REPORT – 2nd QUARTER KWAZULU-NATAL DEPARTMENT OF · PDF fileNON-FINANCIAL PERFORMANCE...

NON-FINANCIAL PERFORMANCE REPORT – 2nd QUARTER

KWAZULU-NATAL DEPARTMENT OF EDUCATION

2016/2017

SEPTEMBER 2016

Approval Control

Approval Type Name Designation Signature Date

Recommended Mr BV Mlambo Director: Infrasructure Management

Recommended Mrs. WN Hadebe Chief Director: Infrastructure Planning And Delivery

Non‐Financial Quarterly Report – Quarter 2 of 2016‐2017 2

TABLE OF CONTENTS SECTION 1 – INTRODUCTION .................................................................................................................................................. 3

1.1 The Schooling Landscape of the Province ..................................................................................................................... 3

1.2 The Distinguishing Characteristic of the KwaZulu‐Natal Department of Education ...................................................... 3

1.3 Basic School Data .......................................................................................................................................................... 3

SECTION 2 ‐ INFRASTRUCTURE DELIVERY ............................................................................................................................... 6

2.1. Infrastructure Development ......................................................................................................................................... 6

2.2. Catalytic Projects (New Schools / Large Upgrades and Additions) ................................................................................ 7

2.3. Norms and Standards Update ....................................................................................................................................... 8

2.3.1. Water and Sanitation .................................................................................................................................................... 8

2.3.2. Electrification .............................................................................................................................................................. 10

2.3.3. Additional Classrooms (including Grade R) ................................................................................................................. 11

2.3.4. Specialist Rooms ......................................................................................................................................................... 12

2.3.5. Fencing ........................................................................................................................................................................ 13

SECTION 3 ‐ MAINTENANCE .................................................................................................................................................. 14

3.2. Maintenance Plan ............................................................................................................................................................... 14

SECTION 4 – REPAIRS & RENOVATIONS and STORM DAMAGES ........................................................................................... 16

SECTION 6 – NEW OR REPLACEMENT SCHOOLS ................................................................................................................... 18

SECTION 7 ‐ HR STRATEGY .................................................................................................................................................... 19

SECTION 8 ‐ INFRASTRUCTURE PLANNING ........................................................................................................................... 22

8.1. Progress on the Development of U‐AMP’s ....................................................................................................................... 22

8.2. Progress on the Development of IPMP’s .......................................................................................................................... 22

SECTION 10 ‐ CHALLENGES ................................................................................................................................................... 24

SECTION 11 – NEW INITIATIVES ............................................................................................................................................ 25

11.1 Transformation of the schooling system in KwaZulu‐Natal......................................................................................... 25

11.2 Consolidating small, non‐viable and section 14 schools ............................................................................................. 25

SECTION 12 – CONCLUSION .................................................................................................................................................. 28

Conclusion ............................................................................................................................................................................ 28


SECTION 1 – INTRODUCTION

1.1 The Schooling Landscape of the Province

The Province of KwaZulu‐Natal has the second largest population in South Africa, with ±10 267 million people.

Geographically, the Province is the 7th largest, covering an area of 94 361 km² and has the second largest

population in South Africa, with ±10 267 million people. The Province currently comprises 10 District

Municipalities and one Metro. Structurally the KZNDoE mirrors the municipal boundaries and names, with the

exception of the eThekwini Metro, which is split into two education districts, viz., Pinetown and Umlazi, for

logistical reasons and Harry Gwala District Municipality (that recently changed its name from Sisonke.

Much of the Province is rural in nature with limited infrastructure and the lack of basic services, communications,

inadequate health and safety provisions. The Province has one of the highest illiteracy levels in the country and

the onerous responsibility to reverse this situation lies squarely on the Department of Education. Through the

enhanced provision of resources (LTSM and school infrastructure), National School Nutrition Programme, reduced

learner/teacher ratios, improved qualifications of educators, increased monitoring and support and other

interventions, great strides are being made in improving the quality of education in the Province with the

concomitant improvement in Matric results as manifested in recent years.

1.2 The Distinguishing Characteristic of the KwaZulu‐Natal Department of Education

The distinguishing characteristic of KwaZulu‐Natal Department of Education, when compared with other

provinces, is its sheer magnitude. In South Africa, ±23% of teachers and ±23% of learner cohort are from KwaZulu‐

Natal. The KwaZulu‐Natal Department of Education has a total budget of ±R43,162 billion.

The basic infrastructure, textbooks, stationery, equipment and human resources required to service these

numbers are substantial, and the limited budget available for this purpose has a profound impact on the nature

and quality of the curriculum that can be delivered. It is estimated that a sum of ±R59 billion is needed to

eliminate the infrastructure backlog over the next 17 years. Despite the challenges the Department has ensured

that it provides quality education for all its learners.

