annual report 2014/2015 - provincial government€¦ · annual report | 2014/2015 5 foreword by the...
TRANSCRIPT
Annual Report2014/2015
Annual Report | 2014/2015 i
Gauteng Department of Education
Annual Report 2014/15
Including Financial Statements
PR307/2015
ISBN: 978-0-621-44006-5
ii Gauteng Department of Education
Annual Report | 2014/2015 1Annual Report | 2014/2015 1
ContentsSECTION I: EXECUTIVE SUMMARY .....................................................................................................................................3
1. Executive Summary .......................................................................................................................................................5
SECTION II: DEPARTMENTAL OVERVIEW ...........................................................................................................................7
2. Mandates, Governance, Monitoring and Accountability ..................................................................................................9
SECTION III: REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST
THE DELIVERY OF SERVICES .............................................................................................................................................17
3. Vision, Mission and Strategic Objectives ......................................................................................................................19
4: Organisation of the Department ...................................................................................................................................27
5. Strategic objectives and levels of success ....................................................................................................................30
6. Human Resources Report for 2014/15 Financial Year ..................................................................................................57
7. Performance against Services ......................................................................................................................................92
SECTION IV: AUDIT COMMITTEE REPORT .....................................................................................................................143
SECTION V: FINANCIAL REQUIREMENTS .......................................................................................................................149
8. Accounting Of� cers Report for the year ended 31 March 2015 ..................................................................................151
9. Report of the Auditor-General ....................................................................................................................................169
10. Appropriation Statement for the year ended 31 March 2015 ......................................................................................174
11. Notes to the Appropriation Statement for the year ended 31 March 2015 ..................................................................258
12. Statement of Financial Performance for the Year ended 31 March 2015 .....................................................................264
13. Statement of Financial Position as at 31 March 2015 .................................................................................................266
14. Cash Flow Statement for the year ended 31 March 2015 ...........................................................................................267
15. Notes to the Annual Financial Statements for the year ended 31 March 2015 ............................................................268
16. Annexures to the Annual Financial Statements year ended 31 March 2015 ................................................................313
SECTION VI: OUTLOOK FOR THE COMING YEAR .........................................................................................................329
17. Goals for 2015/16 by the Head of Department ...........................................................................................................331
SECTION VII: OTHER INFORMATION ...............................................................................................................................337
18. Legislation produced and administered by Department ..............................................................................................339
19. References/Sources of Information ............................................................................................................................339
20. Access to Information ................................................................................................................................................340
21. Annexure A: Revision of the 2014/15 Annual Performance Plan .................................................................................341
22. Acronyms and Abbreviations ......................................................................................................................................347
2 Gauteng Department of Education
John Magodielo453 Gopane StreetMunsieville Mogale City173920 July 2015
Gauteng Department of EducationMEC Panyaza Lesu� 111 Commissioner Street, Johannesburg,2000Dear: MEC Panyaza Lesu� While we always complaining and moaning about service delivery to our government of� cials, it is also important that we should give credit to those who deserve credit. Thank you and your team for the wonderful work you’re doing in our schools.
I might not be a teacher, but I have passion for education and I have seen different MECs for the Department of Education in Gauteng, since the dawn of democracy, they all played their part, you and your team are the best. I want to take this opportunity to deeply thank you and your team for your commitment to the hard work you’re doing. I have worked with thousands of NGOs and teachers in great schools and struggling schools, in big cities and small towns, and I have a deep a genuine appreciation for the work you have done and continue doing. I know that now, not all politicians are deployed for the love of money. You become a politician to make a difference in the lives of our children, and for the hard work you continue doing each day, you deserve to be acknowledged, valued, and recognised.
I consider education an honorable and important ministry, and it should be our goal to see every child in class learning. It takes a whole village to raise a child. In too many communities, education has been devalued. Many of the teachers I have met object to the imposition of curriculum that reduces teaching to little more than a paint-by-numbers exercise. I agree, but since you came to the of� ce you have brought hope, you have revitalised this department. You’re continued � ght against racism in our schools, Pretoria Curro School for example, your hard working has being noticed, please continue the good work you’re doing.
Inside our new paper less classrooms, our children will exercise a high degree of autonomy. Teachers decide when to slow down to make sure all our students fully understand a concept, or when a different instructional strategy is needed to meet the needs of a few who are struggling to keep up. Teachers will build relationships with students from a variety of backgrounds and with a diverse array of needs, and � nd ways to motivate and engage them. I appreciate the development you bring to education and applaud you and your team for dedicating your lives to the refurbishment of our education.
The teachers I have met are not afraid of hard work, and few jobs today are harder. Moreover it’s gotten harder in recent years; the challenges kids bring into the classroom are greater and expectations are higher. Not too long ago, it was acceptable for schools to have high dropout rates, and not all kids were expected to be pro� cient in every subject. But since you got into of� ce, there is no acceptable dropout rate, and you have rightly expected all children - English language learners, students with disabilities, and children of poverty - to learn and succeed.
You and your team are continuing to help the children of Gauteng. We understand that the surest way to do that is to make sure that the 3 000 teachers in Gauteng classrooms are the very best they can be. The quality of our education system can only be as good as the quality of the teaching force.
Together, Moving Gauteng City Region Forward, indeed that’s what you and your team is doing. You have transformed teaching and learning from the factory model designed over a century ago to one build for the information age. You have built an accountability system that is hands-on, we trust in and a standard that is honest - one that recognised and rewards great teaching and learning, give new or struggling teachers the support they need to succeed, and deals fairly, ef� ciently, and compassionately with teachers who are simply not up to the job. With your hands-on system and leadership, you have restored the status of the teaching profession so that more of Gauteng’s top schools students’ choose to teach because no other job is more important or more ful� lling.
In the next decade, half of Gauteng teachers are likely to retire due to age. Your hard work and innovation in education is a source of recruitment for passionate teachers and retaining our new teachers will shape public education in this country for a generation. At the same time, how we recognise, honour, and show respect for our experienced educators will reaf� rm teaching as a profession of nation builders and social leaders dedicated to our highest ideals. As that work proceeds, I want you to know that I hear you, I value you, and I respect you.
Thanks a million. Let the work continue.
Kind Regards,
John Magodielo
Annual Report | 2014/2015 3
Section I: Executive Summary
4 Gauteng Department of Education
Annual Report | 2014/2015 5
Foreword by the MEC
It is my privilege to present the 2014/15 Annual Report. This Annual Report gives us an opportunity to re� ect on the successes and challenges of education delivery in the Province. The commitment and efforts of the Department, together with its sector stakeholders, is a fundamental investment towards securing the future and wellbeing of our children and towards accelerating social transformation as envisaged by the Province’s ten pillar programme of Transformation, Modernisation and Reindustrialisation.
A fundamental objective of the Gauteng education system is to ensure that all our learners are equipped with the knowledge and skills required for success in the world of work and in pursuing further studies. Historically, the education system has emphasised the development of strong content knowledge in subjects such as science, Mathematics, and language. This administration still preserves the importance of quality education but has also placed emphasis on the importance of modernisation of the teaching and learning environment to further contribute toward the smart province, in line with the objectives of Transformation, Modernisation and Reindustrialisation (TMR) in the Gauteng education.
In the 2014/15 � nancial year, the Department introduced a new � ve-year plan with 10 Pillars. These ten strategic pillars will be reported on at length in this Annual Report. However, I would like to highlight the following achievements:.
The rollout of ICTs in schools has seen the full conversion to smart schools of seven schools that were successfully opened in January 2015. In these schools. All classrooms were fully � tted electronic boards, network connectivity and speicalised furniture. In additon, educators where provided with devices and ccess to innnovative digital content and training to deliver quality lessons. All learners ben� tted with tablets to access content and assessment taks electrobically. In total, the Department has distributed a total of 89 708 tablet devices to schools for learners access.
The Department’s Reorganisation of Schools project is a transformational, multi-year programme that will promote holistic education, strengthen social cohesion, drive improved learner performance, and channel resources to the schools that need it the most. It is focused on improving the quality of Education delivery in the province as well as addressing the challenges of small schools and dual medium schools. The Department has initiated this programme during the year under review with the introduction of the School Twinning Programme that will increase collaboration and sharing of resources between schools that presently have unequal resources
In promoting Social Cohesion, the Department has addressed the issues of Racism head on and in the year under review has undertaken wide consulation of the promotion of diversity in schools and the prevention of racism and discriination. We will host a Summit on Racism, as awell as estbalish a council on diversity management and racisim.
I take great pleasure in presenting the great strides we made in improving the quality of education in the province through various quality interventions targeting learners across the system. However, I pledge to continue to intensify the intervention programmes that are on offer to all schools in the Province.
I would like to express my sincere appreciation to the hardworking and dedicated teachers, principals and staff in the Department who perform the indispensable service of educating the province’s children in often trying conditions and show their tireless support in achieving the Departments goal. Although many challenges still lie ahead, I am con� dent that by working together with all of our stakeholders, we can deliver our shared goal: a quality education for Gauteng children.
Finally I would also like to extend my personal gratitude to our Head of Department Mr Boy Ngobeni and his team, in driving the initiatives of the Executive of the Province and making education a societal priority.
____________________Mr. Andrek Panyaza Lesu�
Member of the Executive Council – Education
Executive Summary
6 Gauteng Department of Education
Submission of the Annual report to the Member of the Executive Council for Education, Mr Andrek Panyaza Lesu� , MEC for Education
I have the honour of submitting this Annual Report of the Gauteng
Department of Education for the period 1 April 2014 to 31 March 2015
which is in accordance with Section 40(1) (d) of the Public Finance
Management Act, 1999, as well as IIIJ3 of the Public Service Regulations,
2001.
In the year under review, the Department has made great strides in
improving the quality of teaching and learning in the Province. I would like
to highlight just a few:
• The Grade 12 learners achieved a matric pass percentage of 84.7% which was the highest pass percentage in the country. The pass percentage for Science increased to 68.3% and pass percentage for Mathematics was 69.3%, which is above the national pass rate for 2014.
• The no fee schools in the province has a combined enrolment of 1 163 722 learners
• The National School Nutrition Programme (NSNP) fed 1 331 717 learners, including learners in Quintile 4 and 5 schools from poor backgrounds.
• The Department provided scholar transport to 82 963 learners.
• The Province has in the last � ve years achieved near universal levels (100%) of female participation in schooling, which is amongst the highest levels in the world.
• The Department delivered education services to 2 922 institutions which constitute Primary, Secondary, LSEN, Adult Education and Training (AET) and Further Education and Training institutions with 2 433 342 learners in total. This constitutes a growth of 3% on the 2013 � gures, the highest in the country.
• Some schools were provided with the infrastructure for e-connectivity and interactive boards whilst seven schools received the full ICT suite of infrastructure and equipment for conversion to smart schools. In the 2015/16 � nancial year, the Department aims to convert all Grade 12 classrooms in 375 no-fee schools in the province into smart classrooms and no-fee schools that achieve a 100% pass rate in the matric exams will also receive the full ICT suite.
It is with extreme pride that I can report to you that the Gauteng Department of Education has achieved an unquali� ed audit opinion for the sixth consecutive � nancial year. The Department endeavours to maintain and improve on the management and � nancial reporting which will ultimately cascade into effective services at school level ultimately the classroom.
I would like to commend all the staff of the Department in the delivery of quality education services to the learners in Gauteng.
I am pleased to presenting this Annual Report to the MEC for Education, Mr. Andrek Lesu� , for tabling in the Provincial
Legislature as required.
____________________
Mr. Boy Ngobeni
Head of Department
Executive Summary
Annual Report | 2014/2015 7
Section II: Departmental Overview
7
8 Gauteng Department of Education
Annual Report | 2014/2015 9
Section II: Departmental Overview
2.1 Mandates, Governance, Monitoring and Accountability
Since 1994, a number of policies and legislation has been promulgated both at national and provincial level. This
legislative framework enables the Gauteng Department of Education (GDE) to meet its mandate, promote responsible
governance, monitor the education system on an ongoing basis and strengthen accountability. A number of the
education speci� c legislation has undergone amendments since their promulgation. The most recent amendments
have been effected through the Basic Education Laws Amendment Act, 2011, which enables the Department to
close policy gaps and align its provincial legislation and policy implementation to the amended, national legislation.
The following section provides an overview of the critical legislation:
2.1.1 The mandate of the Department
The Constitution of the Republic of South Africa (Act 108 of 1996), as amended, mandates the Gauteng Department
of Education to provide compulsory basic education progressively to all learners in the province. This includes the
provision of adult education and further education. To realise this Constitutional mandate, the Department uses
various educational programmes such as Early Childhood Development, Public Ordinary Schools, Independent
Schools, Education for Learners with Special Education Needs, Further Education and Training, Adult Education and
Training and Auxiliary Services. All these programmes unfold within the various legislative frameworks. It is, however,
imperative to note that basic education is a concurrent competence of both national and provincial government,
except for Higher Education and Training Institutions, which fall under the jurisdiction of the National Minister of Higher
Education. The Bill of Rights in the Constitution guarantees the right to basic education, including adult education and
ensuring that further education becomes progressively available and accessible.
2.1.2 National legislative mandate
The National Education Policy Act (Act 27 of 1996) (NEPA) as amended
This Act provides a basic framework to the Minister, with powers to determine national policy for the planning,
resourcing, management, governance, programmes, monitoring and evaluation of the general well-being of the
education system.
The Act embodies the principle of co-operative governance. In addition, it serves to advance and protect the rights of
every person as guaranteed in Chapter Two (Bill of Rights) of the Constitution and international conventions.
Some of the principles of the National Education Policy Act are to provide opportunities for and encourage lifelong
learning, achieve equitable education opportunities and redress past inequalities in education, including the promotion
of gender equality and the advancement of women.
The South African Schools Act (Act 84 of 1996), as amended
The South African Schools Act (Act 84 of 1996) (SASA) provides the comprehensive framework for the provision of
basic education to all children of compulsory school – going age.
This Act provides for a uniform set of norms and standards for a public schooling system, based on the principles of
access, redress, equity, democracy and quality. The object of this Act is to ensure that all learners have access to the
provision of high-quality education.
Departmental Overview
10 Gauteng Department of Education
The Act further provides school governing bodies of public, ordinary schools with responsibilities to perform certain
functions relating to democratic governance and resourcing at school level. In addition, the Act makes school
attendance compulsory for all learners aged seven to 15, or who reaches the ninth grade - whichever comes � rst.
In line with the Constitution, the Act makes provision for two types of schools; namely public and independent
schools. It further makes provision for Learner Representative Councils (LRCs) to represent the interests of learners
in educational matters at school level.
The Amended Norms and Standards for School Funding provides the legislative framework for maximising learner
access through the introduction of the no-fee policy, and further describes the rights and obligations of schools and
the State, with regards to the � nancial allocations granted to public, ordinary schools. In principle, the Norms and
Standards for School Funding deal with the funding of public schools, the exemption of parents who are unable to
pay school fees and public subsidies to independent schools.
The Further Education and Training Colleges Act (Act 16 of 2006), as amended
The Act serves to provide, inter alia, a legal framework for the establishment, governance, funding of public further
education and training colleges, conditions for the employment of staff, the registration of private further education
and training colleges, and conditions for the promotion of quality in further education and training colleges.
The essence of the Act is to create more opportunities for learners to acquire the knowledge and skills required in
the workplace, and to keep up with the modern technology. Furthermore, the Act provides for learning and training
in terms of the National Quali� cation Framework levels two to four, or the equivalent of Grades 10 to 12 in the school
system. Learners have access to Further Education and Training, after completion of the compulsory phase in Grade
9 or through Adult Education and Training.
Early Childhood Education
The Education White Paper 5 (May 2001) on Early Childhood Development provides a legislative framework to
expand access to all learners, with the focus on attaining universalisation of Grade R.
In essence, the White Paper protects the rights of children to develop their full cognitive, emotional, social and
physical potential from birth to nine years. The Department of Education is only responsible for the delivery of Early
Childhood Development programmes to children in Grade R, up to the period of compulsory schooling. To reaf� rm
the Department’s commitment towards transforming the provision of Early Childhood Education, the Department has
provided policy guidance through the publication of a notice titled, ‘Transforming ECD in Gauteng: Early Childhood
Development Policy (General Notice 5807 of 2001)’ The Reception Year (Grade R) programme was progressively
introduced to begin to deliver on the Government’s commitment to provide 10 years of basic and compulsory
education from Grades R to Grade9. The Reception Year programme was informed by the process and � ndings
of the National ECD Pilot project (1998-2000) and Education White Paper 5 on Early Childhood Development. The
progressive phasing-in of the Reception Year as a compulsory school year would begin to address the Department’s
commitment towards the key constitutional principles of access, redress, equity and the provision of quality education.
The National Norms and Standards for School Funding for Grade R was promulgated in January 2008 with the aim
of determining how funding for Grade R in public schools will be provided. The model favours schools in previously
disadvantaged communities. It is in line with the pro-poor policy of government and also supports the attainment of
the universalisation of Early Childhood Development, as indicated in the goals of the White Paper 5, which includes,
among others, the provision of quality services to all the Grade R learners.
Departmental Overview
Annual Report | 2014/2015 11
Education of Learners with Special Educational Needs
The Education White Paper 6 (July 2001) on Special Needs Education; Building an Inclusive Education and Training
System; provides access to all learners who experience systemic, intrinsic, and socio-economic barriers to learning.
The Adult Education and Training Act, (Act 52 of 2000), as amended
This Act provides a legislative framework for the establishment, governance and funding of the Adult Education
and Training centres, the registration of private adult learning centres, and the provision for quality assurance and
quality promotion in adult education and training. In addition, the Act promotes wide access to adult education and
training in the workplace by persons who have been previously marginalised. This includes women, the people with
disabilities and the disadvantaged. In line with the international commitments to half the levels of illiteracy by 2014,
the Act provides the legislative framework for the Department of Education to develop strategies to combat poverty
and unemployment. This happens through the creation of optimal opportunities for adult learning and literacy, in order
to maximise the potential of adult learners through the acquisition of knowledge and skills. The Act seeks to ful� l the
Constitutional imperatives and attain the international targets. It also aims to ensure that every citizen acquires basic
education and training that enables effective participation in the socio-economic development of this country.
Higher Education and Training Laws Amendment Act, 2010
The Higher Education and Training Laws Amendment Act, 2010 brought about changes to the Adult Education
and Training Act and the Further Education Training College Act. These amendments prepare the ground for the
two sectors to be gradually incorporated into the Department of Higher Education. Currently, only the operational
aspects remain with the provinces, whilst the management and administration of the sectors are done through the
Department of Higher Education.
E- Learning Education
According to the e-Education White paper (2003/04), e-Learning is about learning and teaching philosophies and
methodologies within the context of Outcomes-Based Education, using Information and Computer Technology (ICTs)
in the learning environment. Enriching the learning environment through the use of ICTs is a continuum; it is a process
that takes learners and teachers through learning about ICTs (i.e. exploring what can be done with ICTs), learning with
ICTs (i.e. using ICTs to supplement normal processes or resources), and learning through the use of ICTs (i.e. using
ICTs to support new ways of teaching and learning).
E-learning is an alternate way of teaching and learning. It includes instructions delivered through all electronic media,
including the Internet, intranets, extranets, satellite broadcasts, audio/video tapes, interactive TV and CD-ROMs. The
success of e-Learning depends on how effective learning takes place online, that is, the underlying pedagogy and the
real value of e-Learning lies in our ability to deploy its attributes to train the right people to gain the right knowledge
and skills at the right time.
The Employment of Educator’s Act 76 of 1998, as amended and the Public Service Act 4 (Proclamation
103 of 1994), as amended
These Acts provide for the employment of educators and public service staff and the conditions of service, discipline,
retirement and discharge of educators and public service staff, respectively.
Departmental Overview
12 Gauteng Department of Education
South African Council for Educators Act 31 of 2001, as amended
The Gauteng Department of Education is also responsible for effecting the provisions of the South African Council
for Educators Act 31 of 2001. The purpose of this Act is to promote the professional development of educators
by ensuring that all educators are appropriately certi� ed to carry out their professional duties. In addition, the Act
attempts to ensure that all educators observe the SACE code of conduct and the ethical and professional standards
established in it..
General and Further Education and Training Quality Assurance Act 58 of 2001, as amended
The key objective of this Act is to establish a body to ensure that the continuous enhancement of quality in the delivery
and outcomes of the General and Further Education and Training sectors of the national education and training
systems. It also aims to develop a quality assurance framework for the General and Further Education and Training
Bands of the National Quali� cations Framework. The Gauteng Department of Education has established the Quality
Assurance Directorate to monitor and evaluate educational standards and to promote quality assurance.
Policy on Learner Attendance, 2010
This policy was developed in response to the need for national norms and standards for the recording, management
and monitoring of learner attendance. It provides schools with standardised procedures to manage these processes,
with a view to ensuring equity in the treatment of learners across provinces. This policy promotes regular and daily
attendance of all learners to schools before, during and after examinations. The policy adopts a zero-tolerance
approach to learners who are absent from school without a valid reason for 10 consecutive school days. The policy
also emphasises the responsibility of parents/caregivers to ensure that their children attend school regularly.
National Policy for the Creation of an Enabling School Physical Teaching and Learning Environment, 2010
This policy aims to provide an equitable teaching and learning environment for all learners, thus enriching the teaching
and learning experience of learners, resulting in improved learner performance.
Regulations Relating to the Minimum Uniform Norms and Standards for Public School Infrastructure,
2013
This regulation provides the minimum uniform norms and standards for public school infrastructure and seeks to
ensure that there is compliance with the minimum uniform norms and standards in the design and construction of
new schools and addition, alterations and improvement to schools in order to address and eradicate infrastructure
backlogs.
The National Curriculum Statement (Grades R to 12), 2011
The National Curriculum Statement (Grades R-12) comprises three policy documents:
• The Curriculum and Assessment Policy Statements (CAPS) for all approved subjects for Grades R-12;
• The National Policy pertaining to the Programme and Promotion Requirements of the National Curriculum
Statements Grades R -12, and
• The National Protocol for Assessment Grades R -12.
The National Curriculum Statement (NCS) aims to develop the full potential of all learners as citizens of a democratic
South Africa. It seeks to create a lifelong learner who is con� dent, independent; literate, numerate, multi-skilled; and
compassionate, with respect for the environment and the ability to participate in society as a critical and active citizen.
Departmental Overview
Annual Report | 2014/2015 13
National Education Information Policy, 2004
The effective gathering, analysis and dissemination of information in the education system are all critical for
sound education planning, monitoring and delivery. This policy creates an environment for advancing democracy,
transparency, ef� ciency and effectiveness in the South African education system. It allows for the coordinated,
sustainable development and the use of the education information systems of institutions and education departments.
Information systems increasingly yield more valuable data and statistics needed for planning and monitoring purposes,
and therefore allows for better quality information to be distributed to the public. This promotes greater accountability
at all levels of the education system - from the individual institutions and provincial education departments to the
national Department of Basic Education (DBE).
2.1.3 Provincial legislative mandate
The development and amendments of the legislative framework at the national level has resulted in the DBE having to
align the provincial legislation with the national legislation. This resulted in a review of the provincial primary legislation,
including the repeal of the Examination and Assessment Act, (Act No. 7 of 1997).
Gauteng School Education Act, 1995 (Act 6 of 1995), as amended
Given the context of the concurrent nature of education service delivery within the South African context, the Gauteng
province passed the Gauteng School Education Act,1995 (Act 6 of 1995) that, in essence, preceded the passage
of SASA. This Actprovided the � rst national attempt, to devising an organisation funding and governance model
for schools within the province. It further served as a blueprint for the development of SASA and all subsequent
legislative attempts by other Provincial Education Departments to formalise the delivery of school education within
their individual provinces. The 2011 amendments to this legislation did not change the essence of the Act but ensured
its alignment with the national legislation.
Regulations under this Act include Governing Body Regulations for Public Schools, 1997, as amended and Admission
of learners to Public Schools Regulations, 2001, as amended. The Governing Body Regulations for public schools
was amended in 2014 to tighten up on the election processes, align with National legislation and to close policy gaps
concerning Section 17 Governing Bodies. This timely review coincided with the 2015 governing body elections and
promoted a “free and fair” election process.
In view of the repeal of the Examination and Assessment Act, (Act No. 7 of 1997), all efforts at improving ef� ciency in
conducting examinations was directed by the National Regulations for the Conduct, Administration and Management
of Assessment for the Senior Certi� cate, Notice 1044 of 21 October 2005, which was complied with, in the � nancial
year under review.
In 2013, the Department ensured the promulgation of the Notice on Registration and Subsidy of Independent Schools,
with the purpose of improving the management and administration of independent schools in the province.
Gauteng Education Policy Act (Act 12 of 1998)
The Gauteng province has complemented the National Education Policy Act (Act 27 of 1996) by promulgating a
provincial equivalent, the Gauteng Education Policy Act (Act 12 of 1998) (GEPA) to enhance the policy development
processes in the province. The 2011 amendments, removed the provisions pertaining to the establishment of the
Gauteng Education and Training Council (GETC), the District Education and Training Councils (DETCs) and the Local
Education and Training Units (LETUs), in order to encourage broader stakeholder participation in policy debates.
Departmental Overview
14 Gauteng Department of Education
The Department is bound by policy mandates that stem from both the national and provincial domains. In this regard,
the admission of all learners to the school system is fundamentally determined in terms of the national Admission
Policy for Ordinary Public Schools (General Notice 2432 of 1998). In addition, the National Policy on HIV/AIDS for
Learners and Educators in Public Schools and Further Education and Training Institutions (General Notice 1926 of
1999) also provides a basis for the Department to impact on the issues of access for learners and to consider all
relevant issues related to the provision of support, treatment and care for educators and learners either infected with
or affected by HIV and AIDS.
2.1.4 Good governance legislative responsibilities
The Department is bound by the Public Finance Management Act, 1999 (Act 1 of 1999), as amended, to ensure that
all revenue, expenditure, assets and liabilities are managed ef� ciently and effectively. As part of good governance,
� nancial management responsibilities have been entrusted to accounting of� cers within the Department. The
Department is, therefore, directly responsible for ensuring that it complies with Provincial Treasury regulations in
its routine business, that it compiles its annual budgets and manages these on a monthly basis, and that � nancial
systems, procedures to manage risk and internal controls are in place.
The Skills Development Act,1998 (Act No. 97 of 1998),as amended, allows the Department to provide an institutional
framework to devise and implement national, sectoral and workplace strategies to develop and improve the skills of
its employees. These strategies must be integrated into the National Quali� cations Framework contemplated in the
South African Quali� cations Authority Act, 1995. In this regard, the Department formulated a Skills Development Plan
and continuously embarks on upgrading employee skills.
The Promotion of Access to Information Act, 2000 (Act No. 2 of 2000) compels the Department to provide access to
information that it possesses, to anyone who requires such information to exercise or protect any of her or his rights.
The Act is in line with the provision of Section 32 (1) (a) of the Constitution which states that everyone has the right of
access to any information held by the State, and Section 32 (1) (b) which provides for the horizontal application of the
right of access to information held by another person to everyone, when such information is required for the exercise
or protection of any rights. The Department has appointed two Deputy Information Of� cers to address queries related
to requests for information. This is to ensure that transparency and accountability are promoted and respected by
the Department.
The Batho Pele White Paper, 1997 is based on eight transformation principles. The Department recognised that
transforming its service delivery is important in guaranteeing that the basic needs of citizens in Gauteng are met, and,
as such, set out to be more effective in improving its service delivery programmes. Programmes within the Department
are aligned to the principle of redirecting resources to groups that were previously under-resourced; de� ning
service standards with de� ned outputs, targets and performance indicators; human resource and organisational
capacity development to support service delivery needs; seeking potential partnerships with the private sector, non-
governmental organisations and community-based organisations; and the development of customer care services
that is sensitive to issues of race, gender and disability.
The Department recognises that everyone has the right to administrative action that is lawful, reasonable and
procedurally fair. This is provided for in the Promotion of Administrative Justice Act, 2000 (Act No. 3 of 2000).The
GDE strives to ensure total compliance to this legislation.
Departmental Overview
Annual Report | 2014/2015 15
2.1.5 Monitoring Mechanisms and Implementation of the Mandate
The Department has developed a Monitoring and Evaluation Framework to facilitate and improve the ef� ciency of
monitoring and evaluation of key departmental policies, programmes, strategies and projects.
Responsible manager Monitor Mechanism
Member of Executive Committee(MEC)
PremierExecutive CouncilNational MinisterCouncil of Education MinistersAuditor-GeneralSA Human Rights CommissionEducation Standing and Portfolio Committees
Strategic Plans and BudgetsQuarterly ReportsAnnual Reports
Head of Department (HOD)MECHeads of Education Departments’ CommitteeProvincial Treasury
Operational Plans and BudgetsMonthly ReportsQuarterly ReportsAnnual Reports
Branch Managers HOD
Operational Plans and BudgetsMonthly Cash FlowsMonthly ReportsQuarterly ReportsAnnual Reports
Line Managers Branch Managers
Operational Plans and BudgetsMonthly Cash FlowsProcurement Plans Monthly ReportsQuarterly ReportsAnnual Reports
Departmental Overview
16 Gauteng Department of Education
Annual Report | 2014/2015 17
Section III: Report on Organisational Systems and Resources against the
Delivery of Services
18 Gauteng Department of Education
Annual Report | 2014/2015 19
Section III: Report on Organisational Systems and Resources against the Delivery of Services
3.1 Vision, Mission and Values
3.1.1 Vision
Every learner feels valued and inspired in our innovative education system
3.1.2 Mission
We are committed to provide functional and modern schools that enable quality teaching and learning to protect and
promote the right of every learner to quality, equitable and relevant education.
