reporting (of budgets,

institutional performance, programme performance, and sector performance) at provincial, district and school level) to supplement IQMS, NEEDU and existing efforts with focus on curriculum coverage support and capacity and alignment with sector planning priorities

Strategic Priorities for 2013 (3)• Reducing school infrastructure backlogs• ECD and Grade R quality improvements leveraging

on expansion• Development and implementation of

comprehensive strategy to improve the capability and outcomes of district support to schools.

• Inclusive education – quality improvement, training of teachers, Braille work and assessment interventions

PART CNATIONAL DEVELOPMENT PLAN

Implications for the sector

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Overview of the sector in the NDP context• Government has adopted the NDP as its overarching planning frame. Our

task is to ensure that the Education Sector Plans are consistent with the NDP

• Education is a priority the NDP: Improving the quality of education, skills development and innovation. By implication education will continue to enjoy substantial funding, as it is viewed as a core pillar of development.

• The NDP specifies outputs and proposed mechanisms to attain those outputs. These are largely well captured in the current DBE sector plans for the sector and other supporting strategies including Funza Lushaka, NSNP, ANA, the NSC and school management and district support, among others. They require evaluation.

• The Action Plan is aligned to the NDP, but NDP goes beyond 2025 by setting targets to 2030. Further it recognises the programmes and acknowledges sectoral interventions that the DBE has introduced and highlights the importance of strengthening the interventions.

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NDP Requirements for the Sector: Sector progress • Target: improved education and training. The NDP discusses a range of

recommendation for the sector the following are some of the highlights:• NDP: Introduce a school readiness programme for 3-5 year olds.

Currently, the responsibility of the DBE with respect to Early Childhood Development statutorily Grade R programme. The roll-out of this programme has dramatically increased the level of pre-school attendance since 2001. For example, while approximately 40% of 5 year-old children attended some form of schooling in 2002, the figure in 2011 was over 84%. – In 2013, DBE and Department of Performance Monitoring and Evaluation in the

Presidency are working on an impact evaluation study of the Grade R programme, which is currently being conducted by a service provider.

– DBE will work with DSD which is currently responsible for the pre-Grade R programme.

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NDP Requirements for the Sector: Sector progress • NDP: Externally administer and mark the ANA in one primary school

grade (to enable independent verification and comparability). ANA is acknowledged as essential for performance improvement, and institutionalising change. ANA process was a far higher rate of capturing of marks than in 2011. In 2011 only about 20% of marks were centrally captured, increasing to over 80% in 2012. This improves the reliability of national and provincial averages. – In 2013, the DBE will ensure that ANA will include independent

verification to improve system accountability. The DBE will conduct a sample-based verification exercise, similar to what was undertaken in 2011, where the ANA are externally administered and marked in a nationally representative sample of schools. (NDP proposes contracting an external service provider to independently administer, mark and analyse the ANA in one primary school grade.

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NDP Requirements for the Sector: Sector progress

• In 2013, the DBE will also work on refining ANA design and has already started work with various international specialists to improve technical credibility, comparability and utility (test design, process improvement)

• In 2013, the DBE has developed templates for design of ANA report cards with learner and school performance in a format that is accessible to the majority of parents is one of the steps that needs to be taken towards maximising the impact of the ANA. It will also be necessary to pilot and advocate these in a special effort

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NDP Requirements for the Sector: Sector progress • NDP: Promote constructive partnerships/draw support from civil

society/establish a National Education Pact• In 2013, the DBE will implement guidelines to ensure that appointments

based on competence and capacity are made in the sector. • The DBE will deepen the Provincial-Teacher Union Collaboration project

makes unions in cooperation with PEDs, responsible for running various in-service training programmes.

• The Minister of Education convened a Leadership Dialogue with critical stakeholders in order to enable quality provision with partners including the private sector. It is intended that in 2013, this will be deepened in the form of institutionalised medium to long term substantive partnerships in support of quality learning, teaching and support at district, school and classroom level.