1.3 Basic School Data

The Department carries a large property portfolio unlike any other department in the Republic. The KZNDoE has

5 957 public educational institutions (5 886 Ordinary and 71 Special Schools), see Graph 1, below. The public

ordinary schools accommodate ± 2.823million learners, see Graph 2, below. There are a further ±19 230 learners

in public LSEN schools. Apart from the teaching and learning spaces and ancillary facilities dedicated to school

based education service delivery, the department has non‐school administrative offices which complement the


aforementioned portfolio base. All these institutions are staffed by ±109 000 employees (±90 000 educators and

±19 000 non‐educators).

Figure 1 - Graph 1 No. of Public Schools per District 2016

Figure 2 - Graph 2 No. of Learners per District 2016

There are ±67 100 learners in 242 independent schools in KwaZulu‐Natal. Rural areas are characterized by poor

infrastructure, less reliable transport and communication, with under‐qualified and even un‐qualified teachers.

Further breakdown of these figures are indicated per Education district on the map below.

232

435 422 492 482 484 540 468 499 437

655740

6

3 212 3 9

319 2

2

6

4

0

100

200

300

400

500

600

700

800

Public Schools per District

Public Ordinary Schools LSEN Schools


Figure 3 –Breakdown of Ordinary Schools, Enrolments and LSEN facilities per Education District


SECTION 2 - INFRASTRUCTURE DELIVERY

2.1. Infrastructure Development

The effect of the budget cut 2014/15 financial year continues to have a negative impact in the planning and

delivery of infrastructure in 2015/16 and 2016/17 financial year. The dramatic decrease in the equitable share

allocation for infrastructure in Education will limit the capacity of the Department to adhere to the timelines for

the eradication of backlogs as indicated in the Guidelines in relation to the Norms and Standard for Infrastructure.

This reduction has been carried over the 2015/16 MTEF period (R1.107 billion in 2015/16, R1.370 billion in

2016/17, and R1.634 billion in 2017/18). The implication of the budget cut in the financial year ahead is that only

projects that are on site will receive a large portion of the 2016/17 funding. New projects will only be introduced

again in 2017/18 with a special focus on Water and Sanitation, Fencing and Electricity. Despite all the budget

cuts, the department did receive an incentive grant amount of R100m for 2016‐2017 financial year and is utilizing

this budget mainly on the focused programmes of Water and Sanitation, fencing and maintenance.

The Department has intensified the closely monitoring of the physical as well as the financial progress being made

by the various Implementing Agents in order to avoid any possible over‐expenditure that may arise and to avoid

a situation wherein the Department is unable to pay appointed and contracted service providers.

The final IPMP 2016‐2017 indicates that the greater portion of the Infrastructure budget over the MTEF period

will see Zululand, Uthungulu, Umgungundlovu and Sisonke Districts benefiting the most.

Figure 4 – Indication of budget distribution for MTEF per Education District

The expenditure as at the end of September 2016 stood at R1,127m against the overall budget of

R 2,509m (inclusive of the HR capacitation funding) which equates to a spend of 46%.

0

100 000 000

200 000 000

300 000 000

400 000 000

500 000 000

600 000 000

700 000 0002016‐2017 2017‐2018 2018‐2019


2.2. Catalytic Projects (New Schools / Large Upgrades and Additions)

The Department continues to construct new schools throughout the Province, with many such schools to be

opened during the current financial year. The launch of the provincial Inkululeko Development Project at Ndumo

in November 2013, also saw the start of the construction of a new Model School for Ndumo, in uMkhanyakude.

This school has become an example, and is to be replicated in other districts.

The La Mercy Maths & Science Academy (bottom) showcases state‐of‐the‐art facilities is currently at tender stage.


2.3. Norms and Standards Update

2.3.1. Water and Sanitation

In response to the Norms and Standards Regulations, the KZNDoE has developed a Norms and Standards

Implementation Plan that will to a large extent inform the provision of infrastructure and its’ the concomitant

planning. The Water and Sanitation, Fencing and Electricity sub programmes are focused interventions and

are address those backlogs requiring immediate attention for the period 2014 – 2016.

The Department is also piloting the use of alternative technologies instead of VIP toilets where water borne

sanitation is not a viable option.

Schools without toilets have been provided with chemical toilets as an immediate response to the plight of the

school, with a permanent intervention to follow from the allocation mentioned above.

The situation i.r.o. of sanitation is more complicated than simply identifying schools without toilets. Although

schools may have some toilets of the appropriate technology, e.g. VIP, and therefore do not fall with in the first 3

year timeframe, many schools also have gross toilet inadequacies and/or toilets that are beyond repair and

require urgent attention. Consequently, the Department is dealing simultaneously and therefore, it is envisaged

that all sanitation backlogs will be addressed within the SEVEN year timeframe.

The provision of water at existing schools without water continues to be addressed in dedicated programmes

(normally coupled with sanitation projects).

The provision of permanent piped water to schools remains a challenge as the department has, to a large extent,

a dependency on external service providers. However, where an external water service provider is not available,

the option of boreholes is considered. In most schools, rain harvesting tanks are supplied to supplement both

borehole and piped water supplies.

