VOTE 14: EDUCATION

1
VOTE 14 EDUCATION

• PRESENTATION TO THE JOINT BUDGET COMMITTEE FOR
  BRIEFING ON THE 2007 MEDIUM TERM BUDGET POLICY
  STATEMENT

2
Vote 14 Education Medium Term Budget Policy
Statement

• Expenditure trends and audit outcomes for 2006/07
• Mandate and medium-term policy priorities
• Significant MTEF allocations
• Personnel establishment and vacancy ratios
• Skills development and training programmes
• Infrastructure and maintenance budgets
• Transfer and grant management
• Monitoring and evaluation systems

3
Expenditure Trends and Audit Outcomes for 2006/07

• The Department received a clean audit report
• The Department did not experience any delays
  during the audit due to the strike action during
  June 2007
• The spending rate for the Department for the
  2006/07 financial year was at 99,7 (R14,250
  billion) which is an improvement on 2005/06
• 2006/07 marks the first year of more detailed
  budget and financial monitoring of and support to
  provincial education departments

4
2006/07 ALLOCATION VS EXPENDITURE
Allocation Actual Expenditure Deviation Spent
R000 R000 R000
Higher Education Institutions 10 988 701 10 985 688 3 013 99.97
NSFAS 926 378 926 378 - 100.00
CHE 27 902 27 902 - 100.00
SAQA 33 991 33 991 - 100.00
Umalusi 7 432 7 432 - 100.00
Other Transfers 16 049 14 824 1 225 92.37
Conditional Grants 1 712 507 1 712 507 - 100.00
Operational Expenditure 586 216 541 083 45 133 92.30
Total Department of Education 14 299 176 14 249 805 49 371 99.65
5
Expenditure Outcomes2003/04 to 2006/07
Programmes 2003/04 2004/05 2005/06 2006/07 Annual Average Increase
R000 R000 R000 R000
P1 Administration 91 647 121 650 132 474 147 160 17,1
P2 System Planning Monitoring 58 743 22 402 34 202 36 430 (14,7)
P3 General Education 191 248 86 044 85 209 79 354 (25,4)
P4 Further Education and Training 110 434 150 364 238 461 710 891 86,0
P5 Quality Promotion and Development 913 860 1 015 902 1 283 793 1 290 384 12,2
P6 Higher Education 8 952 567 9 911 391 10 646 832 11 956 879 10,1
P7 Auxiliary and Associated Services 238 517 32 626 15 836 28 707 (50,6)
Total 10 557 016 11 340 379 12 436 807 14 249 805 10,5
6
Mandate and Medium-term Policy Priorities

• Dealing with poverty
• No fee schools
• NSNP
• Enhanced Rural Education
• Skills Development
• Further Education and Training
• Adult Basic Education and Training
• Human Resource Development
• Quality Improvement
• Implementation of NCS Grades R 12
• Implementation of Integrated Quality Management
  System
• Improvement of Infrastructure

7
Mandate and Medium-term Policy Priorities (Cont)

• Health and Education Life Skills
• Institutional Development
• Merging of HEIs
• Recapitalisation of FET Colleges
• Clarification of roles and responsibiities of
  district management structures.
• Higher Education

8
Spending Proposals for new funding over the MTEF

• National School Nutrition Programme
• FET Connectivity
• Inclusive Education
• Grade R
• Infrastructure and npnc expenditure
• EPWP/ECD
• Personnel Provisioning
• Increase subsidies of Public Entities
• National Procurement of Textbooks

9
Selected Budget Bids2008 MTEF
Request for Additional Funding 2008/09 2009/10 2010/11
Department R000 R000 R000
Increased funding of the NSNP 1 079 299 1 245 934 1 444 259
FET Colleges Connectivity 108 000 186 000 46 000
Increased Subsidies of Public Entities 26 000 27 320 28 549
National Procurement of Grade 10 Textbooks to Support NCS 210 000 245 000 267 400
Sub Total 1 423 299 1 704 254 1 786 208
Sector
Inclusive Education 628 833 1 106 514 1 728 731
Grade R 2 229 254 2 625 020 3 098 044
Infrastructure and npnc expenditure 2 442 013 5 488 764 7 563 202
EPWP/ECD 371 460 642 989 746 981
Personnel Provisioning 4 371 919 5 578 987 8 096 915
Sub Total 10 043 479 15 442 274 21 233 873
Total Budget Bid 11 466 778 17 146 528 23 020 081
10
Significant MTEF AllocationsNSNP (Key objectives)