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NDP Requirements for the Sector: Sector progress • NDP: School management for instructional leadership. The

NDP argues that in low-performing schools principals very often do not fulfil their roles as leaders of the curriculum. It recommends that in low-performing schools additional monitoring and reporting on curriculum coverage be undertaken.– In 2013, Quarterly reporting instruments and specialist curriculum

implementation monitoring instruments will be administered using a scientific random sample to investigate school functioning. In addition to quarterly reporting by districts and PEDs to supplement this, the report of NEEDU will also be used to assist in improving performance in respect of academic performance and education provision.

– The DBE just received the final results of the formative evaluation of textbooks and workbooks carried out in 2012 by independent researchers, preliminary results of which are available at national level.

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• NDP: Ensure high-quality language instruction in the Foundation Phase– The DBE is already investigating ways to improve early grade reading. An

Audit of provincial reading strategies was conducted (on the instruction of the Minister of Basic Education) in December 2012 in order to establish what the various provinces are doing to improve reading acquisition, what is working and how the DBE can support these provincial programmes. EFAL has also been introduced.

– In addition, the DBE has developed a more intensive impact evaluation research proposal for a pilot of alternative reading interventions that we hope to implement during the course of this year and 2014. This project is designed to yield evidence on what reading materials and what models of teacher support are likely to have the maximum impact on reading acquisition in the Foundation Phase.

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• NDP: Ensure that appropriately qualified and competent people become school principals & Change the pay structure to attract and retain good teachers

• This is a major aspect of the NDP where the DBE has made limited progress towards implementation. To some extent this is because of other issues taking much of the time and attention within the Education Labour Relations Council, such as the negotiations around reimbursement of Matric markers.

• One specific proposal in the NDP is for a pilot experiment to be conducted to investigate the feasibility of a voluntary content knowledge test for teachers to take in order to win a financial bonus conditional upon an acceptably high level of performance.

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• NDP: Recruit school “Turnaround teams”. Sector can definitely benefit from support of external organisations and individuals who bring new skills, models and resources to bear on our challenges.

• Therefore propose that we accept this proposal and embark on work to define what can be done through support of external specialists and organisations – productive partnerships. This mechanism can assist in dealing definitively with certain pressing problems in the sector that have been plaguing us for a long time, such as:– School rationalisation– Comprehensive School Infrastructure Plan– Inter-related Human Resources issues (teacher supply, demand, utilisation and HR

management, headcount, teacher profiling)– Data integrity and utilisation– Unpacking strategies on numeracy and literacy to improve implementation in

classrooms

• Need very specialised skills and dedicated personnel – using external capacity

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• NDP: Recruit school “Turnaround teams”• Strengthen and deepen use of instruments of oversight and

monitoring as key tools in system performance improvement, development and support. – District level, School level and provincial level reporting should be implemented

rigorously and in detail, in addition to using the same tools in specially selected samples using existing capacities.

– DBE has already started work on defining the roles and responsibilities of key officials at district levels, and clarifying delegations to that level to enable functionality.

– In 2013, DBE will include the standardisation of a core set of functions to be carried out at circuit and district level, along with responsibilities of appointed personnel in respect of their key functions.

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NDP Requirements for the Sector: Sector recommendations

Concluding Comments on NDP• Good progress has been made by the DBE in alignment with targets

articulated in the NDP, a review of targets, refinement of strategies and institutionalisation of interventions introduced to improve district support and performance, teacher development and performance, Learner performance and ECD will ensure increasing meaningful compliance with the NDP implications for the sector.

• Further work needs to be completed in areas such as school management, distinction and improvement of partnerships with trade unions, learner retention post compulsory schooling and substantial improvement in learner eligibility for university entrance.

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PART DDetailed presentation on Performance Indicators

and Targets

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PROGRAMMES OF THE DBE

The ANNUAL PERFORMANCE PLAN summarises the priorities of the DBE as aligned to the Delivery Agreement of OUTCOME 1: Improving the quality of Basic Education and 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:

o PROGRAMME 1: ADMINISTRATION

o PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING

o PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND

INSTITUTIONAL DEVELOPMENT

o PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT

o PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES

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PROGRAMME ONE: ADMINISTRATION

The purpose of Programme One is to manage the Department and provide strategic and administrative support services.