By the end of the 2014/2015 financial year, all schools in the province had toilets, however, the condition and/or

adequacy thereof necessitated the continued rollout of new toilets at existing schools for many years to come.

Toilets at many schools that may have previously been recorded as being adequate and appropriate need to be

replaced due to degradation through wear and tear over the years. Unlined VIP (Ventilated Improved Pit) toilets

(minimum acceptable standard) cannot be de‐sludged without resulting in the structures collapsing.

The Department is also piloting the use of alternative technologies instead of VIP toilets where water borne

sanitation is not a viable option.

As part of these interventions, the Department has identified additional 1273 schools that need sanitation are at

various stages as indicated below:‐

Phase Status No of

schools

Phase 1 Construction / 284 Phase 2 Design and Tender 413 Phase 3 Design 576 Total 1273


District Name 1 to 3 years (ending November 2016

4 – 7 years (ending 2020)

Amajuba 5 48

iLembe 28 77

Pinetown 7 26

Sisonke 6 49

Ugu 1 71

Umgungundlovu 16 76

Umkhanyakude 21 77

Umlazi 15 6

Umzinyathi 14 174

Uthukela 15 119

Uthungulu 42 54

Zululand 114 212

Grand Total 284 989

Budget R418m R586m

Status Complete (148)On‐Site (136)

Design and Tender(989)

The department has also embarked on a one‐school‐one‐borehole programme that will start in the current

financial year, in part to address the effects of drought in schools.

.


2.3.2. Electrification

The Department continues to address the issue of schools without electricity, in conjunction with the Department

of Basic Education, through the ASIDI (Accelerated School Infrastructure Delivery Initiative) programme. The

programme has a great dependency on ESKOM and the proximity of the affected schools to the national grid.

The delivery of electricity is being retarded by the dependency on electrical grid and the vandalism of solar

panels where previously used. The KZNDoE is currently investigating the possibility of providing generators

for schools where grid or solar are not viable.

The need to reinstate installations at schools because of vandalism exacerbates the problem.

610 schools had been identified as requiring electrification. Following assessments, 247 schools from the list had

already received electrification, 22 of the schools had been closed leaving a balance of 341 schools to be

electrified.

The Department has identified 120 to be completed by the end of the 3 year timeframe, and 221 schools that

will commence with receiving electricity in the 4 to 7 year timeframe. These are likely to be provided with

generators/solar energy in order to use labour saving devices and computers, however the Department has

had engagements with the Department of Public Works regarding appropriate options and alternative

solutions.

120 schools were allocated to DoPW at the beginning of the 2015‐2016 financial year for implementation and

assessments and designs have been concluded for all projects. 63 of these projects are currently at tender stage

with a further 26 projects being on‐site. 12 projects are complete and 18 projects have been terminated which

fall under non‐viable schools.

A further 221 projects have recently been allocated to IDT to commence with assessments for implementation

on the 2016‐2017 and 2017‐2018 financial years. For Pinetown and Umlazi zero schools require electrification.

District Name Number of Schools allocated in 2015‐2016 to DoPW for Electrification

Number of schools allocated in 2016‐2018

Amajuba 14 0

iLembe 11 7

Sisonke 10 74

Ugu 7 0

Umgungundlovu 10 23

Umkhanyakude 14 7

Umzinyathi 16 20

Uthukela 14 16

Uthungulu 14 11

Zululand 10 63

Grand Total 120 221

Budget R48m R88,4m

Status Complete (12)On‐Site (26)Tender (63)

Terminated (18)On Hold (1)

Identified (221)


2.3.3. Additional Classrooms (including Grade R)

At all new schools and upgrades and addition interventions, the Department provides additional standard

classrooms at a ratio of 1 classroom per 40 learners (as per national norm) and Grade R classrooms at a ratio of

1:30.

These classrooms are then supplemented by other learning spaces (Media‐centres, computer rooms,

multipurpose and specialist rooms) as per norm. The combined effect of all learning spaces on the learner:

learning space ratio is that the ratio is the reduced to ±1:30 learners per learning space.

The department is implementing a total of 689 projects under Upgrades and Additions in the current financial

year. The breakdown of the projects per status and District is tabled under Upgrades and Additions.


2.3.4. Specialist Rooms

The multipurpose and specialist classrooms (laboratories, etc.), workshops, media centre, computer rooms play

an integral role in delivering the curriculum effectively and enhancing the learning experience of the learners,

resulting in improved results.

According to NEIMS approximately 3002 libraries, 4808 laboratory, 3178 computer rooms and 4502 multipurpose

classrooms are required in the Province.

The KZNDoE has for a number of years been addressing the provision of libraries, laboratories, multipurpose

classrooms and computer rooms at secondary schools through a dedicated programme (Curriculum Redress)

whilst at the same time providing these facilities at all schools addressed through either the new school or

upgrades and additions programme.