• Expand the existing school nutrition programme to
  all deserving primary and secondary school
  learners
• Increase average per learner feeding cost from
  the current R1,22 per learner per day to R1,50
• Feeding of learners for all school days (198
  days) per annum of all quintile 1 and 2 schools

11
Significant MTEF AllocationsNSNP (Key outcomes)

• Contribute to enhanced learning capacity of
  learners of both primary and secondary schools
• Provide learners with skills in producing their
  own food gardens
• Promote healthy lifestyles within school
  communities
• Phase in feeding of all no fee primary and
  secondary schools in quintiles 1 and 2

12
Significant MTEF AllocationsNSNP (Risks)

• Deserving primary and secondary school learners
  will not receive meals.
• Learners will not have the benefit to receive a
  meal during each school day.
• The positive effect of the programme on learner
  attendance cannot improve.
• Learners in the same household in secondary
  schools will not receive the same benefit of a
  meal at school as those learners in primary
  schools.

13
Significant MTEF AllocationsFET Colleges
Connectivity (Key objective)

• Improved access, management, production and
  utilisation of information
• Broaden access and participation in quality
  vocational education

14
Significant MTEF AllocationsFET Colleges
Connectivity (Key outcome)

• To create an IT platform for FET Colleges to
  support the implementation of their mandate of
  skills for the 21st Century

15
Significant MTEF AllocationsFET Colleges
Connectivity (Risks)

• FET College Sector achieving the crucial capacity
  of information age skills could be minimised.
• The current bandwidth costs, which are very high
  in comparison to international norms. This
  challenge can be overcome by implementing the
  solution within a single financial and project
  management framework.
• The sustainability of operating costs. To deal
  with this is to
• Establish the sector as a major IT user and allow
  it to force market adjustments in pricing.
• The baseline for this is the e-learning rate of a
  50 discount for IT based services.
• The funding norms for the FET Colleges includes a
  component for IT operating and capitalisation
  costs.

16
Significant MTEF AllocationsInclusive Education
(Key Objectives)

• Expand school places for disabled children
• Improving access and equity for learners with
  special needs through providing
• Increased number of appropriate places in public
  ordinary schools (or full service schools) for
  learners with special needs
• Improving the standards and quality at current
  special schools
• Putting in place the necessary support services
  (resource centres and district support)
• Providing more choice for disabled learners and
  their parents through making available support in
  a range of appropriate settings (ordinary
  schools, full service schools and special
  schools)
• Drive landscape change from exclusive focus on
  special schools to (1) improved special schools
  (2) full service schools and (3) district-based
  support

17
Significant MTEF AllocationsInclusive Education
(Key Outcomes)

• Targets
• Maintain approximately 90 000 places at special
  schools but improve quality and strengthen role
  as resource centres
• Improved screening of learners for informed
  choices about attendance
• 20 000 quality places in public ordinary (full
  service) schools by 2010
• Appropriate support in all districts
  psychosocial, learning and administration
• Special schools/resource centres
• Infrastructure upgrade _at_ 135 neglected schools _at_
  R2 million plus increasing average expenditure
  (by about R3 500 per learner for 88 000 learners)
• Full services schools
• Learning support coordinator for every 12
  learners once-off allocation for infrastr
  equipment of R30 000 top-up npnc of R2 225 per
  learner, increased transport
• 2 000 learners in 2008, 10 000 in 2009 and 20 000
  in 2010

18
Significant MTEF AllocationsInclusive Education
(Key Outcomes)

• District based support team
• 6 person DBST (psycho-social, therapeutic and
  learning support) in 30, 50, 80 districts at
  2008/09 cost of around R1 million excluding setup
• District strengthening for planning,
  implementation management provisioning
• Also training, management, advocacy, monitoring
  and evaluation

19
Significant MTEF AllocationsInclusive Education
(Risks)

• The screening tool implementation needs to be
  accelerated and carries many inherent
  difficulties
• Securing key inputs a challenge qualified
  teachers, support staff (including specialist
  medical), management teams to drive change
• Putting in place enabling support structures,
  e.g. district-based support teams
• Funding framework needs to be further developed

20
Significant MTEF AllocationsGrade R (Key
Objectives)

• To improve quality of education outcomes and
  efficiency of the system through improved school
  readiness and success rates
• Ensure universal access to publicly funded,
  quality Grade R education by the end of 2011

