STRATEGIC PLAN 2010-13&

2010 MTEF BUDGET REVIEW

VOTE 14: BASIC EDUCATION

Presentation to the Select Committee on Education and

Recreation20 April 2010

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PART A: High level overview of the Department’s

2010/11 – 2012/13 Strategic Plan

PART B:Detailed presentation on Strategic Objectives

and Targets

PART C:2010 MTEF Budget Review

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Presentation Outline

PART A:

High level overview of the Department’s 2010/11 – 2012/13

Strategic Plan

Basic Education’s Aim & Vision

AIM:

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

MINISTER’S VISION:

That all learners in South African schools have access to quality teaching and learning

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Education – the Apex priority:what we will do

• In response to the President’s call for action and to do things differently, the Department of Basic Education has put together a 3-year strategic plan to lay the basis for the basic education sector plan “Schooling 2025”.

• Strategic outputs which are central for improved quality of basic education are:

Improved National Senior Certificate Examinations Performance.

High quality of teaching and learning through appropriate teacher development initiatives.

Improved Literacy and Numeracy at schools. Early Childhood Development

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How we will work differently

• Outcomes-based planning – setting of measurable outputs based on key strategic outcomes

• Focus on entire sector & not 10 different strategic plans

• New system of performance management based on performance agreement between President & Minister – cascaded through the sector

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How we will work differently (cont’d)

• Purposeful institutional mechanisms to promote outcomes-focussed planning and performance management: Performance management based sector-wide delivery agreement (Schooling 2025); and Basic Education Delivery Forum

• Concrete mechanisms for working with and through provinces – reflected in new structures

• Active focus on implementation through support, M&E and accountability

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PART B:

Detailed presentation on Strategic Objectives and Targets

Key objectives, activities and targets

• Improved Curriculum Implementation based on curriculum review recommendations,

• Integrated strategy on learner assessment, releasing curriculum and assessment policy statements

• New Integrated Plan for Teacher Development including recommendations of Teacher Development Summit and QLTC

• Distribution of Workbooks for Grades R to 9 learners and teacher manuals to improve learner achievement

• Enhanced education management development capacity within the system to improve school functionality.

• Enhanced pro-poor packages to eradicate previous inequalities in school funding, school infrastructure, learner well-being, Grade R, Inclusive education , learner retention, support by district offices, Adult basic education and monitoring, research and communication

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Key objectives, activities and targets

• Establishing a long-term sector action plan, “Schooling 2025”.

• Better assessment & reporting on the state of basic education to all key stakeholders and the public to promote accountability - NEEDU will play a vital role.

• Promoting e-Education strategy to effectively deploy technology toward improving the quality of learning and teaching in schools

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Programmes in the ENE

1. Administration2. Curriculum Policy, Support and Monitoring3. Teachers and education Human Resources

Development and Management4. Planning, Quality Assessment and Monitoring

and evaluation5. Social Responsibility

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Programme 1: Administration

• Ensure long range planning for the basic education sector.

• Promote international relations in education by pursuing the African agenda and strengthening the South-South, the North-South and the multilateral engagements, including the coordination and integration of UNESCO activities.

• Provide legislative and legal services to the basic education sector.

• Monitoring, evaluating and supporting provincial education departments (PEDs) on the implementation of policies and legislation.

• Strengthen education-wide communication system by communicating, informing and interacting with key stakeholders and the public on policies, programmes and interventions within the basic education sector.

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Programme 2: Curriculum Policy, Support and Monitoring

• Expand access to quality ECD for poor communities and greater focus on Grade R.