3.1.3 Values
We have the following values that are focused on Learner IMPACT:
• Integrity (honesty and truth)
• Motivated
• Passionate
• Accountable
• Committed
• Truth
3.2 Government Policy Aims
3.2.1 Ten Provincial Pillars
The Department’s approach and plan for the next � ve year is aligned to the goal of eradicating the social, economic
and spatial legacies as articulated in the ten-pillar programme of radical Transformation, Modernisation and
Reindustrialisation (TMR). The Ten Provincial Pillars are as follows:
• Pillar 1: Radical economic transformation
• Pillar 2: Decisive spatial transformation
• Pillar 3: Accelerated social transformation
• Pillar 4: Transformation of the state and governance
• Pillar 5: Modernisation of the public service
• Pillar 6: Modernisation of the economy
• Pillar 7: Modernisation of human settlements and urban development
• Pillar 8: Modernisation of public transport infrastructure
• Pillar 9: Re-industrialisation of Gauteng province
• Pillar 10: Taking the lead in Africa’s new industrial revolution
Report on Organisational Systems
20 Gauteng Department of Education
Speci� cally the Department will focus on, Pillar 1, namely, ‘Radical economic transformation’, Pillar 3, which is
‘Accelerated social transformation’, Pillar 5, which is ‘ Modernisation of the Public Service’ and Pillar 4, which is ‘
Transformation of the state and governance’.
Pillar 1: “Radical Economic Transformation,” promotes youth employment. The province, through the Gauteng City
Region Academy, will focus on skills development speci� cally to promote youth employment. As part of the Master
Skills Plan, the Gauteng Department of Education, together with the Department of Economic Development, will
introduce a range of skills development programmes, training opportunities, internships and learnerships programmes;
that can give the youth in the province the edge to enter the job market.
Pillar 3: “Accelerated Social Transformation,” uses quality education as a lever to accelerate social transformation.
The modernisation of classroom practice is critical to achieve quality education. The Department focuses on bringing
education into the 21st century by ensuring all teachers and learners have progressive access to broadband, smart
learning and teaching tools. The Departments of Education, Social Development, Health, Infrastructure Development,
Sport, Arts and Culture and Recreation together with Economic Development will work closely together to achieve
the delivery of quality education in the Province.
Pillar 4: “Transformation of the state and governance”, this pillar will be driven to achieve the Gauteng City Region
(GCR) skills development initiative. The Gauteng City Region Academy will focus on skills development of public
servants to lead the transformation of services and interventions. The focus will be on integrating the training of
provincial and local government of� cials and to support the creation a seamless public service to support and realise
the GCR.
Pillar 5: In addition the Pillars respond to the National Development Plan (NDP), Action Plan 2019: Towards Schooling
2030, Vision 2055, the GCR and the ANC Manifesto. This is done by focusing on the following identi� ed sub-
outcomes which are key in enhancing education performance:
• Increasing access to quality, Early Child Development (ECD), by making two years of pre-school education
compulsory.
• Improve the quality of teaching and learning of basic education up to senior Grades, by increasing accountability
provide infrastructure and learning materials to support effective education.
• Increase the capacity of the state to intervene and support quality education together with human resource
development and management of schools
3.2.2 Schooling 2030
Alignment to Action Plan to 2019: “Towards the realisation of Schooling 2030”
The National Action Plan to 2014 “Towards the realisation of schooling 2030” and the Delivery Agreement for Outcome
1: Improved quality, basic education; clearly identi� es the key achievements of the last � fteen years, delineate the
current challenges faced by the education sector and put forward a coherent set of targets, measures and indicators.
The agreement identi� es required inputs and clari� es the roles and responsibilities of the various delivery partners in
achieving the set targets. It spells out who will do what, by when and with what resources. The core function of the
Department is to deliver quality basic education for all learners in the province. The GDE believes that education is
the key to being responsive to the imperatives of economic growth and social transformation. In line with the National
Action Plan to 2019, the Department envisages increasing the number of learners in Grades 3, 6 and 9; that are
functioning at the required level in Literacy/Language and Numeracy/Mathematics. A crucial issue for the coming year
Report on Organisational Systems
Annual Report | 2014/2015 21
is increasing the number of Grade 12 learners that achieve university entrances with bachelor passes while ensuring
to improve the quality of education throughout the schooling sector, with special emphasis on the improvement of
Mathematics in the Intermediate and Senior Phases.
While promoting quality basic education, the Department will ensure that teachers are motivated, happy, professional
and skilled to deliver quality education in and outside the classroom. Up-skilling and developing both educators
and school managers are essential in achieving the goals set out in the Department’s strategic plan, as well as the
government’s plan set for 2025.
The success of the Gauteng Department of Education is fundamental in achieving its goals and objectives. It is
through the learners that the GDE will be able to measure its achievement or non-achievement of these goals This
Department will ensure that all children achieve high education standards and obtain the necessary knowledge, skills
and values so that they have the best chance of success in adult life.
The outputs developed by the Department are essentially aligned to the � rst 13 output goals of Action Plan to 2019
and are basic to the achievement of the goals outlined below.
The Action Plan has 27 goals. Goals 1 to 13 deal with outputs to be achieved in relation to learning and improve
quality of learning.
1. Increase the number of learners in Grade 3 who by the end of the year have mastered the minimum language
and numeracy competencies for Grade 3.
2. Increase the number of learners in Grade 6 who by the end of the year have mastered the minimum language
and Mathematics competencies for Grade 6.
3. Increase the number of learners in Grade 9 who by the end of the year have mastered the minimum language
and Mathematics competencies for Grade 9.
4. Increase the number of Grade 12 learners who become eligible for a Bachelors programme at university.
5. Increase the number of Grade 12 learners who pass Mathematics.
6. Increase the number of Grade 12 learners who pass Physical Science.
7. Improve the average performance in languages of Grade 6 learners.
8. Improve the average performance in Mathematics of Grade 6 learners.
9. Improve the average performance in Mathematics of Grade 8 learners.
10. Ensure that all children remain effectively enrolled in school up to the year in which they turn 15.
11. Improve the access of children to quality early childhood development (ECD) below Grade 1.
12. Improve the grade promotion of learners through the Grades 1 to 9 phases of school.
13. Improve the access of youth to Further Education and Training beyond Grade 9.
Report on Organisational Systems
22 Gauteng Department of Education
3.3 Strategic Goals and Strategic Objectives
Goal 1: Improve Learner Performance by delivering quality education in innovative learning environments.
The focus of this strategic goal is to improve learning and to ensure that more learners have access to innovative
teachers, leaders, Learning and Teaching Support Material (LTSM) and assessment standards. The Department
strives to improve the learners’ ability to complete schooling by staying in school or moving to an FET college. The
GDE will turn around and close the achievement gaps in primary and secondary low-performing schools.
Goal 2: Creating a � rst class education administration focused on supporting a modern and innovative
school and classroom
This goal focuses on enhancing the education systems ability to continuously improve through better and more
widespread use of data, research and evaluation, innovation and technology. Three pillars organizes the work of
the Department in achieving this goal, namely: to guide the planning and delivery of schools of the future that will
be characterized by physical spaces meeting the new demands of the curriculum and � tted with state of the art
equipment and technology that enhances the learning process and experience.
Goal 3: Transform public schooling by addressing barriers to access, equity and redress
This goal focuses on promoting education as a human right from which nobody can be excluded. The focus is to make
schooling affordable, obligatory and to have full participation. The GDE will enforce the rights of non-discrimination
with a particular focus on vulnerable and marginalized groups. To this end we will work with school communities
to expand good practice by clustering good schools in well-off communities with struggling schools in less well-off
communities in neighbouring residential areas. This will see the sharing of skills, expertise and resources between the
schools. This will cover governance, school management and teachers.
Goal 4: Increase access to quality pre- and post-schooling educational opportunities
This goal will focus on laying the basis for a cradle to adulthood educational continuum. The focus will be on working
with local government and the Department of Social Development to create an effective ECD sector in the province
with a balance of government, private and non-governmental provision of Grade R and pre-Grade R programmes.
This will be designed to ensure that a child’s cognitive and motor skills are fully development to support formal
learning in schools. The ECD Institute will lead this work on behalf of the province. In the same vein, the Department
will work with FET colleges, Higher Education institutions and SETAs to improve on the transition from school to
higher education or post schooling training opportunities. This will be done to increase youth employability in the
province by increasing the match between skills demand and supply. The Gauteng City Region Academy will lead this
work on behalf of the province. Two pillars will organize the work of the Department in achieving this goal. They are:
The Ten Pillar Education Plan from 2014 – 2020
The provincial Executive Council of the province had agreed that all Departments in the province must redo their
Annual Performance Plans (APP) to align to the 5 year plan of the Executive Council. The province consulted the
DPME who sanctioned the province undertaking the re-planning process. As a result the provincial Programme of
Action and APPs were revised on the basis of directives issued by the Presidency and the provincial Treasury which
stipulated that Departments should align their 2014/15 plans with the new political mandate.
Report on Organisational Systems
Annual Report | 2014/2015 23
Overview of the Ten Pillar Education Plan
The key Education provincial goals and associated pillars that are set for 2014-2020 planning cycle, including the
2014/15 MTEF are:
Goal 1: Improve Learner Performance by delivering quality education in innovative learning environments.
Pillar 1: Curriculum and Assessment Development
The Department will consolidate the achievements made by ensuring that there is consistency and progress. The
focus will include improvement on learner performance in Grade 12 and ANA scores. Accountability sessions with
school management will be central to insure the key thrust of the department including integrity, honesty and truth.
Grade R will also be prioritized to ensure that all learners have access to quality teaching and learning as well as the
required support material. The strengthening of subject advisors to support schools will also be a priority together
with the management and support to schools.
We will increase emphasis on special and full service schools so that all learners have access to quality education
with all the necessary support and resources. Furthermore, the 10 schools o the 21 School Model should be provided
with the necessary support to ensure that there is a complete turnaround in learner performance and become one of
the Model Schools of the province.
Pillar 2: Teacher Provision and Support
This pillar focuses on strengthening and solidi� es the direct support to teachers, through teacher development and by
using coaches. The enhancement of Teacher Development will realise the goals of the curriculum and improve learner
attainment. We will ensure that teachers are in attendance in the classroom and take swift action against teachers
who are absent for long periods of time, and other disciplinary issues. A key input is creating a permanent Labour
Dispute Of� ce, which will ensure a 30 Day turnaround on all labour dispute matters. The recruitment policy will be
revised to ensure that the best teachers are in Gauteng. All appointments will be on merit and based competence,
trust and integrity. Personnel in excess will be resolved and cleared. Vacancies in Finance, HR and ICT will be � lled
within 30 days.
Pillar 3: Leadership and Management
The focus of this pillar is on deepening the support provided to school management by head-of� ce and districts
of� ces through the notion of Virtual Districts. Good District Management is essential as districts are solely responsible
for curriculum and core issues in the support of curriculum delivery in schools. The role of HR and Finance will be
a central function enhanced by ICT. Managers will take responsibility of their functions in supporting schools by
ensuring the resourcing to schools is provided timeously. Managers and of� cials will work with integrity and honesty,
in all aspects including recruitment, appointments and procurement. They will also provide the necessary leadership
to ensure statutory and policy compliance are non-negotiable.
Goal 2: Creating a � rst class education administration focused on supporting a modern and innovative
school and classroom
Pillar 4: Infrastructure Development and maintenance
This pillar focuses on ensuring that the basics needs are available and functioning in all schools in Gauteng. This
entails ensuring that all schools have running water, electricity and functional toilets, and that all block toilets are
cleared with immediate effect. A plan is being developed that articulates the delivery of the basic infrastructure needs,
including, development and maintenance. However, a change of focus is required on how Infrastructure Development
Report on Organisational Systems
24 Gauteng Department of Education
and Maintenance is rolled out and prioritized. This plan will include the remodelling and funding of the former Model C
schools so that they can compete with successful Independent Schools while, critically, ensuring that all parents and
learners have access to these schools.
Pillar 5: Planning, � nance and resourcing
The focus of this pillar is on reprioritising the budget and resourcing to schools to ensure that 80% of the budget
and resourcing go to schools and 20% at of� ce level. The Department will ensure that it provides resources where
it is needed. Information for planning and decision making using data systems that are responsive and suf� cient to
support business processes, provisioning needs and planning. Essential is to strengthened the 30 Day payment
process.
Pillar 6: ICT in Education
This pillar will review the current E-Learning programme with a view of creating schools of the future. This strategy will
follow an audit on ICT status in schools both in respect of the use of technology and the identi� cation of good practice
by individual schools. This audit will inform the strategy and targets of the E-learning Strategy and Implementation
Plan. The plan will also strive to ensure that all employees to have access to ICT.
Goal 3: Transform public schooling by addressing barriers to access, equity and redress
Pillar 7: Social Cohesion
The focus of this pillar is to ensure a non-racial education system. It is a fundamental driver that all learners have equal
and fair access to all public schools in the province irrespective of their background. Schools will be encouraged to
share resources and experiences. Four school sporting codes will be prioritized, namely Soccer, Rugby, Cricket and
Netball. However, athletics and other sporting codes will be given the necessary support. A Gauteng School Sports
league will start in the next academic year, and an agreement with municipalities to maintain playing � elds will be
entered into. An agreement with the Department of Sports Art, Recreation and Culture will be required to provide
the support and understanding on this strategy. School Psycho-Social Support will introduce Medical Wednesdays
at schools where social workers/nurses will visit schools to assist learners. All learners in Quintile 1-3 school have
access to dignity packs. School Safety will introduce a Direct Line for emergency calls that will direct the Rapid
Response Team to address emergency issues.
Pillar 8: School functionality including community Involvement
The pillar on School Functionality will deal with stakeholders and support from community business and inter-
government. A proposal that every Executive Member and Member of the Legislature to be linked (adopt) to a school
for year. The pillar will also undertake to strengthen the stakeholder and community involvement in education and
their support to schools. Partnerships with various organisations and stakeholders will be entered into, to strengthen
education in the province. Partnership agreement will be entered into with partners in education to support our
initiatives including government departments.
Goal 4: Increase access to quality pre- and post- schooling educational opportunities
Pillar 9: Skills Development
This pillar develops quality skills that meet the requirements of the industry and the public sectors in Gauteng Province.
This will be undertaken through the Master Skills Plan, in line with the Gauteng Economic Development Strategy and
all key stakeholders such SETAs, HEIs will be mobilised to respond to skills need of Government in Gauteng.
Report on Organisational Systems
Annual Report | 2014/2015 25
The Department will develop management and leadership competencies in the provincial government departments
to ensure skilled public servants, who are committed to good public practice, prioritising national development and
hence realising the vision and mission of the Gauteng City Region. Priority skills programme to respond to skills
need of Government in Gauteng will be implemented to develop the public servants committed to strengthening
accountability mechanisms. This Implementation Plan will continue to in� uence the skills development agenda and
trajectory of the province over the coming three years. Therefore it would not be “business as usual” as we ful� l the
hopes of our young citizens and the people of Gauteng through this Implementation Plan. The department is in the
process of refurbishing a number of technical high schools to improve their conditions in order to operate as a proper
technical high school. We will also expand our programmes in respect of artisans, learnerships and internships for
youth and unemployed graduates together with business and SETAs.
Pillar 10: Access to quality Early Child Development (ECD)
This pillar focusses on prioritising Grade R by ensuring that all learners have access to quality schooling. The
Department will therefore ensure that Grade R and pre-Grade R practitioners are trained in order to improve their
quali� cation levels. The early years of a child are critical for the acquisition of the concepts, skills and attitudes that
lay the foundation for lifelong learning. These include the acquisition of language, perception-motor skills required for
learning to read and write, basic numeracy concepts and skills, problem-solving skills and a love of learning. With
quality ECD provision in the province, educational ef� ciency would improve, as children would acquire the basic
concepts, skills and attitudes required for successful learning and development prior to or shortly after entering the
system, thus reducing their chances of failure. The system would also be free of under-age and under-prepared
learners, who have proven to be the most at risk in terms of school failure and drop-out. While it is never too late for
children to improve in their health and development, to learn new skills, overcome fears or re� ect on beliefs, more
often it is the case that when they do not get the right start, they never catch up or reach their full potential.
Revision of the Provincial Programme of Action and Annual Performance Plan in line with the new 5 Year
Priorities
Under the guidance of the Gauteng Planning Division and the provincial Treasury we were requested to revise the
strategic objectives underpinning the APP and undertake a budget reprioritisation exercise to � nd the budget for
programmes and projects to begin to realize the 5 year plan of the provincial government. The Department undertook
a planning process to unpack the implications of the new provincial mandate. This resulted in amendments to existing
departmental programmes, interventions and services. The process entailed the Department having to scale back
certain programmes, terminate some programmes with no impact on education delivery and initiate new projects that
would contribute to the realization of the 2014/15 targets of the new 5 Year Plan. This also resulted in the addition
and deletion of indicators that were no longer aligned to the new 5 Year Plan. This was approved by the Executive
Council on 15 October 2014.
See Annexure A for the details to the amendments of the measures and targets of the Annual Performance Plan
approved in April 2014. These amendments were contained in the revised Annual Performance Plan approved in
October 2014. This Annual Report assesses achievements against the revised Annual Performance Plan.
Report on Organisational Systems
26 Gauteng Department of Education
3.4 Overview of the service delivery environment in 2014/15
The Department has made signi� cant achievements in the 2014 academic year, among them the following:
• In 2014, Gauteng Grade 12 learners achieved a matric pass percentage of 84.7%. Although this was a decline
of 3% from the previous academic year, 2013, it was the highest pass percentage in the country. The pass
percentage for Science increased to 68.3% in 2014, while the pass percentage for Mathematics was 69.3%
• The no-fee schools in the province has a combined enrolment of 1 163 722 learners
• The National School Nutrition Programme (NSNP) and Scholar transport programmes which form part of
governments’ Reconstruction and Development Programme (RDP) which aims to promote punctuality amongst
learners, alleviate short-term hunger and contribute to the general health and development of needy learners, were
implemented. The Department feeds all learners in no-fee schools and thus 1 163 722 learners were fed through
the programme.
• The Department provided scholar transport to 76073 learners in 14 districts. Departmental of� cials monitor the
transport routes to ensure that learners are safely transported.
3.5 Overview of the organisational environment in 2014/15
In the year under review the Department consolidated existing programmes to improve learner achievement across all
Grades, especially in Grade 12. The major focus was on strengthening school management and institutional capacity
to ensure quality learning and teaching in all institutions.
Report on Organisational Systems
Annual Report | 2014/2015 27
4. Organisation of the Department
4.1 Organisational Design
The Department consists of a Head Of� ce, which is responsible for operational policy and; monitoring and evaluation,
and 15 Districts that are responsible for all services to learners, educators, schools and local communities. The
Districts are also located within local government boundaries where feasible. The map below shows the education
District demarcation for Gauteng.
4.2 Departmental Structure
Education in the province is managed through a two-tier structure, with a Provincial Of� ce and 15 District Of� ces
aligned to the local government boundaries. There are Further Education and Training (FET) colleges, schools, and
various other educational institutions in the province. Districts provide direct services to schools, educators and
learners. These services include:
• Curriculum Support;
• Institutional Development and Support;
• Human Resource Development ;
• Education Support Services; and
• Sport, Culture and Values in Education.
Report on Organisational Systems
28 Gauteng Department of Education
An organisational structure was approved, to ensure that the Department delivers on its key strategic goals and objectives, as well
as to ensure stability with regard to achieving the alignment between the new strategic direction and the organisational structure.
The Department embarked on the realignment of its structure in 2010 to review and redesign its delivery model to
ensure that it has adequate capacity to deliver on its strategic priorities and to take its mandate forward. This project
formed the basis of diagnosing where and how the Department needed to focus, in reorganising the organisation,
processes and people, this was ultimately to ensure that it’s the head- and district of� ces could provide relevant,
coordinated and effective support to schools, in order to improve education delivery at classroom level.
A further process of realignment was undertaken to give effect to the new political mandate.
See Approved Organogram on the next page.
Report on Organisational Systems
Annual Report | 2014/2015 29
4.3 Approved Organogram
Directorate Scholar
Transport
District Of� ceGW
MEC for EDUCATION
Section 21 Companies Board of Directors (Sci-Bono, MGSLG)
Of� ce of the MEC
Head of Department
Directorate Of� ce of the HODChief Directorate Risk and Compliance Management
Directorate Internal Control
Branch Curriculum Management and
Delivery * Dir. Support
Branch Strategic Planning Management
Chief Directorate Education Planning
and Research
Chief Directorate Communications
Chief Directorate Transversal HR
Services
Chief Directorate Infrastructure Delivery
Management
Chief Directorate Transversal HR
Services
Chief Directorate Transversal HR
Services
Chief Directorate Supply Chain Management
Directorate Education Research
and Knowledge Management
Directorate Education
Planning and Information
Directorate Organisation Development
Directorate Physical Resource
Planning
Directorate Strategic Policy
Management
Directorate Performance
Management and Development
Directorate Technical Advisory
and Support Services
Directorate HR Transaction
Services (Cluster A)
Directorate Capital Works Management
Directorate HR Transaction
Services (Cluster B)
Directorate Maintenance
Directorate HR Transaction
Services (Cluster C)
Directorate Security
Management
Directorate HR Transaction
Services (H/O) and Transversal
Support
Directorate Legal Services
Directorate Financial
Administration
Directorate Procurement
Directorate Despute
Management
Directorate School Funding
Management
Directorate Auxillary and Fleet
Management
Directorate Financial
Planning and Budgeting
Directorate Asset Management
Directorate Quality Assurance
Directorate Transformation
Directorate Transformation
Directorate Monitoring and
Evaluation
Directorate Recruitment and
Selection
Directorate Recruitment and
Selection
Directorate Collective Bargaining
Directorate Collective BargainingDirectorate
Strategic Partnership
Directorate Media Relations (External Communication)
Directorate Internal
Communication (Corporate
Communication)
Directorate Contact Centre
Chief Directorate School Support
Directorate School Sport & Extra-curricular Coordination
Directorate School Nutrition
Chief Directorate District Operations
Management TSWAGA
Chief Directorate District Operations
Management Ekudibeng
Chief Directorate District Operations Management JHB
District Of� ceGN
District Of� ceEN
District Of� ceJC
District Of� ceES
District Of� ceJE
District Of� ceTN
District Of� ceGE
District Of� ceJN
District Of� ceTS
District Of� ceSE
District Of� ceJS
District Of� ceTW
District Of� ceSW
District Of� ceJW
Chief Directorate School
Management
Directorate Public Ordinary
Schools
Directorate Inclusions and
Special Schools
Directorate Early childhood Development
Directorate ABET
Directorate FET Colleges
Directorate Library Services and
LTSM
Chief Directorate Coordination of Curriculum
Implementation
Directorate General Education and Training (GET)
Curriculum Coordination
Directorate Further Education and Training (FET)
Curriculum Coordination
Directorate Education Training
and Special Projects
Chief Directorate Assessments and
Examinations
Directorate Assessments
Directorate Examination Management
Directorate Examination
Finance and System
Administration
College Management
Directorate Enterprise Risk Management
Branch Corporate Management Dir.
*Support
Chief Directorate Strategic HR Management
Chief Directorate Infrastructure
Planning
Branch Education Support *Dir. Support
Branch Financial Management Services (CFO) *Dir Support and
FIn. Reporting
Directorate Compliance Inspectorate
Chief Directorate Information
Technology Service & System Support
Directorate Information Technology
Systems
Directorate Information Technology
Systems Management
Directorate Information Technology
Systems Management
Directorate Information Technology
Support Services
Directorate e-Learning
Chief Directorate School Interventions
Directorate Special
Investigations
Directorate Psycho-social
Support
Directorate School Safety Management
Report on Organisational Systems
30 Gauteng Department of Education
5. Strategic Objectives and Level of Success
The Gauteng Department of Education is building an education system that is responsive and dynamic. This education system addresses the needs of young people and accelerates improvement of quality education in schools and institutions. It therefore ensures that it provides the necessary inputs into all institutions to secure quality educational outputs. These educational outputs measure the level of success that the Department has achieved in the plight to ful� l the mandate of providing quality basic education.
The Province has in the last � ve years achieved near universal levels of female participation in schooling, which is amongst the highest levels in the world. For the 2014 academic year, the Department delivered education services to 2 922 institutions which constitute Primary, Secondary, Learners with Special Education Needs (LSEN), Adult Education and Training (AET) and Further Education and Training institutions with 2 433 342 learners in total. There were 2 180 963 learners in public institutions and 252 379 in independent institutions (including special schools). The 2014 total learner enrolment showed a growth of 71 942 learners as compared to the 2013 learner enrolment of 2 361 400. This constitutes a growth of 3%.
The largest sector in the Gauteng Education System is the ordinary school sector that consists of 2 721 schools. This sector is further divided into three sections, with 2 070 Public schools, 198 Independent, subsidised schools and 453 independent, non-subsidised schools. The LSEN sector has 137 institutions of which 110 are public, 4 independent subsidised and 23 independent non-subsidised schools. Furthermore, the Department has eight Further Education and Training (FET) Colleges and 56 AET institutions, both public and private.
Further analysis of the primary and secondary school sectors reveals that there are 2 191 475 learners in the ordinary sector of which 89% (1 944 486) are in public ordinary schools, 6% (146 137 learners) in the independent non-subsidised sector and 5% (100 852 learners) in the independent subsidised sector. The analysis also indicates that there was a 2.4% increase in the number of learners in 2014 that are in the public ordinary school sector as compared to 2013.
The Department had a number of successes in the 2014 academic year:
• Although the Grade 12 learner performance dropped slightly in 2014, the province retained the position of being the top performing province in 2014.
• Grade 12 learner performances have improved since 2010, and that has enabled the Department to exceed the 80% pass rate target set for 2014. This target was initially surpassed in 2011, by achieving a pass rate of 81.1% and further surpassed in 2013 with a pass rate of 87%. The Department recorded a slight decline in the 2013 pass rate, from 87% to 84.7% in 2014. The number of learners passing Grade 12 decreased from 85 122 to 84 247; recording 875 less learners in 2014.
• In 2014, the Grade 12 learner achievement for Mathematics was 69.3% and for Physical Science, 68.3%. Both subjects were above the national pass rate of 53.5% and 61.5% respectively.
• The Department instituted the no-fee policy in all Quintile 1-3 schools in the province and also encouraged Quintile 4-5 schools to apply for voluntary no-fee status. In the 2014 academic year 1 163 722 learners bene� tted from this policy, which equates to 63% of the Grade 1-12 learner population in public ordinary schools in the province, as compared to 62% in 2013.
• The Department had a noticeable increase of 2.4% in learner enrolment in public ordinary schools. The increase in number of enrolments shows that the Department is ful� lling its Constitutional obligation of ensuring that learners have access to public schools.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 31
5.1 Basic � gures on the size of the Gauteng Education Sector
Table 1: Number of institutions
Level 2010 2011 2012 2013 2014
Public Primary School 1372 1383 1347 1358 1409
Public Secondary School 643 657 698 698 661
Total Ordinary 2015 2040 2045 2056 2070
AET 46 46 47 47 47
LSEN 108 108 109 109 110
FET Colleges 8 8 8 8 8
Total Public 2177 2202 2209 2220 2235
IN - Primary School 111 121 116 137 147
IN - Secondary School 176 216 250 299 306
IS - Primary School 50 48 57 49 55
IS - Secondary School 133 134 143 108 143
IN – LSEN 13 18 18 19 23
IS – LSEN 3 3 4 4 4
IN-AET 8 10 10 10 9
Total GP 2671 2752 2807 2846 2922
Key: IN = Independent non-subsidised schools and IS = Independent subsidised institutions.
In the 2014 academic year the Department registered 15 additional public institutions. The Public Ordinary Schools increased by 14 from 2 056 in 2013 to 2 070 in 2014. The number of LSEN schools increased from 132 schools in 2013 to 137 schools in 2014 and the number of AET Centres reduced from 57 Centres in 2013 to 56 in 2014. The number of public FET institutions remained constant.
In 2014, the total number of educators in the province was 85 272, including independent institutions of which 73% are state-paid. This was a 3% (2 487) increase in educators working in the sector as compared to the 2013 statistics. The largest portion of state-paid educators is from the public ordinary schools sector, which constitutes 89% of the total number of state-paid educators in the education system. The total number of educators in independent schools was 16 896 and it included educators in the independent subsidised, non-subsidised, LSEN independent schools and AET independent, non-subsidised Centres.
The total number of female educators in Gauteng for 2014 was 60 648, which included independent institutions. The
total number of female educators in public institutions was 48 306 and constituted 71% of educators in the public
sector.