The KZNDoE will continue to focus on the secondary schools in the inner years and expand the programme to

primary schools in the outer years.


2.3.5. Fencing

As part of improving security at schools, the Department has fencing as a sub‐programme. The

Department had identified 148 schools for the erection of fencing for 2015/16 financial year and these

have now been completes. The conditional assessment revealed that a further 656 schools require

fencing across the province and are indicated in the table below.

SUMMARY OF SCHOOLS TO BE FENCED PER DISTRICT AND STATUS

District

No of Schools allocated to DoPW for Implementation in 2015‐2016 financial year

No of Schools assessed for implementation in 2016‐2017 and 2017‐2018 financial years

Total No of Schools

Amajuba 1 39 40

Ilembe 25 227 252

Metro KZ 21 97 118

Sisonke 13 47 60

Ugu 9 9 18

uMgungundlovu 1 115 116

uMkhanyakude 1 14 15

Umzinyathi 6 46 52

uThukela 1 12 12

uThungulu 13 27 40

Zululand 57 23 32

Total 148 656 756

Budget R59m R197m (over 2016‐2017 and 2017‐2018

financial years R227m

Status

145 Complete 2 Terminated 1 Tender

558 in Construction 8 on Hold 216 Complete


SECTION 3 - MAINTENANCE

The KZNDoE has identified the importance of improving its maintenance management system and is developing

an Infrastructure Maintenance Strategy in order to ensure that all education facilities in the Province are kept at

the required standard at all times, thus creating an conducive environment for teaching and learning.

The Department has also identified the need to establish a maintenance directorate at Head Office. This proposal

has been discussed with DBE and the KZNDoE HR unit who are both in support thereof. The main benefit of

establishing this Directorate, amongst other things, is to improve and strengthen maintenance planning and

inform budget allocations to districts and schools and to improve and ensure adherence to procurement

processes at all time.

3.2. Maintenance Plan

The Department has developed and work‐shopped the maintenance manual with the district planners which will

assist the district in developing the maintenance plan. However the smooth implementation of the manual has

been limited by the delays in the realization of the HR strategy.

The maintenance of completed spaces has lagged behind and the Department has deemed it important that the

maintenance strategy be developed and approved.

The development of human resources capacitation. The Department has appointed Chief Work Inspectors and

Works Inspector in the districts that will assist in the implementation of the strategy. At Head office the

Department is finalising the appointment technical personnel who contribute with the technical management of

the maintenance programme. The development of the Maintenance Directorate to add to the current

Directorates of Planning and Delivery has been presented to the Organisation Structure Task Team. When the

capacitation is complete, the district will form circuit maintenance hubs that will be serviced by the district and

head office technical personnel through the electronic maintenance system.

Maintenance framework contracts. The employment the framework contract is at the centre of the effective

maintenance strategy. The infrastructure unit has released a memo requesting the advertisements of the

framework contracts in different construction areas, namely building, plumbing, electrical and civil works. The

advert are projected to be placed on the relevant media in January 2016 for award in April 2016.

Material supply. In order to ensure lower maintenance cost and on time response to school maintenance, the

issue of material supply is critical. The strategy aims to partner with reputable hardware supplier/s who will

deliver material in real time. The advertisement for the Expression of Interest will be placed in placed in the

media late in 2016.

KZNDoE Desludging Programme: The KZN Department of Education appointed the IDT as an Implementing Agent

for Sanitation Desludging in schools. The programme entails removal of sludge from VIP pits, septic tanks and

conservancy tanks and falls under planned maintenance. The maintenance drive is to ensure that the lifespan of

the toilets are increased and/or prevent environmental and health and hygiene impacts.


The programme includes 828 schools with varying desludging requirements. Schools have different infrastructure

i.e. VIPs, septic tanks and conservancy tanks. Some VIPs are old and have hardened sludges that cannot be

removed by vacuum tankers. These will require physical removal of solids with spades and buckets. Conservancy

tanks by design, do not drain out. Some fill up quickly and require frequent desludging.

The project scope entails desluding in districts as outlined below.

KZN DOE SANITATION DESLUDGING PROGRAMME

1 Uthungulu 62

2 Zululand 98

3 Umkhanyakude 149

4 Umgungundlovu 41

5 Amajuba 134

6 Othukela 46

7 Umlazi 59

8 Ilembe 89

9 Umzinyathi 119

10 Ugu 21

11 Sisonke 10

Total Count 828


SECTION 4 – REPAIRS & RENOVATIONS and STORM DAMAGES

The number of Rehabilitation, renovation and refurbishment projects (inclusive of Storm Damages) amounts to

681 projects for the current financial year.