• Improve the quality of teaching and learning in Grades R – 12.• Provide workbooks and textbooks for Grades R – 12.• Improve access and the quality of education to learners with

barriers to learning.• Expand the provision of basic literacy for adults.• Provide appropriate and quality LTSM.• Monitor and evaluate the delivery of basic literacy programmes• Improve capacity to research and update curriculum

implementation and to streamline curriculum.• Support curriculum delivery and implementation through the use

of ICT

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Programme 3: Teacher and Education Human Resources Development and Management

Develop and implement a National HR Planning Framework. Promote effective educator professional development Manage the demand, supply, utilization and retention of school-

based educators. Develop and maintain norms and standards for educators and

district support staff. Develop revised Teacher Performance Appraisal System and

monitor its implementation. Implement performance-based contracts for principals, deputy

principals and office-based educators. Strengthen and formalize the training of education managers

through better education management training initiatives.

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Teacher and Education Human Resources Development and Management (cont.)

Create a positive framework and maintain favourable conditions of service for educators.

Ensure effective professional leadership at district level of the system.

Increase the number and quality of new teachers in the system,

Provide support to practising teachers and curriculum leaders to improve professional practices and effective curriculum delivery

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Programme 4: Planning, Quality Assessment and Monitoring & Evaluation

Better and improved reporting on the state of basic education.

Implement and report on the implementation of the Education Information Policy.

Develop and maintain an integrated education Management Information System based on individual learner records.

Develop systems and procedures to support education policy implementation.

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Planning, Quality Assessment and Monitoring & Evaluation (cont.)

Plan and monitor the equitable distribution of education funding .

Develop , implement and monitor a strategy for improved and adequate facilities and infrastructure at schools

Promote and support optimal budgeting processes and monitoring the utilisation of resources in the system.

Develop and implement the new integrated strategy on learner assessment, including the establishment of a credible summative external assessment system and standardised systemic assessment.

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Planning, Quality Assessment and Monitoring & Evaluation (cont.)

Improve the quality assurance summative school-based assessment. Promote accountability for overall quality in the basic education sector. Promote and undertake the monitoring and evaluation and reporting on

the schooling system. Promote research coordination.

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Programme 5: Social Responsibility

Mobilisation of key stakeholders through a social contract to improve the quality of basic education to promote a sense of shared responsibility across society.

Implement School Safety Measures in the system. Improve the quality of arts, culture and music education

and training in schools Faciltate the implementation of Physical Education in

schools Promote mass participation in school sport through local

and international inspiration projects.

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Social Responsibility (continued)

Increase knowledge and awareness of healthy lifestyles. Contribute to enhanced teaching and learning through

school feeding programmes and sustainable food production initiatives in the system.

Ensure that gender related barriers in the schooling system are reduced.

Improve the quality teaching and learning in rural and farm schools through rural development initiatives, including collaboration with other stakeholders.

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Operational Plans 2010/11

Operational Plans submitted to Parliament with the Strategic Plan, show performance indicators, time-frames, activities and budgets to give effect to all the plans for the coming financial year, 2010/11.

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PART C

2010 MTEF BUDGET REVIEW

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• The Department was established when the Department of Education was split in the Government restructuring process in 2009

• The DoE functions allocated to DoBE include: Adult Basic Literacy and Numeracy through the

Kha Ri Gude campaign School Education

Establishment of the Department of Basic Education (DoBE) and distribution of the budget

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• The budget for the Department consists of funds based on the split of the Department of Education

• The splitting of funds from the Department of Education was done on an agreed framework in line with the allocation of functions as well as the distribution of the staff complement(See next slide on extract from Distribution Framework)

• The Department may experience budget constraints during the 2010/11 financial year onwards since no additional funds were allocated for the establishment of the Department

• Budget was split according to a proposed framework between three DGs and approved by the two Ministers

• Compensation of employees was distributed according to agreed ratios for each directorate

• Earmarked Funds were allocated based on function• Commitments such as audit fees, rental machines, computer services,

bank charges, etc. were determined for both departments and allocated to the respective directorates

• Funds for operational costs and projects were dealt with as follows:– MTEF amounts for all components were split in agreed ratios between the

two Departments– Operational costs of Directorates/components were allocated based on

specific requirements– Available balance was reserved for projects

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Budget Distribution Framework: Education