Strategic Objectives and Level of Success
32 Gauteng Department of Education
Tab
le 2
: Num
ber
of
lear
ners
Leve
l20
1020
1020
1020
1120
1120
1120
1220
1220
1220
1320
1320
1320
1420
1420
14
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Prim
ary
Sch
ool
557
375
542
318
1 09
9 69
356
6 18
255
2 16
91
118
351
566
968
552
165
1 11
9 13
358
9 06
857
3 24
41
162
312
626
477
609
130
1 23
5 60
7
Sec
onda
ry
Sch
ool
333
585
347
848
681
433
342
062
353
754
695
816
361
453
378
159
739
612
359
891
377
339
737
230
345
829
363
050
708
879
Tota
l Ord
inar
y89
0 96
089
0 16
61
781
126
908
244
905
923
1 81
4 16
792
8 42
193
0 32
41
858
745
948
959
950
583
1 89
9 54
297
2 30
697
2 18
01
944
486
AE
T26
149
46 6
5072
799
30 0
1451
267
81 2
8130
826
54 7
9885
624
31 2
9757
201
88 4
9833
750
63 4
9597
245
LSE
N23
112
12 9
1836
030
23 6
7313
260
36 9
3324
670
13 4
7438
144
26 2
8714
175
40 4
6226
727
14 5
5241
279
FET
Inst
itutio
ns53
366
39 4
7992
845
56 0
2341
930
97 9
5356
023
41 9
3097
953
56 0
2341
930
97 9
5356
023
41 9
3097
953
Tota
l Pub
lic99
3 58
798
9 21
31
982
800
1 01
7 95
41
012
380
2 03
0 33
41
039
940
1 04
0 52
62
080
466
1 06
2 56
61
063
889
2 12
6 45
51
088
806
1 09
2 15
72
180
963
IN –
Prim
ary
Sch
ool
16 2
9214
179
30 4
7117
294
15 0
6432
358
16 2
5914
053
30 3
1219
744
17 4
7037
214
20 4
4318
122
38 5
65
IN –
Sec
onda
ry
Sch
ool
37 4
6839
855
77 3
2340
994
43 9
3784
931
43 3
4846
214
89 5
6254
230
57 2
7111
1 50
151
965
55 6
0710
7 57
2
IS –
Prim
ary
Sch
ool
9 86
69
882
19 7
489
651
9 68
619
337
11 0
7911
083
22 1
629
603
9 45
719
060
11 4
3811
742
23 1
80
IS –
Sec
onda
ry
Sch
ool
32 5
7536
314
68 8
8933
565
37 6
9271
257
35 5
1839
088
74 6
0629
586
32 6
2362
209
37 2
1740
455
77 6
72
IN –
LS
EN
766
351
1 11
796
043
91
399
1 15
951
81
677
1 11
651
71
633
1 42
565
62
081
IS –
LS
EN
393
175
568
472
191
663
480
190
670
371
149
520
345
144
489
IN –
AE
T1
860
962
2 82
22
161
675
2 83
62
377
676
3 05
32
297
511
2 80
82
171
649
2 82
0
Tota
l GP
1 09
2 80
71
090
931
2 18
3 73
81
123
051
1 12
0 06
42
243
115
1 15
0 16
01
152
348
2 30
2 50
81
179
513
1 18
1 88
72
361
400
1 21
3 81
01
219
532
2 43
3 34
2
Key
: IN
= In
depe
nden
t non
-sub
sidi
sed
scho
ols
and
IS =
Inde
pend
ent s
ubsi
dise
d in
stitu
tions
. Due
to u
nava
ilabi
lity
of 2
012,
201
3, 2
014
FET
data
, the
dat
a pr
esen
ted
is fo
r 20
11.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 33
Tab
le 3
: Num
ber
of
educ
ato
rs
Leve
l
2012
2013
2014
Sta
te-p
aid
Pri
vate
ly-p
aid
Tota
l: st
ate-
an
d
pri
vate
ly-
pai
d
Sta
te-p
aid
Pri
vate
ly-p
aid
Tota
l: st
ate-
an
d
pri
vate
ly-
pai
d
Sta
te-P
aid
Pri
vate
ly P
aid
Tota
l: st
ate-
an
d
pri
vate
ly-
pai
dM
ale
Fem
ale
Mal
eFe
mal
eM
ale
Fem
ale
Mal
eFe
mal
eM
ale
Fem
ale
Mal
eFe
mal
e
Prim
ary
Sch
ool
5 88
722
447
608
3 22
732
169
5 85
822
549
685
3 17
232
264
6 32
024
008
688
3 23
434
250
Sec
onda
ry S
choo
l9
687
15 2
0174
71
371
27 0
0696
9415
306
735
1358
2709
39
457
15 0
1872
31
334
26 5
32
Tota
l Ord
inar
y15
574
37 6
481
355
4 59
859
175
15 5
5237
855
1 42
04
530
59 3
5715
777
39 0
261
411
4 56
860
782
AE
T85
21
450
2768
2 39
786
01,
495
2
2 35
786
51
435
21
2 30
3
LSE
N82
02
122
6414
43
150
825
2,18
344
129
3 18
183
62
223
5110
83
218
FET*
Inst
itutio
ns85
281
127
613
42
073
852
811
276
134
2 07
385
281
127
613
42
073
Tota
l Pub
lic17
246
41 2
201
446
4 81
064
722
18 0
8942
344
1 74
24
793
66 9
6818
330
43 4
951
740
4 81
168
376
IN -
Prim
ary
Sch
ool
--
359
1 82
42
183
--
399
2 06
62
465
414
2 01
12
425
IN -
Sec
onda
ry S
choo
l-
-2
051
5 66
97
720
--
2 39
26
662
9 05
4
2
413
6 66
79
080
IS -
Prim
ary
Sch
ool
--
164
757
921
--
162
603
765
163
735
898
IS -
Sec
onda
ry S
choo
l-
-1
530
2 43
13
961
--
1 14
42
038
3 18
2
1
464
2 61
64
080
IN –
LS
EN
--
2422
224
6-
-22
219
241
4924
729
6
IS –
LS
EN
--
2129
50-
-8
2937
729
36
IN –
AE
T-
-62
3597
--
3637
73
44
3781
Tota
l GP
18 0
9842
031
5 93
315
911
81 9
7318
089
42 3
445
905
16 4
4782
785
18 3
3043
495
6 29
417
153
85 2
72
Key
: IN
= In
depe
nden
t non
-sub
sidi
sed
scho
ols
and
IS =
Inde
pend
ent s
ubsi
dise
d in
stitu
tions
, FE
T=Fu
rthe
r E
duca
tion
and
Trai
ning
. Due
to u
nava
ilabi
lity
of 2
012
and
2013
, 201
4 FE
T da
ta, t
he d
ata
pres
ente
d is
for
2011
.
Strategic Objectives and Level of Success
34 Gauteng Department of Education
5.2 Indicator Group: Access
In 2014, public schools experienced an average growth of 2.4% from 2013 to 2014, Independent non-subsidised
schools experienced the largest growth of 13% from 2013 whereas the independent subsidised experienced a
slight negative growth of less than a percent. The public LSEN sector has shown a growth of 2% from 2014. The
Department is continuously improving learner access by ensuring that every child in Gauteng has an equal chance
of accessing education. The province has experienced continued growth in learner numbers over the past � ve years.
Figure 1: Percentage growth in Public Ordinary Schools
0.0
0.5
1.0
1.5
2.0
2.5
Perc
enta
ge G
row
th
2010 2011 2012 2013 2014
Number of learners by Fee Paying and No-fee Schools
In line with the national priorities, Gauteng has increased the number of learners in the no-fee schools by 51 117
learners from 2013. The number of learners who enrolled in the no-fee schools during 2014 equalled 63% of the total
number of learners in the public ordinary schools. This shows a one percent growth as compared to the 62% of the
2013 � nancial year. This is further indicative of the Department’s ongoing commitment to gradually increase access to
free education for all learners. The number of no-fee schools increased by 29 from 2013. In 2014, there were 1 339
schools with 1 163 722 learners in No-fee schools.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 35
Figure 2: Number of learners by No-Fee Status
0
200 000
400 000
600 000
800 000
1 000 000
1 200 000
Num
ber o
f lea
rner
s
2010 2011 2012 2013 2014No-fee schools Fee paying schools
Figure 3: Percentage Growth in Public LSEN Schools
0
1
2
3
4
5
6
7
8
Perc
enta
ge G
row
th
2010 2011 2012 2013 2014
The sector has experienced a steady growth in enrolment. In 2014, a 2.0% growth was experienced as compared
to 2013.
Strategic Objectives and Level of Success
36 Gauteng Department of Education
Figure 4: Learner enrolment in Special Schools
0
9 000
18 000
27 000
36 000
45 000
Num
ber o
f lea
rner
s
2010 2011 2012 2013 2014
Learner numbers in LSEN schools have showed a steady increase over the past � ve years with 37 715 learners in
2010 increasing steadily to 43 849 in 2014. For public LSEN, the learner enrolment increased from 36 030 in 2010 to
41 279 in 2014, the independent, non-subsidised increased from 1 117 in 2010 to 2 081 in 2014 and in independent
subsidised, the numbers decreased from 578 in 2010 to 489 in 2014. In 2014, 28 497 (65%) of all LSEN learners
were male, while 15 352 (35%) were female.
Figure 5: Learners in LSEN schools by Disability
Public Schools Independent Schools
0
2 000
4 000
6 000
8 000
10 000
12 000
Autis
tic S
pect
rum
Diso
rder
s
Beha
viour
al /
Cond
uct D
isord
er
(inclu
ding
Sev
ere B
ehav
iour
al P
robl
ems)
Blin
dnes
s
Cere
bral
Pal
sy
Num
ber o
f Lea
rner
s
Deaf
ness
Epile
psy
Hard
of H
earin
g
Mild
to M
oder
ate I
ntell
ectu
al D
isabi
lity
Parti
al S
ight
edne
ss /
Low
Visi
on
Phys
ical D
isabi
lity
Rem
edia
l / A
id (A
id-C
lass
es)
Seve
rely
Inte
llect
ually
Disa
bled
Othe
r
In public LSEN schools the disabilities with a high learner enrolment are Mild/Moderate Mentally Handicapped (26%),
followed by Severely Mentally Handicapped (22%) and Speci� c Learning Disability (14%). The Disability category,
“Blind” has the least number of learners enrolled in public LSEN.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 37
Figure 6: Learners in AET sector (Both Public and Independent AET)
0
20 000
40 000
60 000
80 000
100 000
120 000
Num
ber o
f le
arne
rs
2010 2011 2012 2013 2014
In 2014, 100 065 learners were enrolled in the Adult Education and Training (AET). The number of the learners in this
sector increased by 8 759 from 91 306 of the enrolment statistics of 2013.
Figure 7: Learner Numbers in AET sector by Age
0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
8 000
Num
ber o
f lea
rner
s
Age
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56
The age enrolment of AET learners shows that there is a clustering of learners of younger age group. This clustering
of learners can be attributable to learners who are rewriting matric as some of the AET centres are used for rewrites.
Strategic Objectives and Level of Success
38 Gauteng Department of Education
Figure 8: Number of Grade R learners
0
26 000
52 000
78 000
104 000
130 000
2010 2011 2012 2013 2014
Num
ber o
f Gra
de R
lear
ners
In line with the education mandate to universalize Grade R, the Department is making headway in achieving the goal
of 100% access. There has been a marked increase in Grade R enrolment for the 2014 academic year compared to
2013. This shows an increase of 10 277 learners; which translates to 8% growth.
5.3 Indicator Group: Ef� ciency
The term ef� ciency is de� ned as the optimal relationship between the inputs and outputs. In Education, ef� ciency
refers to the measure of learner performance (outputs) in relation to the inputs (budget; educators) within the education
system. The ef� ciency will be measured through the analysis of repetition rate and also the rate at which learners leave
the public ordinary schools. In 2014, the public ordinary school sector constituted 89% of the learners in the ordinary
school sector, and represented 80% of all learners in the province across all the sectors, therefore, the analysis
concentrated on this sector.
The analysis that follows hereafter, calculates the � ow of learners through the educational cycle, from primary through
to the secondary level.
Repetition Rate
The repetition rate refers to the rate at which learners repeat Grades; and the rate of learners leaving public ordinary
schools refers to the number or percentage of learners who left the public ordinary sector. The possibility may be that
those learners have enrolled into any other institution such as independent schools, LSEN, FET or AET in Gauteng or
other provinces in the country.
The overall repetition rate in the public ordinary school sector indicates a 6% in primary schools and 15% at the
secondary school level.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 39
Figure 9: Repetition rate by level
0
4
8
12
16
20
Repe
titio
n Ra
te
Primary Secondary
2010 2011 2012 2013 2014
Level of learners leaving Public Ordinary Schools
Figure 10: Level of learners leaving Public Ordinary Schools by Schooling Level
0
2
4
6
8
10
% ra
te o
f lea
rner
s le
avin
g
2009 2010 2011 2012 2013
Primary Secondary
The Department measured the rate of learners leaving public ordinary schools without completing a grade in a given school year. This rate shows the extent to which learners leave public schools, however, it did not preclude that learners might have moved to other sectors of the education system. For example, learners might have moved from public ordinary schools to other sectors of the education system, for example, into the ABET sector, FET institutions and Independent Schools or schools in other provinces.
Strategic Objectives and Level of Success
40 Gauteng Department of Education
The learners have left the primary level Grades at an average of below 2% and below 10% for secondary level Grades in the past � ve years. The survival rate of learners for 2014 shows that, of the Grade 1 learners who started school in
public schools in 2003, 62% were registered in Grade 12 in 2014.
Enrolment by Age-Grade Norm
Figure 11: Percentage ‘over-aged’ learners in public primary and secondary schools
0
5
10
15
20
25
30
35
40
% L
earn
ers
Primary Secondary
Note: Overage-Outside the age-grade norm
The term over-aged learners in this analysis was construed as all learners outside the age-grade norm, e.g. all
learners in Grade 1 that were over seven years of age, were regarded as over-aged. This calculation does not allow
for repetition even though the assessment policies do permit it (failures). This factor may exaggerate the percentage
of overage learners.
The average percentage of over-aged learners in primary schools (Grade 1-7) has remained constant at an average
of 18. The percentage of over aged learners amongst secondary school learners dropped slightly from 40% in 2013
to 39% in 2014.
Although there are a high percentage of overaged learners in the system, it should be noted that the calculation of
over-aged learners does not � lter in the factor of repetition. A high over age does not construe learners in the age
bands that are well over the age grade norms, it is within the acceptable age grade of the respective Grades.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 41
Grade 12 learners by age
Figure 12: Percentage of learners who were 18 years or younger in Grade 12 in public ordinary schools
0
10
20
30
40
50
60
70
80
% o
f Lea
rner
s
2010 2011 2012 2013 2014
Figure 13: Percentage of learners who were 18 years or younger in Grade 12 in independent ordinary
schools
0
10
20
30
40
50
60
70
80
% o
f Lea
rner
s
2010 2011 2012 2013 2014
The methodology used in calculating the learner age of Grade 12 learners was the same as that used to calculate the
‘over aged’ learners in the previous section. The average age of learners in Grade 12 is calculated at 18 years. The 18
years and younger category of learners in Grade 12 was 63%. When this is disaggregated by public and independent
sectors, the statistics remained constant at 62% for public schools and 70% for independent schools.
Strategic Objectives and Level of Success
42 Gauteng Department of Education
Figure 14: Percentage of learners who were 18 years or younger in Grade 12 in public ordinary schools
by gender
0
10
20
30
40
50
60
70
80
Female Male2010 2011 2012 2013 2014
% o
f Lea
rner
s
In 2014, 66% female and 56% male learners in public schools were 18 years and younger and in Grade 12. This
number is the same as in 2013. It is noted that the percentage of female learners has been consistently higher than
that of their male counterparts over the past � ve years.
5.4 Indicator Group: Equity
Learner: Educator (LE) Ratio
The learner: educator (LE) ratio is one of the most common indicators used in planning, as well as in measuring the
teaching and learning process and the achievement of equity. It is also used to measure the level of human resource
input in education; (reference is made to educators). For the past � ve years, the LE ratio of public ordinary schools
ranged between 33:1 and 34:1.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 43
Table 4: Learner: Educator Ratio by level and sector
Level and sector2010 2010 2011 2011 2012 2012 2013 2013 2014 2014
SP All SP All SP All SP All SP All
Primary 35 32 36 32 36 32 38 33 38 33
Secondary 30 27 30 27 30 27 29 27 29 27
Public Ordinary 33 30 33 30 33 30 34 30 34 30
AET 36 35 37 37 37 36 38 38 42 42
LSEN 13 12 13 12 13 12 13 12 13 13
Total Public 34 31 35 31 35 31 35 32 35 32
Independent - Primary - 14 - 14 - 14 - 15 16
Independent – Secondary - 14 - 14 - 13 - 13 13
Independent LSEN - 9 - 8 - 8 - 8 8
Independent AET - 37 - 33 - 31 - 38 35
Key: SP = state-paid educators; All = state-paid and privately/SGB-paid educators
The LE ratio in LSEN schools has been constant at 13:1 over the past � ve years. The LE ratio in public AET centres
has been increasing and in 2014, the LE ratio was 42:1.
Figure 15: Learner: Educator ratio in public ordinary schools
25
30
35
40
LE R
atio
2010 2011 2012 2013 2014
Primary Secondary
When data is disaggregated into primary and secondary phases, it emerges that the LE ratio for secondary schools
is lower than that of the primary schools.
Strategic Objectives and Level of Success
44 Gauteng Department of Education
Figure 16: Learner: Educator Ratio by Quintile (the poverty rank of schools) for Public Ordinary Schools
0
5
10
15
20
25
30
35
40
L/E
Ratio
SP ALLQuintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
SP ALL SP ALL SP ALL SP ALL
2009 2014
Note: SP = State-paid Educators; ALL = State-paid and SGB paid educators
Disparities are noted when disaggregating LE ratio data by poverty ranking of schools. For the past � ve years, the LE
ratio of the poorest schools did not change when privately paid educators were included, whereas the LE ratio in the
least poor schools dropped by 9 points (Quintile 5).
Gender Equity
Learner enrolment
The overall gender split of learners in schools indicates that there were 49% and 51% females in primary and
secondary levels respectively. This ratio indicates that access to schooling in the ordinary sector is almost equal for
both male and female learners.
The Gender Parity Index (GPI) is used to measure whether access to schooling for female learners is improving,
or whether they are fully represented in the schooling system. This ratio is de� ned as the gross enrolment ratio for
females divided by the GER for males. The ratio compares the level of access to schooling for females to that of
males. A GPI of 1 indicates that, in proportion to the appropriate school age population, there are more females than
males in the school system. The total number of learners in the ordinary school sector (including independent schools)
was used to derive the GER and hence the GPI.
In 2014, the GPI was 1.05 and 1.02 for primary and secondary levels respectively. This indicator illustrates that in
2014 there were 5% and 2% more female learners than male learners in the primary schools and in the secondary
schools respectively.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 45
Figure 17: Percentage Enrolment by Gender and Grade for 2014
0
20
40
60
80
100
Perc
enta
ge
Female Management Male Management2010 2011 2012 2013 2014
From Grade R to Grade 10, there are an equitable number of females and males. This proportion changes for Grade
11 and Grade 12 where girl learners are slightly more than the boy learners. However, for Grade SP (grade with
special learners), there are almost 66% males and 34% females.
Gender equity levels amongst educators
There are more male principals in the public ordinary schooling system than female although the sector has a
female to male ratio of 71:29 for all state paid educators (including Heads of Department, Deputy Principals and
Principals). However, when analysing data by post levels, 57% of management positions are held by females. The
term management includes Heads of Department, Deputy Principals and Principals at schools.
Figure 18: Percentage of educators in management in public ordinary schools
Perc
enta
ge o
f Lea
rner
s
Male
GR G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 GSP
Female
0
20
40
60
80
100
Strategic Objectives and Level of Success
46 Gauteng Department of Education
Figure 19: Percentage of principals by gender (public ordinary schools)
0
20
40
60
80
100
Perc
enta
ge
Female Principal Male Principal
2010 2011 2012 2013 2014
When differentiated by post level, it is noted that in the period 2010 to 2014, 35% of Principal posts were held by
females and 65% by males.
Figure 20: Percentage of Educators by Gender (Public Ordinary Schools)
0
20
40
60
80
100
Perc
enta
ge
Female Educator PL1 Male Educator PL1
2010 2011 2012 2013 2014
In the period 2010 to 2014, 75% of PL1 Educator posts were held by females and 25% by males. Though the ration
of females is higher for PL1 Educators, there is still an indication that senior management posts at schools are still
dominated by males, except in the Head of Department level where the ratio of female to male Heads of Department
is an average of 66:34 with a trend emerging that more females are being appointed in school management positions.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 47
5.5 Indicator Group: Quality
Sub-Group: Inputs
Budget Analysis
The allocation for Public Ordinary Schools accounts for a large portion of the overall education budget. It showed
an increase of 41% in the � ve-year period; from R16.2 billion in 2010/11 to R22.9 billion in 2014/15. Public Ordinary
Schools Education Programme has been allocated an average of 70% of the Education budget. Over the past � ve
years the budget for public primary and secondary schools increased by 34.6% and 46.1% respectively.
Public Special Education increased from R1.2 billion in 2010/11 to R1.8 billion in 2014/15, showing an increase
of 42%. Public Special School Education received an average increase of 9.2% over the � ve-year period. With the
establishment of the 8 Full Service Schools, expenditure in the Public Special Education programme has grown in
access of 40 percent over the � ve-year period.
The Further Education and Training showed a negative growth rate of 7.5% for the � ve-year period whereas the Adult
Basic Education and Training sector showed a 1.26% growth.
Early Childhood Development received a 355% increase over the � ve-year period from R340 million in 2010/11 to
R733 million in 2014/15. This growth is indicative of the Departments’ strategy to achieve universalisation of Grade R.
Auxiliary and Associate Services received a steady allocation of 4% of the Education budget, while Infrastructure
Development has received a 4.7% average over the last two years since its inception.
Table 5: Percentage Expenditure on budget programmes
Provincial Educator 2010/11 2011/12 2012/13 2013/14 2014/15
Administration 8.1 8.2 8.5 8.3 7.7
Public Ordinary Schools 73.0 69.1 68.5 69.6 69.8
Independent School Subsidies 1.6 1.6 1.6 1.7 1.6
Public Special School Eduction 5.7 4.9 5.1 5.5 5.5
Further Education and Training 3.5 4.3 4.0 2.3 2.2
Adult Basic Eduction and Training 1.2 1.3 1.3 1.3 1.2
Early Childhood Development 0.7 1.3 1.4 2.2 2.2
Infrastructure Development 3.3 5.9 5.6 4.3 5.1
Auxiliary and Associated Services 2.9 3.5 4.0 4.8 4.7
Strategic Objectives and Level of Success
48 Gauteng Department of Education
Figure 21: Expenditure by Budget Programme
0
10
20
30
40
50
60
70
80
R’00
0
2010/11 2011/12 2012/13 2013/14 2014/15Administration Public Ordinary School Education Independent School SubsidiesPublic Special School Education Further Education and Training Adult Basic Education and TrainingEarly Childhood Development Infrastructure Development Auxiliary and Associated Services
Figure 22: Public Ordinary School, 2010/11 - 2014/15
0
5 000 000
10 000 000
15 000 000
20 000 000
25 000 000
R’00
0
2010/11 2011/12 2012/13 2013/14 2014/15
The Public Ordinary Schools budget accounts for the largest portion of the total education spending at 69.8% on
average. The POS budget increased by R6.6 billion or 41% from R16.2 billion in 2010/11 to R22.9 billion in 2014/15
yielding an average growth rate of 9% in the � ve-year period.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 49
Figure 23: Adult Basic Education and Training expenditure, 2010/11 - 2014/15
0
100 000
200 000
300 000
400 000
500 000
R’00
0
2010/11 2011/12 2012/13 2013/14 2014/15
Expenditure for the ABET sector grew from R261 million in 2010/11 to R403 million in 2014/15. This shows an
increase of 54% over the � ve-year period. This programme showed a real average growth of 12% over the same
period.
Figure 24: Early Childhood Development expenditure, 2010/11 - 2014/15
0
100 000
200 000
300 000
400 000
500 000
600 000
700 000
800 000
R’00
0
2009/10 2010/11 2011/12 2012/13 2014/15
The ECD expenditure grew from R161 million in the 2010/11 � nancial year; to over R733 million in the 2014/15,
� nancial year. It is showing a growth of 355%. This immense increase in the expenditure is evident that the Department
is committed to universalisation of Grade R education.
Strategic Objectives and Level of Success
50 Gauteng Department of Education
Table 6: Personnel and Non-personnel expenditure
Financial year Total budget Personnel costNon-personnel
costPersonnel cost
%Non-personnel
cost %Personnel cost % growth � ow
2010/11 22 250 711 17 355 058 4 895 653 78.0 22.0 13.6
2011/12 26 119 19 370 174 6 749 855 74.2 25.8 11.6
2012/13 28 317 035 21 040 358 7 276 677 74.3 25.7 8.8
2013/14 30 695 257 22747 164 7 948 093 74.1 25.9 4.8
2014/15 32 845 229 24 703 031 8 142 198 75.2 24.8 11.9
Personnel expenditure grew from R17.3 billion in 2010/11 to R24.7 billion in 2014/15 � nancial year, an increase of
R7.3 billion or 42% for the period. The average growth rate of personnel expenditure is 9.2% for the � ve-year period.
Personnel cost on average constitutes 75% of the total Education budget.
Figure 25: Personnel and non-personnel expenditure
0
20
40
60
80
100
% E
xpen
ditu
re
2010/11 2011/12 2012/13 2013/14 2014/15
Compensation of employees constituted 78% of the budget in 2010/11 while accounting for 75.2% in 2014/15. The
proportion of the compensation of employees in relation to the total budget has been kept at a 75:25.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 51
Table 7: Learner per capita total expenditure
Year 2010/11 2011/12 2012/13 2013/14 2014/15
System per capita 10 192 11 575 11 792 12 398 13 498
Per capita POS 9 706 11 971 10 497 11 304 11 783
Per capita OS 8 921 10 054 10 219 10 373 10 805
Per capita Ind (all) 1 759 2 005 2 085 2 292 2 247
Per capita LSEN 35 920 36 962 38 499 39 841 44 029
Per capita FET 8 457 10 332 11 368 - -
Per capita ABET 3 588 4 347 3 830 4 395 4 149
Per capita public education 9 983 11 438 11 624 11 671 12 193
Per capita Ind (sub) 3 961 4 675 4 748 5 049 5 377
In 2010/11, the Department spend per learner on POS R9 706, and this increased to R10 497 in 2012/13 and
R11 783 in 2014/15. Overall between 2010/11 and 2014/15, per learner spending on POS have increased by
R2 077, an increase of 21.3%.
LSEN per capita spending grew from R35 920 in 2010/11 to R44 029 in 2014/15. The per capita spending grew
by R8 109 showing an increase of 22.5%. The average increase over the � ve-year period amounts to 6.6%. Unlike
overall education spending and spending in public schools, per capita spending in the LSEN budget is characterised
by a large spending difference. This suggests that input levels in LSEN are four times higher in the LSEN sector than
in POS.
The ABET programme spent R3 588 on learners enrolled at adult public centres in 2010/11. By 2014/15 this allocation
rose to R4 149 which represents approximately 35.2% of the corresponding per capita spending in POS.
Indicator Sub Group: Output
Grade 12 (Matric) Pass Rate
The Gauteng Education Department achieved the 2014 Target of 80% in the 2011 academic year and improved on it
in the 2012 and 2013 academic years. Over the past 15 years the GDE has made strides with regards to the average
pass rate in Grade 12. However, in 2014, there was a slight decline, from 87% in 2013 to 85% in 2014.
A total of 99 478 learners wrote the Grade 12 exams. The class of 2014 showed a 2% (1 581 learners) increase in
Grade 12 learners that wrote the 2014 matric exams in comparison to the 2013 numbers. The gender split of female
and male was 54 778 and 44 700 of the learners that wrote the exam, respectively.
Strategic Objectives and Level of Success
52 Gauteng Department of Education
Figure 26: Provincial and National Grade 12 Pass Rates
0
10
20
30
40
50
60
70
80
90
100
% p
ass
rate
20052004 20072003 2006 20092008 201220112010
Gauteng National
2013 2014
Learner Numbers/ Registrations – Grade 12
Learner Pass Rate
Figure 27: Learner Pass Rates per by Public /Independent Schools
0
20
40
60
80
100
% L
earn
ers
pass
ed
Public Ind-sub Ind Non-sub Province2012: % Passed 2013: % Passed 2014: % Passed
Strategic Objectives and Level of Success
Annual Report | 2014/2015 53
Figure 28: Number of learners wrote and passing per year
0
20 000
40 000
60 000
80 000
100 000
% le
aner
s pa
ssed
Public Ind-sub Ind Non-sub
201212 Wrote
201212 Passed
201313 Wrote
201313 Passed
201414 Wrote
201414 Passed
Of the total of 99 478 learners who wrote the 2014 � nal exit examinations, 91% of these learners were from public
schools, 6% of the learners were from independent subsidised schools and 3% of the learners were from independent
non-subsidised schools. There was a decrease of 875 learners that passed in 2014 than in 2013.
Passes per Quintile
When disaggregating the 2014 pass rate, all quintiles showed a slight drop with all except quintile 2 and 5 achieving
pass rates below 80%. The no-fee schools achieved a pass rate of 78.6%, a slight drop from 81.4% in 2013.
Figure 29: Passes per Quintile
0
20
40
60
80
100
% P
asse
d
Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 52010 2011 2012 2013 2014
Strategic Objectives and Level of Success
54 Gauteng Department of Education
Passes for Mathematics and Physical Science
Figure 30: Percentage Passes in Mathematics and Physical Sciences
0
20
40
60
80
100
% P
asse
d
2008 2009 2010 2011 2012
Mathematics Physical Science
Over the past � ve years, the pass rate for Mathematics and Physical Sciences has been improving except for 2014.
29 093 learners wrote the Physical Sciences exam, a decrease of 743 learners and 35 572 wrote Mathematics a
decrease of 1 336 learners from the 2013 numbers. Females achieved a pass rate of 66% and males achieved a
pass rate of 71% in Physical Sciences. Females achieved a pass rate of 65% and males achieved a pass rate of 74%
in Mathematics.
Annual National Assessment
The Annual National Assessment (ANA) for 2014 showed improvements in Grade 3 and 6 for both the language and
Mathematics subjects and for languages in Grade 9. However, there was a decrease in Grade 9 for Mathematics.