Rehabilitation, Renovations & Refurbishment

Status No. of Projects

Planning 157

Design 231

Tender 30

Construction Stage 95

Retention 168

Grand Total 681

District Planning Design Tender Construct‐ion Stage

Retention Grand Total

Amajuba 4 10 1 5 6 26

eThekwini 22 26 7 13 13 81

iLembe 19 12 3 4 16 54

Sisonke 5 9 1 3 16 34

Ugu 18 22 3 12 32 87

uMgungundlovu 6 10 2 8 11 37

uMkhanyakude 19 25 1 14 13 72

uMzinyathi 25 27 3 5 7 67

uThukela 14 22 2 3 2 43

uThungulu 19 38 5 15 37 114

Zululand 6 30 2 13 15 66

Grand Total 157 231 30 95 168 681

STORM DAMAGES

The KwaZulu‐Natal Department of Education suffers from the effects of the inclement weather every July and

December. In response to this yearly occurrence, the Department puts aside an allocation for such eventuality.

From 01 April 2013 to March 2016, 759 schools were reported to have been affected by the storm.

CURRENT PHASES OF STORM DAMAGE PROGRAMME

PHASES NO. OF SCHOOLS

STATUS IMPLEMENTING AGENT

YEAR OF OCCURRENCE

Phase 13 218 Complete Department of Public Works

2012

Phase 14 222 Assessments /Tender

Department of Public Works

2014

Phase 15 319 Procurement and Construction

DBSA 2016


SECTION 5 – UPGRADES AND ADDITIONS

The condition of many of our school is such that the Department spends the bulk of the budget in the upgrading

and rehabilitation of these schools. Many of the schools were built by communities with limited technical

supervision. The result is that the degradation has reached crisis levels and need to be demolished in many of the

instances. A total number of 689 (25 being packaged projects) projects are in the process of receiving upgrades

and additions. 274 of these projects are on‐site, whilst 148 are in design, a further 32 are at tender stage and 103

are in retention or complete. 107 projects are in planning

The breakdown of the projects per status and District is indicated on the tables below.


Planning 107

Design 148

Tender 32


Retention 103

Packaged projects 25

Grand Total 689

District Planning Design Tender Construction Stage

Retention Packaged projects

Grand Total

Amajuba 4 7 17 5 33

eThekwini 31 18 2 32 15 98

iLembe 4 11 4 14 7 40

Sisonke 8 4 6 12 9 39

Ugu 9 4 1 22 24 60

uMgungundlovu 4 5 3 25 4 41


uMzinyathi 11 39 2 31 4 87

uThukela 12 30 1 30 9 82

uThungulu 7 9 7 24 12 59

Zululand 7 16 2 27 8 60

Packaged Projects 4 25 29

Grand Total 107 148 32 274 103 25 689


SECTION 6 – NEW OR REPLACEMENT SCHOOLS

The Department continues to construct new schools throughout the Province, with many such schools having

been opened during the year. The launch of the provincial Inkululeko Development Project at Ndumo in

November 2013, also saw the start of the construction of a new Model School for Ndumo, in uMkhanyakude. It is

hoped that this school will become an example, to be replicated in other districts.

The Department is busy with 102 New or Replacement schools, 38 are on‐site with 32 in design and 6 in tender

stage. 13 are in retention stage of which 4 reached Practical Completion during the current financial year. 13

projects at planning stage.

The breakdown of the projects per status and District is indicated on the tables below.

New or Replaced Infrastructure


Planning 13

Design 32

Tender 6


Retention 13

Grand Total 102

District Planning Design Tender Construction Stage

Retention Grand Total

Amajuba 3 2 5

eThekwini 4 6 2 5 1 18

iLembe 4 4

Sisonke 7 1 9 3 20

Ugu 3 1 1 3 8

uMgungundlovu 1 2 8 1 12


uMzinyathi 2 2

uThukela 2 1 3

uThungulu 9 1 5 15

Zululand 1 1 1 3

Grand Total 13 32 6 38 13 102


SECTION 7 - HR STRATEGY

Government has identified infrastructure delivery as one of the key mechanisms to enhance socio‐economic

growth and development. The 12 Outcomes of Government in the Medium Term Strategic Framework are

dependent on an effective and efficient infrastructure delivery platform. Government allocates substantial

financial resources to the KwaZulu‐Natal Provincial Government to invest in infrastructure delivery.

The Department of Public Services and Administration [DPSA] has developed a generic organisational structure

for Provincial Education Departments in partnership with the National Department of Basic Education and the

Provincial Education Departments. Simultaneously, the Province of KwaZulu‐Natal has adopted an Infrastructure

Delivery Management System that is applicable to the Health and Education sectors. The system articulates

uniform processes that will be followed by the Provincial Department of Education in the planning, budgeting,

procurement, implementation, reporting, monitoring and evaluation of infrastructure projects in the Province.

In view of the above, it has become imperative to review the functions, structure and post provisioning of the

Infrastructure Unit in the Head Office and in Districts to :

Align it to the generic structure of DPSA.

Align it to specific requirements of the KwaZulu‐Natal Infrastructure Delivery

Management System.