2010 ENE ALLOCATIONS FROM TREASURY

  2010/11 2011/12 2012/13

  R'000 R'000 R'000

       

Baseline allocation 5 379 252 6 514 107 6 839 629

       

Additions to baseline: 800 750 1 052 546 1 278 010

National assessments: Grades 3, 6 and 9 10 000 8 000 10 000

New building project 30 000 32 000 34 000

Workbooks 750 000 930 000 1 000 000

Compensation of Employees adjustment 10 750 12 546 13 610

National School Nutrition Programme Conditional Grant - - 120 400

Dinaledi Schools - 70 000 100 000

       

Less: ( 13 802) ( 16 841) ( 18 323)

Baseline Efficiency Savings ( 13 802) ( 16 841) ( 18 323)

2010 ENE ALLOCATIONS 6 166 200 7 549 812 8 099 316

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2010 MTEF Allocations

Allocation per Programme for 2010/11 compared to 2009/10

PROGRAMMES 2009/10 2010/11 Percentage

R’000 R’000 increase/ decrease

Administration (1) 149 670 252 813 68.9%

Curriculum Policy, Support and Monitoring (2)

538 062 1 354 252 151.7%

Teacher Education Human Resources Development and Management

502 287 513 717 2.3%

Planning, Quality Assessment and Monitoring and Evaluation

126 385 148 698 17.7%

Social Responsibility (3) 2 613 469 3 896 720 49.1%Total 3 929 873 6 166 200  

(1) Unitary fee for the new building (R84 million)(2) Allocation for Workbooks (R750 million) and implementation of Technical Schools

Recapitalization Conditional Grant (R80 million)(3) Increase of NSNP mainly to implement feeding in Quintile 2 Secondary Schools (R1.269 billion)

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Programme 2010/11

R’000

2011/12

R’000

2012/13

R’000

P1: Administration 252 813 262 005 274 960

P2: Curriculum Policy, Support & Monitoring 1 354 252 1 757 789 1 895 622

P3: Teacher Education Human Resources Development and Management

513 717 546 027 573 541

P4: Planning, Quality Assessment and Monitoring and Evaluation

148 698 156 682 166 058

P5: Social Responsibility 3 896 720 4 827 309 5 189 135

TOTAL 6 166 200 7 549 812 8 099 316

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Allocation per Programme over the 2010 MTEF

(1) Both decreases due to once-off expenditure for the implementation of the National Senior Certificate(2) Unitary fee for the new building(3) Allocation for workbooks(4) Efficiency savings over the MTEF and increase in ICS not fully funded(5) Conditional grants: Technical Schools Recapitalisation and NSNP(6) Decrease due to equipment upgrading for setting of national examination papers and EMIS

ECONOMIC CLASSIFICATION 2009/10 2010/11 PercentageR’000 R’000 increase/

decreaseCompensation of employees 217 144 255 401 17.6%Goods and Services (Total) 705 946 1 521 680 115.5% Computer Services 31 794 42 565 33.9% Outsourced Services (1) 234 556 33 738 -85.6% Stationery and printing (1) 170 835 80 020 -53.2% Property payments (2) 41 760 127 575 205.5% Operating expenditure (3) 51 835 1 130 661 2081.3% Other (4) 175 166 107 121 -38.8%Transfers and Subsidies (5) 3 000 057 4 385 069 42.4%Payments for Capital Assets (6) 6 726 4 050 -39.8%Total 3 929 873 6 166 200  

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Allocation per Economic Classification for 2010/11 compared to 2009/10

ECONOMIC CLASSIFICATION 2010/11 2011/12 2012/13

R’000 R’000 R’000

Compensation of employees 255 401 273 751 288 131

Goods and Services 1 521 680 1 744 240 1 856 007

Transfers and Subsidies 4 385 069 5 528 992 5 952 337

Payments for Capital Assets 4 050 2 829 2 841

Total 6 166 200 7 549 812 8 099 316

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Allocation per Economic Classification over the 2010 MTEF