SUB-PROGRAMMES :Ministry, Department Management Corporate Services, Office of the CFO, Internal Audit and Risk Management, Office Accommodation, Legal Services, Strategic Planning and Reporting, Monitoring and Evaluation, International Relations.

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STRATEGIC OBJECTIVES

• To ensure the provision of suitable human resource capacity to support a high performing organization.

• To ensure that the basic education sector and the country benefit from targeted support to the education department.

• To improve inter-governmental planning, communication, education policy and legislative development.

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PROGRAMME ONE OUTPUTS

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PERFORMANCE INDICATORSTarget for

2013/14 as per APP

1st Quarter Target as per APP

2nd Quarter Target as per APP

3rd Quarter Target as per APP

4th Quarter Target as per APP

Number of officials participating in staff development activities (out of 738).

300 Annual Target Annual Target Annual Target Annual Target

Number of internships implemented for unemployed graduates in the Department.


A report highlighting South Africa’s role and participation in multilateral bodies and international organisations in support of the development of the education system is produced twice a year including strategic opportunities, threats, utility and areas for partnership.

Two Reports

Bi-annually Bi-annually


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PERFORMANCE INDICATORS

Target for 2013/14 as

per APP





The number of signed Financial Disclosure forms for DBE SMS members submitted by 31 May 2013 ( out of 78 SMS members).

All SMS members

sign Financial

Disclosure forms

within the stipulated

time.55

Annual Target Annual Target Annual Target Annual Target

The number of signed Performance Agreements by DBE SMS members by 31 May 2013 ( out of 78 SMS members).

All SMS members sign PAs

within the stipulated

time.Annual Target Annual Target Annual Target Annual Target


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PERFORMANCE INDICATORSTarget for

2013/14 as per APP





Management Performance Assessment Tool (MPAT) process is facilitated and report developed on time.

MPAT process results

available and submitted to

DPME. Annual Target Annual Target Annual Target Annual Target

Performance information capacity improvement.

Capacity improvement performance information

strategy developed by

DBE.


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.

SUB-PROGRAMMES :

• Programme Management : Curriculum Policy, Support and Monitoring; Curriculum Implementation and Monitoring; Curriculum and Quality Enhancement Programmes; and, the Kha Ri Gude Literacy Project.

33


• To increase the availability of e-Education of learning and teaching resources amongst teachers.

• 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.

• 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

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PROGRAMME 2 : SECTOR GOALSThe Programme: Curriculum Policy, Support and Monitoring is the primary vehicle for ensuring quality delivery of the curriculum in the basic education sector. The indicators in this programme are fundamentally directed towards improving learner performance as captured in the Action Plan to 2014: Towards the realisation of schooling 2025. The Programme contributes to the following sector goals on learner performance:Action Plan Goals on Learner Performance• Goals 1 ; 2 & 3 : Increase the number of learners in Grade 3; 6 & 9 who, by the end of

the year, have mastered the minimum language and numeracy/mathematics competencies for Grade 3.

• Goal 4 : Increase the number of Grade 12 learners who become eligible for a Bachelors programme at a university.

• Goals 5 & 6: Increase the number of Grade 12 learners who pass Mathematics & Physical Science.

• Goals 7 & 8 : Improve the average performance of Grade 6 learners in Languages & Mathematics.

• Goal 9 : Improve the average performance of Grade 8 learners in mathematics.• Goal 12 : Improve the grade promotion of learners through Grades 1 to 9.

PROGRAMME TWO OUTPUTS

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Target for 2013/14 as per

APP





An e-Education strategy that updates the 2004 White Paper and includes future targets for ICT access in schools is released.

Audit of e-Education

interventions is

completedAnnual Target Annual Target Annual Target Annual Target

Number of subject advisors orientated in the Curriculum and Assessment Policy Statements.


A Report on Subject Advisors in each districts.

Quarterly Reports to be used to

identify and quantify subject

advisors by phase

Quarterly Reports

Quarterly Reports

Quarterly Reports

Quarterly Reports


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Target for 2013/14

as per APP





Number of district officials and teachers trained in multi-grade teaching in all provinces in 2013 (through nationally funded intervention).


Mind the gap titles to be introduced for grade 12 learning resource supplements in 2013.

