Presentation Outline

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THIRD QUARTERLY REPORT ON THE PERFORMANCE OF THE DEPARTMENT IN MEETING ITS STRATEGIC

OBJECTIVES FOR 2012/13

Presentation to the Portfolio Committee on Basic Education

Parliament, Cape Town5 March 2013

PART APresentation on Key Sector Developments, Performance Indicators and Targets

PART BFinancial Report for the Third Quarter

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Presentation Outline

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PART APresentation on Key Sector Developments,

Performance Indicators and Targets

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Key developments in the sectorThe Third Quarterly Report (October – December 2012) on the performance of the DBE in meeting its strategic objectives for 2012/13 is presented in the context of the following key developments in the sector:National Senior Certificate Examinations : • The main achievement in this period was the success in the National Senior

Certificate examinations. The national pass rate for the class of 2012 increased to 73.9% from 70.2% in 2011, representing an increase of 3.7 percentage points.

• Performance in the examinations has improved and of the 81 districts in the system, only 3 performed below 50% (from 5 underperforming in 2011). The number of districts performing above 80% increased from 21 to 28.

• The pipeline of matriculants improved in addition to the pass rate and in terms of Statistics South Africa’s Household Surveys, 47% of young people aged 22-25 years had completed Matric, an increase from around 40% in 2009.

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Key developments in the sector

Annual National Assessment• The second cycle of the Annual National Assessment (ANA) results were

released during the third quarter. The Annual National Assessments (ANA) tests revealed an improvement in learner performance with regard to Literacy and Numeracy between 2011 and 2012.

• In comparison to 2011, the average percentage mark in Numeracy/Mathematics improved in Grades 1; 2; 3; 4 and 5. Similarly the average percentage mark in languages improved in Grades 2; 3; 4; 5; 6 and 9.

• The Annual National Assessment (ANA) is an essential initiative at the heart of the education sector plan, Whilst assessment by itself cannot improve learning, it provides important evidence to inform planning and development of appropriate interventions for improvement at all levels, from national through provinces and districts to individual schools.

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Key developments in the sector• To improve learner access to Learning and Teaching Support Materials

(LTSM), a national LTSM planning, monitoring and reporting framework has been established for monthly provincial and national reporting on different aspects of provisioning of LTSMs. The work of this structure has contributed to high levels of delivery of LTSM for the smooth commencement of the 2013 academic year in all provinces.

• The education sector participation in the PICC will be through the Strategic Infrastructure Programme No. 13 (SIP 13). SIP 13 comprises of two programmes, namely the Provincial infrastructure programmes funded through the Education Infrastructure Grant (EIG) and Equitable Share (ES) and the Accelerated Schools Infrastructure Delivery Initiative (ASIDI). SIP13 will progressively combine these two programmes into a comprehensive integrated schools building programme with provincial and national levels of accountability more expressly defined.

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Planning and accountability • In alignment with the National Development Plan, and the Action Plan to

2014: Towards the realization of Schooling 2025, various evaluations of impact of educational interventions have commenced, led by the DBE.

• In addition to the sample-based School Monitoring Survey, an independent evaluation of the use of literacy and numeracy workbooks developed by the DBE has almost been completed.

• An independent investigation into the implementation of the Post Provisioning Norms has been initiated, following the findings of the comprehensive Public Expenditure Review completed in 2012.

• The first National Education and Evaluation Unit (NEEDU) report to the Minister of Basic Education will be received by the end of the financial year elaborating on mechanisms, processes and structures for improving accountability for quality provision in tangible areas across the sector.

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Planning and accountability • Decentralised reporting of assessment and examination results (at school,

district and provincial level) has been communicated as a priority in support of learner performance improvement and quality provision of basic education.

• In addition, information from the ANA is being used to enable more integrity of the learner record management and information in the sector. School management systems and information for curriculum support (in addition to planning support) has been prioritised.

• Quarterly reporting tools for district and provincial oversight of basic education have been developed to enable more integrity of reporting on progress, challenges and areas for further work.

• The DBE has also developed a spatial information tool to enable social, economic, educational and demographic information on our sector to be accessible to all partners in education.

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Key developments in the sector• A National Leadership Dialogue to reflect on the progress and challenges

in education in South Africa over the past years and what needs to be done going forward to effect improvement, was convened on 6 December 2012. The initiators of the Dialogue targeted key civil society and business leaders as participants. The Chairman of the Zenex Foundation and the Chief Executive Officer of Jet Education Services, convened the Dialogue with the support of the Minister of Basic Education. The aims of the Dialogue were to:– Create an avenue for open, honest engagement among key

stakeholder such as the teacher unions, students organisations, civil society organisations, business and government;

– Be apolitical and inclusive and provide an opportunity for even politically inclined organisations to explore joint societal actions.

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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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NUMBER AND NATURE OF TARGETS FOR ALL DBE PROGRAMMES – MAJORITY ARE ANNUAL

TARGETS NUMBER PERCENTAGEQuarterly Targets 9 18%Bi-annual Targets 2 4%Annual Targets 40 78%Total No. of Programmes Performance Indicators

51 100%

18%

4%

78%

Quarterly Targets Bi-annual Targets Annual Targets

PROGRAMME ONE: ADMINISTRATION

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

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PROGRAMME 1 : 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 1 : HIGHLIGHTS & ACHIEVEMENTSHUMAN RESOURCE MANAGEMENT AND DEVELOPMENT• The DBE had advertised 33 posts during the third quarter. • The posts advertised include one Chief Director post for Implementation,

Monitoring and Support for the Planning and Delivery Oversight Unit, and three Director posts for Strategic Planning; Research Co-ordination, monitoring and evaluation; and Implementation and Support for the Planning and Delivery Oversight Unit.

• Nineteen interviews were held during this period.• Overall, 26 appointments were made - these include appointments for

interviews for posts held during the second quarter as well. • Three key posts of Director: Educator Labour Relations and Conditions of

Service, Director: Examinations and Assessment and Director : Labour Relations were filled during the third quarter.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS

INTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRS• The DBE is in the process of developing a partnership with the government of Cuba,

specifically to conduct an exchange programme of tutors in the field of Mathematics, Science and Technology. The Terms of Reference have been drafted and submitted to the Cuban Embassy in South Africa for consideration by the DBE’s counterpart in Cuba.

• The Department of Basic Education (DBE) is proud to have launched the School Capacity and Innovation Programme (SCIP). This was made possible through a partnership with the United States Agency for International Development (USAID), Financial Services company JP Morgan and the ELMA Foundation. Launched on the 8 November, the SCIP will make an important contribution to the development of South African education, as well as a model for other countries on the African continent. The programme, which is aligned to the USAID Global Education Strategy that focuses on the improvement of global education, is designed to improve primary grade reading outcomes through teacher effectiveness and the strengthening of classroom and school management in all South African schools.

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INTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRS• The DBE held a meeting with a delegation from Zimbabwe, who visited South

Africa in October. Zimbabwe has expressed interest in concluding an agreement for the training of Mathematics and Science teachers for South Africa. The meeting agreed that Zimbabwe would develop a draft agreement for consideration by South Africa.

• The DBE met with the new Chinese Education Attaché to South Africa, concerning education development between the two countries. It has been agreed that the Ministers of Education for China and South Africa could sign the agreement during the BRICS Summit in Durban in March 2013.

• The DBE, as the lead Department, convened the second meeting of the South African National Commission for UNESCO (NATCOM) on 28 November 2012. The meeting was attended by the following line function Departments, International Relations and Cooperation, Higher Education and Training, Arts and Culture, Science and Technology, Communications.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSMEDIA LIAISON and NATIONAL & PROVINCIAL COMMUNICATIONThe Department communicated and informed the public and stakeholders on an ongoing basis on the policies, programmes and interventions of the DBE via regular media questions. • Seventy-eighty media queries and 6 interview requests were attended to.

• The web presence of the DBE was strengthened on the following social media platforms: o There are 132 355 registered users on MXit, of which 65 553 are active.o Twitter – Currently the DBE twitter account has a community of 5259 followers. For

the period 1 October – 7 December, we have posted 372 times and received more than 200 queries. The general themes for these interactions include ANA, NSC Exams, Textbooks, General Curriculum queries and general information.

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSMEDIA LIAISON and NATIONAL & PROVINCIAL COMMUNICATIONo Facebook – The DBE account on Facebook currently has a community of 3 520

followers. For the period 1 October - 7 December we have received and resolved 57 queries on this platform. During the same period we have made 22 posts to our page and replied to numerous responses/queries. The main themes picked up over this period were relating to NSC exams, textbooks, study guides, the database of unemployed teachers and general queries relating to education in South Africa.

o On the DBE website, www.education.gov.za : A page and forum was created for District Directors to provide a platform for interaction. Login details were sent to same.

http://www.education.gov.za/

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PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTSRESEARCH AND EVALUATION • The General Household Survey (GHS) focus on schooling report has been

finalised and edited based on the GHS 2011 data. • Service providers have been appointed for the evaluation of the NSNP and for

the evaluation of Grade R. • The evaluation of the National Senior Certificate has been accepted as part of

the National Evaluation Plan for 2013/14. • An evaluation of the quality and effectiveness of workbooks and textbooks has

been commissioned. Data collection is currently taking place across the country.