21
Significant MTEF AllocationsGrade R (Key
Outcomes)

• Target 950 000 in publicly funded (poverty
  targeted) Grade R places by 2010/2011(predominantl
  y in public schools)
• Increase number of places available
• 83 333 additional learners in system per year at
  2008/9 cost of R3 475 per learner
• Average NPNC of R724 per learner. Average
  remuneration of R85 258, and 30 learners per
  teacher
• Improve funding quality of current places
  (estimated 700 000)
• From per learner exp of approx R1 900 to R3 475
  per year (2008/09)
• Training
• 6 000, 3 400, 3 500 trained in MTEF yrs at
  starting cost of R12 000 per trainee

22
Significant MTEF AllocationsGrade R (Key
Outcomes)

• Facilities
• 1 705 classrooms each year at R220 000 per
  classroom
• National management and research (including
  monitoring)
• Provincial district planning implementation
  including monitoring (5 of additional
  allocation)

23
Significant MTEF AllocationsGrade R (Risks)

• Securing key inputs a challenge
• Qualified teachers, appropriate support staff and
  teams to manage the envisaged fourfold expansion
  of the sector
• Need improved planning for facilities, equipment
  and materials
• Model focuses on lowering cost through
  school-governing board appointments, class sizes
  of 30 may impact on quality and ability to
  secure personnel
• There are currently insufficient monitoring
  approaches and capacity in place to track
  progress, measure impact and take corrective
  steps
• There needs to be significant improvement in the
  whole Foundation phase in order to derive
  benefits from Grade R investments

24
Significant MTEF AllocationsInfrastructure and
npnc expenditure (Key Objectives)

• To move to funding levels that will ensure
• An adequate supply of quality facilities at all
  schools
• Appropriate facilities and equipment for modern
  environment (laboratories, libraries, ICT)
• Security (fencing, lighting)
• Sport fields (for soccer, rugby, cricket netball)
  halls
• learner access to a basic basket of non-personnel
  non-capital inputs (Qids-up)
• To effectively deal with capacitation of both
  national and provincial infrastructure teams and
  to put support systems in place

25
Significant MTEF AllocationsInfrastructure and
npnc expenditure (Key Outcomes)

• Schools, especially the poor, have good school
  facilities (through new facilities but also
  increased maintenance)
• Equity in education provision
• Enhance quality through better environment
  appropriate inputs
• Increased capacity of National and Provincial
  infrastructure teams
• Improved NPNC inputs to enhance quality
• Enhanced systems for accurate information for
  monitoring and planning

26
Significant MTEF AllocationsInfrastructure and
npnc expenditure (Risks)

• Currently limited capacity in physical planning
  function in provinces/Skilled personnel scarce
• Improvement in mechanisms for infrastructure
  delivery, including relationships and capacity of
  current implementing agents as well as setting up
  special mechanisms and vehicles complex
  processes.
• Key underlying work recently completed or ongoing
• Education infrastructure policy framework and
  norms and standards not complete
• National Education Infrastructure Management
  System delivered and full operationalisation
  being planned
• Broader construction industry trends
• Capacity constraints
• High and growing demand
• Escalating costs

27
Significant MTEF AllocationsEPWP/ECD (Key
Objectives)

• To train ECD practitioners, parents and
  caregivers in registered ECD sites.
• To pay the stipends for those practitioners,
  parents and caregivers whilst they are on the
  training programme.
• To develop and distribute stimulation programmes
  in all official languages.
• To increase the capacity to manage the programme
  at national, provincial and district level.
• To manage and conduct ongoing research for
  programme delivery.

28
Significant MTEF AllocationsEPWP/ECD (Key
Outcomes)

• Target Train 55 884 practitioners at level 1 and
  4 as well as 32 484 parents and caregivers at
  approx 23 638 registered ECD sites.
• 5 850 level 1 practitioners ONLY in 2008/09 _at_ R8
  000,00 p.a
• 50 034 level 4 practitioners over MTEF _at_R10
  000,00 p.a
• Payment of stipends to
• - 5 850 level 1 practitioners ONLY in 2008/09 _at_
  R500,00 per month
• 50 034 level 4 practitioners over MTEF _at_R1 000,00
  per month
• 32 484 parents and care givers over MTEF _at_R500,00
  per month
• Develop and distribute stimulation programmes
  (100 000 p.a in all official languages) _at_ R1,6
  million over MTEF
• National, provincial and district personnel (DCES
  level) _at_R132 million over MTEF
• Management and research _at_R9 million over MTEF

29
Significant MTEF AllocationsEPWP/ECD (Risks)

• Integration inter-sectoral collaborationImplica
  tions for planning, financial and human
  resources.
• Regulation of child minding Not regulated by the
  current Child Care Act of 1983.
• Lack of human resources There is no dedicated
  ECD unit at national level impacting on services
  delivery.
• National database There is no national database
  of registered and unregistered sites and the
  absence of the implementation of a monitoring
  tool.