Mathematics, Physical Science,

English First Additional Language,

Mathematical Literacy and

Afrikaans translation



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APP





Percentage of ordered Grade 3 literacy workbooks (Vol 2 for 2013) distributed to schools (Vol 1 workbooks already distributed by December 2012/January 2013).

97% -100% as per data and information received from provinces against orders


Percentage of ordered Grade 3 numeracy workbooks (Vol 2 for 2013) distributed to schools (Vol 1 workbooks already distributed by December 2012/January 2013).

97% -100% as per data and information received from provinces against orders



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APP





Percentage of ordered Grade 6 language workbooks (Vol 2 for 2013) distributed to schools (Vol 1 workbooks already distributed by December 2012/January 2013).

97% -100% as per data

and information

received from

provinces against orders


Percentage of ordered Grade 6 Mathematics workbooks (Vol 2 for 2013) distributed to schools (Vol 1 workbooks already distributed by December 2012/January 2013).


and information

received from




40



APP





Percentage of ordered Grade 9 Mathematics workbooks (Vol 2 for 2013) distributed to schools (Vol 1 workbooks already distributed by December 2012/January 2013).


and information

received from



Percentage of Grade 12 learners who are doing Mathematics that have access to Siyavula Mathematics textbooks.


and information

received from




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APP





Percentage of Grade 12 learners who are doing Physical Science that have access to Siyavula Physical Science textbooks.


and information

received from



Number of different exemplars and other tools provided to support ANA preparation.

Baseline to be

determined Annual Target Annual Target Annual Target Annual Target


42



APP





Percentage of Grade 12 learners who are doing Physical Science that have access to Siyavula Physical Science textbooks.


and information

received from



Number of different exemplars and other tools provided to support ANA preparation.

Baseline to be

determined Annual Target Annual Target Annual Target Annual Target


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APP





Number of different exemplars and other tools provided to support NSC preparation.

Baseline to be determined


Database set up with useful assessment tools for in-year assessment.

Baseline to be determined


Number of Brailled workbooks distributed to learners with visual impairment.

5 000 Annual Target Annual Target Annual Target Annual Target

An audit in special schools to determine the utilisation of assistive devices provided by DBE.

Audit report is finalised



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APP





Percentage of learners who obtain a National Senior Certificate.

74% Annual Target Annual Target Annual Target Annual Target

Number of learners enrolled in the Kha Ri Gude programme.


Percentage of learners completing the Kha Ri Gude programme.

80% Annual Target Annual Target Annual Target Annual Target

Number of qualified ECD practitioners (NQF level 4) in public Grade R out 21 951 classes.


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.

SUB-PROGRAMMES : Programme Management : Teachers, Education Human Resources and Institutional Development ; Education Human Resources Management and Education Human Resources Development; and Curriculum and Professional Development Unit.

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• 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

46


PROGRAMME 3 : Sector GoalsThe Programme: Teachers, Education Human Resources and Institutional Development is responsible for promoting quality teaching and institutional performance through the effective supply, development and utilisation of human resources in the basic education sector. The work of the Programme is strongly aligned with the imperatives of the basic education sector and as such captured in the Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goals on teacher supply, development and utilisation:

Action Plan Goals on Teacher Supply, Development and Utilisation• Goal 14 : Attract a new group of young, motivated and appropriately trained teachers

into the teaching profession each year.• Goal 15 : Ensure that the availability and utilisation of teachers is such that excessively

large classes are avoided.• Goal 16 : Improve the professionalism, teaching skills and subject knowledge of

teachers throughout their entire careers.• Goal 17 : Strive for a teacher workforce that is healthy and enjoys a sense of job

satisfaction.

PROGRAMME THREE OUTPUTS

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APP





A comprehensive user-friendly guide to available professional development programmes is established on the DBE website.

A user-friendly guide to available professional development programmes is available on the website with 250 offerings

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Number of qualified teachers aged 30 and below entering the public service as teachers for the first time during the past year.

7 400 AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


49



APP





A comprehensive teacher Human Resource Strategy workforce is developed.

An analytical report on teacher shortages, placement, attrition and entry is compiled and an assessment of teacher supply and demand is made

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education during the past year.

14 500 AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


50



APP





An impact assessment of the Funza Lushaka programme is undertaken.