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MANAGEMENT PERFORMANCE ASSESSMENT TOOL (MPAT)• The quality of generic management practices in the DBE was assessed using

the MPAT tool. • The purpose of the assessment is to determine the current level of

performance of the Department and to pinpoint specific areas that are in need of improvement.

• Key Performance Area (KPA) Managers completed self assessments and attached evidence for areas of assessment that fall within their responsibility.

• The Internal Audit unit verified the existence of evidence by 15 November 2012. Senior Management deliberated on MPAT scores and comments on 23 November 2012. The Internal Audit unit found appropriate evidence to support all ratings selected by management.

• The DBE final assessment was submitted to DPME on 23 November 2013.• DPME will moderate scores and provide a report in the fourth quarter,

thereafter improvement plans will be formulated and implemented.

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PROGRAMME 1 : OUTPUTS

PERFORMANCE INDICATORSTarget for

2012/13 as per APP

3rd Quarter Target as per

APP

3rd Quarter/Cumulative Actual Output

Number of officials participating in staff development activities

280

Annual Target

Q1 : 89Q2 : 40Q3 : 30 officials attended Skills Development and Training courses.

Cumulatively, as at the end of third quarter (i.e end of December 2012) the total number of officials that attended Skills Development and Training courses is at 179.

Staff development activities are continuing in the fourth quarter, and it is expected that the predetermined target will be achieved.

Number of internships implemented for unemployed graduates in the Department

55Annual Target

Q1 : 69Q2 : 7Q3 : The total number of interns in the Department as at

third quarter was at 55. The reduced number of interns is due to employment opportunities. The predetermined target has been achieved.

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2012/13 as per APP


APP


Percentage employment outcomes of interns who have completed the internship programme

30%

Annual Target

Q1 : 12 interns were appointed on contract in the Department, whilst 2 interns were permanently employed externally.

Q2 : 6 interns were appointed on contract and 1 intern permanently in the Department, whilst 1 intern was permanently employed externally.

Q3 : 9 Interns were appointed on contract in the Department whilst 2 Interns were permanently employed externally.

Cumulatively, 32 interns have taken up job opportunities both in and outside the Department.

A report highlighting South Africa’s role and participation in multilateral bodies and international affairs in educational activities is compiled bi-annually

Two Reports

Bi-annual Target Bi-annual Target

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2012/13 as per APP


APP

3rd Quarter /Cumulative Actual Output

A report on the legal cases instituted against the basic education sector by type and province is compiled on a quarterly basis

Four Reports

Report

Report has been compiled and is available.

A report on legal cases concluded in the education sector by type and province is compiled annually

ReportAnnual Target

This report will be compiled at the end of the financial

period.

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.

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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.

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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.

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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 .

SECTOR PERFORMANCE : TRENDS IN MATRIC MATHEMATICS SINCE 2008

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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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SECTOR PERFORMANCE : PROVINCIAL OUTCOMES

• Western Cape, Free State , and Gauteng performing at the top end in both ANA and NSC.

• Eastern Cape performed better in ANA than in NSC while Northern Cape performed better in NSC than in ANA.

• Implications for balance of resourcing, development and support of schools and for the intermediate and senior phases in the system.

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• 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: HIGHLIGHTS & ACHIEVEMENTS

CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS):• The implementation of CAPS is on track with the implementation in the

Intermediate Phase (Grades 4-6) and Grade 11 commencing in the 2013 academic year. All CAPs documents have been delivered and teachers in all provinces have been orientated.

• The CAPS Senior Phase (Implementation in 2014) printing has been completed and distribution is 60% complete with the exclusion of the Mathematics. The translation of Senior Phase CAPS into Afrikaans is still in progress.

• The planning for reprinting of CAPS documents is underway, but will only be implemented in 2013. The task team for Braille has been established to assist with Braille Solutions for Blind learners and teachers.

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CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS):• Subject specialists participated in an audit of reading programmes currently

implemented in provinces to support the Literacy and Numeracy strategy. The audit will be used to strengthen what provinces are doing to improve reading performance.

• An intervention programme focused on the teaching of problem areas in Mathematics in Grade 4 has been developed and will be used to train teachers and develop support materials. Materials will be made available to all schools in underperforming districts.

• The study guide for Literature has been completed. Folklore, which will be written for the first time, is also addressed in this study guide. The study guide is currently being translated and versioned into the other official languages for use during CAPS orientation and subsequent printing and posting on the DBE website as a resource for teachers.

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National Strategy for Learner Attainment (NSLA) Lekgotla: A total of 134 officials from across the provinces attended the NSLA Lekgotla held on 15-16 October 2012. The theme of the NSLA Lekgotla was: “Consolidating efforts on the provision of quality basic education in line with

Action Plan to 2014: Towards schooling 2025.” The objectives of the lekgotla were :• Assessing implementation since the last NSLA lekgotla;• Establishing trends on the performance of the Basic Education sector;• Sharing best practice;• Consolidating lessons learnt; and• Positioning the Basic Education sector for the 2013 school calendar year.

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EARLY CHILDHOOD DEVELOPMENT• A service provider was contracted by the Department of Performance Monitoring and

Evaluation (DPME) in collaboration with the DBE to conduct an impact evaluation of Grade R. This study will investigate the impact of Grade R on key dimensions of education effectiveness and efficiency and will contribute towards improving learner outcomes.

• Towards improving the quality of provision within the Grade R class, a basic list of resources was developed. The list was compiled with input from the provincial education departments and the utilisation of the provincial lists.

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INCLUSIVE EDUCATION• A two-day workshop in Braille was conducted on 4-5 December 2012 with

teachers teaching at the 22 schools for the blind.• Adaptation of workbooks for Braille for Grades 7-9 was completed and

teacher guidelines for, the Sign Language as well as Augmentative and Alternative Communication (AAC) were developed. The DBE explored different Braille solution possibilities including meeting with Braille production service providers to expedite the provision of appropriate material to learners in Schools for the Blind.

• The review process of SIAS was completed and has to be consulted further leading to finalization and gazetting.

• Service providers were engaged to develop training manuals for teachers on Guidelines for Full Service Schools; Guidelines for Special Schools and Guidelines on Curriculum Differentiation.

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSINFORMATION AND COMMUNICATION TECHNOLOGY (ICT)TRAINING:• ICT Professional Development : 69 District and provincial officials in

KwaZulu Natal (29) Eastern Cape (15) and Mpumalanga (20) were trained on the effective management of teacher training centres and the integration of ICT into teaching and learning.

• 146 Foundation Phase DVDs were provided to KwaZulu Natal (35), Eastern Cape (55) and Limpopo (56) for distribution to multi-grade schools.

• Telkom connected 347 schools to the Education network.• THUTONG : Portal user statistics

October - December New registered users 801

Current total number of users 25 406

Resources available 30 853

Downloads 701 489

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PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTSLEARNING AND TEACHING SUPPORT MATERIALS :• Monitoring of LTSM Procurement and Delivery (Grades 4-6 and Grade

11) : The LTSM forum meets once a quarter. Representatives from the publishers associations and the CFOs; SCM; Curriculum and LTSM coordinators attend the meetings. In the third quarter, two meetings were held as the delivery of LTSM to schools was reviewed. To support the procurement and delivery of LTSM in provinces two onsite monitoring visits to provinces were undertaken. Between October and December the DBE requested weekly progress reports on the delivery of LTSM to schools.

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LEARNING AND TEACHING SUPPORT MATERIALS :• All provinces reported over 96% delivery of textbooks and stationery to schools. The

Publishers’ Association of South Africa (PASA) and the African Publishers Association (APA) both report 100% delivery of provincial orders by their members to the provinces. The latest (28 January 2013) status on textbooks and stationery delivery is reflected below:

Province Textbooks delivered to schools Stationery delivered to schools

Eastern Cape 97% 100% non Section 21/81% Section 21 schools

Free State 93% 84%

Gauteng 100% 100%

KwaZulu Natal 100% non Section 21/99% Section 21 100%

Limpopo 99% 99%

Mpumalanga 100% 100%

Northern Cape 99% 82%

North West 99% (Grade 11 English Accounting 90%) 100%

Western Cape 100% 100%

National Average 99% 96%

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LEARNING AND TEACHING SUPPORT MATERIALS :• Delivery of Grade 1-9, Volume 1 workbooks commenced at the beginning of October and

was completed on 15 November 2013. DBE compiled a report of schools that experienced shortages due to changes in learner numbers as well as new schools that were not on the data sets provided by provinces. The latest delivery status of workbooks is :

Province Total No. of Schools Total No. of Schools Delivered to

% Delivered

Eastern Cape 5,209 5,136 98.6%Free State 1,297 1,275 98.3%Gauteng 2,050 2,008 98.0%

KwaZulu Natal 5,885 5,662 96.2%Limpopo 3,932 3,878 98.6%

Mpumalanga 1,689 1,667 98.7%Northern Cape 544 539 99.1%

North West 1,474 1,466 99.5%Western Cape 1,493 1,484 99.4%

National Average 23,573 23,115 98.1%

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PERFORMANCE INDICATORS

Target for 2012/13 as

per APP

3rd Quarter

Target as per APP


Number of schools with access to electronic content 1650 400

Progress (Q1): 1038Progress (Q2): 1910Progress (Q3): 1540The cumulative achievement for this indicator is 4488. Target has been achieved.