30
Significant MTEF AllocationsEPWP/ECD (Risks)

• Alignment Lack of alignment between ECD
  national and provincial targets.
• Lack of awareness amongst the general public that
  it is compulsory to register as an ECD facility
  when caring for more than six children away from
  their parents.
• Existing resources do not match the objectives of
  the National Integrated Plan for ECD.

31
Significant MTEF AllocationsPersonnel
Provisioning (Key Objectives)

• Improvement of remuneration in a number of areas
  and also increasing numbers of staff in
  previously neglected areas impacting on equity
  and quality of education

32
Significant MTEF AllocationsPersonnel
Provisioning (Key Outcomes)

• The bid addresses a range of staff necessary to
  enhance the quality of the system
• upgrade district manager posts
• remove principals from school establishment.
• curriculum expansion in priority learning areas.
• additional Mathematics and Science educators.
• substitute educators for educators who would be
  temporarily incapacitated due to sickness.
• teacher assistants to support foundation phase.
• additional personnel for sports coordination at
  district level.

33
Significant MTEF AllocationsPersonnel
Provisioning (Risks)

• Turn around time is slow in filling posts
  (advertisement, recruitment and appointment of
  candidates).
• Capacity in provinces to retain personnel.
• Grievances arising from promotional measures take
  longer to resolve.
• Mandating and related bargaining processes
  sometimes stall progress.
• Potential overlaps with OSD.

34
Significant MTEF AllocationsPublic Entities (Key
Objectives)

• To improve the existing level of funding of
  Umalusi, SACE and SAQA
• The additional resources required for the
  performance of the required responsibilities are
  as follows
• Umalusi R8 million for 2008/09 (Evaluation and
  Accreditation - R4 million Research and
  Development - R3 million Quality Assurance of
  Assessment - R1 million) escalated with 4,5 for
  the two outer years.
• SACE R10 million for 2008/09 R10,6 million for
  2009/10 and R11,1 million for 2010/11.
• SAQA R8 million for 2008/09 escalated with 4,5
  for the two outer years.

35
Significant MTEF AllocationsPublic Entities (Key
Outcomes)

• To enable the entities to perform all required
  responsibilities within their legal frameworks
  and mandates
• Umalusi
• Evaluation and accreditation of independent
  schools, private ABET centres and private FET
  colleges
• Roll out of CTA in Grade 9 for which moderators
  need to be appointed and trained

36
Significant MTEF AllocationsPublic Entities (Key
Outcomes - Cont)

• SACE
• Development of Continuing Professional Teacher
  Development (CPTD) system
• SAQA
• Increased funding requirement due to loss of EU
  sponsorship

37
Significant MTEF AllocationsPublic Entities
(Risks)

• Private and independent bodies will not be
  accredited.
• Verification of sites for adequacy for teaching
  and learning will not take place.
• Courses will not be quality assured.
• Question papers for the NSC will not be
  moderated, monitored and standardised.

38
Significant MTEF AllocationsPublic Entities
(Risks - Cont)

• The CPTD system is a fresh approach to address
  the current situation of under-skilled teachers
  as a mechanism to decrease the low learner
  performance of learners. If the approach is not
  followed, it will severely limit the contribution
  that schooling can make to national development
  generally, particularly to the economy and social
  cohesion and the growing problem of inequality in
  our country.
• It is difficult to determine the extent of the
  consultations and the transition period for the
  revised NQF framework.

39
Significant MTEF AllocationsNational Procurement
of LTSM (Key Objectives)

• To conduct a pilot for 3 years for the
  provisioning of LTSM for the cohort of the Grade
  10 learners of 2009 as follows
• 2009 Grade 10
• 2010 Grade 11
• 2011 Grade 12

40
Significant MTEF AllocationsNational Procurement
of LTSM (Key Outcomes)

• Bulk purchasing of best available books per
  subject to ensure best possible economies of
  scale
• Distribution of books to all learners in all
  provinces
• Ensure that every learner has the prescribed
  books at the start of the academic year

41
Significant MTEF AllocationsNational Procurement
of LTSM (Risks)

• Bulk buying requires considerable lead time and
  timeous delivery will depend on the capacity of
  publishers to print the quantity required within
  the stipulated timeframes.