Report showing the impact of the programme and areas for strengthening is finalised

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Percentage of ordinary public schools where the School Governing Body meets minimum criteria in terms of effectiveness as determined through a School Monitoring sample Survey (SMS).

80%

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


51



APP





Percentage of principals in ordinary public schools rating the support services of districts as being satisfactory as determined in a sample survey.

50% AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Number of public ordinary schools moderated through school-based integrated quality management system (IQMS) evaluations per year.(the target is fixed based on the number of available moderators).

8000 AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


52



APP





A monitoring tool for Post Provisioning Norms is finalised and piloted.

Pilot study report is

available and used to

inform roll-out of the

tool

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Quarterly reports available from each district on identified quality indicators using a standardise tool

Bi-annual reports

produced on key findings of Quarterly reports and

interventions

Bi-annually Bi-annually

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.

SUB-PROGRAMMES :

Programme Management : Planning , Information and Assessment; Information Management Systems; Financial and Physical Planning; National Assessments and Public Examinations; and, the National Education Evaluation and Development Unit; and Planning and Delivery Oversight Unit.

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• 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

54

PROGRAMME 4 : Sector GoalsThe Programme: Planning, Information and Assessment is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The indicators in this programme are fundamentally directed towards quality improvements, assessments and physical and financial planning as captured in the Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goals :

Action Plan Goals on Physical and Financial Planning• Goal 23 : Ensure that all schools are funded at least at the minimum per learner

levels determined nationally and that funds are utilised transparently and effectively.• Goal 24 : Ensure that the physical infrastructure and environment of every school

inspires learners to want to come to school and learn, and teachers to come and teach.

PROGRAMME FOUR OUTPUTS

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Target for 2013/14 as per APP


2nd Quarter Target as per

APP

3rd Quarter Target as per

APP

4th Quarter Target as per

APP

Provision of valid and reliable data on learner performance in the ANA that will support the improvement of quality of basic education.

National Assessment report on learner performance in ANA (disaggregated into 9 provinces and districts)

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Provision of valid and reliable data on learner performance in the NSC examinations that will support the improvement of quality of basic education.

Four National Exam Reports on learner performance in Grade 12 are released:1. Technical Report;2. Detailed Schools statistics Report;3. Diagnostic report in selected subjects ;4. Report on schools statistics indicating 3 year performance in selected subjects

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


57



APP





Number of exemplars developed in key subjects for the implementation of CAPS..

Exemplars developed in 9 key subjects for Grade 11

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

School-based Assessment database is established

Basic database is established and uploaded on the website

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

The number of schools built and completed in the ASIDI project

140AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Percentage of learners in schools that are funded at the minimum level as determined through a sample survey (SMS).

60%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


58



APP





Percentage of 7- to 15-year-olds attending education institutions. 98.7

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Percentage of children who turned 9 in the previous year who are currently enrolled in Grade 4 (or a higher grade).

64%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Percentage of children who turned 12 in the previous year who are currently enrolled in Grade 7 (or a higher grade).

51%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Percentage of Grade 1 learners who have received formal Grade R according to a School Monitoring sample Survey (SMS).

87% AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


59



APP





A pilot study is conducted in selected districts where ANA results were analysed to inform support and improvement programmes for schools

A pilot study report is available

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Number of schools benefitting from the Adopt-a-school programme linked to the NEDLAC Accord on Basic Education (under the auspices of the QLTC).

375 AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


60





3rd Quarter Target as per

APP

4th Quarter Target as per

APP

Advocacy campaign for communities and parents using tools for oversight of teacher attendance, homework monitoring, curriculum coverage, the use of ANA results as a diagnostic tool as well as the retrieval of LTSM.

Advocacy campaign implemented

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Successful management of reported cases with respect to Education delivery managed through the DBE Call Centre.

Quarterly reports indicating referrals and follow ups on progress and analysing trends and patterns.

Quarterly Reports

Quarterly Reports

Quarterly Reports

Quarterly Reports


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NEEDU report is released.

NEEDU comprehensive report is submitted and recommendations considered for application and integration into sector activities.