Number of digitised workbook aligned resources available for use in underperforming schools

2 Annual Target

Progress (Q3): The following Natural Science and Technology workbooks have been developed Grade 4 : workbook and Teacher Guide Grade 5 : workbook and Teacher Guide Grade 6 : workbook and Teacher Guide These resources are available on the website.

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

E-Education Strategy released

Annual Target

Progress (Q3):

Final draft has been developed and edited.

Number of subject advisors and other teaching professionals orientated in the Curriculum and Assessment Policy Statements

3000Annual Target

Progress Q1 and Q2 : Exceeded target by training 3035 Grade 11 and 968 Intermediate Phase subject advisors.Progress (Q3): Additional training : In the Northern Cape, 40 Foundation Phase Languages officials were trained on the Certificate in Primary English Learning (CiPELT ) EFAL course from 29 October to 2 November 2012. This will support the introduction of EFAL in Grade 1 and 2 in 2013.

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Target for 2012/13 as per

APP


APP3rd Quarter/Cumulative Actual Output

Number of personnel trained in multi-grade teaching per province

140

Annual Target

Progress (Q 1 & 2): A total of 124 teachers were trained in multi-grade teaching approaches.Progress (Q3):27 Subject Advisors were trained in multi-grade teaching from the 3 to 5 December 2012.

Cumulatively, 151 teachers and officials have been trained. This target has been achieved.

Percentage of Grade 3 learners performing at the required literacy level

55% Annual Target

Progress (Q3):In the 2012 ANA, 57% of learners achieved above 50%. This is a 10% increase on the 2011 ANA performance. (47%).

Percentage of Grade 3 learners performing at the required numeracy level

55% Annual Target

Progress (Q3):In the 2012 ANA, 36% of learners achieved above 50%. This is a 2% increase on the 2011 ANA performance. (34%)

Percentage of Grade 6 learners performing at the required language level

51% Annual Target

Progress (Q3):In the 2012 ANA, 39% of learners achieved above 50% in home language. This is a 9% increase on the 2011 ANA performance. (30%)

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2012/13 as per APP

3rd Quarter Target as per APP 3rd Quarter/Cumulative Actual Output

Percentage of Grade 6 learners performing at the required mathematics level

44% Annual Target

Progress (Q3):In the 2012 ANA, 11% of learners achieved above 50%. This is a 20% decrease on the 2011 ANA performance. (31%)

Percentage of Grade 9 learners performing at the required language level

To be determined

Annual Target

Progress (Q3):This was the first cycle of the ANA for Grade 9 and will serve as a baseline. 39% of learners achieved above 50% in home language and 21% in FAL.

Percentage of Grade 9 learners performing at the required mathematics level

To be determined Annual Target

Progress (Q3):This was the first cycle of the ANA for Grade 9 and will serve as a baseline. 2% of learners achieved above 50%.

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2012/13 as per APP



Number of Grade 12 learners who become eligible for a Bachelors programme at university (thousands)

149 Annual Target

Progress (Q3) :In 2012 a total of 136 047 Grade 12 learners became eligible for admission into university. 15 280 more bachelor passes were achieved in 2012 than 2011.

The sector is therefore on track to achieving its target for 32% of Grade 12 graduates able to be admitted for Bachelor degree studies.

The trend has been that this indicator moved from 19.9% in 2008 to 24.3% in 2011 and to 26% in 2012.

Our 175000 target for 2014 was based on 2009 data and did not take account of demographic shrinkage of the 2011 Matric cohort as per Stats SA data, in addition, the age admission reduction of cohort in 1999, due to admission policy implementation then yielded a smaller than expected cohort for Matric.

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2012/13 as per APP



Number of Grade 12 learners passing mathematics (thousands)

169 Annual Target

Progress (Q3):The number of passes in Mathematics in 2012 was 121 970.

This is 17 937 more than the 104 033 of 2011. The pass rate for Mathematics was 54% in 2012. This is an improvement from 46.3% of 2011.

Our 180 000 target for 2014 was based on 2009 data and did not take account of demographic shrinkage of the 2011 Matric cohort as per Stats SA data.

Number of Grade 12 learners passing physical science (thousands)

160Annual Target

Progress (Q3):The number of passes in Physical Science was 109 918 in 2012.

This is 13 477 more than the 96 441 of 2011. The pass rate for Physical Science in 2012 was 61.3%. It was 53.4% in 2011.

Our 170 000 target for 2014 was based on 2009 data and did not take account of demographic shrinkage of the 2011 Matric cohort as per Stats SA data.

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per APP

3rd Quarter

Target as per APP


Percentage of learners who obtain a National Senior Certificate

70% Annual Target

Progress (Q3):The pass rate for 2012 was 73.9%. This is an increase of 3.7% on the 2011 results (70.2%). This is also an increase of 13.3% since 2009 (60.6%).

Percentage of schools having access to library information services

60%Annual Target

Progress (Q3):Preliminary data shows that when primary and secondary schools were viewed together, 57 percent of learners in South Africa were in schools that met the minimum standard for libraries. The provinces with 80 to 90 percent of their learners in schools that met the minimum standard for libraries were Gauteng (despite only 64 percent of secondary school learners in this province being in schools that have a minimum standard library) and the Western Cape. The Free State and the Northern Cape both had around 75 percent of learners in schools that met the minimum standard. The two provinces that had fewer than 35 percent of learners in schools that met the minimum standard for libraries were the Eastern Cape and Limpopo.

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Target for 2012/13 as per

APP



Percentage of learners with a textbook for each subject

85% Annual Target

Progress (Q3): Development of the National Catalogue of textbooks for Grades 7-9 and Grade 12. The following activities towards the development of the National Catalogue of textbooks were successfully completed:•Development and release of the invitation and terms of reference to publishers, outlining parameters within which materials for evaluation are submitted.•Compulsory briefing of publishers on the terms of reference•Electronic registration by publishers of titles to be screened•Payment of fees by publishers•Submission of textbooks by publishers to the warehouse•Convening of screening workshop for content subjects for Grades 7-9 •Release of reports to publishers

Number of learners who have received workbooks

10 300 000Annual Target

Progress (Q3): Delivery of Grade 1-9, Volume 1 workbooks commenced at the beginning of October and was completed on 15 November 2012. As at 31 December 70% of the printing of Grade 1-9, Volume 2 was completed. DBE compiled a report of schools that reported shortages due to changes in learner numbers as well as new schools that were not on the data sets provided by provinces.

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2012/13 as per APP


APP3rd Quarter /Cumulative Actual Output

Number of learners enrolled in the Kha Ri Gude programme 630 990

Annual Target

Progress (Q3) : 665 246 learners were recorded on the Kha Ri Gude data base as at the end of the 3rd quarter.

The predetermined target has been achieved.

Percentage of learners completing the Kha Ri Gude programme.

83%Annual Target

Progress (Q3): At the end of December 665 246 learners were attending the literacy classes. This figure represents 98% of the learner intake for the 2012/13 campaign year.

Remedial measures: Since classes started late and the programme was due to stop at the end of December, the Volunteer Educators conducted classes over and above the normal 40 hours required per month to ensure that they covered the 240 hours allocated for the literacy classes by the end of the year.

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2012/13 as per APP



Number of district offices that have trained officials on the Screening, Identification, Assessment and Support strategy

50Annual Target

Progress (Q3): The draft SIAS strategy was completed during this term and is now ready for consultation, a process that will lead to its finalization and gazetting.

Delays in finalisation and gazetting of the policy can place constraints on this indicator being realised.

Number of schools that have teachers trained in the Screening, Identification, Assessment and Support strategy

100 Annual Target

Progress (Q3): The draft SIAS strategy was completed during this term and is now ready for consultation, a process that will lead to its finalization and gazetting.

Delays in finalisation and gazetting of the policy can place constraints on this indicator being realised.

50



2012/13 as per APP



Percentage of Grade 1 learners who have received formal Grade R

69%Annual Target

Progress (Q3) :

A service provider was contracted by the Department of Performance Monitoring and Evaluation (DPME) in collaboration with the DBE to conduct an impact evaluation of Grade R. This study will investigate the impact of Grade R on key dimensions of education effectiveness and efficiency and will contribute towards improving learner outcomes.

This target has been achieved, access to grade R is at 87.8% based on the General Household Survey 2011 of Statistics South Africa.

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.

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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.

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SECTOR PERFORMANCE : TEACHER DEVELOPMENT

• Teacher training programmes offered in most provinces in partnership with NGO’s(READ and Molteno).