In terms of the KwaZulu‐Natal Infrastructure Delivery Management System, the Provincial Department of Public

Works is the Implementing Agent for the delivery of infrastructure projects on behalf of Education. The use of

Alternative Implementing Agents will be phased out in parallel to capacity being developed in Public Works.

In future, the Infrastructure Unit in Education will accept responsibility and accountability for:

The management of the immovable asset portfolio and supportive asset management services.

Portfolio and Programme Management.

Monitoring Implementing Agents (where applicable) in terms of projects being implemented and to

validate all payments to be made to the implementing Agents.

Preparation of all performance and financial reports required by National Department of Basic Education.

The core business of Education in terms of immovable and movable assets is defined in terms of three main roles,

namely:

Policy, Planning and Resource Role.

Portfolio, Programme and Project Performance Role.

Portfolio, Programme and Project Monitoring Role.

The Chief Directorate: Physical Resources Management requires suitable and appropriate personnel in order to

provide an effective and efficient service. In view thereof, the following post provisioning was proposed and an

indication of the status in filling the posts: [job titles have been aligned to the requirements of HR Connect and

Built Environment Occupational Specific Dispensation]:


The breakdown of the DoRA funded posts filled and vacant are as per table below:‐

POST

DOES THE

POST EXIST

ON THE

APPROVED

STRUCTURE?

INDICATE

THE

NUMBER

OF POSTS

POST

FILLED ‐

YES OR

NO

CHALLENGES / REMEDIAL

ACTION

Unit: Chief Directorate: Physical Resource Management

Chief Director Physical Resources Management

Yes 1 Yes Post Filled

IDMS Strategic and Technical Advisor [public service five year contract post]

Yes 1 No Post advertised – awaitng shortlisting and interviews

Unit: Physical Resources Planning and Property Management

Director Infrastructure Planning and Property Management


Architect :Infrastructure Planning Yes 1 yes Post filled

Chief Education Specialist Yes 4 Yes 1 Post filled, 3 post interviews to be held on 17 October 2016

Deputy Director Properties and Equipment: Property Management

Yes 1 Yes Post filled

Assistant Director: Properties and Equipment: Property Management

Yes 2 yes Posts filled

Chief Town and Regional Planner :Infrastructure Planning


Town and Regional Planner :Infrastructure Planning


Chief Civil/Structural Engineer : Infrastructure Planning


Chief Electrical Engineer: Infrastructure Planning

Yes 1 No No suitable candidate found. Post to be re‐advertised in November 2016

Chief Mechanical Engineer: Infrastructure Planning

Yes 1 yes Post filled

Electrical Engineer: Infrastructure Planning Yes 1 No No suitable candidate found. Post to be re‐advertised in November 2016

Mechanical Engineer : Infrastructure Planning


GIS Technologist or GIS Technician :Infrastructure Planning

Yes 1 yes Post filled

Environmental Officer Yes 1 Yes Post filled

Quantity Surveyor Yes 1 No No suitable candidate found. Post to be re‐advertised in November 2016


In summary, there are 20 posts outstanding and the challenges and remedial actions required or being implemented are indicated below. Total number of approved Posts

Number of posts filled

Number of Outstanding posts

Challenges related to the Capacitation process

Remedial action

68 48 20 Lack of suitable candidates.

Re‐advertisments processes are lengthy and delay the filling of posts.

Mobility of candidates

Head‐hunting of candidates

Continuous recruitment

9 posts were re‐advertised on 25 September 2016.

POST

DOES THE

POST EXIST

ON THE

APPROVED

STRUCTURE?

INDICATE

THE

NUMBER

OF POSTS

POST

FILLED ‐

YES OR

NO

CHALLENGES / REMEDIAL

ACTION

Unit: Infrastructure Delivery Management

Director: Infrastructure Programme Delivery Yes 1 Yes Post Filled

Deputy Director: Finance Yes 1 No Post interviewed – awaiting appointment

Assistant Director : Finance Yes 1 Yes Post filled

Chief Architect as Snr Infrastructure Programme Manager


Chief Architect as Snr Infrastructure Programme Manager

Yes 1 No Post re‐advertised on 25 September 2016

Architect as Infrastructure Programme Manager

Yes 1 No No suitable candidate found. Post to be re‐advertised in November 2016

Deputy Director: Project and Programme Manager

Yes 1 No Interviewed – awaiting appointment











Chief Quantity Surveyor Snr Infrastructure Programme Manager


Chief Quantity Surveyor Snr Infrastructure Programme Manager

Yes 1 No Interview – candidate declined, Post to be re‐advertised in November 2016

Quantity Surveyor as Infrastructure Programme Manager

Yes 1 No Interviewed ‐ no suitable candidate found

Chief Mechanical Engineer: Infrastructure Planning


Control Works Inspector Yes 5 Yes Posts filled

District Offices: Chief Works Inspectors

Deputy Chief Education Specialist Yes 5 Yes Posts filled

Chief Works Inspectors Yes 5 Yes Posts filled

Works Inspectors Yes 18 Yes 17 filled


SECTION 8 - INFRASTRUCTURE PLANNING

8.1. Progress on the Development of U-AMP’s

The final 2017/18 U‐AMP was submitted to both Provincial and National Treasuries on 27 June 2016 with updates

from:‐

Financial tables as per new Estimates of Provincial Revenue and Expenditure 2016‐2017

HR Capacitation programme as on 31 March 2016

A new Maintenance Strategy was attached as an Annexure

The process of developing the U‐Amp was a collaborative process involving schools and districts.