Mathematics remains a challenge in Grade 9, hence, there is need to continuously intensify support in this learning
area.
Strategic Objectives and Level of Success
Annual Report | 2014/2015 55
Figure 31: Percentage Passes in Grade 3 Numeracy and Literacy
0
10
20
30
40
50
60
70
80
Avar
age
perc
enta
ge
Literacy
2011
Numeracy
2012 2013 2014
Figure 32: Percentage Passes in Grade 6 Mathematics and Language
0
10
20
30
40
50
60
70
80
Avar
age
perc
enta
ge
FAL
2011
MathematicsHL
2012 2013 2014
Strategic Objectives and Level of Success
56 Gauteng Department of Education
Figure 33: Percentage Passes in Grade 9 Mathematics and Language
0
10
20
30
40
50
Avar
age
perc
enta
ge
FAL MathematicsHL
2012 2013 2014
Strategic Objectives and Level of Success
Annual Report | 2014/2015 57
6. Human Resources Report for 2014/15 Financial Year
6.1 Service Delivery
6.1.1 Main Service for Service Delivery Improvement and Standards
Main Services Actual Customers
Potential Customers Standard of Service Actual Achievement against
Standards
Payment of subsidies to Section 21 schools 1894 2070
All schools paid within 30 days of the start of the � nancial year.
All schools were paid on time.
Procurement and delivery of all Learner Support Materials to Non-Section 21 schools
162 162 Before the end of the academic year.
100% of stationery and textbooks were delivered on time.
Procurement and delivery of textbooks for the roll-out of CAPS (Grade 4, 5, 6 & 11) and top –up (Grade 1, 2, 3 & 10)
2056 2056 Before the end of the academic year.
100% CAPS textbooks were delivered on time.
Payment of subsidies to FET colleges 8 8 By the end of April and
December each year.
All 8 FET Colleges received subsidies between January and March 2015. The transfer of the grant funds was rati� ed with Provincial Treasury and was taken through the Department of Finance which also had quality assured and transfer funds to Colleges.
Provide education in Public Ordinary Schools 2 180 963 2 180 963 100% of learners were
accommodated at schools.Learners were provided with space at institutions
Placement of learners in special schools 43 849 43 849
Placement of all learners in need of compulsory schooling in special schools
-
6.1.2 Service Delivery Access Strategy
Access Strategy Actual Achievements
Improving client access to services at District Of� ces
Help desks and contact numbers of of� cials who deal with issues of admissions, school fee exemptions, and school policy matters were circulated to the public.
Help desk (Telephone number: 0800 005 175) Assisted the public with a range of queries and complaints and assisted schools in relation to emergency repairs to school buildings.
6.1.3 Service Information Tool
Type of Information Tool Actual Achievements
GDE website (Internet) All circulars are available through the departmental website.
6.1.4 Complaint Mechanism
Complaint Mechanism Actual Achievements
Call centre for complaints(Tel: 0800 005 175) was established to deal with complaints in terms of resourcing, and the provision of school infrastructure
Calls received were from schools in relation to emergency repairs.
Human Resources Report
58 Gauteng Department of Education
6.2 Expenditure
6.2.1 Personnel costs by Programme
ProgrammeTotal Voted Expenditure
(R’000)
Compensation of Employees Expenditure
(R’000)
Training Expenditure
(R’000)
Professional and Special
Services (R’000)
Compensation of Employees
as percent of Total
Expenditure
Average Compensation of Employees
Cost per Employee
(R’000)
Employment
Administration 2 514 092 1 922 150 0 0 76.5 23 83 910
Adult basic education and training 427 221 392 651 0 0 91.9 5 83 910
Early childhood development 571 943 243 766 0 0 42.6 3 83 910
Examination and education shared serv. 975 676 317 609 0 0 32.6 4 83 910
Further education & training 712 635 667 911 0 0 93.7 8 83 910
Independent school subsidies 515 059 0 0 0 0 0 83 910
Infrastructure development 1 760 629 0 0 0 0 0 83 910
Public ordinary school education 23 169 217 19 769 461 0 0 85.3 236 83 910
Public special school education 1 796 909 1 483 359 0 0 82.6 18 83 910
Z=Total as on Financial Systems (BAS) 32 780 721 24 796 906 0 0 75.6 296 83 910
6.2.2 Personnel costs by Salary Band
Salary Bands
Compensation of Employees Cost including
Transfers (R’000)
Percentage of Total Personnel
Cost for Department
Average Compensation
Cost per Employee (R)
Total Personnel Cost for Department including Goods and
Services (R’000)
Number of Employees
Lower skilled (Levels 1-2) 1 018 977 4.1 115 334 24 986 594 8 835
Skilled (Levels 3-5) 1 390 596 5.6 175 913 24 986 594 7 905
Highly skilled production (Levels 6-8) 13 480 102 53.9 285 172 24 986 594 47 270
Highly skilled supervision (Levels 9-12) 8 173 274 32.7 458 374 24 986 594 17 831
Senior management (Levels 13-16) 57 641 0.2 976 966 24 986 594 59
Other 2 492 0 623 000 24 986 594 4
Contract (Levels 1-2) 82 864 0.3 110 191 24 986 594 752
Contract (Levels 3-5) 141 966 0.6 167 809 24 986 594 846
Contract (Levels 6-8) 64 959 0.3 193 330 24 986 594 336
Contract (Levels 9-12) 10 772 0 538 600 24 986 594 20
Contract (Levels 13-16) 50 327 0.2 967 827 24 986 594 52
Periodical Remuneration 25 151 0.1 12 000 24 986 594 2 096
Abnormal Appointment 413 191 1.7 15 194 24 986 594 27 195
TOTAL 24 912 312 99.7 220 071 24 986 594 113 201
Human Resources Report
Annual Report | 2014/2015 59
6.2.3 Salaries, Overtime, Home Owners Allowance and Medical Aid by Programme
Programme Salaries (R’000)
Salaries as % of
Personnel Cost
Overtime (R’000)
Overtime as % of
Personnel Cost
HOA (R’000)
HOA as % of
Personnel Cost
Medical Ass.
(R’000)
Medical Ass. as
% of Personnel
Cost
Total Personnel Cost per
Programme (R’000)
GED: Administration 1 388 324 72 15183 0.8 44 155 2.3 75 160 3.9 1 928 051
GED: Adult Basic Education and Training 351 795 88.6 14 0 4 802 1.2 4 528 1.1 397 049
GED: Auxiliary and Associated Service 49 016 81.6 0 0 0 0 0 0 60 047
GED: Early Childhood Development 243 856 99.7 0 0 0 0 0 0 244 669
GED: Education in Specialised Schools 1 068 995 74.7 6 0 42 825 3 63 608 4.4 1 431 805
GED: Further Education and Training 524 992 78.3 0 0 17 548 2.6 26 254 3.9 670 734
GED: Public Ordinary School Education 15 158 257 75.8 43 0 542 921 2.7 806 285 4 19 993 628
Programme 2 - Public Ordinary School Education 196 451 75.4 0 0 7 278 2.8 11 172 4.3 260 612
TOTAL 18 981 686 76 15 246 0.1 659 529 2.6 987 007 4 24 986 595
6.2.4 Salaries, Overtime, Home Owners Allowance and Medical Aid by Salary Band
Salary bands Salaries (R’000)
Salaries as % of
Personnel Cost
Overtime (R’000)
Overtime as % of
Personnel Cost
HOA (R’000)
HOA as % of
Personnel Cost
Medical Ass.
(R’000)
Medical Ass. as
% of Personnel
Cost
Total Personnel Cost per
Salary Band
(R’000)
Lower skilled (Levels 1-2) 706 505 69.3 499 0 75 704 7.4 68 615 6.7 1 018 979
Skilled (Levels 3-5) 980 279 70.5 6 842 0.5 69 207 5 96 331 6.9 1 390 656
Highly skilled production (Levels 6-8) 10 291 959 76.2 5 716 0 360 724 2.7 548 908 4.1 13 499 434
Highly skilled supervision (Levels 9-12) 6 205 996 75.5 2 177 0 152 905 1.9 271 753 3.3 8 219 606
Senior management (Levels 13-16) 47 478 80.2 0 0 339 0.6 892 1.5 59 195
Other 2 196 87.2 0 0 30 1.2 7 0.3 2 518
Contract (Levels 1-2) 80 872 97.3 0 0 14 0 0 0 83 116
Contract (Levels 3-5) 137 739 96.6 0 0 13 0 33 0 142 516
Contract (Levels 6-8) 62 883 96.4 2 0 58 0.1 91 0.1 65 218
Contract (Levels 9-12) 9 595 86.8 9 0.1 26 0.2 11 0.1 11 060
Contract (Levels 13-16) 43 615 84.4 0 0 510 1 366 0.7 51 670
Periodical Remuneration 73 0.2 0 0 0 0 0 0 29 420
Abnormal Appointment 412 499 99.8 0 0 0 0 0 0 413 206
TOTAL 18 981 689 76 15 245 0.1 659 530 2.6 987 007 4 24 986 594
Human Resources Report
60 Gauteng Department of Education
6.3 Employment
6.3.1 Employment and Vacancies by Programme at end of period
Programme Number of Posts
Number of Posts Filled
Vacancy Rate
Number of Posts Filled Additional to the Establishment
GED: Administration, Permanent 5 685 5 024 11.6 139
GED: Adult Basic Education and Training, Permanent 2 719 2 325 14.5 1 820
GED: Early Childhood Development, Permanent 6 0 100 0
GED: Education in Specialised Schools, Permanent 6 082 5 432 10.7 226
GED: Further Education and Training, Permanent 2 961 2 241 24.3 5
GED: Public Ordinary School Education, Permanent 74 787 68 053 9 2 898
Programme 2 - Public Ordinary School Education, Permanent 889 835 6.1 5
TOTAL 93 129 83 910 9.9 5 093
6.3.2 Employment and Vacancies by Salary Band at end of period
Salary Band Number of Posts
Number of Posts Filled Vacancy Rate
Number of Posts Filled
Additional to the Establishment
Lower skilled (Levels 1-2), Permanent 10 138 8 853 12.7 238
Skilled (Levels 3-5), Permanent 8 649 7 901 8.6 264
Highly skilled production (Levels 6-8), Permanent 53 145 47 258 11.1 2 526
Highly skilled supervision (Levels 9-12), Permanent 19 120 17 829 6.8 188
Senior management (Levels 13-16), Permanent 67 59 11.9 0
Other, Permanent 4 4 0 0
Contract (Levels 1-2), Permanent 752 752 0 745
Contract (Levels 3-5), Permanent 846 846 0 810
Contract (Levels 6-8), Permanent 336 336 0 306
Contract (Levels 9-12), Permanent 20 20 0 14
Contract (Levels 13-16), Permanent 52 52 0 2
TOTAL 93 129 83 910 9.9 5 093
Human Resources Report
Annual Report | 2014/2015 61
6.3.3 Employment and Vacancies by Critical Occupation at end of period
Critical Occupations Number of Posts
Number of Posts Filled
Vacancy Rate
Number of Posts Filled
Additional to the Establishment
Administrative related, Permanent 272 229 15.8 3
Agriculture related, Permanent 1 1 0 0
All artisans in the building metal machinery etc., Permanent 3 2 33.3 0
Architects town and traf� c planners, Permanent 2 2 0 2
Building and other property caretakers, Permanent 419 337 19.6 1
Bus and heavy vehicle drivers, Permanent 4 4 0 0
Cleaners in of� ces workshops hospitals etc., Permanent 10 155 9 170 9.7 192
Client inform clerks(switchboard reception inform clerks), Permanent 14 14 0 0
Communication and information related, Permanent 2 2 0 0
Community development workers, Permanent 6 2 66.7 0
Computer system designers and analysts., Permanent 1 1 0 0
Dieticians and nutritionists, Permanent 1 1 0 0
Engineering sciences related, Permanent 1 1 0 1
Engineers and related professionals, Permanent 3 3 0 3
Finance and economics related, Permanent 43 34 20.9 1
Financial and related professionals, Permanent 61 48 21.3 0
Financial clerks and credit controllers, Permanent 199 186 6.5 0
Food services aids and waiters, Permanent 33 31 6.1 0
General legal administration & rel. professionals, Permanent 8 7 12.5 0
Head of Department/Chief Executive Of� cer, Permanent 4 3 25 0
Household and laundry workers, Permanent 410 336 18 18
Housekeepers laundry and related workers, Permanent 6 6 0 0
Human Resources and Organisation Development and relate prof, Permanent 54 50 7.4 0
Human resources clerks, Permanent 276 239 13.4 0
Human resources related, Permanent 97 83 14.4 0
Inspectors of apprentices works and vehicles, Permanent 26 26 0 6
Legal related, Permanent 1 1 0 0
Librarians and related professionals, Permanent 14 12 14.3 0
Library mail and related clerks, Permanent 215 192 10.7 0
Light vehicle drivers, Permanent 138 125 9.4 1
Human Resources Report
62 Gauteng Department of Education
Critical Occupations Number of Posts
Number of Posts Filled
Vacancy Rate
Number of Posts Filled
Additional to the Establishment
Logistical support personnel, Permanent 30 27 10 0
Material-recording and transport clerks, Permanent 365 334 8.5 0
Messengers porters and deliverers, Permanent 101 93 7.9 1
Motor vehicle drivers, Permanent 4 4 0 0
Other administration and related clerks and organisers, Permanent 6 399 5 880 8.1 123
Other administrative policy and related of� cers, Permanent 384 350 8.9 0
Other information technology personnel., Permanent 2 2 0 0
Other occupations, Permanent 72 625 65 596 9.7 4726
Professional nurse, Permanent 70 64 8.6 3
Quantity surveyors and related professional not class elsewhere, Permanent 2 2 0 2
Rank: Departmental head, Permanent 51 0 100 0
Rank: Deputy principal, Permanent 13 0 100 0
Rank: Education specialist (school-based), Permanent 1 0 100 0
Rank: Principal p1, Permanent 1 0 100 0
Rank: Principal p2, Permanent 5 0 100 0
Rank: Principal p3, Permanent 2 0 100 0
Rank: Teacher, Permanent 127 0 100 0
Secretaries & other keyboard operating clerks, Permanent 155 139 10.3 7
Security guards, Permanent 67 57 14.9 0
Security of� cers, Permanent 132 104 21.2 0
Senior managers, Permanent 90 81 10 0
Social sciences related, Permanent 2 1 50 0
Social work and related professionals, Permanent 20 16 20 3
Trade labourers, Permanent 1 1 0 0
Youth workers, Permanent 11 11 0 0
TOTAL 93129 83910 9.9 5093
Human Resources Report
Annual Report | 2014/2015 63
6.4 Evaluation
6.4.1 Job Evaluation
Salary Band Number of Posts
Number of Jobs
Evaluated
% of Posts Evaluated
Number of Posts
Upgraded
% of Upgraded
Posts Evaluated
Number of Posts
Downgraded
% of Downgraded
Posts Evaluated
Lower skilled (Levels 1-2) 10138 0 0 1 0 0 0
Contract (Levels 1-2) 752 0 0 0 0 0 0
Contract (Levels 3-5) 846 0 0 0 0 0 0
Contract (Levels 6-8) 336 0 0 0 0 0 0
Contract (Levels 9-12) 20 0 0 0 0 0 0
Contract (Band A) 37 0 0 0 0 0 0
Contract (Band B) 10 0 0 0 0 0 0
Contract (Band C) 3 0 0 0 0 0 0
Contract (Band D) 2 0 0 0 0 0 0
Skilled (Levels 3-5) 8 649 0 0 0 0 0 0
Highly skilled production (Levels 6-8) 53 145 0 0 0 0 0 0
Highly skilled supervision (Levels 9-12) 19 120 0 0 0 0 0 0
Senior Management Service Band A 50 0 0 0 0 0 0
Senior Management Service Band B 12 0 0 0 0 0 0
Senior Management Service Band C 4 0 0 0 0 0 0
Senior Management Service Band D 1 0 0 0 0 0 0
Other 4 0 0 0 0 0 0
TOTAL 93 129 0 0 1 0 0 0
6.4.2 Pro� le of employees whose positions were upgraded due to their posts being upgrad-ed
None of the employees met the above criteria
6.4.3 Employees whose salary level exceeded the grade determined by job evaluation [i.t.o. PSR 1.V.C.3]
None of the employees met the above criteria
6.4.4 Pro� le of employees whose salary level exceeded the grade determined by job evalua-tion [i.t.o. PSR 1.V.C.3]
None of the employees met the above criteria
Human Resources Report
64 Gauteng Department of Education
6.5 Employment Changes
6.5.1 Annual Turnover Rates by Salary Band
Salary Band
Employment at Beginning
of Period (April 2014)
Appointments Terminations Turnover Rate
Lower skilled (Levels 1-2), Permanent 8 370 912 525 6.3
Skilled (Levels 3-5), Permanent 7 611 939 878 11.5
Highly skilled production (Levels 6-8), Permanent 45559 4 999 6 264 13.7
Highly skilled supervision (Levels 9-12), Permanent 18 484 230 2 019 10.9
Senior Management Service Band A, Permanent 47 0 2 4.3
Senior Management Service Band B, Permanent 9 0 0 0
Senior Management Service Band C, Permanent 3 0 0 0
Senior Management Service Band D, Permanent 2 0 0 0
Other, Permanent 0 0 3 0
Contract (Levels 1-2), Permanent 904 84 114 12.6
Contract (Levels 3-5), Permanent 882 46 95 10.8
Contract (Levels 6-8), Permanent 281 8 21 7.5
Contract (Levels 9-12), Permanent 18 2 6 33.3
Contract (Band A), Permanent 32 4 6 18.8
Contract (Band B), Permanent 9 1 1 11.1
Contract (Band C), Permanent 4 0 0 0
Contract (Band D), Permanent 2 1 1 50
TOTAL 82 217 7226 9935 12.1
Human Resources Report
Annual Report | 2014/2015 65
6.5.2 Annual Turnover Rates by Critical Occupation
Occupation
Employment at Beginning
of Period (April 2014)
Appointments Terminations Turnover Rate
Administrative related, Permanent 215 10 17 7.9
Agriculture related, Permanent 1 0 0 0
All artisans in the building metal machinery etc., Permanent 2 0 0 0
Architects town and traf� c planners, Permanent 2 0 0 0
Building and other property caretakers, Permanent 378 8 44 11.6
Bus and heavy vehicle drivers, Permanent 5 0 1 20
Cleaners in of� ces workshops hospitals etc., Permanent 8 919 762 644 7.2
Client inform clerks(switchboard reception, inform clerks), Permanent 14 0 0 0
Communication and information related, Permanent 2 0 0 0
Community development workers, Permanent 2 1 0 0
Computer system designers and analysts., Permanent 1 0 0 0
Engineering sciences related, Permanent 1 0 0 0
Engineers and related professionals, Permanent 3 0 0 0
Finance and economics related, Permanent 30 0 1 3.3
Financial and related professionals, Permanent 49 0 2 4.1
Financial clerks and credit controllers, Permanent 190 4 5 2.6
Food services aids and waiters, Permanent 27 4 1 3.7
General legal administration & rel. professionals, Permanent 4 5 1 25
Head of Department/chief executive of� cer, Permanent 3 0 2 66.7
Household and laundry workers, Permanent 323 46 35 10.8
Housekeepers laundry and related workers, Permanent 5 1 0 0
Human resources and organisation development and relate prof, Permanent 51 1 1 2
Human resources clerks, Permanent 254 1 7 2.8
Human resources related, Permanent 63 10 3 4.8
Information technology related, Permanent 2 0 1 50
Inspectors of apprentices works and vehicles, Permanent 26 0 0 0
Legal related, Permanent 0 1 1 0
Librarians and related professionals, Permanent 13 0 1 7.7
Library mail and related clerks, Permanent 206 1 10 4.9
Light vehicle drivers, Permanent 116 10 4 3.4
Human Resources Report
66 Gauteng Department of Education
Occupation
Employment at Beginning
of Period (April 2014)
Appointments Terminations Turnover Rate
Logistical support personnel, Permanent 29 0 2 6.9
Material-recording and transport clerks, Permanent 347 2 11 3.2
Messengers porters and deliverers, Permanent 98 1 5 5.1
Motor vehicle drivers, Permanent 4 2 2 50
Other administration and related clerks and organisers, Permanent 5606 506 374 6.7
Other administrative policy and related of� cers, Permanent 360 1 16 4.4
Other information technology personnel., Permanent 2 0 0 0
Other occupations, Permanent 64363 5831 8692 13.5
Professional nurse, Permanent 61 8 9 14.8
Quantity surveyors and related professions not class elsewhere, Permanent 3 0 1 33.3
Secretaries and other keyboard operating clerks, Permanent 149 1 13 8.7
Security guards, Permanent 58 0 1 1.7
Security of� cers, Permanent 122 2 17 13.9
Senior managers, Permanent 78 5 6 7.7
Social sciences related, Permanent 1 0 0 0
Social work and related professionals, Permanent 17 2 5 29.4
Trade labourers, Permanent 1 0 0 0
Youth workers, Permanent 11 0 0 0
TOTAL 82217 7226 9935 12.1
6.5.3 Reasons why staff is leaving the Department
Termination Type NumberPercentage
of Total Resignations
Percentage of Total
EmploymentTotal Total
Employment
Death, Permanent 402 4 0.5 9935 82217
Resignation, Permanent 3537 35.6 4.3 9935 82217
Expiry of contract, Permanent 4170 42 5.1 9935 82217
Discharged due to ill health, Permanent 71 0.7 0.1 9935 82217
Dismissal-misconduct, Permanent 73 0.7 0.1 9935 82217
Retirement, Permanent 1665 16.8 2 9935 82217
Other, Permanent 17 0.2 0 9935 82217
TOTAL 9935 100 12.1 9935 82217
Human Resources Report
Annual Report | 2014/2015 67
Resignations as a % of Employment
12.1
6.5.4 Granting of Employee Initiated Severance Packages
None of the employees met the above criteria
6.5.5 Promotions by Critical Occupation
Occupation
Employment at Beginning
of Period (April 2014)
Promotions to another
Salary Level
Salary Level Promotions as a % of
Employment
Progressions to another
Notch within Salary Level
Notch progressions
as a % of Employment
Administrative related 215 28 13 159 74
Agriculture related 1 0 0 1 100
All artisans in the building metal machinery etc. 2 0 0 0 0
Architects town and traf� c planners 2 0 0 0 0
Building and other property caretakers 378 0 0 181 47.9
Bus and heavy vehicle drivers 5 0 0 3 60
Cleaners in of� ces workshops hospitals etc. 8 919 12 0.1 6 820 76.5
Client inform clerks (switchboard reception inform clerks) 14 1 7.1 12 85.7
Communication and information related 2 0 0 1 50
Community development workers 2 0 0 1 50
Computer system designers and analysts. 1 0 0 1 100
Engineering sciences related 1 0 0 0 0
Engineers and related professionals 3 0 0 0 0
Finance and economics related 30 6 20 21 70
Financial and related professionals 49 7 14.3 41 83.7
Financial clerks and credit controllers 190 4 2.1 152 80
Food services aids and waiters 27 0 0 23 85.2
General legal administration and related professionals 4 0 0 2 50
Head of Department/chief executive of� cer 3 0 0 2 66.7
Household and laundry workers 323 0 0 208 64.4
Housekeepers laundry and related workers 5 0 0 3 60
Human resources and organisation development and related professions 51 3 5.9 41 80.4
Human resources clerks 254 18 7.1 215 84.6
Human resources related 63 15 23.8 45 71.4
Information technology related 2 0 0 1 50
Inspectors of apprentices works and vehicles 26 0 0 13 50
Librarians and related professionals 13 0 0 8 61.5
Human Resources Report
68 Gauteng Department of Education
Occupation
Employment at Beginning
of Period (April 2014)
Promotions to another
Salary Level
Salary Level Promotions as a % of
Employment
Progressions to another
Notch within Salary Level
Notch progressions
as a % of Employment
Library mail and related clerks 206 6 2.9 141 68.4
Light vehicle drivers 116 2 1.7 96 82.8
Logistical support personnel 29 1 3.4 22 75.9
Material-recording and transport clerks 347 4 1.2 270 77.8
Messengers porters and deliverers 98 0 0 72 73.5
Motor vehicle drivers 4 0 0 3 75
Other administration and related clerks and organisers 5 606 45 0.8 4 014 71.6
Other administrative policy and related of� cers 360 8 2.2 309 85.8
Other information technology personnel. 2 0 0 2 100
Other occupations 64 363 2 281 3.5 46 349 72
Professional nurse 61 0 0 9 14.8
Quantity surveyors and related professions not class elsewhere 3 0 0 0 0
Secretaries and other keyboard operating clerks 149 0 0 99 66.4
Security guards 58 0 0 25 43.1
Security of� cers 122 0 0 26 21.3
Senior managers 78 5 6.4 62 79.5
Social sciences related 1 0 0 1 100
Social work and related professionals 17 0 0 3 17.6
Trade labourers 1 0 0 1 100
Trade/industry advisers & other related profession 0 0 0 1 0
Youth workers 11 0 0 0 0
TOTAL 82 217 2 446 3 59 459 72.3
Human Resources Report
Annual Report | 2014/2015 69
6.5.6 Promotions by Salary Band
Salary Band
Employment at Beginning
of Period (April 2014)
Promotions to another
Salary Level
Salary Level Promotions as a % of
Employment
Progressions to another
Notch within Salary Level
Notch progressions
as a % of Employment
Lower skilled (Levels 1-2), Permanent 8 370 3 0 6 070 72.5
Skilled (Levels 3-5), Permanent 7 611 18 0.2 6 008 78.9
Highly skilled production (Levels 6-8), Permanent 45 559 1 227 2.7 31 462 69.1
Highly skilled supervision (Levels 9-12), Permanent 18 484 1 183 6.4 15 768 85.3
Senior management (Levels 13-16), Permanent 61 6 9.8 53 86.9
Other, Permanent 0 6 0 11 0
Contract (Levels 1-2), Permanent 904 0 0 1 0.1
Contract (Levels 3-5), Permanent 882 0 0 33 3.7
Contract (Levels 6-8), Permanent 281 1 0.4 18 6.4
Contract (Levels 9-12), Permanent 18 2 11.1 1 5.6
Contract (Levels 13-16), Permanent 47 0 0 34 72.3
TOTAL 82 217 2 446 3 59 459 72.3
Human Resources Report
70 Gauteng Department of Education
6.6 Employment Equity
6.6.1 Total number of Employees (incl. Employees with disabilities) per Occupational Cate-gory (SASCO)
Occupational Categories Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Legislators, senior of� cials and managers, Permanent 39 6 4 49 4 32 3 1 36 3 92
Professionals, Permanent 13990 709 422 15121 3199 30718 1495 1465 33678 11319 63317
Technicians and associate professionals, Permanent 237 8 2 247 18 319 17 4 340 63 668
Clerks, Permanent 1477 33 16 1526 52 3877 209 112 4198 1203 6979
Service and sales workers, Permanent 148 3 0 151 1 14 1 0 15 0 167
Craft and related trades workers, Permanent 12 0 2 14 11 3 0 0 3 0 28
Plant and machine operators and assemblers, Permanent 110 2 0 112 12 6 0 0 6 4 134
Elementary occupations, Permanent 6662 137 14 6813 161 5080 128 28 5236 291 12501
Other, Permanent 7 0 0 7 1 11 1 0 12 4 24
TOTAL 22682 898 460 24040 3459 40060 1854 1610 43524 12887 83910
Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Employees with Disabilities 469 37 24 530 192 888 49 67 1004 440 2166
Human Resources Report
Annual Report | 2014/2015 71
6.6.2 Total number of Employees (incl. Employees with disabilities) per Occupational Bands
Occupational Bands Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Top Management, Permanent 2 0 1 3 1 0 0 0 0 0 4
Senior Management, Permanent 22 3 1 26 2 20 2 1 23 4 55
Professionally quali� ed and experienced specialists and mid-management, Permanent 4165 351 264 4780 1581 6457 480 449 7386 4082 17829
Skilled technical and academically quali� ed workers, junior management, supervisors, foremen, Permanent 10102 363 165 10630 1632 25173 1063 1059 27295 7701 47258
Semi-skilled and discretionary decision making, Permanent 2566 48 10 2624 93 3900 210 90 4200 984 7901
Unskilled and de� ned decision making, Permanent 5128 122 12 5262 130 3270 85 9 3364 97 8853
Not Available, Permanent 0 0 0 0 1 0 0 0 0 3 4
Contract (Top Management), Permanent 4 0 0 4 0 1 0 0 1 0 5
Contract (Senior Management), Permanent 19 5 3 27 2 15 2 0 17 1 47
Contract (Professionally quali� ed), Permanent 13 0 1 14 0 6 0 0 6 0 20
Contract (Skilled technical), Permanent 79 0 0 79 2 250 2 1 253 2 336
Contract (Semi-skilled), Permanent 305 2 1 308 5 525 2 0 527 6 846
Contract (Unskilled), Permanent 277 4 2 283 10 443 8 1 452 7 752
TOTAL 22682 898 460 24040 3459 40060 1854 1610 43524 12887 83910
Human Resources Report
72 Gauteng Department of Education
6.6.3 Recruitment
Occupational Bands Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Professionally quali� ed and experienced specialists and mid-management, Permanent 68 3 3 74 15 110 1 5 116 25 230
Skilled technical and academically quali� ed workers, junior management, supervisors, foremen, Permanent 1078 33 22 1133 279 2177 131 138 2446 1141 4999
Semi-skilled and discretionary decision making, Permanent 250 5 1 256 35 442 21 16 479 169 939
Unskilled and de� ned decision making, Permanent 457 10 0 467 41 352 10 3 365 39 912
Contract (Top Management), Permanent 1 0 0 1 0 0 0 0 0 0 1
Contract (Senior Management), Permanent 3 0 1 4 0 1 0 0 1 0 5
Contract (Professionally quali� ed), Permanent 1 0 0 1 0 1 0 0 1 0 2
Contract (Skilled technical), Permanent 2 0 0 2 0 5 0 0 5 1 8
Contract (Semi-skilled), Permanent 12 0 0 12 2 30 0 0 30 2 46
Contract (Unskilled), Permanent 32 1 0 33 2 46 0 0 46 3 84
TOTAL 1904 52 27 1983 374 3164 163 162 3489 1380 7226
Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Employees with Disabilities 3 0 0 3 0 2 0 0 2 7 12
Human Resources Report
Annual Report | 2014/2015 73
6.6.4 Promotions
Occupational Bands Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Top Management, Permanent 2 0 0 2 1 1 0 0 1 0 4
Senior Management, Permanent 22 3 1 26 2 18 4 1 23 4 55
Professionally quali� ed and experienced specialists and mid-management, Permanent 3861 317 255 4433 1501 6216 425 420 7061 3956 16951
Skilled technical and academically quali� ed workers, junior management, supervisors, foremen, Permanent 6822 274 112 7208 977 18233 737 693 19663 4841 32689
Semi-skilled and discretionary decision making, Permanent 2016 28 9 2053 42 3068 160 61 3289 642 6026
Unskilled and de� ned decision making, Permanent 3485 89 8 3582 60 2344 50 3 2397 34 6073
Not Available, Permanent 1 0 0 1 5 2 1 1 4 7 17
Contract (Top Management), Permanent 1 0 0 1 0 2 0 0 2 0 3
Contract (Senior Management), Permanent 12 4 3 19 2 9 1 0 10 0 31
Contract (Professionally quali� ed), Permanent 2 0 0 2 0 1 0 0 1 0 3
Contract (Skilled technical), Permanent 7 0 0 7 1 10 0 0 10 1 19
Contract (Semi-skilled), Permanent 5 0 0 5 0 27 0 0 27 1 33
Contract (Unskilled), Permanent 0 0 0 0 0 1 0 0 1 0 1
TOTAL 16236 715 388 17339 2591 29932 1378 1179 32489 9486 61905
Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Employees with Disabilities 401 36 25 462 175 758 39 64 861 378 1876
Human Resources Report
74 Gauteng Department of Education
6.6.5 Terminations
Occupational Bands Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White Total
Senior Management, Permanent 1 0 0 1 0 0 1 0 1 0 2
Professionally quali� ed and experienced specialists and mid-management, Permanent 477 29 26 532 122 964 40 32 1036 329 2019
Skilled technical and academically quali� ed workers, junior management, supervisors, foremen, Permanent 1493 41 27 1561 251 2941 136 148 3225 1227 6264
Semi-skilled and discretionary decision making, Permanent 356 7 1 364 26 371 15 10 396 92 878
Unskilled and de� ned decision making, Permanent 325 7 0 332 17 166 4 1 171 5 525
Not Available, Permanent 0 0 0 0 1 0 0 0 0 2 3
Contract (Top Management), Permanent 0 1 0 1 0 0 0 0 0 0 1
Contract (Senior Management), Permanent 1 1 2 4 1 2 0 0 2 0 7
Contract (Professionally quali� ed), Permanent 4 0 0 4 0 2 0 0 2 0 6
Contract (Skilled technical), Permanent 6 0 0 6 1 13 1 0 14 0 21
Contract (Semi-skilled), Permanent 35 0 0 35 0 54 1 1 56 4 95
Contract (Unskilled), Permanent 49 3 0 52 1 51 0 0 51 10 114