• Provinces rolling out Certificate in Primary English Teaching(CiPELT) to Foundation Phase Teachers.

• Gauteng and Western Cape have trained Reading Coaches to do classroom based support.

• Ongoing school-based teacher training in 2013: Schools have started with short courses on dates determined by the provinces - these courses will be compulsory for all teachers at schools for visual impairment.

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SECTOR PERFORMANCE : TEACHER DEV. & UTILISATION

• An Audit Report of the 112 teacher centres has been completed and a process of enhancing the programmes that they can offer at a local level is underway. CAPS training will be deepened by providing ongoing teacher development programmes through teacher centres and communities of practice.

• The PPN Research Project undertaken by the DBE with an independent service provider and funded by UNICEF will review the implementation of post provisioning norms in PEDs and assess the impact on teacher provisioning, planning, utilizationA 3 Year Post Establishment option has been piloted in KZN, and the 2 Year school Grading process is being reviewed in support of multi year stability in the sector workforce.

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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 on going 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 education district offices, including models for school interventions designed to tackle specific school shortcomings.


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INTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS): • During the third quarter, external moderators visited the outstanding 1 091

schools in the Eastern Cape for data collection process. The process of visiting and collecting data on all the 5 853 schools in the Eastern Cape is now complete.

• External IQMS moderators also visited 1 549 schools to monitor the writing of National Senior Certificate examinations from 24 October 2012 to 29 November 2012. The provincial breakdown of the visits is as follows:

PROVINCETotal number of exam centres /

schools monitored

Total number of nodal/distribution points monitored

Total number of districts visited

Eastern Cape 307 13 9Free State 94 5 6Gauteng 141 7 6

KwaZulu Natal 403 26 12Limpopo 252 24 5

Mpumalanga 96 27 4North West 114 8 4

Northern Cape 19 2 2Western Cape 123 1 8

Total 1 549 113 56

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INTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS): • Furthermore, 1 217 schools were visited by moderators to monitor the process of

summative evaluation in terms of the Integrated Quality Management System (IQMS), as well as the level of school readiness for 2013 in these schools. This happened from 19 November to 6 December 2012. The provincial breakdown in terms of these visits is as follows:

Province No. of schools visited

Eastern Cape 247Free State 59Gauteng 122

KwaZulu Natal 343Limpopo 152

Mpumalanga 83North West 125

Northern Cape 20

Western Cape 66Total 1217

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PROGRAMME 3 : HIGHLIGHTS & ACHIEVEMENTSTEACHER SUPPLY AND UTILISATION

The nature of post provisioning processes in education is such that a large proportion of appointments occur in the first quarter of the academic year. As at the end of the third quarter of the academic year a total of 6200 educators 30 years and younger were appointed for the first time in the system this year. The table below indicates appointment in the third quarter of the academic year. Number of qualified educators 30 years and younger entering the system for the first-time during July-September 2012.

PROVINCE RELIEF PERMANENT PROBATION TEMPORARY TOTAL

Eastern Cape 0 0 0 0 0

Free State 0 2 61 101 164Gauteng 0 0 31 96 127

Kwazulu-Natal 6 4 2 18 30

Limpopo 13 43 4 28 88

Mpumalanga 3 3 1 10 17

Northern Cape 10 0 1 15 26

North West 1 0 0 3 4

Western Cape 9 11 16 32 68

TOTAL 42 63 116 303 524

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• Also monitored was the number of educators exiting the system during the period of July to September 2012.A number of post level one educators aged 30 and below that exited the system per category (Source : PERSAL)

Province Death

Dismissal: Misconduct

Resignation Total

EASTERN CAPE

1 16 17

FREE STATE

18 18

GAUTENG

2 108 110

KWAZULU NATAL

7 10 120 137

LIMPOPO

2 2

MPUMALANGA

2 21 23

NORTH WEST

2 1 9 12

NORTHERN CAPE

4 4

WESTERN CAPE

34 34

TOTAL 14 11 332 357

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TEACHER DEVELOPMENTCAPS implementation • 93 184 Intermediate Phase teachers and 36 778 Grade 11 teachers

attended CAPS orientation programmes in all provinces by the end of the quarter. Each PED developed and implemented mop-up programmes.

Provincial Teacher Development Institutes (PDTI) • Western Cape, Gauteng, KwaZulu Natal, Limpopo and Eastern Cape have

already established Provincial Teacher Development Institutes (PDTIs). Free State, North West, Mpumalanga and Northern Cape have prepared discussion documents for the establishment of such structures. The DBE has started a process of developing norms and standards for the PTDIs and District Teacher Development Committees based on consultations with existing provincial institutes.

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TEACHER DEVELOPMENT• Teacher Union Collaboration : The evaluation of plans developed by unions was

completed and allocations made to each union to commence with implementing teacher development programmes. The allocations to teacher unions were made as follows:

Union Allocations

TU Proposal Allocation%

Allocation

Average Cost/

Candidate

TargetedCandidates

SAOU R 11 897 500 R 11 897 500 17% R 1 200 9 915

PEU R 2 759 170 R 2 759 170 3.94% R 1 200 2 299

NAPTOSA R 19 116 500 R 10 000 000 14.29% R 1 200 8 333

NATU R 44 165 132 R 12 000 000 17.14% R 1 200 10 000

SADTU R 73 484 557 R 33 343 330 47.63% R 1 200 27 786

TOTAL R 151 422 859 R 70 000 000 100% R 1 200 58 333

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TEACHER DEVELOPMENT (continued)Teacher Unions are required to train in the following programs:• Assessment for Learning Programme• Teacher Development (CAPS)• SMT Curriculum Management Programme• District Based Professional Development Programme• SMT Training (School Management)• Under qualified Teacher Training (Content Knowledge, assessments and

lesson preparation)• Mathematics and Science • Teaching English Second Language• Improving Reading and Writing in Foundation and Intermediate Phases

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PROGRAMME 3 : HIGHLIGHTS & ACHIEVEMENTSINITIAL TEACHER EDUCATION• The DBE-ISASA Internship programme was successfully launched, with

students being recruited and subsequently registered with UNISA. The initial orientation of the recruited students was on 30 November 2012 at the University of Pretoria. The DBE-ISASA Internship programme aims to produce quality teachers in the priority subjects of Mathematics, Science and English.

• A report on the management of the Funza Lushaka bursary programme was developed and submitted to the Minister. This consolidated report highlighted trends in the managements of Funza Lushaka bursary programme by the Higher Education Institutions (HEI). These trends were used to inform and develop policies and processes to guide the management of the bursary programme in 2013.

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SCHOOL GOVERNANCE• A Capacity Development Guide for the Training of School Governance Bodies has

been developed, approved and distributed to provinces for implementation.

DISTRICT DEVELOPMENT• The DBE has developed monitoring tools in consultation with provincial and

district officials. The purpose of the tools is to monitor and evaluate district performance and district support, and guide planning, and management of districts. The District Planning, Management and Monitoring tool covers the four quarters of the academic year.

• The draft Policy on the Organisation, Roles and Responsibilities of Education Districts was approved by HEDCOM and CEM in November 2012. DBE is in process of finalizing the gazetting of the policy.

• Clear roles and responsibilities of complaints officers have been discussed and adopted by provinces in relation to the admission process for the 2013 intake. All districts have appointed Complaints Officers to handle admission enquiries.

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SCHOOL MANAGEMENT • A monitoring tool that checks the availability of key documents that can be

regarded as the building blocks for school management has been developed. The monitoring tool is now being used during school visits by circuit managers in districts. Initial responses have been received from Limpopo and North West provincial education departments. In Limpopo, 901 schools were visited to determine the percentage of available school management documents. In total, 10 611 documents were verified. A total of 53% (901 schools) complies with the identified building blocks. In North West province, 246 school were monitored. A total of 93% (2 514 documents) complies with the identified building blocks. The total number of documents verified were 2 706.

• For now, the presence of key documents is used as a proxy to determine management systems in schools, this is not the only indicator of management in the system – we are working on others.

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PERFORMANCE INDICATORSTarget for 2012/13

as per APP3rd Quarter Target as per


A comprehensive guide to available professional development programmes is established on the national department Website.

A guide to professional development programmes is available on the website

Annual Target

PROGRESS (Q3) : A catalogue of more than 300 short courses offered by HEIs in priority areas has been developed and placed on the DBE website and circulated to all stakeholders for placement. The courses are in the areas of ECD, SMTs, Pedagogy, ICT as well as priority subjects in the different phases.The predetermined target has been achieved.

Teacher developmentcourses in key subjectareas are available at the NICPD.

Courses in EFAL across the system, FP literacy and numeracy, IP and SP Maths and Science and FET Maths, Science and Accounting are developed

Senior Phase Maths and Science courses are available

PROGRESS (Q3) : Whereas the NICPD has as yet not been formally established, the Catalogue of HEI short courses includes Senior Phase Science and Mathematics courses that are available.