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

PROGRAMME FIVE : EDUCATIONAL ENRICHMENT SERVICES

The purpose of Programme Five is to develop policies and programmes to improve the quality of learning in schools.

SUB-PROGRAMME :

• Programme Management : Educational Enrichment Services; Care and Support in Schools; Partnerships in Education; and Grant Implementation, Monitoring and Reporting.

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• 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

63Branch R

PROGRAMME 5 : Sector GoalsThe Programme: Educational Enrichment Services is responsible for developing programmes and policies to improve the quality of learning in the basic education sector. Schools have an important role to play in promoting the overall wellbeing of learners because they contribute to better learning and also because physical and psychological health are important in themselves. In this regard, schools are used as vehicles for promoting access to a range of public services for learners in areas such as health, poverty alleviation, psycho-social support, sport and culture as per Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goal on learner well-being:

Action Plan Goals on Physical and Financial Planning• Goal 25 : Use schools as vehicles for promoting access to a range of public

services amongst learners in areas such as health, poverty alleviation, sport and culture.

PROGRAMME FIVE OUTPUTS

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APP





Number of learners benefitting from the Integrated School Health Programme.

750 000 Bi-Annually 375 000 Bi-annual Target 375 000

Number of learners in Quintiles 1 – 3 Primary, Secondary and identified Special Schools that are provided with nutritious meals.

8 700 000Quarterly

8 700 000 8 700 000 8 700 000 8 700 000

The system is developed for capturing information on choral and sport participation in the DBE.

The system for capturing information of learner participation in sport and choral music is developed

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

PROGRAMME FIVE OUTPUTS

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APP





Number of learners participating in DBE organised activities on citizenship, rights and responsibilities and constitutional values.

2000 AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Number of public ordinary schools participating in spelling bee to support reading initiatives.

250

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

PART EOverview of the Budget and MTEF

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Expenditure trends over the MTEF period

• The aim of the Department is to develop, maintain and support a South African school education system for the 21st century.

• Expenditure increased from R7.9 billion in 2009/10 to R12.9 billion in 2011/12 and the allocated budget increase from R16.3 billion in 2012/13 to R17.5 billion in 2013/14 and it is expected to continue growing over the medium term to reach R23.0 billion in 2015/16.

• The spending focus over the medium term will be on infrastructure funding in the form of transfers to provinces through the education infrastructure grant, and payments for capital assets for the school infrastructure backlogs conditional grant, where the department will take responsibility for the delivery of the projects. These grants account for the bulk of spending increases over the medium term, particularly spending in the Planning, Information and Assessment programme to further accelerate the delivery and improvement of schools infrastructure.

• Operating payments within spending on goods and services are second to infrastructure in terms of spending over the medium term and mainly provide funding for the Kha Ri Gude mass literacy project, which aims to reduce adult illiteracy by providing an additional 2 million adults with an opportunity to become literate over the medium term, and the provision of workbooks for grades 1 to 9 to improve learner performance in the foundational learning areas of literacy and numeracy.

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Selected performance indicators over the MTEF

2013 ENE ALLOCATIONS FROM TREASURY 2013/14 2014/15 2015/16 R'000 R'000 R'000

2013 MTEF Allocations 20 373 508 21 366 832 22 349 704

Plus: 567 419 1 232 527 6 657 630Additional funds allocated to baseline / Adjustments to conditional grants:

8 206 10 085 14 494 Improvement in conditions of service: Department Improvement in conditions of service: Umalusi 1 194 1 604 2 090 National initiative to improve learning outcomes 25 000 30 000 40 000 School Infrastructure Backlogs grant – Rescheduling - - 2 500 000 Education Infrastructure grant 533 019 1 190 838 4 101 046

Less: (3 349 022) (2 658 072) (5 983 784)Adjustments to baseline (savings) / Adjustments to conditional grants:

(3 400) (3 600) (3 700) Savings and cuts on goods and services School Infrastructure Backlogs grant (733 019) (2 330 837) (5 341 046) School Infrastructure Backlogs grant – Rescheduling (2 500 000) - - Education Infrastructure grant (100 000) (300 000) (600 000) HIV and AIDS (Life skills education) grant (6 603) (11 635) (17 038) National School Nutrition Programme grant (6 000) (12 000) (22 000)