TOTAL 2747 89 56 2892 420 4564 198 192 4954 1669 9935
Male, African
Male, Coloured
Male, Indian
Male, Total
Blacks
Male, White
Female, African
Female, Coloured
Female, Indian
Female, Total
Blacks
Female, White
Total
Employees with Disabilities 46 6 5 57 11 93 6 2 101 28 197
6.6.6 Disciplinary Action
Refer to table 6.12.2
6.6.7 Skills Development
See Table 6.11
Human Resources Report
Annual Report | 2014/2015 75
6.7 Performance
6.7.1 Performance Rewards by Race, Gender and Disability
Demographics Number of Bene� ciaries
Total Employment
Percentage of Total Employment Cost (R’000) Average Cost per
Bene� ciary (R)
African, Female 5435 39172 13.9 23 311 4 289
African, Male 4847 22213 21.8 17 637 3 639
Asian, Female 118 1543 7.6 656 5 559
Asian, Male 23 436 5.3 233 10 151
Coloured, Female 217 1805 12 1 063 4 898
Coloured, Male 101 861 11.7 465 4 609
Total Blacks, Female 5770 42520 13.6 25 030 4 338
Total Blacks, Male 4971 23510 21.1 18 336 3 689
White, Female 1099 12447 8.8 5 819 5 294
White, Male 107 3267 3.3 553 5 169
Employees with a disability 96 2166 4.4 447 4 658
TOTAL 12043 83910 14.4 50 185 4 167
6.7.2 Performance Rewards by Salary Band for Personnel below Senior Management Ser-vice
Salary Band Number of Bene� ciaries
Total Employment
Percentage of Total Employment Cost (R’000) Average Cost per
Bene� ciary (R)
Lower skilled (Levels 1-2) 4977 8835 56.3 14 153 2 844
Skilled (Levels 3-5) 4953 7905 62.7 21 283 4 297
Highly skilled production (Levels 6-8) 1743 47270 3.7 10 865 6 234
Highly skilled supervision (Levels 9-12) 279 17831 1.6 2 191 7 853
Other 0 4 0 0 0
Contract (Levels 1-2) 1 752 0.1 3 3 000
Contract (Levels 3-5) 18 846 2.1 81 4 500
Contract (Levels 6-8) 9 336 2.7 54 6 000
Contract (Levels 9-12) 3 20 15 22 7 333
Periodical Remuneration 0 2096 0 0 0
Abnormal Appointment 0 27195 0 0 0
TOTAL 11983 113090 10.6 48652 4060
Human Resources Report
76 Gauteng Department of Education
6.7.3 Performance Rewards by Critical Occupation
Critical Occupations Number of Bene� ciaries
Total Employment
Percentage of Total
EmploymentCost (R’000)
Average Cost per
Bene� ciary (R)
Administrative related 146 228 64 1 158 7 932
Agriculture related 1 1 100 10 10 000
All artisans in the building metal machinery etc. 1 2 50 6 6 000
Architects town and traf� c planners 0 2 0 0 0
Building and other property caretakers 220 337 65.3 657 2 986
Bus and heavy vehicle drivers 4 4 100 16 4 000
Cleaners in of� ces workshops hospitals etc. 5437 9162 59.3 16 147 2 970
Client inform clerks(switchboard reception inform clerks) 12 14 85.7 57 4 750
Communication and information related 1 2 50 18 18 000
Community development workers 0 2 0 0 0
Computer system designers and analysts. 0 1 0 0 0
Dieticians and nutritionists 0 1 0 0 0
Engineering sciences related 0 1 0 0 0
Engineers and related professionals 0 3 0 0 0
Finance and economics related 16 34 47.1 158 9 875
Financial and related professionals 34 48 70.8 273 8 029
Financial clerks and credit controllers 155 186 83.3 792 5 110
Food services aids and waiters 21 31 67.7 78 3 714
General legal administration and related professionals 2 7 28.6 19 9 500
Head of Department/chief executive of� cer 2 3 66.7 52 26 000
Household and laundry workers 168 336 50 623 3 708
Housekeepers laundry and related workers 3 6 50 9 3 000
Human resources and organisational development and related professionals 44 50 88 324 7 364
Human resources clerks 188 238 79 1 075 5 718
Human resources related 42 83 50.6 341 8 119
Inspectors of apprentices works and vehicles 11 26 42.3 90 8 182
Legal related 0 1 0 0 0
Librarians and related professionals 5 12 41.7 28 5 600
Library mail and related clerks 167 192 87 876 5 246
Light vehicle drivers 79 125 63.2 293 3 709
Human Resources Report
Annual Report | 2014/2015 77
Critical Occupations Number of Bene� ciaries
Total Employment
Percentage of Total
EmploymentCost (R’000)
Average Cost per
Bene� ciary (R)
Logistical support personnel 20 27 74.1 144 7 200
Material-recording and transport clerks 248 334 74.3 1 231 4 964
Messengers porters and deliverers 74 93 79.6 249 3 365
Motor vehicle drivers 2 4 50 8 4 000
Other administration and related clerks and organisers 4061 5876 69.1 19 938 4 910
Other administrative policy and related of� cers 250 350 71.4 1 742 6 968
Other information technology personnel. 2 2 100 15 7 500
Other occupations 330 65578 0.5 1 498 4 539
Professional nurse 35 64 54.7 230 6 571
Quantity surveyors and related professional not class elsewhere 0 2 0 0 0
Rank: Unknown 0 32 0 0 0
Secretaries & other keyboard operating clerks 94 139 67.6 480 5 106
Security guards 34 57 59.6 113 3 324
Security of� cers 77 104 74 264 3 429
Senior managers 42 81 51.9 1 084 25 810
Social sciences related 1 1 100 9 9 000
Social work and related professionals 5 16 31.3 30 6 000
Trade labourers 0 1 0 0 0
Youth workers 9 11 81.8 48 5 333
TOTAL 12043 83910 14.4 50183 4167
6.7.4 Performance Related Rewards (Cash Bonus) by Salary Band for Senior Management Service
SMS Band Number of Bene� ciaries
Total Employment
Percentage of Total
EmploymentCost (R’000)
Average Cost per Bene� ciary
(R)
% of SMS Wage Bill
Personnel Cost SMS
(R’000)
Band A 41 82 50 968 23 610 1.3 74 724
Band B 13 20 65 369 28 385 1.8 20 551
Band C 6 6 100 196 32 667 2.1 9 385
Band D 0 3 0 0 0 0 0
TOTAL 60 111 54.1 1533 25550 1.5 104660
Human Resources Report
78 Gauteng Department of Education
6.8 Foreign Workers
6.8.1 Foreign Workers by Salary Band
Salary BandEmployment at Beginning
Period
Percentage of Total
Employment at End of
Period
Percentage of Total
Change in Employment
Percentage of Total
Total Employment at Beginning
of Period
Total Employment
at End of Period
Total Change in
Employment
Lower skilled (Levels 1-2) 22 1.4 23 1.4 1 1.1 1558 1645 87
Skilled (Levels 3-5) 209 13.4 187 11.4 -22 -25.3 1558 1645 87
Highly skilled production (Levels 6-8) 1264 81.1 1374 83.5 110 126.4 1558 1645 87
Highly skilled supervision (Levels 9-12) 14 0.9 12 0.7 -2 -2.3 1558 1645 87
Contract (Levels 1-2) 8 0.5 11 0.7 3 3.4 1558 1645 87
Contract (Levels 3-5) 4 0.3 3 0.2 -1 -1.1 1558 1645 87
Contract (Levels 6-8) 2 0.1 3 0.2 1 1.1 1558 1645 87
Contract (Levels 9-12) 3 0.2 2 0.1 -1 -1.1 1558 1645 87
Periodical Remuneration 1 0.1 4 0.2 3 3.4 1558 1645 87
Abnormal Appointment 31 2 26 1.6 -5 -5.7 1558 1645 87
TOTAL 1558 100 1645 100 87 100 1558 1645 87
6.8.2 Foreign Workers by Major Occupation
Major Occupation
Employment at Beginning
Period
Percentage of Total
Employment at End of
Period
Percentage of Total
Change in Employment
Percentage of Total
Total Employment at Beginning
of Period
Total Employment
at End of Period
Total Change in
Employment
Administrative of� ce workers 26 1.7 18 1.1 -8 -9.2 1558 1645 87
Elementary occupations 25 1.6 26 1.6 1 1.1 1558 1645 87
Other occupations 1502 96.4 1596 97 94 108 1558 1645 87
Professionals and managers 4 0.3 4 0.2 0 0 1558 1645 87
Service workers 1 0.1 1 0.1 0 0 1558 1645 87
TOTAL 1558 100 1645 100 87 100 1558 1645 87
Human Resources Report
Annual Report | 2014/2015 79
6.9 Leave
6.9.1 Sick Leave for January 2014 to December 2014
Salary Band Total Days% Days with
Medical Certi� cation
Number of Employees using Sick
Leave
% of Total Employees using Sick
Leave
Average Days per Employee
Estimated Cost
(R’000)
Total number of Employees using Sick
Leave
Total number of days with
medical certi� cation
Lower skilled (Levels 1-2) 36063 81.5 5679 9.3 6 14 994 60861 29395
Skilled (Levels 3-5) 38462 76.4 5845 9.6 7 24 428 60861 29395
Highly skilled production (Levels 6-8) 204580 76.5 35342 58.1 6 223 764 60861 156520
Highly skilled supervision (Levels 9-12) 83101 79.4 13420 22.1 6 139 013 60861 65980
Senior management (Levels 13-16) 183 79.2 32 0.1 6 628 60861 145
Other 33 63.6 5 0 7 91 60861 21
Contract (Levels 1-2) 511 68.1 137 0.2 4 197 60861 348
Contract (Levels 3-5) 1000 76.9 234 0.4 4 557 60861 769
Contract (Levels 6-8) 499 83.8 120 0.2 4 386 60861 418
Contract (Levels 9-12) 164 85.4 18 0 9 350 60861 140
Contract (Levels 13-16) 165 88.5 29 0 6 560 60861 146
TOTAL 364761 77.7 60861 100 6 404968 60861 283277
6.9.2 Disability Leave (Temporary and Permanent) for January 2014 to December 2014
Salary Band Total Days% Days with
Medical Certi� cation
Number of Employees
using Disability
Leave
% of Total Employees
using Disability
Leave
Average Days per Employee
Estimated Cost (R’000)
Total number of days with medical
certi� cation
Total number of Employees
using Disability
Leave
Lower skilled (Levels 1-2) 1113 100 53 9.3 21 451 1113 567
Skilled (Levels 3-5) 1324 100 57 10.1 23 858 1324 567
Highly skilled production (Levels 6-8) 8347 100 282 49.7 30 9 289 8347 567
Highly skilled supervision (Levels 9-12) 5717 100 175 30.9 33 9 350 5717 567
TOTAL 16501 100 567 100 29 19948 16501 567
Human Resources Report
80 Gauteng Department of Education
6.9.3 Annual Leave for January 2014 to December 2014
Salary Band Total Days Taken
Average days per Employee
Number of Employees who
took leave
Lower skilled (Levels 1-2) 127560.84 17 7452
Skilled (Levels 3-5) 122099.79 18 6721
Highly skilled production (Levels 6-8) 49255.74 20 2514
Highly skilled supervision (Levels 9-12) 58554 20 2878
Senior management (Levels 13-16) 1145 20 56
Other 178 30 6
Contract (Levels 1-2) 7 7 1
Contract (Levels 3-5) 640 18 36
Contract (Levels 6-8) 283 11 25
Contract (Levels 9-12) 347 18 19
Contract (Levels 13-16) 1007 20 51
TOTAL 361077.37 18 19759
6.9.4 Capped Leave for January 2014 to December 2014
Salary BandTotal days of capped leave
taken
Average number of
days taken per employee
Average capped leave per
employee as at 31 December
2014
Number of Employees who
took Capped leave
Total number of capped leave available at 31
December 2014
Number of Employees as
at 31 December 2014
Lower skilled (Levels 1-2) 117 4 59 29 67881 1159
Skilled (Levels 3-5) 370 5 83 78 179405 2157
Highly skilled production (Levels 6-8) 1900 5 58 372 601699 10341
Highly skilled supervision (Levels 9-12) 3761 5 70 715 958958 13727
Senior management (Levels 13-16) 2 1 69 2 2893 42
Other 4 4 56 1 333 6
TOTAL 6154 5 66 1197 1811169 27432
Human Resources Report
Annual Report | 2014/2015 81
6.9.5 Leave Payouts
Reason Total Amount (R’000)
Number of Employees
Average Payment per Employee (R)
Leave payout for 2014/15 due to non-utilisation of leave for the previous cycle 0 1 0
Capped leave payouts on termination of service for 2014/15 145 654 1 738 83806
Current leave payout on termination of service for 2014/15 660 43 15349
TOTAL 146314 1782 82107
6.10 Details of Health Promotion and HIV AND AIDS Programmes [tick Yes/No and provide required information]
Question Yes No Details, if yes
1. Has the Department designated a member of the SMS to implement the provisions contained in Part VI E of Chapter 1 of the Public Service Regulations, 2001? If so, provide her/his name and position.
Jeanette Moema: Director Performance Management and Development
2. Does the Department have a dedicated unit or have you designated speci� c staff members to promote health and well- being of your employees? If so, indicate the number of employees who are involved in this task and the annual budget that is available for this purpose.
The dedicated unit for employee health and wellness is a sub- directorate under Performance Management and development Directorate. The unit is currently led by Deputy Director and reports to the designated PMD Director. The post of Deputy Director is � lled. It also consists of 11 permanent assistant director posts with 4 � lled and 7 vacant, 2 Chief personnel of� cers’ posts � lled and 2 vacant, 4 senior admin of� cers post remain vacant at Head Of� ce. At District level, each District is allocated a post for a senior administration clerk to coordinate EAP/HIV and AIDS Programmes. In two districts, the posts are vacant. There are 18 practitioners and 4 professionals who are responsible for all GDE employees and their immediate family members.
The budget of R 7.5 million was allocated for 24hour support services, trauma debrie� ng services and administrative functions in the 2014/15 � nancial year.
Though there was a budget allocation for 24hour support services and administrative cost, the unit still rely on sponsorships and support from the business partners in realising its objectives due to � nancial dif� culties in the public service.
The service offering are eligible to employees and their family members a no cost to them.
Human Resources Report
82 Gauteng Department of Education
Question Yes No Details, if yes
3. Has the Department introduced an Employee Assistance or Health Promotion Programme for your employees? If so, indicate the key elements/services of the Programme.
YES. The Employee Assistance programme entails a 24 hours Support Toll-Free line, accessible to employees and their immediate family members which was established to provide:
• On-site trauma debrie� ngs
• Counselling services
• Managerial and supervisory advise and consultancy
• Psychotherapy interventions
• Referrals to rehabilitation centres for treatment
The Health Promotion programme entails two main programmes. Namely:
1. Wellness Days were held where employees were offered services by professional nurses to test for chronic lifestyle related diseases such as Blood Pressure, Glucose, Body Mass Index, Cholesterol and TB screening.
2. Financial Wellness Programmes for employees were presented through workshops to promote sound � nancial management amongst participants. Continuous individual guidance regarding the management of personal � nances was offered after each workshop. In addition, the Employee Health and Wellness unit embarked on creating an enabling environment for employees to implement what they learnt in the formal workshops, through organised open days. Employees presenting with psycho-social issues that contributes to the mismanagement of personal � nances were offered therapeutic counselling services to ensure holistic intervention. The programme was based on the EAP principles of voluntarism, impartiality and con� dentiality. This was presented in collaboration with Business partners such as OLD MUTUAL AND SANLAM.
3. Retirement planning and Mass Resignation - the GDE implemented retirement planning initiatives to prepare eligible retirees to retie healthy and address mass resignation due to over-indebtedness and pension reforms.
4. OHS implementation has been strengthened as a priority area to foster a safe and conducive work environment.
5. Evacuation drills as part of compliance to legislative requirements of creating a conducive wok environment.
6. Sports and Recreational activities are implemented as part of a holistic EH&W programmes in the workplace for work-life balance.
7. Procurement of 100 � rst aid boxes to distribute both in districts and head of� ce. The Department has further trained 22 � rst aiders and appointed SHE reps formally as per OHS ACT.
8. BRM audit has been conducted in this � nancial year and the outcomes of the audit will be utilized to prioritise and develop new interventions for GDE employees and their family members.
9. EAP Marketing and advocacy session were conducted to increase he utilisation rate of psychosocial support and counselling services across the province.
10. e-care online programme was also launch to provide an online support programme for employees with access to emails and internet services. The service further provides for a convenient on-line consultation with health practitioners and research material.
Human Resources Report
Annual Report | 2014/2015 83
Question Yes No Details, if yes
4. Has the Department established (a) committee(s) as contemplated in Part VI E.5 (e) of Chapter 1 of the Public Service Regulations, 2001? If so, please provide the names of the members of the committee and the stakeholder(s) that they represent.
Yes. The Wellness Committee is represented by employees from different units within Head Of� ce and includes the following members: Brenda Maitse (Chairperson), Gloria Moabi (coordinator); Johannes Motau; Mosebetsi Moeletso; Nomvula Phithi, Gabisile Mavuso, Lolo Lefakane; Bheki Nhlapo; Maria Moloko; Shernola Lennet; Thembi Lisibi; Rachel Ntlatleng;Bheki Nhlapo, constance Nkau,Tumi Nyuswa, Gilbert Fesi, Tumi Dhlamini, Swazi Simelane; Gilbert Fesi; Annah Mongane; Inaish Chetty, Rachel Motlanthe, Given Shavhari, Victor Shivhiri, Tovhowani Netsianda, Poka Mokoena and Jane Mathavha.
5. Has the Department reviewed its employment policies and practices to ensure that these do not unfairly discriminate against employees on the basis of their HIV status? If so, list the employment policies/practices so reviewed.
The Department has reviewed it’s EH&W policies and they were approved in June 2014 for implementation. The policies will be reviewed annually in compliance to MPA and legislative requirements.
6. Has the Department introduced measures to protect HIV-positive employees or those perceived to be HIV-positive from discrimination? If so, list the key elements of these measures.
Yes, the Departmental HIV/AIDS and TB management policy protects employee’s human rights to con� dentiality and non- discrimination The policy further creates an enabling environment for de-stigmatisation of employees affected by the HIV/AIDS and TB.
It further advocate for employees to receive the following services;
Con� dential treatment care and support, reasonable accommodation due to ill-health and etc.
7. Does the Department encourage its employees to undergo Voluntary Counselling and Testing? If so, list the results that you have achieved.
Yes, On a quarterly basis, in most GDE institutions, Wellness Days are held to encourage HIV Counselling and Testing. Over 4000 employees were tested for HIV in GDE since 2010 to date.
8. Has the Department developed measures/indicators to monitor and evaluate the impact of your health promotion programme? If so, list these measures/indicators.
Yes. The impact indicators are:
• Increased number of employees testing for HIV
• It suggests that employees understood the importance of knowing their HIV status.
• It further suggests that the stigma towards HIV testing has been minimised
• It indicates that employees feel safe to utilise employer initiated testing facilities
• Decreased absenteeism among employees
• It suggests that � nancial distress and ill health related cases are reduced
• It further indicates that employees affordability to go to work has improved with the improvement of their personal � nancial management
• Reduction in the number of employees receiving Garnishee judgments.
Human Resources Report
84 Gauteng Department of Education
6.11 Education and Training implemented for the year 1 April 2014– 31 March 2015
6.11.1 Total number of employees per occupational category, by gender, population group, disability status and age group
Occupational Category
Male Female Grand Total
People with Disabilities Age Groups
A C I W Total A C I W Total A C I W <35 <35-55 >55
School Principal 25 4 1 1 31 14 2 3 1 20 51 0 0 0 0 0 31 20
Deputy Principal (School) 18 5 4 3 30 22 3 3 3 31 61 0 0 0 0 0 55 6
Head of Department (Teacher) 25 0 1 3 29 35 0 1 4 40 69 0 0 0 0 0 60 9
Director: Assistant (Finance ) 4 0 0 0 4 2 0 2 0 4 8 0 0 0 0 0 4 4
Director: Deputy (Finance) 3 0 0 0 3 2 0 0 1 3 6 0 0 0 0 0 3 3
Director: Assistant (HR) 5 1 1 0 7 6 1 0 1 8 15 0 0 0 0 0 10 5
Director: Deputy (HR) 4 1 0 0 5 5 0 0 0 5 10 0 0 0 0 0 5 5
Director: Districts 4 1 1 1 7 5 1 1 1 8 15 0 0 0 0 0 14 1
Director: Assistant (Assets Management ) 2 1 0 0 3 2 0 0 0 2 5 0 0 0 0 0 4 1
Directors 16 2 2 0 20 27 5 5 0 37 57 0 0 0 0 0 40 17
Director: Assistant (Supply Chain) 10 1 1 1 13 8 1 0 0 9 22 0 0 0 0 0 20 2
Teachers 5210 1088 909 400 7607 2001 1991 1051 667 5710 13317 0 0 0 0 1053 8250 4014
Accounting Teacher (Grades 10 - 12) 32 0 2 1 35 33 5 3 1 42 77 0 0 0 0 20 45 12
Agricultural Sciences Teacher (Grades 10 - 12) 18 6 2 1 27 48 18 2 1 69 96 0 0 0 0 23 55 18
Computer application Teacher 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Business Studies Teacher (Grades 10 - 12) 33 14 3 1 51 43 11 1 3 58 109 0 0 0 0 13 86 10
Civil Technology Teacher (Grades 10 - 12) 26 4 0 2 32 56 12 3 3 74 106 0 0 0 0 21 79 6
Economics Teacher (Grades 10 - 12) 31 10 5 4 50 25 10 10 7 52 102 0 0 0 0 33 66 3
Electrical Technology Teacher (Grades 10 - 12) 76 33 23 3 135 91 22 13 9 135 270 0 0 0 0 86 131 53
Engineering Graphics and Design Teacher (Grades 10 - 12) 59 18 6 3 86 53 12 1 3 69 155 0 0 0 0 59 85 11
Geography Teacher (Grades 10 - 12) 39 5 4 2 50 49 3 2 3 57 107 0 0 0 0 23 76 8
History Teacher (Grades 10 - 12) 31 5 2 2 40 40 10 2 0 52 92 0 0 0 0 21 61 10
Hospitality Studies Teacher (Grades 10 - 12) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Human Resources Report
Annual Report | 2014/2015 85
Occupational Category
Male Female Grand Total
People with Disabilities Age Groups
A C I W Total A C I W Total A C I W <35 <35-55 >55
Information Technology Teacher (Grades 10 - 12) 29 10 1 0 40 36 9 0 0 45 85 0 0 0 0 19 52 14
History Teacher (Grades 10 - 12) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Hospitality Studies Teacher (Grades 10 - 12) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Life Sciences Teacher (Grades 10 - 12) 25 10 0 0 35 47 10 2 1 60 95 0 0 0 0 23 58 14
Information Technology Teacher (Grades 10 - 12) 20 7 13 2 42 33 3 2 5 43 85 0 0 0 0 23 56 6
Language Teacher 39 18 2 1 60 30 3 3 0 36 96 0 0 0 0 25 57 14
Life orientation Teacher(Grade10-12) 20 6 6 1 33 41 10 1 0 52 85 0 0 0 0 15 57 13
Mathematical Literacy Teacher (Grades 10 - 12) 47 16 5 2 70 77 40 7 2 126 196 0 0 0 0 62 103 31
Mathematical Teacher (Grade 10-12) 111 27 20 6 164 160 82 12 3 257 421 0 0 0 0 179 201 41
Mechanical Technology Teacher (Grade 10-12) 20 15 5 2 42 28 16 12 2 58 100 0 0 0 0 19 69 12
Music Teacher (Grade 10-12) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Religion Studies (Grade 10-12) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Tourism Teacher (Grade 10-12) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Mathematics Teacher (4-9) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Natural Science Teacher (4-9) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Economics And Management 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Life Skills Teacher(Grade (4-9) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Social Science (Grade 4-9) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Physical Science Teacher (Grades 10 - 12) 125 66 22 8 221 166 59 24 13 262 483 0 0 0 0 145 293 45
Arts And Culture 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Foundational Phase School Teacher 1022 602 88 10 1722 1502 641 410 26 2579 4301 0 0 0 0 845 3252 204
Development Practitioner 618 120 17 5 760 776 221 55 21 1073 1833 0 0 0 0 216 1003 614
Preschool Aide 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Human Resources Report
86 Gauteng Department of Education
Occupational Category
Male Female Grand Total
People with Disabilities Age Groups
A C I W Total A C I W Total A C I W <35 <35-55 >55
Education And Training Advisor 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Education Or Training Reviewer 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Special Needs Teachers 62 44 12 3 121 100 21 0 0 121 242 0 0 0 0 79 156 7
Teachers of The Hearing Impaired 21 8 2 1 32 30 3 0 1 34 66 0 0 0 0 12 34 20
Distance Education Teacher/ Correspondence School Teacher 21 8 3 0 32 40 10 2 0 52 84 0 0 0 0 13 57 14
Adult Education Teacher 73 14 5 2 94 88 16 2 0 106 200 0 0 0 0 54 133 13
Integration Aide 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Teacher of English to Speak Of Other 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Teachers ( Private Tuition) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Art Teacher (PRIVATE) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Drama Teacher (Private) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
ICT Trainer 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Early Childhood Development Practitioner 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Dress Making Teacher 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Handicraft Teacher (Private Tuition) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
School Laboratory Technician 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Examination Supervisor 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Education Specialist Chief (Curriculum Coordinator) 4 0 0 0 4 6 1 0 0 7 11 0 0 0 0 0 7 4
Education Special Chief Deputy (Curriculum-Coordinator) 30 5 1 4 40 40 5 2 3 50 90 0 0 0 0 0 66 24
Senior Education Specialist (Curriculum-Coordinator) 90 8 2 1 101 144 22 2 1 169 270 0 0 0 0 0 108 162
Education Specialist Chief (Of� ce-based) 1 0 0 0 1 1 0 0 0 1 2 0 0 0 0 0 2 0
Education Specialist Deputy (Of� ce-Based) 10 1 0 0 11 6 2 0 0 8 19 0 0 0 0 0 18 1
Education Specialist Senior (Of� ce-Based) 12 3 0 0 15 19 10 1 0 30 45 0 0 0 0 3 35 7
Purchasing Of� cer 102 31 16 2 151 115 22 1 1 139 290 0 0 0 0 53 207 30
Human Resources Report
Annual Report | 2014/2015 87
Occupational Category
Male Female Grand Total
People with Disabilities Age Groups
A C I W Total A C I W Total A C I W <35 <35-55 >55
Personal Assistant 2 1 0 0 3 8 4 0 1 13 16 0 0 0 0 7 9 0
Social Auxiliary Worker 0 0 0 0 0 4 0 0 1 5 5 0 0 0 0 0 5 0
Computer Network Technician 22 2 0 0 24 13 2 0 0 15 39 0 0 0 0 23 16 0
General Clerk 321 41 0 0 362 586 10 0 3 599 961 0 0 0 0 265 650 46
Internships 18 1 0 0 19 50 2 0 0 52 71 0 0 0 0 71 0 0
Accounts Clerk 22 1 1 0 24 40 2 0 0 42 66 0 0 0 0 21 38 7
Data Capture 1 0 0 0 1 3 0 0 0 3 4 0 0 0 0 4 0 0
Out of School Hours Care Worker 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Teachers’ Aide 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Security Of� cer 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Delivery Driver 10 6 0 0 16 0 0 0 0 0 16 0 0 0 0 0 7 9
Of� ce Cleaner 2 0 0 0 2 20 2 0 0 22 24 0 0 0 0 0 21 3
General Assistants (School-based) 176 52 1 6 235 210 76 0 2 288 523 0 0 0 0 35 390 98
Total 8747 2322 1189 484 12742 6986 3411 1641 794 12832 25574 0 0 0 0 3563 16340 5671
Key: A African
C Coloured
I Indian
W White
Human Resources Report
88 Gauteng Department of Education
6.12 Collective Agreements
6.12.1 Collective Agreements/Bargaining as at 1 April 2014 to 31 March 2015
Subject Matter Number of Meetings
National Education Labour Relations Council
Bargaining Meetings 8
Executive Committee Meetings 9
Human Resource 4
Finance 5
Governance 5
Legal 1
Workshops
PELRC
Teacher Development Task Team 4
LSEN Task Team 1
Special Chamber Meeting 2
Grade12 Markers 1
Grade R. ECD 0
ESSP 0
Workshops 4
GPLM 0
MTEF 1
Educator Resourcing 8
Pay Progression Task Team 0
Chamber Bargaining 4
Employee Wellness 2
Magnet Schools 2
Dispute Prevention 3
AET 2
FET
Competency Assessment (This was part and parcel of Teacher Development TT)
Special Stanco 0
Stanco 1
PSBF – General Meetings 4
Special PSBF 1
PSBF Workshop 1
PSBF Task Team 1
Employer Caucus meeting 5
GPSSBC 4
Human Resources Report
Annual Report | 2014/2015 89
6.12.2 Misconduct and Disciplinary Hearings Finalised-01 April 2014 to 31 March 2015. (Total of 466 cases handled and 377 � nalised)
Disciplinary Outcome Number
Verdict
Not Guilty 54
Guilty 165
Withdrawn 14
Deemed dismissed due to secondment, resignation or retirement 81
Terminated on account of ill Health 63
Outstanding cases as of 19 March 2015 102
TOTAL COMPLETED 353
SANCTIONS
Counselling 17
Warnings 62
Fine 39
Suspension without pay 52
Demotion 0
Deemed dismissed due to secondment or resignation pending disciplinary process 66
Dismissal � owing from Disciplinary Hearings 33
Note: Some employee would have received a combination of sanctions. They may also been found guilty of only
some of the charges preferred. 377 cases out of 466 have been completed. 81% of cases have been completed
6.12.3 Types and number of misconducts for which employees were found guilty
Nature of the case Number
Corporal punishment 61
Serious Assault: Sexual Assault 14
Absenteeism 8
Intimidation 2
Theft 7
Financial Misconduct 5
Fraud & Corruption 3
Contravention of policy 7
Dishonesty 3
Improper conduct 27
Inciting others 1
Poor performance 0
Human Resources Report
90 Gauteng Department of Education
Nature of the case Number
Unjusti� able prejudice to the administration of Department 7
Others 15
6.12.4 Disputes Lodged
Nature of Disputes In Favour of the Department
Against the Department
Unfair dismissal 28 4
ULP: Unfair suspension 6 0
ULP: Appointment / Promotion/demotion 8 1
Interpretation and application of Collective Agreement 3 0
Other Disputes 8 2
Total 53 7
Note: The conclusion of disputes depends on the bargaining councils setting the matters for conciliations and
arbitration, and issuing of the awards on time. Of the 60 completed cases, the department lost only 7. The Department
is at 88% success rate in defending the disputes lodged.