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2012/13 as per APP


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

6 800 1400

PROGRESS (Q3) : 3782PROGRESS (Q2) : 1 894 PROGRESS (Q3) : 524 (This report relates to third quarter of the academic year)

Cumulatively, the achievement is at 6 200 (January 2012 to September 2012) teachers.

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

11 500 1000

PORGRESS (Q3) : The annual target of 11 500 was met during the first quarter, no selection occurred during this quarter.

Advocacy in attracting young people to the profession is succeeding. The demand for bursaries has increased from the 8 733 allocated in the previous year.

The predetermined target has been achieved.

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2012/13 as per APP


Percentage of ordinary public schools where the School Governing Body meets minimum criteria in terms of effectiveness.

60% 60%

PROGRESS (Q3) : 1450 schools were supported for functionality. This measurement of SGBs is conducted by PEDs, challenges in obtaining school level information is currently prevalent.

Percentage of schools principals rating the support services of districts as being satisfactory.

50%AnnualTarget

PROGRESS (Q3) : An instrument to assess the quality of support services provided by district officials to schools has been developed. The instrument will be submitted to HEDCOM and CEM for approval and will thereafter be administered to a sample of schools.

37% is the new baseline. The target for 2014 is the baseline calculated using 2009 data (49%). The current progress levels were determined through a sample survey, the 2011 School Monitoring Survey. Achievement for the current period will have to be benchmarked against the new baseline.

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.

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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.

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SECTOR PERFORMANCE : INFRASTRUCTURE

3rd Quarter IRM 2012/13 Financial Year

Number of Projects

Allocated Budget Adjustments

Total Adjusted Budget

Total Spent as at 31

December 2012

% of Budget Spent

Eastern Cape 2858 R 1,014,769 R 9,374 R 1,024,143 R 449,947 44%

Free State 39 R 472,635 R - R 472,635 R 447,625 95%

Gauteng 614 R 1,245,336 R 230,000 R 1,475,336 R 1,178,597 80%

KwaZulu-Natal 4315 R 2,612,093 R - R 2,612,093 R 2,162,797 83%

Limpopo 803 R 959,831 R - R 959,831 R 367,132 38%

Mpumalanga 454 R 692,000 R - R 692,000 R 230,730 33%

Northern Cape 180 R 317,609 R - R 317,609 R 172,732 54%

North West 672 R 605,067 R 6,851 R 611,918 R 293,917 48% Western Cape 123 R 790,987 R - R 790,987 R 411,907 52%

TOTAL 10058 R 8,710,327 R 246,225 R 8,956,552 R 5,715,384 64%

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• The total infrastructure spending for the 2012/13 third quarter is R5, 715, 384 billion or 64% of the total adjusted budget of R8, 956, 552 billion. Mpumalanga and Limpopo are the lowest spending PEDs at 33% and 38% respectively, followed by Eastern Cape at 44%. Eastern Cape has, however indicated their challenges with reconciling their payments through the Inter-Departmental Account established to process Infrastructure invoices and the Departmental BAS system. This expenditure is not a true reflection of their (EC) provincial movements. The correct expenditure will be reflected in the 4th quarter Infrastructure Reporting Model.

• Spending in North West, Northern Cape and Western Cape was at 48%, 52% and 54% respectively as at the end of third quarter of 2012/13.

• Free State is the highest spending PED at 95% followed by KwaZulu Natal and Gauteng at 83% and 80% respectively. All three mentioned PED’s spending is more than the expected 75% and their mitigating measures to be put in place to avoid overspending are explained in the provincial reports.

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• The 64% spending reported on the Infrastructure Reporting Model is slightly less than the 68% spending reported on the In Year Monitoring. There are also some noted differences in the budget figures reported on these two models. Alignment between the two reporting models has however improved.

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Education Infrastructure Grant (EIG)

Province

Allocated Budget 2012/13

Adjustments

Adjusted Budget

Transferred as at End December

Actual Spent until End December 2012

Projected Spending until March 2013 % Spent

Projected Over/Under Spending 2012/13

EC R 883,403 R 49,374 R 932,777 R 662,552 R 409,332 R 513,445 44% R 10,000

FS R 459,635 R 0 R 459,635 R 344,726 R 416,499 R 126,602 91% -R 83,466

GP R 512,866 R 230,000 R 742,866 R 384,649 R 379,621 R 127,662 51% R 235,583

KZNR

1,247,477 R 0R

1,247,477 R 935,607R

1,234,467 R 13,010 99% R 0

LP R 942,091 R 0 R 942,091 R 706,568 R 357,648 R 350,443 38% R 234,000

MP R 530,711 R 0 R 530,711 R 398,033 R 260,277 R 270,434 49% R 0

NW R 507,200 R 2,195 R 509,395 R 380,400 R 277,063 R 232,332 54% R 0

NC R 307,609 R 0 R 307,609 R 230,707 R 188,536 R 119,073 61% R 0

WC R 431,397 R 0 R 431,397 R 323,548 R 235,886 R 195,511 55% R 0

TOTALR

5,822,389 R 281,569R

6,103,958R

4,366,790R

3,759,329 R 1,948,512 62% R 396,117

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ASIDI BUDGET, EXPENDITURE AND ADVANCE PAYMENTS

75

• The 2013/14 projects are estimated at R4,65 bil.• Expenditure as at the end of the 3rd quarter was R476 mil• An amount of R423mil has been made in advance to IAs as

indicated in the table above.

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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.

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EXAMINATIONS • The NSC examinations were written between 22 October and 30 November 2012. The

2012 National Senior Certificate (NSC) Examination was administered across 6 623 examination centres to a total of 511 152 fulltime and 81 552 part time candidates. A total of 161 marking guideline discussions were hosted by the DBE to standardize the NSC marking guidelines prior to marking. Marking was conducted in 118 marking centres across the country by 39 039 markers.

• All irregularities that were identified during the writing of the 2012 NSC examination were reported immediately and forwarded to the DBE by the PEDs and other Independent Examination Bodies daily. These Assessment bodies investigated their respective irregularities and compiled detailed reports, which were then submitted through the Provincial Examination Irregularity Committee (PEIC) to the National Examination Irregularities Committee (NEIC). The NEIC interrogated these irregularities and where there was a need for further investigation or a review of the action taken or sanction imposed, recommendations were made to the respective PEICs.

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EXAMINATIONS • Following the examination and marking processes, a preliminary report was submitted to the Minister of

Basic Education for consideration and approval and then to Umalusi, on 27 December 2012. On the basis of this report and PEICs reports, Umalusi was able to declare the 2012 National Senior Certificate examination as credible. To that end, the Council for Quality Assurance in General and Further Education and Training, acknowledged that: “The November 2012 NSC examinations were administered in terms of the examination policy. There is no

current report of any irregularities that would have jeopardized the credibility of the examinations.” • Examination results were processed and released to candidates on 3 January 2013. In order to adequately

consolidate all the data to be presented to the PEDs and the stakeholders in education, four reports and a pamphlet were produced. Three of the reports were released during the release of results. The diagnostic report will be released to schools in January 2013.

• A total of 130 of the 262 expected question papers for the November 2013/March 2014 were set and internally moderated in the third quarter.

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ANNUAL NATIONAL ASSESSMENTS• The Annual National Assessment (ANA) was administered in September 2012

and the process of marking, capture of marks and the release of the ANA report took place in the third quarter.

• The ANA tests are marked at school level by the subject teachers under the supervision of the School Management Teams (SMTs). Centralised marking and moderation was the approach utilised in order to ensure standardization of the marks. Centralised moderation of Grades 3, 6 and 9 sampled scripts from all public schools took place in 25 centres across all nine provinces in October 2012.

• Analysis and Reporting of ANA 2012 Learner Performance Results : Proper analysis of the data is crucial for authentic reporting and giving feedback to the system. Approximately 85% of the captured data was analysed for reporting ANA 2012 learner performance results in Language and Mathematics. Baseline results have been produced for the first time in the country on learner performance at the Grade 9 level.

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ANNUAL NATIONAL ASSESSMENTS• The purpose of the report is to enable various tiers of education to utilise

the findings in order to devise ways to improve education. Hence, the Report provides an analysis of achievement of learners at national, provincial and district levels. An essential feature is the district performance provided for each province.

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INTERNATIONAL ASSESSMENTS• South Africa participates in international assessments in order to benchmark

learner performance. South Africa’s country reports on the results of a) Progress in Reading and Literacy Study (PIRLS) and b) Trends in Mathematics and Science Study (TIMSS) which were conducted in 2011 were released on 11 December 2012.

• The PIRLS study showed that the baseline performance at the Grade 4 level was fairly low and lower than performance of other countries in the same category, particularly in the indigenous languages. Although overall there was no significant improvement in performance at the Grade 5 level, it must be noted that the proportion of Grade 5 learners who were performing at the lowest level had decreased remarkably compared to what it was in 2006. Unfortunately there was no corresponding improvement at the top end of performance. The 2001 score was 421 as compared to 403 in 2006.