The figure below illustrates the process of developing the U‐Amp.

Figure 1.

8.2. Progress on the Development of IPMP’s

The IPMP 2017‐2018 was submitted to Provincial Treasury of 18 August 2016 for pre‐assessment and input was

communicated for improvements to the document prior to the final submission on 31 August 2016.


SECTION 9 – PROGRAMME PERFORMANCE MEASURES The following Programme Performance Measures and targets for the current financial year indicates the achievements as at the end of the 1st quarter. The validation process is currently being conducted.

PPM

No.

Performance Measure Target for

2016/2017

Preliminary

Output for

2016/2017

Progress Report:

Achievements, Challenges & Responses

PPM 601

Number of public ordinary schools provided with water supply

425 264

Annual Target – achievements to be realized in the remaining quarters

PPM 602

Number of public ordinary schools provided with electricity supply

75 12

Annual target – achievements to be realized in 3rd and 4th quarters. Currently the following number of projects are:‐

On‐Site (26) Tender (63) Terminated (18) – mostly non‐viable schools On‐hold (1)

PPM 603

Number of public ordinary schools supplied with sanitation facilities

214 35


PPM 604

Number of classrooms built in public ordinary schools

900 531


PPM 605

Number of specialist rooms built in public ordinary schools

300 163


PPM 606

Number of new schools completed and ready for occupation (includes replacement schools)

9 4


PPM 607

Number of new schools under construction (includes replacement schools)

27 34

34 new schools in construction stage and progressing well

PPM 608

Number of Grade R classrooms built

252 32

Annual Target –there are currently 109 projects in construction of which most are due for completion during the 3rd and 4th quarters

PPM 609

Number of hostels built 4 0

Annual Target – achievements to be realized in the remaining quarters.

PPM 610

Number of schools undergoing scheduled maintenance

200 249

The Department undertakes ongoing planned school maintenance in line with maintenance plans.


SECTION 10 - CHALLENGES

The following concerns continue to impose challenges with the efficient running of the infrastructure budget and its programmes often leading to delays in service delivery.

10.1 Maintenance programme

The department currently has a challenge with the maintenance of its physical

infrastructure and the challenge does not relate only to the limited funding but also

rests on the fact that the department would not have the capacity to spend allocated

budgets for this programme. Apart from the EPWP programme, at this stage there is

no planned maintenance strategy and any maintenance done is reactive in nature.

10.2 Storm Damages Storm Damages have occurred more frequently in the past few years and allocated

budgets have proven to be insufficient which results in robbing budgets from other

programmes to compensate for these unforeseen occurrences.

10.3 Performance of Contractors

The performance of some contractors has been a challenge over the past financial

years, it is becoming more and more difficult to find quality contractors that can

deliver the project in time.

10.4 Quality of Work on site

There is currently a challenge in ensuring that the department through its IA’s

delivers the service as required as well as at the required standards and

specifications.

10.5 Vandalism/Security

Programmes that involve pupils and communities should be initiated in order to instill

a sense of ownership of the infrastructure.

10.6 Reporting by IA’s

There is still a challenge in the timeous submission of reports and the accuracy of

information submitted by the IA’s, which creates challenges for onward reporting to

Treasury and other stakeholders.

10.7 Backlogs/ Rising Needs

With the new priorities/ initiatives at a National level, there are new backlogs in

certain types of infrastructure that have come through e.g. ECD, Curriculum Upgrades

etc.

The department also has a challenge in trying to keep a balance between the need to

construct new schools and upgrading or adding facilities to existing schools to cater

for over‐crowding.

There is also a challenge in trying to keep up with the demographic shifts with

learners moving from their place of residence to other areas to access education,

which leaves some areas with empty classrooms and at the same time causes over‐

crowding in the areas they go to.

10.8 Budget Cut As a result of pressure on the compensation of employees, the Department has

earmarked the Equitable Share of the infrastructure budget for a reduction. The

extent of the cut for the current financial year, R1107m for 2015‐2016, and R1370m

for 2016‐2017 financial years, has impacted negatively on the planning &

implementation of the current infrastructure projects.


SECTION 11 – NEW INITIATIVES

11.1 Transformation of the schooling system in KwaZulu‐Natal

The Department is in the process of transforming the schooling system in KwaZulu‐Natal which deals with,

inter alia, the following 6 pillars for change:

Eliminating inequality

Renaming schools (where school names are inappropriate)

Optimum utilisation of human and material resources

Consolidating small, non‐viable and section 14 schools

Streamlining schools into primary and secondary phases

Creating schools as centres of excellence.