6.12.5 Grievances Lodged
Type of Grievance Number Finalized Number Not Outstanding Total
Unfair treatment 142 28 170
Filling of post 266 27 293
Performance assessment 15 0 15
Application approval 6 0 6
Disciplinary matters 18 3 21
ULP: Salaries 19 2 21
others 60 48 108
Total 526 108 634
Note: 83% of the grievances lodged during the � nancial year were completed.
6.12.6 Precautionary Suspensions
Precautionary Suspensions _
Number of employees suspended or transfer 32
Number of employees suspended during the reporting period 13
Number of employees whose suspension exceeded 30 days 10
Average number of days on suspension 90
Note: Some employee would have received a combination of sanctions. They may also have been found guilty of
only some of the charges preferred.
Human Resources Report
Annual Report | 2014/2015 91
6.12.7 Strike Action
None of the employees met the above criteria
6.12.8 Abscondment
None of the employees met the above criteria
6.13 Injuries
6.13.1 Injury on Duty
Nature of Injury on Duty Number % of Total
Required basic medical attention only 0 0
Temporary Total Disablement 0 0
Permanent Disablement 1 0
Fatal 0 0
TOTAL 1 0
6.14 Consultants
6.14.1 Report on Consultant Appointments using Appropriated Funds
Bene� ciary Project Title Total number of consultants
Purchase Order number Work days Contract Value
in Rand % HDI
None
6.14.2 Analysis of Consultant Appointments using Appropriated Funds, i.t.o. HDIs
Project Title Percentage ownership by HDI groups
Percentage management by HDI groups
Number of Consultants from HDI groups that work on the project
None
6.14.3 Report on Consultant Appointments using Donor Funds
Project Title Total number of consultants that worked on the project Duration: Work days Donor and Contract value in
Rand
None
Total number of projects Total individual consultants Total duration: Work days Total contract value in Rand
None
6.14.4 Analysis of Consultant Appointments using Donor Funds, i.t.o. HDIs
Project Title Percentage ownership by HDI groups
Percentage management by HDI groups
Number of Consultants from HDI groups that worked on the project
None
Human Resources Report
92 Gauteng Department of Education
7. Performance against Services
The Department is continuously improving learner access by ensuring that every child in Gauteng has an equal
chance to accessing education. The province has experienced continued growth in learner numbers over the past
� ve years with 1 944 486 learners being supported through public ordinary schools in the province.
In line with the national priorities, Gauteng has increased the number of learners in no-fee schools by 51 117 learners
from 2013. The total number of learners in the province who were enrolled in no-fee schools during 2014 equaled
63% of the total number of learners in the public ordinary schools from 62% in 2013. This is further indicative of the
Department’s ongoing commitment to gradually increase access to free education for all learners. The number of no-
fee schools increased by 29 from 2013. In 2014, there were 1 339 schools with 1 163 722 learners in no-fee schools.
In the 2014 academic year the Department registered 15 additional public institutions. The Public Ordinary Schools
increased by 14 from 2 056 in 2013 to 2 070 in 2014. The number of LSEN schools increased from 132 schools in
2013 to 137 schools in 2014 and the number of AET centres reduced from 57 centres in 2013 to 56 in 2014. The
number of public FET institutions remained constant.
In 2014, the total number of educators in the province was 85 275, including independent institutions of which 73%
are state-paid. This was a 3% (2 487) increase in educators from the 2013 statistics. The largest portion of state-
paid educators is from the Public Ordinary Schools sector, which constitutes 89% of the total number of state-paid
educators in the education system. The total number of educators in independent schools was 16 896, which
includes educators in independent subsidised schools, non-subsidised schools, LSEN independent schools and AET
independent non-subsidised centres.
7A: Reporting Against Provincial Strategy
In translating the vision and mission, and taking into account the educational programmes and services provided, the
Department adopted the following goals to enhance the provision of quality education:
Goal 1: Delivering quality education in a modern and conducive learning environment
Goal 2: Creating a � rst class education administration focused supporting a modern and innovative schools and
classroom
Goal 3: Transform public schooling by addressing barriers to access, equity and redress and
Goal 4: Increase access to quality pre- and post-schooling educational opportunities
The key achievements for the � nancial year highlighted under each goal, are as follows:
Goal 1: Delivering quality education in a modern and conducive learning environment:
Pillar 1: Curriculum and Assessment
Foundation Phase
To improve learner performance across primary school Grades, the Department began institutionalising and
mainstreaming into districts the primary school interventions. This is to ensure that the support to teachers, learners
and schools becomes the daily task of district of� cials thereby ensuring sustained quality improvement across primary
schools.
Performance against Services
Annual Report | 2014/2015 93
The intervention programmes implemented focused on primary schools that scored at unacceptably low levels in
provincial and national assessments. The purpose was to improve the teaching of Language and Mathematics in
834 selected primary schools in the province and ensure that 60% of learners at these schools perform at 50% and
above in these subjects.
Foundation Phase Lesson Plans for Languages were distributed to schools by district of� cials, who also mediated
these Lesson Plans to teachers. The use of these resources continues to be monitored. Mathematics Lesson Plans
were developed, distributed and mediated with all Foundation Phase teachers in targeted schools. A total of 205
number line kits were also distributed to Grade 2 teachers in schools.
Intermediate Phase
With regard to the implementation of the Language and Mathematics interventions in the Intermediate Phase
i.e. Grades 4-7, the baseline assessment results were analysed and indicated an improvement as a result of the
Literacy Catch-up programme implemented by the Department. The Language Lesson Plans for Grades 4 to 6 were
developed and quality assured. Training for supervisors and district of� cials on the Lesson Plans subsequently took
place. Intermediate Phase coaches were appointed and trained.
Just-In-Time training was provided for the Intermediate Phase coaches and district of� cials also received training on
content and teaching methodology. A total of 4 038 teachers were trained on the implementation of Lesson Plans.
The Department conducted training for the provincial core team of master trainers in November 2014 in preparation
for the implementation of the Reading Club pilot in Gauteng with a view to improving literacy skills of learners in the
Intermediate Phase. The initiative is aimed at bene� ting 300 pilot schools.
Annual National Assessment (ANA) Results – Grades 3, 6 and 9
Extra resources were compiled and � nalised which consisted of ANA exemplars for Grades 4 to 9, including ANA
guidelines, ANA practice exercises and ANA past papers. Daily homework and extra revision work was incorporated
into the teachers’ lessons. The package was put on CD’s and given to all schools in order to ensure that learners are
prepared.
Grade 3
In terms of the 2014 Grade 3 ANA conducted in September 2014, 73.4% of the learners were functioning at the
required level in Numeracy in Grade 3. The target of 60% was exceeded. A total of 70.8% of the learners were
functioning at the required level in literacy. The target of 60% was met and exceeded.
Grade 6
In Grade 6, 79.8% of learners were found to be functioning at the required level in Language. The target of 60% was
met and exceeded. In Grade 6 Mathematics, 51.7% of the learners were found to be functioning at the required level.
The target of 60% was not met, however, Gauteng is making steady progress in improving the Mathematics teaching
and learning in the province.
Performance against Services
94 Gauteng Department of Education
Grade 9
The Grade 9 ANA was conducted as a pilot in 2011. In 2012, the ANA test was fully implemented in Grade 9. In
2014, 48.3% of the learners were found to be functioning at the required level in Home Language. The Grade 9
Mathematics is still not functioning on par as 4% of the learners were found to be functioning at the required level.
The national scores in Grade 9 were universally low and worrying across South Africa.
Secondary School Intervention Programme (SSIP)
The Department implemented the Secondary School Intervention Programme (SSIP) that focused on providing
additional support and materials to learners in secondary schools. Learners, through the SSIP programme, attended
extra classes on weekends and during school holidays. A total of 156 sites were established and 60 000 learners
attended the extra SSIP classes.
In 2014, learners achieved a Matric pass percentage of 84.7%. This was the highest pass percentage in the country.
The pass percentage for Physical Science increased to 68.3% in 2014. Also, the pass percentage for Mathematics was
69.3%.
Pillar 2: Teacher provisioning and support
A “Just-In-Time” training approach, which focused on improving the teachers’ ability to deliver the curriculum content,
was adopted and all targeted teachers in underperforming primary schools received the training and support relating
to curriculum delivery.
To further support teachers, the Department has appointed 180 coaches in schools in order to offer technical support
and to act as a critical friend as teachers implemented the curriculum. In addition, 30 coaches have been appointed
through the Matthew Goniwe School of Leadership and Governance to support Full Service Schools. Through this
intervention the Department managed, for the � rst time since 1994, to provide direct support to teachers in the
classroom.
With regard to the provision of Learner Teacher Support Material (LTSM), the Lesson Plans for Languages and
Mathematics for every school term were developed and distributed to schools. All targeted teachers have been
provided with lessons plans and all Foundation Phase Coaches were trained on the implementation of the Lesson
Plans.
Pillar 3: Leadership and Management
The Department implemented the District Model, where schools were divided into clusters and circuits to enhance
service delivery to schools. The District Simulation Centre was launched in August 2014.
In January 2015, 171 schools have been visited by Senior Management of the Department in order to ascertain the
readiness of schools for the 2015 academic year. In addition, 200 schools were also visited by senior managers of
the Department to administer the SMT Satisfaction Survey. This is an internal Client Satisfaction Survey, the purpose
of which was to assess the support that schools receive from individual districts.
In terms of support provided to public servants, 783 executive, senior, middle and junior managers were trained. A
total of 800 participants, including Gauteng Provincial Government (GPG) managers, attended the SMS conference
to improve management skills.
Performance against Services
Annual Report | 2014/2015 95
Goal 2: Creating a � rst class education administration focused on supporting modern and innovative
schools and classrooms
Pillar 4: Infrastructure Development and Maintenance
CAPEX
In terms of the construction of new schools, 13 new schools have been completed. A total of 300 Grade R
Alternative Materials classrooms have been allocated to schools and delivery of the units has commenced. In terms
of rehabilitation, 67 schools under rehabilitation have been completed and 52 schools are in construction.
With regard to Creation of the Schools of the Future, the six schools that were the pilot for the Schools of the Future
were identi� ed. The infrastructure needs of the schools/classrooms of the future have been identi� ed and work
commenced on the building of these classrooms with two classrooms having been completed. The re-pro� ling of
these schools is being planned. Phase 2 of the roll-out to schools as well as in all Grade 12 classrooms in township
schools, is being planned.
Pillar 5: Planning, � nance and resourcing
The Department has plans in place to ensure that all budgets are spent according to plan and cash � ow requirements.
The current allocation has been split into 87% which directly impacts on classroom outcome, and 13% that indirectly
impacts on the classroom. Over the medium term 88% and 12% directly and indirectly impacting on the classroom
outcome has been allocated, respectively.
The 2014/15 Annual Performance Plan has been tabled and approved. The Revised 2014/15 Annual Performance
Plan of the Department, re� ecting the new commitments of the province and for the Department, has also been
completed and submitted to Treasury. The Department reports against this plan as per legislative requirements.
The 2015-2020 Strategic Plan and the 2015/16 Annual Performance Plan of the Department were completed and
submitted to Treasury.
Pillar 6: ICT in Education
ICT in Schools
The Department distributed 89 708 tablets to schools. Of these, 84 320 tablets were distributed as part of the
e-Learning Solution. Nine secondary schools are now using e-Books on tablets and 46 teachers were trained on
using the e-learning portal to enhance the teaching of Mathematics and English in the Intersen Phase. The total
number of teachers trained during the 2014/15 � nancial year was 4 056. Training for 23 school principals and 46
school ICT coordinators from the 23 priority schools was conducted.
Schools of the Future
ICT training is being rolled out to the six identi� ed schools. Approximately 5 200 tablets were distributed to these
schools. This is in addition to the tablets distributed to all other schools. E-content was in the process of being
introduced to these schools.
Performance against Services
96 Gauteng Department of Education
Goal 3: Transform public schooling by addressing barriers to access, equity and redress
Pillar 7: Social Cohesion
In order to achieve effective schools and effective teaching and learning, the Department implemented a number of
poverty combating measures.
No-fee Schools
The no-fee schools in the province combined; enrol 1 163 722 learners in total.
School Nutrition and Scholar Transport
The National School Nutrition Programme (NSNP) and Scholar Transport programmes, which forms part of
governments’ Reconstruction and Development Programme (RDP), and aim to promote punctuality amongst
learners, alleviate short-term hunger and contribute to the general health and development of needy learners, was
implemented. In addition to feeding all learners in no-fee schools the Department also feeds indigent learners in fee
paying schools and thus 1 331 717 learners were fed.
The Department provided Scholar Transport to 82 917 learners in 14 districts. Departmental of� cials monitor the
transport routes to ensure that learners are safely transported to enjoy a full day of learning.
School Safety
The goal of the Department is to provide a safe and secured environment for learners to perform optimally. Through
the Extra School Support Programme (ESSP) which seeks, in part, to increase the safety in schools, the Department
appointed 5865 patrollers as security personnel at schools throughout the province. Also, 1 300 schools were
implementing the School Safety Programme.
Pillar 8: School functionality including community Involvement
The Quality Learning and Teaching Campaign (QLTC)
The Quality Learning and Teaching Campaign (QLTC) used individuals and organisations to assume responsibility for
improving the quality of education in schools under their jurisdiction.
SGB and RCL development and Parent Support Programmes
The Department supported and developed SGBs and RCLs with the emphasis on improving management and
leadership capacity in schools across the province. In addition, 95 659 parents have been trained as part of the
parent support initiative of the Department.
Extra School Support Programme
The Extra School Support Programme (ESSP) seeks to increase after-school support for learning and increase the
safety in schools. The programme will ensure that learners have caring and supportive individuals available beyond
normal contact time. These employees will assist with homework support programmes as homework supervisors for
Grade 1 -7 in Quintile 1 to 3 schools. School Safety will be improved by employing security personnel as part of the
programme.
Performance against Services
Annual Report | 2014/2015 97
Currently, through the programme 2 197 sport assistants, 2 407 homework assistants and patrollers were provided
to schools.
Goal 4: Increase access to quality pre- and post-schooling educational opportunities
Pillar 9: Skills Development
Career Counselling
To ful� l one of the Department’s goals of enabling young people to make the transition from school to further education
and/or work that provides further training opportunities, the Department facilitated the implementation of career
guidance programmes. A total of 240 993 Grade 8 and 9 learners had access to career guidance and counselling
through 534 lay counsellors in the current � nancial year.
Bursaries
To increase the sustainability of learning and the � ow of learners to higher education and eventual gainful employment,
2 772 bursaries were awarded to learners at no-fee paying schools.
Learnerships and Internships
A total of 1 976 learners were on formal learnership/ internship programmes currently. Also, 2 386 learners were
placed in Skills Development Programmes and 290 learners on tool and dye artisan programme were adopted and
supported by companies with a view to career pathing and employment. In total, 5 050 learners were bene� ting from
experiential learning and workplace experience.
Public Sector Training
The Department has, since 2009, trained 97 242 public servants across all Gauteng Provincial Government (GPG)
departments. Currently, 783 executive, senior, middle and junior managers were trained. A total of 800 participants,
including Gauteng Provincial Government (GPG) managers, attended the SMS conference to improve management
skills.
Pillar 10: Access to quality Early Child Development (ECD)
Universalisation of Grade R
There were 138 483 learners are enrolled in registered Grade R sites in the province.
Practitioner Training
To date 1 220 Grade R Practitioners have registered for N6 training and 1 220 teachers have been trained. A total of 1
236 pre-Grade R Practitioners have completed and graduated from NQF Level 4. Also, 808 pre-Grade R Practitioners
have completed their course and their portfolios are currently being moderated and 802 pre-Grade R Practitioners
have registered for their training that commenced in 2015.
Performance against Services
98 Gauteng Department of Education
7B: Report on Programmatic Service Delivery
The Department provides the following education programmes:
• Administration for the overall management of the education system in the province.
• Public Ordinary Schooling (POS) for all learners in the province across the General Education and Training (GET)
and Further Education and Training (FET) bands, i.e. Grades 1 to 12.
• Independent Schooling, providing subsidies to independent schools that qualify, and monitoring them for continued
funding.
• Education in Special Schools for learners with special education needs in both the GET and FET bands and non-
formal education programmes.
• Further Education and Training to provide pre-tertiary and vocational education as part of further education.
• Adult Basic Education and Training (ABET) that involves the provision of formal ABET programmes to adults and
youth at ABET Levels 1-5.
• Early Childhood Development (ECD) that focuses on the provisioning of Grade R in state, private and community
centres. This programme also seeks to provide ECD programmes for the pre-Grade R learners in the future.
• Auxiliary Services for the management of national assessment processes and the implementation of the Master
Skills Plan.
1.
Performance against Services
Annual Report | 2014/2015 99
Programme 1: Administration
Budget Programme 1 provides for the overall management of the education system in the province in accordance
with the National Education Policy Act 27 of 1996 and the Public Finance Management, Act 1 of 1999, as amended,
as well as other policies. This programme deal with the basic inputs made by the Department in support of the
educational priorities for 2014/15 and includes corporate services such as ICT services, management of labour
related matters, policy matters and education management systems.
1.1 Corporate Services
1.1.1 IT Management
In ensuring that the Department delivers quality education in a modern and conducive environment, the Department
planned on removing the use of the chalkboard and duster from classrooms and introduces a modern public education
system which will respond to new education imperatives for quality education. In this regard has begun the process
of converting seven schools into “Schools of the Future”. In a departmental coordinated effort, tablet devices were
delivered to these schools, as well as broadband made available to these schools.
In preparation for the School Registration period in April 2015, the Department aimed to facilitate admissions through
the development of an application for smart devices. The Learner Admissions Application is in the � nal stages of
development. A previous version was tested, but found to be unsuitable. The second version went live in April 2015
for the registration period.
The usage of the South African Schools Administration and Management System (SA SAMS) by schools in the
province has stabilised and 2328 schools are now supplying school administration data to the national Learner Unit
Record Information and Tracking System (LURITS).
1.1.2 Performance Management
The Department implements four systems, namely:
• Integrated Quality Management System (IQMS) for school based educators;
• Performance Management and Development Scheme for of� ce based educators (PMDS OBE);
• Performance Management and Development System for Public Service staff on Salary Level 1-12;
• Performance Management and Development System for Senior Management Services (SMS) staff on Salary Level
13-16.
The planning and coordination of the above system is done at Head Of� ce (HO). HO monitors and supports districts
in the implementation of the system. The districts (PMD units) monitor and support schools, centres and of� ces at the
district level in the implementation of the system.
At the start of the current � nancial year, performance related scores for all employees were collected, quality assured
and moderated. All qualifying employees received pay progression and or performance bonuses (only applicable to
SMS and PS on SL 1-12) as of end of July 2014.
The other outcome of performance management namely development needs are collated in included into the
departments Workplace Skills Plan.
Performance against Services
100 Gauteng Department of Education
The Performance Management and Development Directorate set the target for the implementation of all systems
throughout the province at 98% for the 2014/15 performance cycle. With regular monitoring and support to district
of� cials, institutions and Head Of� ce these targets were met in both quarterly reviews and the � nal evaluation. By
the end of the Performance cycle on 31 March 2015 the 98% target was met when � nal evaluation documents were
completed and submitted to the PMD units in districts and the PMD Directorate at Head Of� ce.
1.1.3 Collective Bargaining
The bargaining council had mandated a task team comprised of labour and the employer to look into the job
descriptions of Of� ce Based Educators (DCES and CES) and further consider the education management system.
The job descriptions for Of� ce Based Educators as amended were unanimously adopted by Council. The Employer
has to factor in the job descriptions into the CMCs of the work plans in the Education Management System
document. Parties still have to seek mandates from the constituencies on the amended Education Management
System document. The intention of the task team on job descriptions is to suggest standardisation of responsibilities
of Of� ce Based Educators including a system through which their performance will be evaluated and monitored.
The new leave form for educators was � nalised during the third quarter of the � nancial year.
The revisions to the Personnel Administration Measures document was � nalised and the Council recommended the
document to the Minister for publication.
The Adult Education and Training (AET) circular 9 of 2014 on the procedures for the implementation of renewals of
employment contracts (programmatic extensions for AET educators in the adult education sector was rati� ed and
adopted by Chamber in November 2014.
With regard to Educator resourcing, Circular 11 of 2014 (Implementation of New Post Establishments for Public
Service Personnel at institutions with effect from 1 April 2015 in Public Ordinary and Public Special Schools) was
rati� ed and adopted by Chamber. Its aim was to implement Provincial Collective Agreement 1 of 2014: Conversion
of Post Level 1 Educators into Permanent Appointment during the fourth quarter of the � nancial year. It was reported
that only 4093 educators were eligible for absorption.
1.1.4 Dispute Management
The circular on corporal punishment has been signed off by the HOD and mediated with unions at the PELRC. The
Circular was rati� ed by Chamber on 31 March 2015 and posters printed for distribution in schools.
The Department completed 129 cases during the reporting period. From the beginning of the � nancial year 463 cases
were recorded and 361 � nalised to date. 78% of cases were � nalised between April 2014 and March 2015. These
employees have been made aware that their conduct is unacceptable and thus if they have not been dismissed they
are aware that they would have to change their conduct.
1.2 Human Resource Development
1.2.1 Human Resource Organisation and Systems – Recruitment
The Department has approved and implemented the 2014/15 Recruitment Plan. In line with the plan, all critical posts
(HR, IT and Finance) were advertised and � lled.
Performance against Services
Annual Report | 2014/2015 101
204 Dinaledi posts have been allocated for the academic years 2014and 2015. Currently, 192 Dinaledi posts have
been � lled to address the need for Mathematics and Science teachers in these schools. Thirty posts have been
allocated for the appointment of Teach SA ambassadors in schools in the Tshwane North, Ekurhuleni South, and
Johannesburg Central districts for the 2014/15 � nancial year. The Department managed to employ 618 out of 880
bursary holders in schools in the province during this period, which is a 81% successful rate of placement.
To address the need for more teachers due to the increased number of learners in the province, 470 Growth posts
were approved for the 2014 academic year.
The Department advertised 980 promotional posts for � lling by 01 July 2014 and 01 October 2014 01 January 2015
respectively to ensure that Gauteng has effective schools and learning institutions.
468 posts including SMS, SES, DCES and CES (middle management) posts to capacitate district of� ces as well as
the Head Of� ce. The Guidelines for � lling of Of� ce Based Educator (SES, DCES & CES) posts were approved by the
PELRC Chamber and management through Circular 2 of 2014.
1.2.2 Transformation (Gender, Disability & Employment Equity)
The Department has established two fora on Disability, Gender and Employment Equity. One forum consists of the
Head Of� ce Middle managers and the district forum consists of the different programme managers. Each district is
represented.
A series of workshops on how to handle people with disabilities were � nalised and also done in schools. Schools
were empowered on disability, gender-based violence and the law of succession in support of Disability Week
and the 16 days of Activism Campaign. These sessions were attended by 200 educators. The Department also
developed a reintegration process map to provide reasonable accommodation to persons with Disability. Roadshows
on reintegration and support of people with disabilities have commenced which seek to empower the staff. The
Department continued with Gender sensitization training sessions for salary levels 7, 8 and 9 employees and 534
of� cials. Disability awareness sessions and training on reasonable accommodation was done for 704 people to date.
A disability audit was conducted for of� ce-based staff.
Reports on the implementation of the Gender Equality Framework and the Job-ACCESS Framework were prepared
and submitted to both the DPSA and the Premier’s Of� ce. The Implementation Plans for 2014/15 on both frameworks
were submitted.
The Employment Equity (EE) Consultative Forum has been established for the Department and consultation on the
EE Plan and EE Policy were held. The Department facilitated the development of the Sexual Harassment Policy and
presented the policy to the ELRC task team for approval. A progress report on the Employment Equity status of the
Department was presented to the Commission of Gender Equality.
Performance against Services
102 Gauteng Department of Education
1.2.3 Skills Development
During the period under review, the following training programmes were rolled out:
• Supply Chain Management
• Change Management
• Monitoring and Evaluation
• Human Resource Management
• Skills Development Facilitator
• Telephone Etiquette as well as
• Business Administration.
• Teacher Development
Teacher training was conducted for all teachers teaching Mechanical Technology in Grade 10 -12, to improve their
skills and competence levels. Teachers received a kit to conduct simulation tasks for the automotive component of
Mechanical technology. Automotive electrical systems teachers were trained on 03 and 04 October 2014 to enhance
quality learning and teaching.
Teachers in priority schools were targeted for interventions. The interventions focused not only on content but on
methodology and assessment practices in targeted subjects. The School Management Team development programme
had an element of individual as well as team coaching. The purpose of the on-site support is to facilitate the transfer
of theory into practice. External evaluations to determine quality are commissioned for certain programmes.