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INTERNATIONAL ASSESSMENTS• Performance patterns in the TIMSS study (Grade 9) were similar to what was

observed in the PIRLS study. There was remarkable improvement at the lower end of the scale but no appreciable corresponding increase at the top end. An observation that was made in the report was that South African top-performing schools still perform relatively lower than their counterparts in other education systems. South African performance is still at the low end, but has improved since 2002. In 2002 South Africa scored 285 points at the Grade 9 level. In 2011, the score was 352. TIMMS estimates that within a four year cycle a country could expect up to 40 point improvement, i.e. improve by one grade level. South African scores improved by around 60 points – general improvement by 1.5 grade levels between 2002 and 2011.

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INFRASTRUCTURE Strategic Integrated Projects (SIP) 13 : • The Presidential Infrastructure Coordinating Commission (PICC) with its

supporting management structures was established as a response to Cabinet’s decision to establish a body to integrate and coordinate a long term infrastructure programme to support socio-economic growth.

• A portfolio of 18 Strategic Integrated Projects (SIP) have been specifically detailed to transform the economic landscape of South Africa, create a significant number of jobs, strengthen the delivery of basic services to the people of South Africa and support the integration of regional economies.

• SIP 13 comprises of two programmes, namely the Provincial infrastructure programmes funded through the Education Infrastructure Grant (EIG) and Equitable Share (ES) and the Accelerated Schools Infrastructure Delivery Initiative (ASIDI). SIP13 will progressively combine these two programmes into a comprehensive integrated schools build programme with provincial and national levels of accountability more expressly defined.

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PROGRAMME 4 : HIGHLIGHTS & ACHIEVEMENTSProgress on replacing inappropriate schools : • Development Bank of South Africa (DBSA) is the implementing agent in replacing the 49

inappropriate schools and on average construction progress is at over 75%.• Ten of the 49 schools have reached practical completion and were handed over in December

2012. A further 10 schools are planned for practical completion by end of January 2013. • DBSA has now been issued with a second batch of 70 schools to implement; 50 in Eastern

Cape, 10 in Free State, 5 in Mpumalanga, 3 in Limpopo, 1 in North West and 1 in Northern Cape.

• Coega Development Corporation (CDC), Independent Development Trust (IDT) and Department of Roads and Public Works (DRPW) have been appointed to implement 24, 11 and 16 new schools respectively in Eastern Cape.

– CDC has completed contractor procurement process for 22 schools. CDC handed over 10 schools to contractors, approvals for appointment of contractors for the remaining 10 is in progress and 2 of the 24 school are at the planning stage.

– IDT has completed contractor procurement process for 10 of 11 schools and 1 school is at the planning stage. A DBE approval for appointment of contractors for 10 of 11 schools is in progress.

– Ten of DRPW schools are at contractor procurement stage, 3 at design stage and 3 at planning stage.

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PROGRAMME 4 : HIGHLIGHTS & ACHIEVEMENTSProgress on replacing inappropriate schools : • Western Cape Education Department has been appointed as implementing agent for 14

schools. All 14 schools are at contractor procurement stage.• IDT has been appointed to build 10 schools in Free State and all 10 schools are at design

stage.

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INFORMATION MANAGEMENT SYSTEMS• Census instruments and guidelines for 2013/2014 : The DBE has developed the

survey forms for 2013 and these were approved by HEDCOM and sent to provincial education departments. LTSM and Library surveys will be additional modules for 2013. All guidelines for 2013 surveys were approved and sent to the provinces.

• Roadmap towards the development of a District Administration and management System. The first phase of the project which involved the mapping of the EMIS data landscape and gap analysis has successfully ended. The Pre-Pilot Phase of the project will commence in the fourth quarter.

PROVINCIAL BUDGET AND MONITORING• The DBE has collected, consolidated and analyzed the PEDs monthly expenditure

reports for September and October 2012. Monitoring exercises were conducted in four provincial education departments (Eastern Cape, KwaZulu-Natal, Limpopo and North- West) in October 2012. The focus of the monitoring exercise was on the audit outcome and financial performance.

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PLANNING DELIVERY AND OVERSIGHT UNITA particular focus in the support to all districts was ensuring that schools are prepared for an effective start to the 2013 academic year.

• The DBE embarked on school monitoring processes to ensure that schools prepare themselves for an effective start to teaching and learning at the start of the 2013 academic year.

• To this end, a total of 1 222 schools were visited from 26 November to 7 December. The overall findings indicated that schools were essentially ready for re-opening in 2013.

• Textbooks/workbooks have been delivered to the majority of schools. Admissions as well as school management plans for 2013 were in the process of being finalised.

• A report on trends being picked up was presented at HEDCOM on 29 November. HoDs were informed individually of findings in their schools/districts.

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PLANNING DELIVERY AND OVERSIGHT UNITQUALITY LEARNING AND TEACHING CAMPAIGN (QLTC)• QLTC Structures : The Eastern Cape and KwaZulu Natal QLTC Steering

Committees were launched during this quarter. • Free State, KwaZulu Natal, Limpopo and Mpumalanga provinces were

monitored to ensure that all systems are in place for school readiness for 2013. The emphasis during the visits was to ensure that QLTC structures were functional in support the non-negotiables and that all stakeholders are in compliance.

PROVINCIAL MONITORING• School Calendar : The school calendar for 2014 was gazetted in December

2012. It is in the process of being published in national newspapers. • Call Centre : The call centre received 1632 calls and all were resolved.

84% of the referrals from the Presidential hotline were resolved.

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2012/13 as per APP


APP3rd Quarter /Cumulative Actual Output

A National Report on learner performance in the Annual National Assessments is released

Annual Report on ANA

AnnualTarget

PROGRESS (Q3): Centralised marking and moderation of Grades 3, 6 and 9 sampled scripts was completed successfully in October 2012.Collection and capturing of mark sheets was finalized in November 2012.

The ANA 2012 learner performance report was printed and the Minister released results on 3 December 2012.

The target for this indicator has been achieved.

Percentage of schools targeted for the provision of exemplars and other tools to support ANA preparation 40%

AnnualTarget

PROGRESS (Q 1 & 2): Exemplars for Grades 1 to 6 and 9 in Languages and Maths were developed and provided to PEDs for dissemination to schools. Work is being carried out to assess the schools that accessed the exemplars.

These exemplars were also placed on the DBE website and also published in the print media.

PROGRESS (Q3):No exemplars were produced in this quarter as the ANA were being marked and results analysed.

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2012/13 as per APP



Percentage of schools targeted for the provision of exemplars and other tools to support National Senior Certificate preparation

40%

AnnualTarget

PROGRESS (Q1 & 2): Exemplars were produced aligned to CAPS implementation schedules.

For 2012, exemplars were produced for Grade 10 subjects ; Economics; Geography; History; Life Sciences; Maths Literacy; Mathematics; Physical Science and Music.

These were provided to PEDs for dissemination to schools. Work is being carried out to assess the schools that accessed the exemplars.

PROGRESS (Q3): In this quarter no exemplars were produced as the examinations occurred during the third quarter.

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2012/13 as per APP

3rd Quarter Target as per APP 3rd Quarter /Cumulative Actual Output

A National Technical Report on learner performance in Grade 12 is released.

A National Technical

Report

AnnualTarget

PROGRESS (Q3): The NSC examination was successfully conducted. The total number of candidates who wrote the NSC is 511 152.A National Technical report on learner performance in the 2012 NSC Grade 12 was compiled.In addition three other reports were compiled namely : • A schools performance report which reflects the achievement of schools offering Grade 12 over a three year period; • A schools subject report which highlights the performance in each school in terms of their performance in key subjects; and • A diagnostic report on learner performance for the 2012 NSC examinations highlighting areas of weaknesses and providing suggestions for improvement in teaching and learning.

The target for this indicator has been achieved.

92




per APP

3rd Quarter

Target as per APP


Percentage of schools complying with a very basic level of school infrastructure.

92% AnnualTarget

PROGRESS (Q3): The total infrastructure spending for the 2012/13 second quarter is R3, 975, 607 billion or 45% of the total allocated budget of R8, 740, 327. Mpumalanga is the lowest spending PED at 24% with Western Cape and Limpopo at 26% each. Eastern Cape and North West spending was at 28% and 33% respectively as at end of the second quarter 2012/13. Gauteng is the highest spending PED at 67% followed by Free State and KwaZulu Natal respectively at 62% and 61%. All three mentioned PED’s spending is more than the expected 50% with Northern Cape spending at 40%.

55% is the new baseline. The baseline previously used was determined by using the National Education Infrastructure Management System data for 2009 and the current progress levels were determined through a sample survey, the 2011 School Monitoring Survey. The target for 2014 (100%)and the baseline was calculated using 2009 data (77%). Achievement for the current period will have to be benchmarked against the new baseline.

93




per APP

3rd Quarter

Target as per APP


Percentage of learners in schools that are funded at the minimum level

85%AnnualTarget

PROGRESS (Q3): The template developed for the quarterly monitoring of PEDs’ progress with the transfer and utilization of schools’ allocations presented at HEDCOM Subcommittee on Finance meeting with request for provincial input and comment before finalization.