2013 ENE ALLOCATIONS 17 591 905 19 941 287 23 023 550

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2013 MTEF Allocations

Allocation per Programme for 2013/14 compared to 2012/13

PROGRAMMES2012/13 2013/14 PercentageR’000 R’000 increase/

decrease

Administration (1) 309 648 335 580 8.4%

Curriculum Policy, Support and Monitoring 1 437 588 1 523 621 6.0%Teachers, Education Human Resources and Institutional Development (2) 755 602 984 697 30.3%

Planning, Information and Assessment (3) 8 370 170 8 988 995 7.4%

Educational Enrichment Services 5 470 570 5 759 012 5.3%Total 16 343 578 17 591 905

(1) Reprioritisation towards this programme is due to additional requirements relating to the Department’s interventions in provinces.

(2) The increase is mainly due to the additional allocation towards the NSFAS bursary scheme transfer.(3) Increased allocation towards the Education Infrastructure Conditional Grant.

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Programme

2013/14

R’000

2014/15

R’000

2015/16

R’000

Administration 335 580 356 280 373 914

Curriculum Policy, Support and Monitoring 1 523 621 1 619 300 1 694 565

Teachers, Education Human Resources and

Institutional Development 984 697 1 044 064 1 092 831

Planning, Information and Assessment 8 988 995 10 844 769 13 519 804

Educational Enrichment Services 5 759 012 6 076 874 6 342 436

TOTAL 17 591 905 19 941 287 23 023 550

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Allocation per Programme over the 2013 MTEF

(1) The increase in this item is to enable the Department to attain full functionality.(2) An increase due mainly to additional funds towards the Annual National Assessment Earmarked fund.(3) Reclassification of items regarding the PPP Office Accommodation project.(4) Increases in the Education Infrastructure Conditional Grant.(5) Decrease as a result of the cuts, savings and rescheduling in respect of the Schools Infrastructure Backlog Indirect

Grant.

ECONOMIC CLASSIFICATION2012/13 2013/14 PercentageR’000 R’000 increase/

decrease

Compensation of employees (1) 349 614 389 366 11.4%Goods and Services (2) 1 641 562 1 819 703 10.9% Computer Services 52 778 51 635 (2.2%) Agency and support/outsourced Services 55 621 51 598 (7.2%) Inventory Stationery and printing 56 948 133 411 134.3% Property payments 77 244 71 215 (7.8%) Operating expenditure 1 277 638 1 343 871 5.2% Travel and subsistence 65 511 88 477 35.1% Other 55 822 79 496 42.4%Interest and rent on land (3) 50 112 60 676 21.1%Transfers and Subsidies (4) 11 971 957 13 372 051 11.7%Payments for Capital Assets (5) 2 330 333 1 950 109 (16.3%)

Total 16 343 578 17 591 905

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Allocation per Economic Classification for 2013/14 compared to 2012/13

ECONOMIC CLASSIFICATION2013/14 2014/15 2015/16

R’000 R’000 R’000

Compensation of employees 389 366 414 738 437 984

Goods and Services 1 819 703 2 012 674 2 105 042

Interest and rent on land 60 676 6a3 737 66 953

Transfers and Subsidies 13 372 051 14 286 178 17 507 287

Payments for Capital Assets 1 950 109 3 163 960 2 906 284

Total 17 591 905 19 941 287 23 023 550

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Allocation per Economic Classification over the 2013 MTEF

SERVICE2012/13 2013/14 Percentage

R’000 R’000 increase/ decrease

Compensation of Employees (1) 265 276 292 253 10.2%

Examiners and Moderators 17 490 18 440 5.4%

Transfers to Public Entities (2) 713 756 991 529 38.9%

Other Transfers (3) 11 614 37 250 220.7%

Conditional Grants (4) 11 246 587 12 343 272 9.8%

Specially and exclusively appropriated (5) 2 315 000 1 955 981 (15.5%)

Earmarked Funds (6) 1 469 113 1 634 671 11.3%

Departmental Operations 234 982 254 007 8.1%

Projects 69 760 64 502 (7.5%)

Total 16 343 578 17 591 905

Allocation Summary for 2013/14 compared to 2012/13

(1) The amount on compensation of employees excludes payments in respect of earmarked funds, examiners and moderators and School Infrastructure Backlogs Indirect Grant.