The above initiatives were driven by provincial teacher development institutes. National initiatives such as CAPS and
the utilisation of workbooks were implemented in the Province during the reporting period.
1.3 Education Planning and Reporting
1.3.1 Information Systems (SA SAMS and LURITS)
There are 2179 public ordinary schools in the province. 2328 schools submitted school data using SASAMS, while
470 public schools submitted their data using third party systems. This amounts to a total 1930 public schools data
showing on LURITS.
In preparation for resource planning and provisioning of relevant human resource as well as learner and teacher
resource material in the AET sector, the Department conducted AET Annual on 13 May 2014 and centres submitted
their completed survey forms for capturing at head of� ce on 09 June 2014.
1.3.2 EMIS
There are 2 954 operational schools in the province as per the 2015 Headcount. To date, there are 1930 schools
showing on the Learner Unit Record Information and Tracking System (LURITS).
The Headcount Ordinary Snap Survey was conducted on 28 January 2014. The submission rate was 100%. District directors signed the district summaries approving the Head Count 2014 data. The Head count survey 2014 information
was approved. The database was submitted to National Department as per gazette and received a compliance
report. The survey data was veri� ed for the National Statistical Output report. The analysis of the Headcount booklet
for publication was completed and approved for printing and circulated to stakeholders by end of September 2014.
Performance against Services
Annual Report | 2014/2015 103
Headcount Veri� cation was conducted at 123 out of the 198 targeted schools. The Data was captured and analysed
and a report produced. The veri� cation report was completed and forwarded to management together with a list of
schools that have over-reported learner numbers. The project was concluded and memos were written to the Risk
Management and Internal Control directorates to follow up on the schools that have transgressed.
1.4 Output and service delivery trends
Programme 1
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM101: Number of public schools that use the school administration management systems (electronic) to provide data to the national learner tracking system.
2 112 2 000 2 328 328 16.4
PM102: Number of public schools that can be contacted electronically (e-mail). 2 140 1 900 2 142 242 12.7
PM103: Percentage of education current expenditure going towards non-personnel items. 24% 24.5% 25.8% 1.3% 5.31
PM104: Number of visits to schools by a Circuit Manager.* 2 057 2 070 2 031 -39 -1.9
Reasons for major variances:
PM101: Number of public schools that use the school administration management systems (electronic) to provide data to the national learner tracking system.
In line with the e-Learning Strategy the Department has also prioritised the use of SA SAMS to complement the rollout of ICTs in schools. Additional training and support was provided to schools by districts and an external service provider.
PM102: Number of public schools that can be contacted electronically (e-mail).
All principals of schools have been provided with cell phones and tablets in order to improve communication between the Department and schools.
PM103: Percentage of education current expenditure going towards non-personnel items.
The total percentage is accounted for by the Education current expenditure, including accruals.
PM104: Number of visits to schools by a Circuit Manager.
All priority schools visited and supported in the fourth quarter of the academic year. As a result of some underperforming schools not complying with curriculum and school readiness programmes, districts prioritised these schools instead of the better performing schools in the province.
*Indicator was reported under Programme 2: Public Ordinary Schools in the 2013/14 Annual Report.
Performance against Services
104 Gauteng Department of Education
1.5 Programme 1: Provincial Measures
Programme 1: Administration
Strategic Objectives Performance Indicator
2014/15 Target
2014/15 Actual
Deviation Deviation %
Reasons for Deviation
To develop effective approach to the use of ICT in schools
SPM: 101 - Number of learners provided with Tablets
88 000 89 708 1 708 2This deviation is as a result of the increase in learner enrolment in targeted schools.
To have a safe school environment that is conducive to quality education
SPM: 102 - Number of patrollers provided to priority underperforming schools
4 500 5 865 1 365 30
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of patrollers. As a result, the Department exceeded the target.
To prepare learners to participate fully in the competitive, recreational and leisure opportunities offered outside of the schooling environment
SPM: 103 - Number of homework assistants provided to priority schools 2 000 2 407 407 20
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of homework assistants. As a result, the Department exceeded the target.
SPM: 104 - Number of sports assistants provided to priority schools 2 000 2 197 197 10
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of sport assistants. As a result, the Department exceeded the target.
2.
Performance against Services
Annual Report | 2014/2015 105
Programme 2: Public Ordinary Schools
Programme 2 entails providing ordinary schooling to all learners in the province from the compulsory schooling band,
Grade 1 to Grade 12 in accordance with the South African Schools Act 84 of 1996, as amended. The core mandate
that characterises this programme is the actualisation of the broad curriculum thrusts of the Department to improve
curriculum delivery and learner achievement at all levels of the education sector. A vast array of activities responds
to this mandate, which includes implementation of the National Curriculum Statements in all Grades, as well as the
ongoing support to improve curriculum delivery in all phases of schooling in the province.
2.1 Public Ordinary Schools
2.1.1 Learner Teacher Support Material
In preparation for the 2015 academic year, the procurement process was successfully completed during 11 May
2014 – 27 June 2014. Orders were placed on 30 June 2014 and deliveries commenced in July 2014 – November
2014.
In preparation for the procurement process, schools received their LTSM Budget Allocations as well as the updated
CAPS catalogues for Grades 1-3 and Grade 10. The procurement memo dated 11 April 2014, indicating the curriculum
focus areas and the requisitioning timeframes was distributed to all public schools in May 2014.
An LTSM Blitz was conducted in August 2014 to determine and quantify the shortages experienced in schools after
the utilisation of the allocated LTSM budgets. The shortages were mainly identi� ed in Grades 8 and 9. Additional
funding was provided to procure the shortages for the affected schools as per the results of the LTSM Blitz. Orders
were placed and deliveries were completed in January 2015. The LTSM orders for the 183 Non-Section 21.1c
schools were fully delivered to schools by 30 November 2014. Section 21.1c schools received their ordered LTSM
in time for the 2015 academic year. Seven schools had arranged to receive deliveries in January 2015 due to fear of
burglary during the December 2014 holidays, while three schools had materials that were out of print from publishers.
105 schools experienced LTSM shortages due to growth in learner numbers as a result of late registrations and
subsequently submitted requisition forms for central procurement to fast track deliveries.
In order to ensure that schools were ready to deliver quality tuition on the � rst day of 2015 academic year, the
Department facilitated delivery of Grade R – 9 workbooks to all public schools and the process was completed by
05 December 2014 as per the schools’ orders submitted to Department of Basic Education in May 2014. Additional
workbooks were procured to address shortages envisaged in some schools as a result of growth in learner numbers
as well as from late registrations. The additional workbooks were distributed from the Department’s warehouse in
Hercules, Pretoria.
The Department of Basic Education provided the Siyavula Mathematics books to four Secondary Schools that are
not offering Mathematics as a subject in order to encourage the teaching of the subject in all secondary Schools.
2.1.2 Scholar Transport
A total of 82 936 learners are being transported in 14 districts, out of a target of 66000 learners. This can be attributed
to increased learner enrolment as a result of migration into the province and population growth, especially in new
developments and informal settlements.
Performance against Services
106 Gauteng Department of Education
2.1.3 Admissions
The MEC launched the admissions advocacy campaign at Park Station on 7 April 2014 for admission in 2015. Flyers
and posters were distributed. 100 staff members from both the Presidential and Premier’s Hotlines Call Centres
were trained on Admission processes from 2 to 4 April 2014.The Department dealt with queries that ranged from
parents seeking admission due to relocation; to those that can no longer afford schools fees at Independent schools.
Queries included physical visits, telephonic and e-mail enquiries from parents. All queries were adequately dealt with
in consultation with the districts.
2.1.4 No-fee Schools
The total number of learners with access to free education was 1 163 722 learners during the compilation of this
report. There has been an increase in learner enrolment in the no-fee schools as a result of population growth and
migration into the province. The Department further offered schools in Quintiles 4 and 5 the opportunity to change to
no-fee status. A signi� cant number of schools heeded the call.
2.1.5 School Nutrition
The Department has extended the nutrition programme to one secondary school and two primary schools. The total
of learners in the school nutrition programme is 1 331 717.
2.1.6 E-Learning
2.1.6.1 ICT integration in schools
With regard to the implementation of the Gauteng e-Education Strategy which aims to:
• Improve curriculum delivery in classrooms through the use of ICTs;
• Improve school management;
• Build teacher capacity to use ICT;
• Improve digital literacy and ICT skills in all school leavers; and
• Embed a strong and integrated ICT system.
A total of 2 083 schools received 89 708 tablet devices for teaching and learning. The schools that have not received
the tablets are those that had security challenges (Prefab Classes) and those that indicated they were not ready. To
increase the level of ICT integration in classrooms, the Department has trained 5 477 teachers during this � nancial
year 2014/15. Training for 23 school principal and 46 school ICT coordinators from the 23 priority schools has been
conducted.
The Department has identi� ed 23 schools from divergent socio-economic backgrounds which impact differently on
learner performance and conditions for learning. The 23 schools comprised of 10 schools that are dysfunctional,
6 schools that are facing extreme pressure to increase access by learners and 7 schools that can best maximise
the utilisation of ICT in teaching and learning. In the current period of administration the Department has planned to
progressively provide maximum support in all the 23 schools to achieve the same standards.
The Gauteng e-Education Strategy will model seven schools of the 23 priority schools to be digital smart schools as
a starting point. The seven Schools of the Future have laptops/tablets available for learners, interactive whiteboards,
data-projectors ; functional computer centre; a number of functional computers at the school, availability of MINDSET
equipment, ICT Partnerships and e-Content. The equipment is available for teaching and learning at these schools
Performance against Services
Annual Report | 2014/2015 107
Schools have access to the portal through the Tablet devices and ‘3G’ connectivity; as part of the implementation
of the e-Learning Solution Programme. The learners and teachers can also access the portal in and outside the
classroom using any ICT end user device that connects to the internet. The GDE e-Learning Portal plays a central
role in maximizing the utilization of the e-Learning Solution and the GoL laboratories at schools, thus educators have
an opportunity to access and present high quality lessons with appropriate learning opportunities.
The Department has completed the rollout of the e-Resource packs to nine Secondary Schools by rolling out the ICT
training on how to use the e-Resource packs (interactive e-Books) loaded on the tablet devices. The training was
conducted with 26 Mathematics and 28 Physical Sciences teachers from the nine participating schools. Also, nine
e-Learning of� cials as well as 6 Mathematics and Physical Sciences of� cials from 3 districts involved in the project
were trained. The training focused on exposing teachers and participants to the use of the e-Books loaded on the
tablets. The speci� c focus and emphasis was on teaching and learning methodologies for classroom activities.
A total of 350 000 learners bene� ted from these programmes using the e-Learning Solution and the GoL infrastructure
at schools.
The Department conducted training for in 555 schools for 1 110 SMT members to build capacity of the referred to
in the ICT policy.
The Department focused on fundamental programmes and activities that are geared at monitoring and supporting the
implementation of the current classroom to Digital Future Classrooms. The activities include amongst others:
• The implementation of the e-Learning Solution to schools (Tablet devices with Connectivity)
• Rollout of the GDE e-Learning Educational Portal to schools.
• Provision of continuous Professional Development Programmes for teachers on the use of various ICT tools
• Implementation of Provincial ICT policies and guidelines on the use and management of ICTs in schools.
• School visits, to monitor the implementation and provide relevant support on the provided ICT tools, digital content
and training programmes offered to the school.
The Department rolled out training on how to administer the monitoring and evaluation tool; to the schools. The
training was rolled out in phases. The � rst phase was prioritized; and it was done to the 21 priority schools. The focus
of this online ICT Monitoring and Evaluation Tool (M&E) is to evaluate the nature of ICT support programmes and the
extent to which the teachers in Gauteng schools are able to integrate ICTs into teaching and learning.
2.2 Professional Services - Curriculum Delivery and Support
2.2.1 Grade R
In terms of the First Early Identi� cation of learners with barriers in Grade R, the Department put in place appropriate
intervention programmes for 9 950 Grade R learners and 11 657 Grade 1 learners have been identi� ed for need of
support across 15 districts.
640 educators, therapists, psychologists, social workers and nurses attended the Inclusion Focus week training that
took place on 30 June 2014 - 04 July 2014. The purpose of the training was to equip attendees with relevant skills in
relation to the provision of support to learners experiencing barriers to learning and development.
Performance against Services
108 Gauteng Department of Education
In relation to the process for improving access, quality and sustainability in Grade R, to date 583 Grade R Practitioners
registered for the B Ed Foundation Phase quali� cation with UNISA. A total of 1 236 pre-Grade R Practitioners completed
and graduated from NQF Level 4. 808 pre-Grade R Practitioners completed their course and their portfolios are
currently being moderated. 700 pre-Grade R Practitioners have registered for their training to commence in 2015.
Early identi� cation of barriers took place in Grade R and 1, using the screening tool developed in collaboration with
stakeholders. Learners identi� ed as at risk were referred to the School Based Support Teams for � rst level assessment
in collaboration with the District Based support teams.
Capacity building continued in this � nancial year with training on the “Birth to 4 Curriculum” where 900 Practitioners
in 100 sites were trained. A total of 1 107 practitioners are enrolled with SANTS and have started with the NQF
Level 6 training. In order to ensure appropriate support provisioning for 1 100 Heads of Department (HOD) in
Foundation Phase were trained on curriculum management. Mediation of the National Curriculum Framework
for pre-Grade R was conducted targeting 100 stakeholders from the Early Childhood Community followed by
mediation to all Grade R facilitators in the province.
In order to improve learner performance in Grade R, the Department continued to procure the LTSM for the newly
registered schools which includes top-up of LTSM and consumables for Section 20 schools as well as 490 Jungle
Gyms to schools without outdoor equipment.
2.2.2 Foundation Phase
2.2.2.1 Literacy and Numeracy
Lesson plans for Languages were distributed during all the four terms of the 2014/15 academic year and mediated
to schools by district of� cials.
Seventeen Language Specialists took part in the versioning and recording of the Department of Basic Education
audio- clips that took part on 28 March 2014 to 14 April 2014. The purpose of the activity was to improve correct
pronunciation, rhymes and songs in the following languages: IsiXhosa; Tshivenda; Setswana; Sepedi; Sesotho;
Afrikaans; Xitsonga and IsiZulu as well as to ensure that audio- clips are aligned to the National Department of Basic
Educations’ workbook.
The utilisation of the Department of Basic Education workbooks was monitored as part of curriculum implementation.
The � ndings in most of the schools were that the workbooks were optimally utilised and also aligned to the lesson
plan.
The Provincial Literacy and Life Skills celebration was held on 18 October 2014 at Northridge Primary school with
all 15 districts participating. Learners were afforded an opportunity to display the knowledge and skills taught and
learned in the classroom through speaking, performing arts and reading, poetry, speech, drama and dance.
A total of 12 schools in Gauteng are currently piloting the Introduction of African Languages. The 12 schools are
spread across 7 districts. The languages piloted are Afrikaans, IsiZulu, Sepedi, Setswana, Sesotho and Xitsonga.
Regular monitoring and support is undertaken by both district and provincial of� cials.
The Mathematics Lesson plans for all the four terms of the 2014/15 academic year were distributed and mediated to
schools by district of� cials. A total of 205 number line kits were distributed to Grade 2 classes.
Performance against Services
Annual Report | 2014/2015 109
The Department organised the Provincial Mathematics challenge for Grade 3 that took place at Sci-bono on
15 October 2014. The purpose of the event was to promote the teaching of mental Mathematics as well as to
recognise skills that learners have acquired during their Foundation Phase years. 44 learners were presented with
certi� cates of participation, Mathematics games and Mathematics dictionaries at an award ceremony that took
place on 25 October 2014. All these activities were undertaken to enhance learner performance in Mathematics.
2.2.3 Intersen
2.2.3.1 Language and Mathematics
The Department introduced the Intersen strategy with the aim of improving and strengthening the teaching and
learning of English as an additional language as well as to improve learner performance in ANA. The strategy focuses
on the following key language aspects: comprehension skills, spelling and vocabulary skills as well as writing skills.
In order to improve learner performance in Literacy, the Department developed revision learner books for Grades 4 to
9 for English. The Department completed the planning for the roll out of CIPELT and CISELT for teachers of English
Home Language and First Additional Language. The dry run for CISELT was successfully completed.
In preparation for the Literacy Celebration, the Department organised debates, public speaking and poetry sessions
for schools with a view to improve communication and language acquisition. The contest culminated into the Literacy
Celebration during the months of May and June 2014.
In preparation for implementing the Reading Club pilot in Gauteng with a view to improve literacy skills in the
Intermediate Phase, the Department conducted training of the provincial core team of master trainers on 19 and 20
November 2014 in order to ensure that the programme is implemented in at total of 300 pilot schools.
In order to improve learner performance in Mathematics in Grades 6 and 9 in the ANA results, the Department
compiled extra resources, which included amongst others, guidelines, practice exercises and past question papers.
These resources were loaded onto CDs and distributed to all schools to ensure that learners are prepared for ANA
revision on a daily basis and extra revision work has been incorporated into the teachers’ Lesson Plans.
In order to improve learner performance in the ANA Grades 6 and 9 learners, extra resources were compiled and
� nalised which consist of ANA exemplars for Grades 4 to 9 including ANA guidelines, ANA practice exercises and
ANA past papers. The package was put on CDs and given to all schools in order to ensure that learners are prepared
with ANA revision daily as well as for daily homework and extra revision work incorporated into the teachers’ lessons.
The Department monitored and provided support to prioritised primary schools to ensure effective utilisation of
Lesson Plans as well as resources for improving Languages and Mathematics. Learners have been given homework
to improve their performance.
The Lesson Plans for Languages and Mathematics for Grades 4 to 7 have been developed, mediated and distributed
to schools.
In order to support teachers with the Grades 4 – 7 common assessments, Lesson Plans have been developed and
reviewed for all schools. This will ensure that learners are prepared for challenging Mathematics concepts in later
Grades.
Performance against Services
110 Gauteng Department of Education
In providing support to schools to deliver on the curriculum, the Department provided schools with the Mathematics
Lesson Plans for Grades 4 to 7. Learners participated in the Mathematics Olympiad which took place in Johannesburg
South district on 30 August 2014. The Department organised the Mathematics, Science and Technology conference
targeting district of� cials and teachers. The conference took place at Mondeor High School on 23 August 2014.
The Conference provided educators and District of� cials and experts in Mathematics to share good practices in the
classroom.
2.2.4 FET / Senior Phase
2.2.4.1 Language and Mathematics
The Department set the June 2014 common examination question papers in 10 gateway subjects and distributed to
priority schools and also developed the Mind-the-Gap study guides in Mathematics, Mathematics literacy, Physical
Science, accounting and economics. The purpose of the exam question papers was to improve learner performance
by providing learners with the necessary experience to manage examination question papers.
The Department organised the residential workshops for senior education specialists, head of departments and
Teachers for Mathematics, Physical and Life sciences. The senior education specialists for Maths were provided with
laptops and data projectors to improve teacher performance. A total of 90 Dinaledi schools were provided with ICT
resource packs and training was conducted on the use of the resources.
The Department developed content material, Lesson Plans and evaluation tools for the Secondary Schools
Intervention Programme (SSIP) for four subjects, viz: Economics, Business Studies, Accounting and English First
Additional Language. The mediation, training and distribution is planned to take place in the second term.
Additional curriculum support materials were developed for English Home Language, these include amongst others, guidelines for classroom visits, intervention programme, moderation, effective teaching and learning of English Home Language, improving CASS, reviewing and quality assuring common exam papers, and content gap development in poetry and grammar. These guidelines were given to the priority schools for improving the quality of teaching and learning and overall learner performance in Grade 10, 11 and 12.
In relation to improving learner performance in Grade 11, the Department conducted Common Examinations in Physical Science and Mathematics.
Thirty six Grade 12 Computer Technology (CAT) and Information Technology teachers received training on Word, Excel and Access at Sci-Bono Discovery Centre on 1-3-July 2014. A total of 28 Grade 12 CAT/IT teachers were trained on HTML Web page Design, Grade 12 Excel and Access at Sci-Bono Discovery Centre on 1-17 July 2014.
A total of 44 Mechanical Technology teachers in Grade 10 - 12 received content and skills training in � tting and turning training and 13 Mechanical Technology teachers were trained on gusset plates, lathe turning and milling. The training took place in June 2014 and July 2014.
A comprehensive package of career guidance information, booklets and brochures were distributed to 61 schools. Life Orientation Teachers from the 61 schools were trained to roll out the career guidance programme.
The Grade 10 materials for CAPS for Technical High School were developed, quality assured and printed for distribution to schools. A workshop was conducted on 11 October 2014 at Sci Bono with 59 teachers in attendance. Teachers were assisted in putting together a teacher preparation � le consisting of the following; lesson preparation, presentations, memos, practical activities and subject curriculum content.
Performance against Services
Annual Report | 2014/2015 111
The processes for the development of Grade 11 materials was � nalised in October 2014 and the development of Grade 12 materials commenced in November 2014.
A career guidance programme was conducted in 61 technical schools for Grade 9 learners. The career guidance programme was conducted in collaboration with the National Youth Development agency, Sci-Bono Discovery Centre and Gauteng City Regional Academy. A career pro� ling assessment sponsored by the (NYDA) was mediated with the Grade 9 learners. Approximately 13 500 Grade 9 learners were reached through the programme. Schools submitted analysis of the career guidance programme. Analysis of the post-evaluation indicates an increase of 10% in learner’s pre-knowledge of careers in technical � elds. An impact study will be conducted in 2015 to determine if there is an increase in learners offering technical subjects in Grade 10.
The Department has started with the process of developing Lesson Plans for � ve Art subjects for Grades 10, 11 and 12, and a plenary meeting was held on 1 November 2014 with Matthew Goniwe School of Leadership and Governance to deliberate on the subject curriculum content.
To improve learner performance in Mathematics and Physical Science in the Senior Phase, the Department
administered the process of setting the 2014 November Common examination papers for Grades 10 and 11. The
setting and the editing of the November 2014 Common Papers was done from 28 July 2014 to 05 September 2014.
The proofreading and editing of the question papers took place on 08 – 15 September 2014.
2.3 Institutional Development and Support
2.3.1 School Governing Bodies (Governance Monitoring, Training)
As part of the consultation and meeting with SGB Associations, Unions, Principals and other stakeholders on the plan
of the Department, the MEC met with the following representatives:
• SGB Associations
• Members of the opposition party responsible for education at the provincial legislature
• Union representatives
• Principal’s Association
• Representatives of learner formations
• Provincial Steering Committee of Faith Based Organisations
• School Readiness
The District of� cials conducted School Readiness veri� cation at schools between April 2014 and May 2014 as well
as in August 2014. School readiness was also monitored at the highest level of the Department through the Senior
Management cohort of the Department visiting schools.
The school visit programme proceeded well during the review period. Of� cials visited schools in order to offer
curriculum support. The schools visited have been assisted with Mathematics Lesson Plans, assessment plans and
Mathematics charts for mental Mathematics in order to improve on the teaching and the classroom environment.
2.4 In-school sport and culture
The South African Schools Choral Eisteddfod (SASCE) district competitions were conducted in May 2014 in all
15 districts. The provincial championships were held 3 - 4 June 2014 in Pretoria at West Casa Do Porte. A total
Performance against Services
112 Gauteng Department of Education
of 24 public schools and one LSEN school represented the province at the National South African School Choral
Eisteddfod (SASCE) competition that took place on 15-17 July 2014 at the Durban ICC conversion Center. The
schools participated in the Intermediate, Senior and FET Phase categories.
The Provincial Winter Games took place at Pretoria University on two days, that is, 15 August 2014 for primary schools
and 626 learners participated and 16 August 2014 for secondary schools with 753 learners actively participated in
the event.
The Provincial Chess Championships took place at Tshwane Events Centre in Pretoria on 29 and 30 August 2014.
A total of 688 players participated in the primary schools category and 625 players participated in the secondary
schools category.
The Department organised football and netball for LSEN schools on 26 July 2014 at Suiderberg LSEN schools, 882
learners participated.
The Department organised football league � xtures for Mild and Moderate Handicapped (MMH) learners that took
place in June and July 2014 which culminated in the MMH Football day that was held in Boksburg on 15 August
2014.
A total of 500 learners from under 13 to17 year categories participated in the provincial football � nals which took place
on 6 September 2014 at Cressworld.
The Department organised summer games that took place at cluster/area and district level as well as trials on
18 October 2014. The provincial championships were held on 31 October 2014 – 01 November 2014. The event
included various sporting codes, that is, gymnastics, basketball, rugby sevens, tennis and table tennis. A total
of 1 130 learners from 15 districts participated in the event. The event culminated in the South African National
Schools Championships that took place in Tshwane on 10 – 16 December 2014.
The Department organised the Segarona Eisteddfod wherein learners participated in different performing arts and
culture genre, that is, vocal music, instrumental music, poetry, stand-up comedy, public speaking, unprepared reading,
drama, visual art, photography and arts and craft. The district cluster events took place from 20 – 31 October 2014
and the provincial championships were held at the Brakpan Indoor Sport Centre on 3 – 7 November 2014. 7 500
learners from public ordinary schools as well as 823 learners from LSEN schools actively participated in the events.
Performance against Services
Annual Report | 2014/2015 113
2.5 Output and service delivery trends
2.5.1 Sub-programme 2.1: Public Ordinary Schools
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM201: Number of learners enrolled in public ordinary schools. 1 899 542 1 918 537 1 944 486 25 949 1
PM202: Number of educators employed in public ordinary schools (Quarterly Target). 54 519 53 630 55 473 1 843 3
PM203: Number of non-educator staff employed in public ordinary schools (Quarterly Target). 12 886 12 634 13 020 386 3
PM204: Number of learners in public ordinary schools bene� ting from the “No-fee School” policy. 1 112 605 1 163 722 1 163 722 0 0
PM205: Number of learners with access to the National School Nutrition Programme (Quarterly Target).
1 112 605 1 163 722 1 331 717 167 995 14
PM206: Number of learners eligible to bene� t from learner transport (Quarterly Target). 70 207 66 000 82 936 16 936 26
PM207: Number of learners with special education needs that are enrolled in public ordinary schools. 4 623 4 410 5 945 1 535 35
PM208: Number of full service schools identi� ed to provide support to learners with learning barriers 0 19 8 -11 -58
Reasons for major variances:
PM201: Number of learners enrolled in public ordinary schools.
This is as a result of population growth and migration into the province.
PM202: Number of educators employed in public ordinary schools (Quarterly Target).
This deviation is as a result of the increased number of growth posts to address the increase in learner enrolment.
PM203: Number of non-educator staff employed in public ordinary schools (Quarterly Target).
This deviation is in response to the increase in learner enrolment.
PM204: Number of learners in public ordinary schools bene� ting from the “No-fee School” policy.
No deviation.
PM205: Number of learners with access to the National School Nutrition Programme (Quarterly Target).
The Department, due to provincial speci� c factors, the Department has been feeding learners in no-fee schools and LSEN schools and selected learners in fee paying schools.In respect of learners in public ordinary schools, an additional 80999 in Grade R 68007 and in LSEN schools 18989 learners were fed.12 no-fee schools voluntary opted out of the no-fee programme.
PM206: Number of learners eligible to bene� t from learner transport (Quarterly Target).
This deviation is as a result of the increase in learner enrolment in areas where there are insuf� cient learning spaces in existing schools or where there are no schools in new developments and informal settlements.
PM207: Number of learners with special education needs that are enrolled in public ordinary schools.
The deviation is as a result of the increase in learner enrolment across all schools, including the newly declared Full Service Schools.
PM208: Number of full service schools identi� ed to provide support to learners with learning barriers
The Department has identi� ed 19 Full Service Schools. The deviation is as a result of the criteria for the identi� cation of these Full Service Schools have not been fully met in 11 of the 19 schools identi� ed.
Performance against Services
114 Gauteng Department of Education
2.5.2 Programme 2: Provincial Measures
Programme 2: Public Ordinary School Education
Strategic Objectives
Performance Indicator
2014/15 Target
2014/15 Actual
Deviation Deviation %
Reasons for Deviation
To improve the quality and sustainability of primary and special schooling including Grade R.
SPM: 201 - Percentage of learners functioning at the required 50% level in Literacy in Grade 3
60% 70.8% 10.8% 18
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes.
SPM: 202 - Percentage of learners functioning at the required 50% level in Numeracy in Grade 3
60% 73.4% 13.4% 22
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes.
SPM: 203 - Percentage of learners functioning at the required 50% level in Language in Grade 6* 60%
70.5%
(Home Language - 79.8%)
(FAL - 61.2%)
10.5% 18
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes.The progress in this indicator is a re� ection of the average achievement of learners in Home Language and First Additional Language.
SPM: 204 - Percentage of learners functioning at the required 50% level in Mathematics in Grade 6 55% 51.7% -3.3% -6
While the Department intensi� ed support to schools through the ANA preparatory programmes, the performance of learners is as a result of a combination of factors, including existing knowledge gaps that learners may have. Grade 6 performance in Mathematics remains a national challenge.
SPM: 205 - Percentage of learners functioning at the required 50% level in Language in Grade 9*
50%
38.0%
(Home Language - 48.3%)
(FAL - 25%)
-12.0% -24.0
While the Department intensi� ed support to schools through the ANA and SSIP preparatory programmes, the level performance of learners is as a result of a complex combination of factors, including existing knowledge gaps that learners may have. Grade 9 performance in Language remains a national challenge and the national minister will investigate the reasons for the performance of learners.The progress in this indicator is a re� ection of the average achievement of learners in Home Language and First Additional Language.