47% is the new baseline. The target for 2014 was the baseline calculated using 2009 data. The current progress levels were determined through a sample survey, the 2011 School Monitoring Survey. Achievement for the current period will have to be benchmarked against the new baseline.

94



2012/13 as per APP


Percentage of schools that have acquired the full set of financial management responsibilities on the basis of an assessment of their financial capacity

77%AnnualTarget

PROGRESS (Q3): Submission which requires provinces to submit their plans for expanding the number of schools that have acquired the full set of financial responsibilities is currently in processes.Delays in administering this survey may place constraints on reporting on this indicator timeously.

95


PERFORMANCE INDICATORSTarget for 2012/13

as per APP3rd Quarter

Target as per APP 3rd Quarter /Cumulative Actual Output

Percentage of 7- to 15-year-olds attending education institutions 98.4 %

AnnualTarget

This indicator measures compliance to compulsory education and is measured through the 2011 General Household Survey (GHS) on an annual basis. Current available data sourced from the GHS for this indicator is at 99%.

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

63%AnnualTarget

This indicator measures grade repetition and is part of an outcome goal whose activities appear under other goals. The data is sourced from the 2011 General Household Survey (GHS) on an annual basis. Current available data sourced from the GHS for this indicator is at 61%.

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

50%AnnualTarget

This indicator measures grade repetition and is part of an outcome goal whose activities appear under other goals. The data is sourced from the 2011 General Household (GHS) survey on an annual basis. Current available data sourced from the GHS for this indicator is at 51%.

PROGRAMME FIVE : EDUCATIONAL ENRICHMENT

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

96

97

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.

98

STRATEGIC OBJECTIVES

• 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.

99


INTEGRATED SCHOOL HEALTH PROGRAMME (ISHP):• The launch of the ISHP took place at Chokoe Primary School and Chipa Tabane

Secondary School, Cullinan, Tshwane District on 11 October 2012. Tshwane District is one of the pilot sites for the National Health Insurance initiative.

• A consultative meeting was held on 3 October 2012 to discuss the Integrated School Health Programme and the approach towards the provision of sexual and reproductive health (SRH) services. The Minister of Health, the Deputy Minister of Basic Education, School Governing Body (SGB) Associations, the South African Principals Association (SAPA) and Teacher Unions attended the meeting.

• There was general consensus and support for the Integrated School Health Programme. The meeting agreed that the parent community, per school, will be consulted before sexual and reproductive health services are provided in a school as this is a sensitive matter. The role of the SGB Associations, Teacher Unions and the School Principals in this consultation will be critical. A toolkit will be developed and provided to the DBE stakeholders to assist them in the consultation process that will unfold to ensure clear and consistent communication.

100


• Educators trained to implement sexual and reproductive health programmes for learners: The target for educator training for this financial year is 17 900. The target for this quarter was to train 7 850 educators. Eastern Cape, Free State, Gauteng, KwaZulu-Natal, Limpopo, Mpumalanga, North West and Western Cape Provinces trained 3 595 educators during this reporting period. Cumulatively, 5 776 educators were trained since quarter 1.

• The National School Health Week took place on 15-19 October 2012. All the provinces participated during this week. The focus of the health screening week was on providing:

– Health screening to Grade 1 learners in Quintile 1 and 2 schools,– Health screening to Grade 8 and 10 learners in Quintile 1 schools,– Health education to Grade 4 learners in Quintile 1 schools, and– Health screening to learners repeating grades or referred by teachers or parents.

101


NATIONAL SCHOOL NUTRITION PROGRAMME• For the quarter under review, the National School Nutrition Programme

(NSNP) reached a total of 7 232 918 learners in 16 543 quintile 1 – 3 primary and secondary schools. The number also includes learners in identified special schools and Early Childhood Development (ECD) sites. The reported number of learners reached does not include KwaZulu-Natal, as the PED did not submit their quarterly report for this period.

• Programme monitoring and implementation : The DBE undertook support and monitoring visits to twenty-two (22) schools in four (4) provinces; i.e. Eastern Cape, KwaZulu-Natal, Limpopo and Western Cape. Best practices observed in the majority of schools visited includes serving learners in classrooms under the supervision of educators; food gardens with variety of produce.

102


SOCIAL COHESION, COMMUNITY MOBILISATION AND GENDER EQUITY IN EDUCATION• GEM/BEM Jamborees : The GEMBEM Jamborees is a partnership programme

with the Department of Higher Education, SAQA and the SETAS. Two jamborees were successfully planned and undertaken in Mpumalanga and the Free State. The jamborees catered for approximately 1 000 learners in the two respective provinces (500 each). The aim of the jamborees was to provide a menu of much needed information for secondary school learners. The programme centered largely on providing information on subject choice and career advice to learners, in order to allow them to make informed decisions and also provided life skills information that focused largely on prevention of at-risk behaviour that could lead to teenage pregnancy, drug abuse, HIV infection, etc.

103


SOCIAL COHESION, COMMUNITY MOBILISATION AND GENDER EQUITY IN EDUCATION• Building Social Cohesion in education : The DBE was able to conduct phased-

in implementation of the social cohesion toolkit in KwaZulu-Natal in the month of October. Eight districts and 90 schools participated in the training. The purpose of the phased-in implementation is to familiarize school communities about the social cohesion toolkit in addressing their own agency as a way to build community and school relations, premised on social trust.

104


SAFETY, ENRICHMENT AND SPORT IN EDUCATIONSouth African Schools Choral Eisteddfod (SASCE) • The DBE has engaged music professionals in developing a Conductor Training

Manual that will be used to introduce conductors to music skills and repertoire understanding. The content of the Training Manual has been compiled.

Physical Education and sport specific capacity building workshops in provinces • The Physical Education Implementation Plan was presented at a consultative

meeting with stakeholders on 20 November 2012 and was well received. Training in Physical Education took place from 19-21 October and 2-4 November 2012 in Limpopo and Northern Cape and 1-5 October in the Western Cape respectively.

105


PARTNERSHIPS•The DBE started a partnership with Orlando Pirates Football Club and Acer Computers. This partnership is anchored in the Orlando Pirates Learning Centres, which are situated in soccer stadiums across the country. The first Learning Centre was opened on 18 October 2012 at the Orlando Stadium, and is providing computer classes 6 days a week. There are plans to establish Learning Centres at other stadia in provinces during 2013 and 2014. 14 Schools and 4,738 learners between Grades 5 and 10 are currently benefitting from the initial Learning Centre at Orlando Stadium in Soweto.•The DBE partnership with the Nelson Mandela Centre of Memory and Breadline Africa also grew in the 3rd quarter of 2012. The following mobile libraries were handed over to schools during this quarter;

– MC Weiler Primary School, Gauteng – 22 November 2012– Amandla Primary School, Mpumalanga – 29 November 2012– Kebinelang Middle School, North West – 30 November 2012

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2012/13 as per APP


APP


Number of learners undergoing health screening.

500 000Bi-annual

Target

This is a bi-annual target. In the previous quarter the reported achievement stood at 290 602 learners having under gone health screening.

Number of learners that are provided with meals in the National Schools Nutrition Programme.

8 892 088 8 892 088

PROGRESS (Q3)7 232 918, excludes KwaZulu Natal data as no report was submitted by the PED.

Number of public ordinary schools linked to their local police station.

18 000 2000

PROGRESS (Q3) : 720 Cumulatively, a total of 10 632 schools are recorded as linked to police stations. Additional data from PEDS is currently being captured.

Number of public ordinary schools participating in the South African Schools Choral Eisteddfod.

9758Annual Target

PROGRESS (Q3)The Department of Basic Education has engaged music professionals in developing a Conductor Training Manual that will be used to introduce conductors to music skills and repertoire understanding.

107




per APP

3rd Quarter

Target as per APP


Number of public ordinary schools participating in school sport leagues.

5 000 -PROGRESS (Q3) : Cumulatively, 6060 are reported to be participating in school sports leagues.

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

357AnnualTarget

PROGRESS (Q3): To date, cumulatively 401 schools are benefitting from the NEDLAC Accord as reported by QLTC.

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PART BThird Quarter

Financial Report on VOTE 15: BASIC EDUCATION

109

• The total Adjusted Appropriation budget of the Department for the 2012/13 financial year amounts to R16 203.994 million

• 73.9% of the budget (R11 974.143 million) is allocated to transfer payments as follows:

– Conditional Grants: R11 246.587 million– Transfers to Public Entities: R714.242 million– Other Transfers: R13.314 million

• The remainder of the budget (R4 229.851 million) which is 26.1% is allocated to the following:

– Compensation of Employees: R263.636 million– Examiners and Moderators: R17.490 million– Earmarked Funds: R1 470.415 million– Specifically and Exclusively Appropriated: R2 065.000 million– Departmental Operations: R240.259 million– Departmental Projects: R173.051 million

INTRODUCTION

110

• The total expenditure of the Department for the third quarter for the 2012/13 financial year amounts to R11 164.815 million

• The majority of the expenditure (R9 520.721 million) was spent on transfer payments as follows:

– Conditional Grants: R8 814.890 million– Transfers to Public Entities: R703.295 million– Other Transfers: R2.536 million

• The remainder of the expenditure (R1 644.094 million) was spent on the following:

– Compensation of Employees: R179.861 million– Examiners and Moderators: R2.257 million– Earmarked Funds: R741.920 million– Specifically and Exclusively Appropriated: R476.206 million– Departmental Operations: R177.580 million– Departmental Projects: R66.270 million

INTRODUCTION (cont.)