(2) The increase is as a result of the higher allocation for the NSFAS bursary scheme transfer in 2013/14.(3) The increase can mainly be attributed to a allocation for the National Initiative to improve learning outcomes.(4) Increases in the Education Infrastructure Conditional Grant.(5) Decrease as a result of the cuts, savings and rescheduling in respect of the Schools Infrastructure Backlog Indirect

Grant.(6) The increase is mainly as a result of an additional allocation towards the Annual National Assessments.

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SERVICE2013/14

R’000

2014/15

R’000

2015/16

R’000

Compensation of Employees 292 253 311 437 328 892

Examiners and Moderators 18 440 19 546 20 445

Transfers to Public Entities 991 529 1 054 853 1 103 789

Other Transfers 37 250 42 985 53 582

Conditional Grants 12 343 272 13 188 340 16 349 916

Specially and exclusively appropriated 1 955 981 3 169 503 2 912 310

Earmarked Funds 1 634 671 1 817 357 1 901 770

Departmental Operations 254 007 269 110 281 483

Projects 64 502 68 156 71 363

Total 17 591 905 19 941 287 23 023 550

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Allocation Summary over the 2013 MTEF

SERVICE2013/14

R’000

2014/15

R’000

2015/16

R’000

Earmarked Funds

Kha Ri Gude Literacy Project 549 695 582 703 609 584

EPWP: Kha Ri Gude 59 238 62 236 65 099

Workbooks 859 291 915 387 957 684

IQMS 39 749 42 250 44 524

Systemic Evaluation 22 969 24 362 25 524

National Assessment Earmarked Funds 75 000 160 000 167 360

National Education Evaluation and Development Unit 13 385 14 213 14 939

National School Nutrition Programme: National 15 344 16 206 17 056

TOTAL: EARMARKED FUNDS 1 634 671 1 817 357 1 901 770

Conditional Grants

Education Infrastructure Conditional Grant 6 630 664 7 160 699 10 059 320

National School Nutrition Programme Conditional Grant 5 173 081 5 461 915 5 703 715

HIV and Aids Conditional Grant 213 507 221 062 226 363

Dinaledi Schools Conditional Grant 105 168 111 182 116 296

Technical Secondary Schools Recapitalisation Conditional Grant 220 852 233 482 244 222

TOTAL: CONDITIONAL GRANTS 12 343 272 13 188 340 16 349 916

Detail of earmarked allocations/transfers (R’000) over the 2013 MTEF

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Other Transfers

SETA 167 177 185

Unesco Membership Fees 11 896 12 610 13 191

ADEA 30 32 33

Guidance Counselling and Youth Development Centre: Malawi 107 113 118

National Initiative to improve learning outcomes 25 000 30 000 40 000

Childine South Africa 50 53 55

TOTAL: OTHER TRANSFERS 37 250 42 985 53 582

Transfers to Public Entities

NSFAS: Funza Lushaka Bursaries 893 867 947 499 991 084

Umalusi 97 662 107 354 112 705

TOTAL: TRANSFERS TO PUBLIC ENTITIES 991 529 1 054 853 1 103 789

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Detail of earmarked allocations/transfers (R’000) over the 2013 MTEF (cont.)

CONCLUSION• In 2013 The DBE will ensure stability in the entire system and further consolidate

all 2012 achievements.• Central to all our plans and activities is to improve learner performance driven by

the philosophy and conviction that “every child matters”.• The positive sentiment in the country must be leveraged to pursue the objectives

contained in the Action Plan to 2014.• Strengthening the CAPS as they relate to improved learner performance• Promoting utilisation of workbooks and textbooks• Using the analysis of the 2012 ANA results to inform learning programmes for 2013• Ensuring that all interventions reach the classroom as intended for the necessary

impact to be realised• Implementing the provisions of White Paper 6 on Inclusive Education• Accelerating school infrastructure provision and• Strengthening levels of monitoring, oversight and support

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THANK YOU

Department of Basic Education ANNUAL PERFORMANCE PLAN 2013/14

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