42
Personnel Establishment and Vacancy Ratios
2004/05 2005/06 2006/07
Total Establishment 896 925 1 046
Number of posts filled at 31 March 739 738 768
Vacant at 31 March 157 187 278
Vacant 17,5 20,2 26,6
Staff turnover rate 22,33 22,09 14,45
43
Skills Development and Training Programmes

• Internship Programme
• Skills Development and Training Programmes
• Bursaries
• ABET for General Workers such as the Cleaners/Tea
  Ladies/Maintenance Team and Messengers)

44
Skills Development and Training Programmes
Internship

• Internship was introduced in DoE in 2004
• Purpose
• To help unemployed graduates to gain workplace
  experience
• Currently the Department has 163 Interns (Quota
  74)
• Since inception
• 83 Interns were appointed permanently in the
  Department
• 53 Interns were appointed in other Departments
  and in the Private Sector

45
Skills Development and Training Programmes

• In 2006/07 580 Officials were trained
• 417 Permanent
• 163 Contract
• Trained on
• Project Management
• Finance for non-financial managers
• Advanced Management Development Programme (Middle
  Managers)
• Presidential Strategic Leadership Development
  Programme (Senior Managers)
• Business Writing Skills
• Report Writing
• Computer Training
• Internal Auditing
• Asset Management

46
Skills Development and Training Programmes
Bursaries

• 2007/08 51 Employees to study towards Post
  Matric (50) and Matric (1) Qualifications.
• 2006/07 41 Employees to study towards Post
  Matric Qualifications.

47
Skills Development and Training ABET

• Training for General Workers such as cleaners/tea
  ladies/maintenance team/messengers
• 10 ABET Learners
• 36 Skills Programme
• 11 Matric
• 70 Basic Computer Skills

48
Infrastructure and Maintenance Budget

• The concession agreement for the new head office
  building of the Department was signed in 2007/08.
• The projected date for occupying the new head
  office building is 1 April 2009.
• Projected shortage of R10 million per year on
  current allocation for the New Head Office
  Building.

49
Transfer and Grant ManagementTransfers
2007/08 2007/08 2008/09 2008/09
ENE AE MTEF Option
R000 R000 R000 R000
HEIs 11 944 151 11 942 751 13 309 708 0
Public entities 1 405 337 1 412 337 1 631 478 26 000
Conditional grants 1 905 633 2 016 773 2 201 392 1 079 299
Other 10 771 14 442 11 612 0
Total Transfers 15 265 892 15 386 303 17 154 190 1 105 299
50
Transfer and Grant ManagementHigher Education
Institutions (HEIs)

• Subsidies are paid to 23 HEIs.
• Monitor transfer payments to HEIs on a monthly
  basis by ensuring that the transfers are in line
  with the allocations.
• Expenditure is monitored on an annual basis on
  receipt of audited annual financial statements.
• Actual student numbers are measured against the
  student numbers used to determine the block
  grants to institutions.
• Should it happen that the actual numbers are less
  than the initial numbers used, the block grants
  are adjusted accordingly for future years.
• HEIs are only funded at a level of approximately
  60 of actual expenditure.

51
Transfer and Grant ManagementPublic Entities (PE)

• Responsible for 6 PEs, i.e.
• NSFAS
• CHE
• SAQA
• Umalusi
• SACE
• ELRC
• Quarterly reports are used to monitor PEs
• Financial and performance information based on
  the approved strategic plans of the public
  entities.

52
Transfer and Grant ManagementConditional Grants

• Manage three conditional grants, i.e.
• HIV and Aids
• National School Nutrition Programme
• FET Colleges Recapitalisation Grant
• Monitors in accordance with the Division of
  Revenue Act - monthly financial reports and
  quarterly narrative reports.
• Reports are checked against the approved business
  plans.
• Provincial visits, inter-provincial meetings and
  the annual evaluation on each grant for previous
  financial year takes place.

53
Monitoring and Evaluation Systems

• Monthly cash flows are issued to management and
  the Minister for monitoring actual expenditure vs
  budget.
• Quarterly reports are prepared to monitor and
  evaluate the outcomes of the strategic plan.
• Provincial visits are conducted to monitor the
  roll-out of policy initiatives.
• The Budget Review and Advisory Committee meets
  regularly to address budget and expenditure
  matters.