111

ALLOCATION AGAINST ACTUAL EXPENDITURE PER PROGRAMME FOR THE 2012/13 FINANCIAL YEAR

PROGRAMMES

2012/13Expenditure

as % of Adjusted

Appropriation

ADJUSTED APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Administration 319 599 223 210 96 389 69.8%

Curriculum Policy, Support and Monitoring 1 418 399 700 151 718 248 49.4%

Teachers, Education Human Resources Development and Institutional Development 866 599 754 938 111 661 87.1%

Planning, Information and Assessment 8 127 084 5 004 839 3 122 245 61.6%

Educational Enrichment Services 5 472 313 4 481 677 990 636 81.9%

Total 16 203 994 11 164 815 5 039 179 68.9%

112

ALLOCATION AGAINST ACTUAL EXPENDITURE PER ITEM FOR THE 2012/13 FINANCIAL YEAR

ECONOMIC CLASSIFICATION

2012/13Expenditure

as % of Adjusted

Appropriation


ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees1 356 656 231 849 124 807 65.0%

Goods and Services 1 742 574 933 428 809 146 53.6%

Interest and Rent on Land 50 112 - 50 112 -

Payment for Financial Assets - 10 (10) -

Transfers and Subsidies 11 974 143 9 520 721 2 453 422 79.5%

Payment for Capital Assets 2 080 509 478 807 1 601 702 23.0%

Total 16 203 994 11 164 815 5 039 179 68.9%1 Includes Compensation of Employees for Earmarked Funds as well as Examiners and Moderators

SERVICE

2012/13Expenditure

as % of Adjusted

Appropriation


ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees1 263 636 179 861 83 775 68.2%

Examiners and Moderators 17 490 2 257 15 233 12.9%

Transfers to Public Entities 714 242 703 295 10 947 98.5%

Other Transfers 13 314 2 536 10 778 19.0%

Conditional Grants 11 246 587 8 814 890 2 431 697 78.4%

Schools Infrastructure Backlogs Indirect Grant 2 065 000 476 206 1 588 794 23.1%

Earmarked Funds 1 470 415 741 920 728 495 50.5%

Departmental Operations 240 259 177 580 62 679 73.9%

Projects 173 051 66 270 106 781 38.3%

Total 16 203 994 11 164 815 5 039 179 68.9%

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ALLOCATION OVER THE 2012/13 FINANCIAL YEAR

1 Excludes Compensation of Employees for Earmarked Funds as well as Examiners and Moderators

SERVICE

2012/13

Expenditure as % of Adjusted

Appropriation


ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Earmarked Funds: 1 470 415 741 920 728 495 50.5%

Kha Ri Gude Literacy Project 538 447 301 361 237 086 56.0%

EPWP: Kha Ri Gude 51 511 51 281 230 99.6%

Curriculum Review 30 053 23 444 6 609 78.0%

Workbooks 756 221 294 817 461 404 39.0%

IQMS 37 401 26 160 11 241 69.9%

Systemic Evaluation 24 746 22 645 2 101 91.5%

NEEDU 16 796 13 197 3 599 78.6%

NSNP 15 240 9 015 6 225 59.2%

Conditional Grants: 11 246 587 8 814 890 2 431 697 78.4%

Education Infrastructure 5 822 389 4 366 791 1 455 598 75.0%

National Schools Nutrition Programme 4 906 464 4 088 351 818 113 83.3%

HIV and AIDS (Life Skills Education) 208 665 166 933 41 732 80.0%

Dinaledi Schools 99 700 72 262 27 438 72.5%

Technical Secondary Schools Recapitalisation 209 369 120 553 88 816 57.6%

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DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2012/13 FINANCIAL YEAR

SERVICE

2012/13

Expenditure as % of

Adjusted Appropriation


ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Transfers to Public Entities 714 242 703 295 10 947 98.5%

NSFAS: Fundza Lushaka Bursaries 671 912 671 912 - 100.0%

Umalusi 42 330 31 383 10 947 74.1%

Other Transfers 13 314 2 536 10 778 19.0%

ETDP SETA 185 184 1 99.5%

UNESCO Membership Fees 11 276 - 11 276 -

ADEA 29 - 29 -

Childline South Africa 50 - 50 -

Guidance Counseling & Youth Development Centre: Malawi

101 - 101 -

Households 1 673 2 237 (564) 133.7%

Claims against the State - 115 (115) -115

DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2012/13 FINANCIAL YEAR (cont.)

116

REASONS FOR DEVIATION PER PROGRAMME

Programme 1: Administration (69.8%)• Progress expected:

– Vacant posts still need to be filled.– The UNESCO invoices for the amount due for membership fees as well as other minor

transfers will be processed during February and March 2013. Programme 2: Curriculum Policy, Support and Monitoring (49.4%)• Progress expected:

– Kha Ri Gude – the lessons for the Campaign start in June of each year and the bulk of the remaining balance will be utilised for the procurement of stationery and learning support materials for the class of 2013 and the majority of the stipend payments will be paid in the last quarter.

– Workbooks – the outstanding invoices for the printing and delivery are expected in the last quarter.

Programme 3: Teachers, Education Human Resources and Institutional Development (87.1%)• Progress expected:

– The NSFAS transfer has been concluded as planned during April 2012.– Spending on the Programme is according to plan.

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Programme 4: Planning, Information and Assessment (61.6%)• Progress expected:

– The spending on examiners and moderators is seasonal based on when examinations take place – the bulk of the claims will be processed during the latter part of the financial year as the bulk of the claims are only received after the November/December examinations each year.

– The fourth quarter transfer for Umalusi will take place during January 2013.– The final transfer payments in respect of the Education Infrastructure

conditional grant will be made during February 2013.– The payments in respect of the School Infrastructure Backlogs grant will

continue during the last quarter.

Programme 5: Educational Enrichment Services (81.9%)• Progress expected:

– The fourth and final transfer payments in respect of various conditional grants will be made during January and February 2013.

REASONS FOR DEVIATION PER PROGRAMME (cont.)

118

• Compensation of Employees (65.0%)The under-expenditure is mainly due to:– Vacancies in the Department – some posts have been advertised and are in

the process of being filled.– The personnel budget also includes provision for merit awards, which will only

be paid at the end of the financial year.

• Goods and Services (53.6%)The under-expenditure is mainly due to:– Spending on earmarked funds which will progress during the last quarter.

• Interest on Rent and LandAlthough the spending on this item is reflecting under-expenditure, the spending level is on schedule. The reconciliation of expenditure in respect of office accommodation can only be done just before the closure of the financial year.

REASONS FOR DEVIATION PER ECONOMIC CLASSIFICATION

119

• Financial Transactions in Assets and LiabilitiesThe over-expenditure is mainly due to:– Expenditure is related to the approved writing-off of accident costs and no

shows which were not cased by negligence.– In line with Government’s policy, the Department does not budget for this

item.

• Transfers and Subsidies (79.5%)– The payment of transfers by the Department is currently on schedule.

• Payment for Capital Assets (23.0%)The under-expenditure is mainly due to:– Progress on the Schools Infrastructure Backlogs Indirect Grant was slower that

anticipated but expenditure will progress during the fourth quarter.

REASONS FOR DEVIATION PER ECONOMIC CLASSIFICATION (CONT.)

120

• Administrative and financial systems are in place in the Department.

• Expenditure is monitored on a monthly basis and responsibility managers are requested to provide reasons if the progress on projects is not satisfactory.

• The Ministers are informed of the spending trends in terms of the Public Finance Management Act.

• Senior Management discuss the spending trends and reprioritisation of activities within the objectives of the Department at least once a month.

• Cost containment measures were implemented.

MONITORING AND EVALUATION OF THE BUDGET

121

CONCLUSION

The strategic interventions implemented during the 2012 academic year will be consolidated during 2013. The gains made as illustrated by the NSC and ANA results will be leveraged to further improve learner performance. Working in collaboration with provincial education departments, in addition to Teachers, Text and Time focus will continue to be on, among others : • The implementation of the Curriculum and Assessment Policy

Statements as well as monitoring curriculum coverage to ensure outcomes are achieved;

122

CONCLUSION (cont.)

• Consolidating the Workbooks programme through monitoring utilisation and providing support;

• Enhancing teacher development and accountability through the implementation of the Integrated Strategic Framework for Teacher Education and Development and collaboration with Unions; and

• Using the results from the Annual National Assessment and the National Senior Certificate examination to inform the support that needs to be provided to schools to improve learning.

Interventions respond to the recommendations contained in the NDP.

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THANK YOU

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