A discussion document in this regard has been prepared and much of the information below has been

extracted there from. For the purpose of this document reference will only be made to the last three pillars

as they have the greatest bearing on infrastructure, albeit at varying levels.

11.2 Consolidating small, non‐viable and section 14 schools

Statistics SA has shown a significant shift of populations from rural to urban areas resulting in the migration

of learners. Schools which provide for the children of farm workers are often Section 14 schools or may be

schools where the landowner is not prepared to enter into a Section 14 agreement with the Department.

Such schools are highly vulnerable. In most instances small schools are established by communities because

of the long commuting distance to the registered schools. Therefore it can be seen that distances between

many of these rural schools and places of residence form a significant barrier to physical access to education.

While the Department acknowledges and appreciates the role played by rural and farm schools in the

provision of education to our learners, there is a need to gradually consolidate small and non‐viable schools

and to progressively eliminate all such schools. The Department and Province are considering the

establishment of mega‐schools, the utilisation/consolidation of established schools and agri‐villages as a way

forward. Vacant schools resulting from mergers may be utilised as ECD centres or for other jointly identified

needs of the Department in consultation with the broader community. However, in the case of Section 14

schools (schools on private land) the buildings revert to the owner.

The tables below provide a summary of the number of Public Ordinary School, per District, with enrolments

between 0‐25, 26‐50, 51‐100, 101‐150 & 151‐200 learners respectively, based on EMIS Enrolment 2015 and

2016 data. It is interesting to note that the number of schools with less than 50 has only reduced by one

notwithstanding the closure of 23 schools at the end of 2015 (20 of which had an enrolment of <50 and 3

between 50 – 100 learners. This would seem to indicate that the micro schools continue to loose learners.


District 0 ‐ 25 26 ‐ 50 50 ‐ 100 100 ‐ 150 151 ‐ 200 Total

Amajuba 2 9 19 12 9 51

Harry Gwala 14 14 32 51 51 162

Ilembe 2 9 31 46 36 124

Pinetown 1 1 6 13 13 34

Ugu 7 10 36 47 38 138

Umgungundlovu 4 22 42 34 30 132

Umkhanyakude 0 8 21 27 61 117

Umlazi 0 3 9 6 11 29

Umzinyathi 6 16 32 49 39 142

Uthukela 3 8 28 24 40 103

Uthungulu 2 8 27 60 53 150

Zululand 4 15 56 73 75 223

Grand Total 2016 45 123 339 442 456 1405

Grand Total 2015 45 122 351 424 436 1378

Table 1 Summary of Schools with Less than 200 Learners

The implications of the rationalisation of schools invariably has greater logistical implications on personnel and

school management than on infrastructure. The redeployment of surplus principals and teachers and the finding

of alternative schooling and/or transport for the effected learners are the major challenges. From an

infrastructure perspective an attempt has been made to deal with the implications of rationalisation by identifying

relationship between schools to be merged and schools to be closed and those hosting the learners from the

closed schools.

Below are some of the considerations that need to be made:

Merging: Two adjacent schools merging to form a single institution. In this case the a common fence

between two school – normally a junior primary and senior primary school or the junior secondary

and senior secondary school – is removed and all the infrastructure from the two schools will be

utilised by the new school.

Consolidation: One or more small and/or non‐viable schools are closed and the learners from the

closed schools are either:

accommodated in an existing school, (the additional learners may generate the need for

additional facilities or the host school has adequate accommodation)

a completely new school is required which is more appropriately located to accommodate

the learners.

In both of the above cases, scholar transport may also be required to ensure learners can

access their new host school. The Department is currently not favouring the construction


of hostels but arrangements have been made to accommodate some learners in

underutilised hostels.

Closure: A consequence of consolidation of schools referred to above, is that the disposal and/or

alternative use of the closed schools now have to be considered. This has effectively, for the first,

highlighted the need for a disposal plan for school infrastructure.


SECTION 12 – CONCLUSION

Conclusion

The most significant achievements to date during the current Financial Year are:

Submission of the following to National Treasury, Provincial Treasury and DBE:‐

o 2017/18 U‐AMP

o 2017/2018 IPMP

o 2016/17 End of Year Evaluation.

The department has rolled out all outstanding Water and Sanitation projects in order to respond to the

Infrastructure Norms and Standards.

The Department further strives to plan for the effective delivery of the infrastructure programme. The competing

demands which result in budget pressures, limit the realization of the Departments initiatives. As the performance

based planning initiatives begin in the current financial year, a creative method that locks infrastructure

allocations for the MTEF might be necessary. This will make it possible for the Department to adhere to the plan

that seeks to respond to the initiatives of the Norms and Standards for Infrastructure.

REPORT – 2nd QUARTER KWAZULU-NATAL DEPARTMENT OF · PDF fileNON-FINANCIAL PERFORMANCE...

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