Allocation Summary for 2010/11 compared to 2009/10

SERVICE 2009/10 2010/11 Percentage

R’000 R’000 increase/ decrease

Compensation of Employees 163 716 199 910 22.1%

Examiners and Moderators 12 512 13 830 10.5%

Transfers to Public Entities 416 494 441 350 6.0%

Other Transfers 11 634 12 348 6.1%

Conditional Grants (1) 2 571 929 3 931 371 52.9%

Earmarked Funds (2) 573 457 1 454 314 153.6%

Departmental Operations 80 059 65 119 -18.7%

Projects 100 072 47 958 -52.1%

Total 3 929 873 6 166 200  (1) Implementation of Technical Schools Recapitalization Conditional Grant (R80 million) and

increase of NSNP mainly to implement feeding in Quintile 2 Secondary Schools (R1.269 billion)

(2) Allocation for Workbooks (R750 million)

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SERVICE 2010/11

R’000

2011/12

R’000

2012/13

R’000

Compensation of Employees 199 910 210 729 221 940

Examiners and Moderators 13 830 14 660 15 393

Transfers to Public Entities 441 350 467 831 491 223

Other Transfers 12 348 13 081 13 730

Conditional Grants 3 931 371 5 048 080 5 447 384

Earmarked Funds 1 454 314 1 672 686 1 780 319

Departmental Operations 65 119 68 135 71 763

Projects 47 958 54 610 57 564

Total 6 166 200 7 549 812 8 099 316

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Allocation Summary over the 2010 MTEF

Earmarked Funds  2010/11  2011/12  2012/13

New Office Building 126 742 132 747 138 284

Kha Ri Gude Literacy Project 468 149 496 082 520 886

Workbooks 750 000 930 000 1 000 000

NEEDU 11 031 11 947 12 544

IQMS 33 296 35 259 37 022

EMIS System Development 22 203 23 527 24 703

Systemic Evaluation 19 494 20 657 21 690

National Assessments: Grades 3, 6 and 9 10 000 8 000 10 000

NSNP 13 399 14 467 15 190

TOTAL: EARMARKED FUNDS 1 454 314 1 672 686 1 780 319

Conditional Grants      

Technical Secondary Schools Recapitalisation Conditional Grant 80 000 200 000 210 000

Dinaledi Schools Conditional Grant 70 000 100 000

HIV and Aids Conditional Grant 188 045 199 328 209 294

National School Nutrition Programme Conditional Grant 3 663 326 4 578 752 4 928 090

TOTAL: CONDITIONAL GRANTS 3 931 371 5 048 080 5 447 384

Detail of earmarked allocations/transfers (R’000) over the 2010 MTEF

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Other Transfers      

SETA 141 150 158

Unesco Membership Fees 10 131 10 739 11 276

Commonwealth of Learning 1 901 2 015 2 116

ADEA 25 27 29

Childline South Africa 50 50 50

Guidance Counselling and Youth Development Centre: Malawi 100 100 101

TOTAL: OTHER TRANSFERS 12 348 13 081 13 730

Transfers to Public Entities      

NSFAS: Funza Lushaka Bursaries 424 000 449 440 471 912

Umalusi 17 350 18 391 19 311

TOTAL: TRANSFERS TO PUBLIC ENTITIES 441 350 467 831 491 223

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Detail of earmarked allocations/transfers (R’000) over the 2010 MTEF

Conclusion

• Anticipate budget constraints but will seek to optimise quality of spending

• The establishment of a dedicated Basic Education Department coupled with a new approach to delivery marks a decisive shift away from “business as usual”

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Conclusion (cont’d)

• Confident that Sector-wide outcomes-based planning; sector-wide performance management & accountability; strong focus on implementation monitoring & support; strong focus on working with & through provinces will help to deliver results

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