Performance against Services
Annual Report | 2014/2015 115
Programme 2: Public Ordinary School Education
Strategic Objectives
Performance Indicator
2014/15 Target
2014/15 Actual
Deviation Deviation %
Reasons for Deviation
SPM: 206 - Percentage of learners functioning at the required 50% level in Mathematics in Grade 9
40% 4% -36.0% -90
While the Department intensi� ed support to schools through the ANA and SSIP preparatory programmes, the level performance of learners is as a result of a complex combination of factors, including existing knowledge gaps that learners may have. Grade 9 performance in Mathematics remains a national challenge and the National Minister will investigate the reasons for the performance of Grade 9 learners.
To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET.
SPM: 207 - Percentage of learners who passed Physical Science in the NSC examinations
50% 68.3% 18.3% 36.6
The Department intensi� ed support to the schools through the SSIP programme.
SPM: 208 - Percentage of learners who passed Mathematics in the NSC examinations
60% 69.3% 9.3% 15.5
The Department intensi� ed support to the schools through the SSIP programme.
SPM: 209 - Percentage of learners who passed the NSC examinations
80% 84.7% 4.7% 5.87
The Department intensi� ed support to the schools through the SSIP programme.
To enhance teacher and management development that ensures quality learning and teaching
SPM: 210 - Number of Foundation Phase teachers trained on Literacy/Numeracy 2 500 2 541 41 1.64
Due to the Foundation Phase being a priority in the performance of learners, the Department increased the number of teachers in the planned workshops.
SPM: 211 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Intermediate Phase
2 000 3 317 1317 65.85
As the Department had prioritised the performance of learners in the Foundation Phase, the Department prioritised training of the Foundation Phase teachers.
SPM: 212 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Senior Phase
1 200 1 204 4 0.33
No signi� cant deviation. The Department prioritised the interventions for learners through the SSIP programme.
Performance against Services
116 Gauteng Department of Education
Programme 2: Public Ordinary School Education
Strategic Objectives
Performance Indicator
2014/15 Target
2014/15 Actual
Deviation Deviation %
Reasons for Deviation
SPM: 213 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the FET Phase
1 000 1 889 889 88.90
Due to the in-year decision to prioritise teachers in the FET band in order to support the � ow learners in the FET band, the Department reprioritised more teachers in the FET band. In addition, the overachievement in the FET band is also as a result of ICT training to support the new plan.
SPM: 214 - Number of school management members trained on the management of Numeracy/Literacy teaching and learning in the Foundation Phase
1 600 2 216 616 38.50
Additional teachers arrived at the training, in addition to the teachers targeted for the training. In prioritising the areas of Grade R and Inclusion, the additional teachers were incorporated in the planned training.
Expanding poverty measures that improve the environment for learning and teaching.
SPM: 215 - Number of learners being fed in public schools(Also see PPM 205)
1 163 722 1 331 717 167995 14
The Department, due to provincial speci� c factors, the Department has been feeding learners in no-fee schools and LSEN schools and selected learners in fee paying schools.
In respect of learners in public ordinary schools, an additional 80999 in Grade R 68007 and in LSEN schools 18989 learners were fed.
12 no-fee schools voluntary opted out of the no-fee programme.
SPM: 216 - Number of learners having access to scholar transport and bussed to the nearest school.(Also see PPM 206)
66 000 82 917 16917 26
This deviation is as a result of the increase in learner enrolment in areas where there are insuf� cient learning spaces in existing schools or where there are no schools in new developments and informal settlements.
SPM: 217 - Number of learners having access to no-fee schools(Also see PPM 204)
1 163 722
1 163 722 0 0
No deviation.
To ensure the involvement of parents and the development of partnership with the private sector to encourage greater investment in schools.
SPM: 219 - Number of patrollers provided to underperforming schools(Also see SPM 102) 4500 5865 1365 30
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of patrollers. As a result, the Department exceeded the target.
Performance against Services
Annual Report | 2014/2015 117
Programme 2: Public Ordinary School Education
Strategic Objectives
Performance Indicator
2014/15 Target
2014/15 Actual
Deviation Deviation %
Reasons for Deviation
To prepare learners to participate fully in the competitive, recreational and leisure opportunities offered outside of the schooling environment
SPM: 220 - Number of homework assistants provided to priority schools (Also see SPM 103)
2000 2407 407 20
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of homework assistants. As a result, the Department exceeded the target.
SPM: 221 - Number of sports assistants provided to priority schools (Also see SPM 104) 2000 2197 197 10
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of sport assistants. As a result, the Department exceeded the target.
* Language - Performance and progress against these indicators are an average of both the Home Language and
First Additional Language marks of learners in the province
3.
Performance against Services
118 Gauteng Department of Education
Programme 3: Independent SchoolsThe Department, through Programme 3, supported independent schools in accordance with the Constitution of
the Republic of South Africa, Act 108 of 1996 amended and South African Schools Act 86 of 1996, as amended.
Through the programme, the Department registered and provided subsidies to all independent schools that quali� ed
in terms of the criteria as provided for in the South African Schools Act, 1996 and National Norms and Standards for
School Funding. The independent schools sector continues to grow and it makes meaningful contribution towards
the provision of quality education in the province.
To support independent schools in accordance with the South African Schools Act, as amended. Through the
Programme the Department aims:
• To support independent schools in the Grades 1 to 7 phase.
• To support independent schools in the Grades 8 to 12 phase.
3.1 Registration of Schools and Sites for Home Education
3.1.1 Primary and Secondary schools
115 applications were received for the registration of new independent schools.
Of the 115 applications, 49 applications were declined. Sixteen (16) applications were withdrawn. Twelve (12) schools
were given provisional registration. A total number of 38 applications were approved.
3.1.2 Home Education
The Department received 254 applications for Home Education. Site veri� cation visits were conducted at 147 homes
for 181 compliant applicants. Thirteen applications were withdrawn by parents after their children were admitted
at public schools. 60 applicants were found to be non-compliant as learners are attending classes at four illegally
operating schools under the guise of “home schools”, “tutoring centres” or cottage schools.” In summary, 181 home
education were registered and 60 were declined. A total of 131 renewals for 2015 and 98 learners’ Annual Reports
for 2014 were received.
Four Home Education policy review meetings and 4 Inclusive Education meetings were held at the Department of
Basic Education.
3.1.3 Subsidisation
A total of 209 Independent Schools were approved to receive subsidy in the 2014/15 � nancial year. Of these, 66
caters for primary phase learners (Grade 1-7), 32 caters for secondary phase learners (Grade 8-12) and 111 schools
caters for learners in Grade 1-12 (combined schools. All subsidised independent schools had, by the end of the 2014
school year (December 2014) received 100% of their subsidies for the 2014/15 � nancial year.
Two-hundred and thirteen subsidised Independent Schools were re-categorised in compliance with Government
Gazette no. 37231 of 2014. The new subsidy categories/levels will be used calculate the 2015 subsidies to be paid
to compliant schools.
Performance against Services
Annual Report | 2014/2015 119
3.2 Output and service delivery trends
Programme objective: To support independent schools in accordance with the South African Schools Act
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM301: Number of subsidised learners in Independent Schools 95 665 95 203 104 617 9 414 10
Reasons for major variances:
PM301: Number of subsidised learners in Independent Schools
The deviation is as a result of the increased learner enrolments in independent subsidised schools.
Performance against Services
120 Gauteng Department of Education
Programme 4: Education for Learners with Special Education NeedsThe Gauteng Department of Education strives to ensure that all learners with special educational needs are suitably
accommodated in institutions that are appropriately resourced. The number of learners in the special schooling sector
continues to grow annually; however, this has not deterred the Department from meeting its obligations to ensure that
adequate schooling is available for all learners with special needs.
4.1 Admissions
The Department received 220 requests from parents and other stakeholders regarding admission at special schools,
alternative placement as well as diversion programmes for learners who were expelled. All the cases were adequately
resolved with the assistance of the District Based Supporting Teams.
To improve the admission of visually impaired and blind learners, the Department procured Braille devices, including
latest technology for three schools for the blind. The purpose was to increase support provisioning for blind learners
from a young age.
4.2 Subsidies, top slice and assistive devices
4.2.1 Assistive Devices
In order to assist the schools in purchasing the approved, relevant, appropriate and evaluated assistive devices, the
Department developed a catalogue for Learning and Teaching Support Materials for assistive devices for special
schools and distributed to schools. The purpose of the initiative was to enhance independent living as well as the
introduction of most recent technology.
4.3 Curriculum Adaptation
To improve curriculum delivery in the special schools sector, 180 Learning Support Educators (LSEs) were successfully
placed in Full Service Schools (FSS) and High Need Schools (HNS), the process commenced from 07 April 2014.
A total of 575 workbooks for Foundation Phase were delivered and 84 educators from Full Service Schools attended
the Inclusion Focus week training that took place on 30 June 2014 to 04 July 2014. Schools � nalised the procurement
and installation of ramps and rails with additional funding provided to schools.
In order to improve reading and communications skills in special schools, training on the RAVE-O- Reading programme
was conducted by Turfs University Reading and Language Centre. 32 personnel consisting of , speech therapists,
Learning Support Educators and district of� cials bene� tted from the training.
The Department organised a seminar on ‘how to identify and manage anti-social behaviour’ in schools. This seminar
targeted head of� cials and district psychologists. In-service training for psychologists on interpreting the WISC IV was
coordinated. A total of 1 340 learners have been screened and support programmes have been developed in 74 Full
Service Schools
Four special schools were provided with support on administrative functions including report writing, planning of
programmes and compiling progress reports. The purpose of the initiative is to enhance the skills and competency of
Occupational Therapists in honouring their functions.
On 2 October 2014, the Learning Support Coordinators conducted a workshop for all Zimeleni Special School staff
members. The workshop handled the Guidelines and Procedure for dealing with suspected and con� rmed cases of
Performance against Services
Annual Report | 2014/2015 121
child abuse. The purpose of the workshop was to assist schools to alleviate and circumvent poor management of
cases. It also assisted the schools to promote the utilisation of correct procedures of dealing with reported cases.
The Department distributed funds allocated for procurement of assistive devices to 72 schools that have submitted
their business plans; the implementation process was thoroughly monitored.
To facilitate the expansion of inclusion to create a sustainable Inclusive Education system, the Full Service Schools
submitted their LTSM requisitions based on their unique needs as outlined in the departmental catalogue. Orders
were placed and deliveries took place in January 2015.
A total of 1200 School Based Support Team posters were printed and handed out to districts to be distributed to
their schools. This action prioritized Full Service and Special Schools. All role-players involved with accessing and
delivering the curriculum were capacitated as follows:
In order for learners to learn optimally in the LSEN sector, the Department redeployed 205 Learner Support Educators
(LSE) to Full Service Schools. A total of 2 500 public ordinary schools and independent schools received training on
20 -22 May 2014. The training focused on aspects of Diversity Management in the classrooms. It encouraged the
LSEN educators to utilise Full Service Schools and Special Schools as resource centres.
From 30 June to 3 July 2014, the Department hosted the Inclusion Focus Week. Various representatives and
stakeholders participated actively. These groups consisted of 360 professional support staff and district of� cials, 50
Special School Educators, 140 mainstream educators, and 84 educators from Full Service Schools. Eight courses
were offered with CPD Accreditation for Psychologists, Counsellors, Speech, Occupational and Physiotherapists,
Audiologists, Social Workers and Nurses. The courses offered were Neuroscience of Learning, Autism, Attention
De� cit with hyperactivity Disorder, Ethics, Handwriting, Audiology, Seating and Positioning, together with Speci� c
Learning Disorders.
The focus week was concluded with a Graduation Ceremony of 220 educators and district of� cials for Assessor and
Moderator course completed in 2013. The other two groups who graduated were 200 Educators from Full Service
Schools with the r Early Identi� cation Certi� cate and also a Certi� cate in Library Resources which were attended in
2013.
4.4 Psychological and Social Services
A total of 709 educators from all Full Service Schools were trained on the Guidelines to Full Service Schools, Diversity
Management in the Classroom and Identifying and supporting learners with learning barriers. A total of 650 educators
from all Full Service Schools were trained on 17 and 24 August 2013. Their training was on intervention strategies
and support in the classroom.
In order to capacitate School Management Teams in Special Schools and Full Service Schools, the Department
organised a train-the-trainer workshop that took place on 8 October 2014. 35 of� cials from 14 districts attended the
training. The training focused on inclusion aspects of school management and governance as per the Special School
Guidelines documents and Full service school guideline documents.
Performance against Services
122 Gauteng Department of Education
The Department � nalised the processes of the recruitment and selection of 59 temporary class assistant personnel
to work in the seven schools for the deaf. The appointed candidates have a one year contract which started on 1
November 2014 and will go on until 31 December 2015.
The Speech therapy and Audiology support material were ordered for 20 special schools with speech therapists and
audiologists. Mediation of equipment training was also conducted with a school that received a hearing screening
machine.
The Department conducted ethics workshops with all psychologists, counsellors and therapists located at schools
and district of� ces as well as head of� ce, the workshops were followed by the veri� cation for the registration of all
professionals who are compelled to be registered with the Health Professionals Council of South Africa(HPCSA).
A mediation process was conducted for educators on how to use all resources procured, especially diagnostic tools
such as the Diagnostic and Statistical Manual of Mental Disorders Five (DSM 5) and the Assessment Tool for School
Beginners.
4.5 Output and service delivery trends
Programme objective: To provide compulsory public education in special schools in accordance with the South
African Schools Act and White Paper 6 on Inclusive Education
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM401: Number of learners enrolled in public special schools 40 462 40 867 41 279 412 1
PM402: Number of educators employed in public special schools (Quarterly Target). 2 864 2 990 3 277 287 10
PM403 Number of Professional non-educator staff employed in public special schools (Quarterly Target).
477 539 481 -58 -11
Reasons for major variances:
PM401: Number of learners enrolled in public special schools
The deviation is as a result of the increase in learner enrolment due to improved advocacy during the school admission campaign in the province.
PM402: Number of educators employed in public special schools (Quarterly Target).
The deviation is as a result of the increase in learner enrolment in the province.
PM403 Number of Professional non-educator staff employed in public special schools (Quarterly Target).
The Department prioritised the provision of teachers in this sector in order to support the increase in learner enrolment.
Performance against Services
Annual Report | 2014/2015 123
4.6 Programme 4: Provincial Measures
Programme 4: Public Special School Education
Strategic Objectives Performance Indicator 2014/15 Target
2014/15 Actual Deviation Deviation
%Reasons for
Deviation
To Develop and maintain infrastructure to create a conducive environment for teaching and learning
SPM: 401 - Early Identi� cation of learners with barriers in Grade R 60000 62953 2953 4.92
This deviation is as a result of the increase in learner enrolment in targeted schools.
SPM: 402 - Number of ordinary schools being converted to Full Service Schools
19 19 0 0
No deviation.
Performance against Services
124 Gauteng Department of Education
Programme 5: Further Education and Training
The Department through Programme 5 is responsible for the co-ordination of the development of FET Colleges, in
accordance with the Further Education and Training Colleges Act of 2006, and the increase in the number of learners
enrolled in programmes that lead to Higher education quali� cation, employment and/or self-employment. In essence,
colleges are expected to continue to contribute to the objectives of the Gauteng Human Resources Development
Strategy and the Skills Development Strategy of the country.
Through the Programme the Department aims:
• To provide speci� c public FET colleges with resources;
• To provide educators and students in public FET colleges with departmentally managed support services;
• To provide departmental services for the professional development of educators and non-educators in public FET
colleges; and
• To provide additional and departmentally managed sporting and cultural activities in public FET colleges.
5.1 Public Institutions
The enrolment number for NC(V) Level 2 – 4 Programmes as at 20 February 2015 was as follows:
• 16282 Level 2
• 8050 Level 3
• 10571 Level 4
All eight TVET Colleges in Gauteng report on their � nances on a Bi-Monthly basis to Matlotlo. The college principals
and their chief � nancial of� cers presented their colleges expenditure performance reports. This structure and the
session assisted the Department in tracking the level of expenditure per college and identify challenges that each
college might have with regard to their budget.
5.2 Implementation of the 2014 Report 190/191 July-August second trimester ex-aminations
The Department conducted monitoring of second trimester examination through daily reports which were received
from colleges.
5.3 External ICASS moderation by UMALUSI
The Department coordinated the moderation of Internal Continuous Assessment Task in October 2014 at South West
Gauteng TVET College – Roodepoort Campus. All colleges delivered their portfolio � les for the moderation.
5.4 Implementation of the 2014 NCV and Report 190/191 October –November � nal examinations
The Department conducted the monitoring of the design phase (state of readiness) for the � nal examinations as
well as the writing and marking phases of these examinations. The monitoring of the centres revealed that the
examinations were well managed and administered according to the policy (NCV assessment policy, 2007).
Performance against Services
Annual Report | 2014/2015 125
5.5 Institutional visits
The Department conducted visits to colleges to establish their readiness to implement Report 190/191, NCV and
Occupational Programmes in 2014 for the second semester and the third trimester. To ensure effective curriculum
delivery, it was essential that the state of readiness of colleges in several key areas be assessed.
5.6 Technical high schools
The Department has completed an audit undertaken for the 61 technical schools. The scope of work in preparing
for the implementation of CAPS 2 for Technical Subjects with specialization was determined. The adjudication of
applications of the 61 TAP and Recapitalisation schools to offer the new subject specialisation was also completed.
The Department sent letters to 61 technical (TAP/RECAP) schools with regard to offering the nine new areas of
technical subject specialisation. 44 Mechanical Technology teachers received content and skills training in Fitting and
Turning training. A further 13 Mechanical Technology teachers were trained on gusset plates, lathe turning and milling
whilst 15 Technical Subject advisors were trained for four days on Computer Aided Drawing.
The implementation of the Technical Subjects with Specialisation was reviewed, and the process for the establishment
of the 85 non-focus schools and FET Technical Subjects with Specialisation was initiated.
5.7 Human Resource Development
The Department trained CAT Grade 12 teachers on Access and Excel Content at Clapham High (Pretoria Schools).
The training was facilitated by Sci-Bono Discovery to CAT teachers. CAT Grade 12 teachers were trained on Word
and Excel Content at Die Anker. The training was also facilitated by Sci Bono Discovery Centre.
Grade 12 IT teachers were trained on Delphi at EOH Business Solutions at Kempton Park on 10 May 2014. The
training was facilitated through a partnership with Tshwane University of Technology and EOH business Solutions.
Teachers attended a Visual Art and Design Teacher workshop at The Open Window School of Visual Communication
on 31 May 2014. This was followed by two other interesting lectures on Industrial Design and on Topography
Content and skills training for all Civil Technology and Mechanical Technology teachers was conducted from9 to
12 June 2014 (Civil) and from 30 June to 03 July 2014 (Mechanical). These programmes assist teachers to acquire
additional knowledge and skills and enable them to improve content knowledge and skills in curriculum delivery.
5.8 Youth Colleges
The Department has forged a partnership between the Enterprise Outsourcing Holdings (EOH) and Harry & Peter
(H&P) Company. The objective of the partnership is to seek opportunities for the placement of students into Work
Integrated Learning projects with various companies as well as to increase the employment opportunities for FET
College graduates in the Gauteng province.
The � rst project started in August 2014 and three FET Colleges are participating; namely: Central Johannesburg
College, Ekurhuleni East College as well as South West Gauteng College. Training is offered by NEMISA and backed
up by SA Broadcasting Corporation (SABC). The training continued at NEMISA premises in Parktown, Johannesburg
and its duration was August to– December 2014.
Performance against Services
126 Gauteng Department of Education
The intake criterion is an N6 pass in Electrical Engineering - light current. Twenty students have already started with
the programme. There is a stipend of R1, 500.00 per month per student. This is a Skills Programme. The quali� cation
is at a certi� cate level (NQF Level 5) and it is accredited by MICT SETA.
5.9 Output and Service Delivery Trends
Programme objective: To provide Further Education and Training (FET) at public FET colleges in accordance with the
Further Education and Training Colleges Act
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM501: Number of students enrolled in NC(V) courses in FET Colleges. 32 252 29 949 36 619 6 670 22
PM502: Number of FET College NC(V) students who completed full courses successfully. 15 557 13 443 17 479 4 036 30
Reasons for major variances:
PM501: Number of students enrolled in NC(V) courses in FET Colleges.
The Department of Higher Education and Training has increased the quotas for colleges and as a result there has been a growth in enrolment in NC(V) Level 2, Level 3 and Level 4 Programmes.
PM502: Number of FET College NC(V) students who completed full courses successfully.
There has been improvement strategies driven by the Department of Higher Education and Training and colleges which resulted in improved learner performance in NC(V) courses.
Performance against Services
Annual Report | 2014/2015 127
5.10 Programme 5: Provincial Measures
Programme 5: Further Education and Training
Strategic Objectives Performance Indicator 2014/15 Target
2014/15 Actual
Deviation Deviation %
Reasons for Deviation
To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET. [Including To conduct and report external tests and assessment of learners based on national and provincial targets to improve learner performance]
SPM: 501 - Number of students enrolled in NC(V) courses in FET Colleges.(Also see PPM 501)
29 949 36 619 6 670 22
The Department of Higher Education and Training has increased the quotas for colleges and as a result there has been a growth in enrolment in NC(V) Level 2, Level 3 and Level 4 Programmes.
SPM: 502 - Number of FET College NC(V) students who completed full courses successfully.(Also see PPM 502) 13 443 17 479 4 036 30
There has been improvement strategies driven by the Department of Higher Education and Training and colleges which resulted in improved learner performance in NC(V) courses.
Performance against Services
128 Gauteng Department of Education
Programme 6: Adult Education and Training
The Department provided support to the Adult Education and Training sector in accordance with the Adult Basic
Education (AET) Act, to improve the levels of literacy in the province and provide programmes that are responsive to
the needs of the students and the province as a whole.
6.1 Public centres
A total of 97 245 learners were enrolled at AET Centres across the province. The province has fully complied with the
piloting of the national norms and standards for funding and centres were certi� cated.
A total of 2 528 AET Level 4 candidates wrote the May/June AET Level 4 exams as from 2 to 25 June 2014. Marking
of the 2014 AET examination took place at Roosevelt High School from 30 June 2014 to 7 July 2014 and 63 markers
were appointed to mark exam sheets
A total of 47 centre managers attended to the Regional Matlotlo � nancial meetings to prepare them for receipt of the
second tranches. The guidelines for correct spending have been developed and mediated with managers in order to
ensure compliance with � nancial prescriptions.
Available vacancies have been identi� ed and new posts establishment have been developed to ensure provision of
adequate human resource capacity.
Seven centres were sampled for annual survey veri� cation. There are 88 000 learners enrolled in AET Centres. The
variance is caused by learners who are still registering for the Report 550.
The Department organised the Remedial Training on Reading and Writing targeting the Life Orientation educators. 90
educators were trained on the usage of building blocks in teaching literacy and language in class.
The Centre Based Support Teams from all 15 districts received training in career counselling, the purpose of the
training was to empower educators in preparing learners for career paths based on their personality traits.
A total of 11 examiners and nine Internal Moderators were trained on setting and moderating question papers, the
training took place on 01 - 02 November 2014.
The Department conducted the Regional AET Matlotlo meetings on a quarterly basis with the 47 Centre Managers to
monitor and report on the utilisation of allocated funds.
Circular 9/2014 was approved to regulate the programmatic extensions for AET educator’s contracts. 2524 posts
were advertised.
A total number of 40 AET Centre Managers attended a Quality Management Systems two days’ workshop in order
to discuss pertinent issues that have to do with the following 8 points:
• Admissions
• Financial Management
• Planning & Provision of Resources
• Governance
Performance against Services
Annual Report | 2014/2015 129
• Centre Management
• Curriculum Provisions & Coverage
• Areas of Administrative Staff
• Curriculum & Assessment
6.2 Professional Services
Employment condition of educators has improved to the extent that 58% of educators are employed on 4 hours,
whilst 17% are employed on full time basis and 25% are on 6 hour employment.
Thirty three schools have been acquired and fully utilized for Adult Education and Training. The budget for maintenance
of these centres has been fully utilized. 250 educators have received training on English set works and additional
training on Mathematics, Science and English will be conducted in the third quarter of the � nancial year. Currently,
725 educators have received bursaries for AET diploma.
A total of 2 303 educators are employed in 1 673 posts to date. 307 educators and 47 centre managers are
appointed on a full time basis.
A total of 85 000 learners in Gauteng bene� ted from the Khari Gude project. 67 educators received training on
accelerated learning instructional approach to enhance their performance.
Seven hundred educators targeted to receive bursaries for ABET Higher Diploma. 1125 educators received training on
various focus areas, including amongst others, � nancial management for non-� nancial managers, time management,
goal setting, study habits, how to � nd information and improving concentration.
A total of 139 moderators, 49 facilitators and 191 assessors of AET educators were registered with ETDP SETA. A
total of 141 educators received training on Literacy (reading and writing) skills in November 2014 to improve learner
performance in Level 4. From the targeted 700 AET educators of these 532 educators received bursaries to study
ABET Higher Diploma at UNISA. In the process of mopping up we counted 194 AET educators that have obtained
their professional quali� cations of ABET Higher Diploma, and are currently at REQV 13 through their studies with
UNISA.
6.3 Curriculum
35 District Facilitators were trained on the Mastery of Reading and Writing Progression Skills, to capacitate districts
with the aim of improving support for educators. A total of 98 educators were trained in Remedial Reading and Writing
Progression Skills, to improve learner performance in Level 4. Career Counselling Skills Training was conducted for 15
District Facilitators and 30 Life Orientation Educators, to support and guide learners in their choices for further studies.
Content training was conducted for 69 Ancillary Health Care educators and 23 Natural Sciences educators. 210 Senior
Certi� cate educators were trained through Sci-Bono in Accounting, Physical Science, Life Science and Mathematics.
Career Counselling Skills Training was conducted for 15 District Facilitators and 30 Life Orientation Educators, to
support and guide learners in their choices for further studies. 80% of Public Adult Learning Centres participated
in the Twenty Years of Democracy Literacy Challenge, where the best pieces of written work were compiled into a
booklet. A total of 8 860 Booklets are printed to be distributed to 47 PALCs, Districts, AET Stakeholders as well as
the Department of Higher Education and Training.
Performance against Services
130 Gauteng Department of Education
A total of 330 Branded AET Educator Manuals for Ancillary Health Care, Economic and Management Sciences, Early
Childhood Development, Wholesale and Retail as well as Information Communication Technology, were printed.
These manuals were developed to support teaching and learning in Level 4 programmes.
Content training was conducted for 69 Ancillary Health Care educators and 23 Natural Sciences educators.
Educators were taught about the importance of Science as a � eld of study and the importance of mastering the
subject knowledge as an educator. Educators were taught improvisation with regards to teaching aids, particularly
for conducting experiments.
6.4 Output and Services Delivery Trends
Programme objective: To provide Adult Education and Training (AET) in accordance with the Adult Education and
Training Act.
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM601: Number of learners enrolled in public AET Centres 88 677 87 618 97 245 9 627 11
PM602: Number of educators employed in public AET Centres 2 665 2 099 2 303 204 10
Reasons for major variances:
PM601: Number of learners enrolled in public AET Centres The increase is as a result of increased learner enrolment especially in the Matric Rewrites Programmes.
PM602: Number of educators employed in public AET Centres
The increase is as a result of growth in learner enrolment which gave rise to increased resourcing of centres.
6.5 Programme 6: Provincial Measures
Programme 6: Adult Education and Training
Strategic Objectives Performance Indicator 2014/15 Target
2014/15 Actual Deviation Deviation
% Reasons for Deviation
To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET. [Including To conduct and report external tests and assessment of learners based on national and provincial targets to improve learner performance]
SPM: 601 - Number of learners enrolled in public AET Centres(Also see PPM 601)
87 618 97 245 9 627 11
The increase is as a result of increased learner enrolment especially in the Matric Rewrites Programmes.
SPM: 602 - Number of educators employed in public AET Centres(Also see PPM 602)
2 099 2 303 204 10
The increase is as a result of growth in learner enrolment which gave rise to increased resourcing of centres.
Performance against Services
Annual Report | 2014/2015 131
Programme 7: Early Childhood Development
With regard to responding to the universalisation of Grade R to meet the 2014 Millennium Development Goal, the
Department revised the Grade R implementation in terms of expansion in the Province. The Grade R strategy will
ensure that learners have access to Grade R incrementally until the universalisation of Grade R is accomplished.
Through the Programme the Department aims:
• To provide speci� c public ordinary schools with resources required for Grade R;
• To support particular community centres at the Grade R level;
• To provide particular sites with resources required for pre-Grade R;
• To provide educators and learners in ECD sites with departmentally managed support services;
• To provide departmental services for the professional and other development needs of educators and non-
educators in ECD sites; and
• To provide for projects under programme 7 speci� ed by the Department of Education and funded by conditional grants.
7.1 Pre-Grade R
Monitoring has been undertaken to ECD Centres to monitor the implementation of training focus areas in order to
provide required support.
In the pre-Grade R curriculum has an entire has been devoted to health and safety in terms of the Norms and
Standards. The ECDI has also provided inputs into amendments related to the Norms and Standards.
7.2 Grade R
Four members of the ECD worked with the DBE LTSM to screen Grade R material for the catalogue. This was an
extremely labour intensive programme that took more than a month. The process has been concluded.
Meetings took place with � nancial directorates to work on a model to disburse funding to community based
sites. Grade R Practitioners are being paid on PERSAL. There is a regular Interaction with Human Resource and
Administration to effect new appointments and terminations.
Districts have veri� ed quali� cations of practitioners to ensure qualifying practitioners receive the appropriate stipend.
Approval was granted in collaboration with HR to increase the stipends of Grade R Practitioners as follows:
• NQF L 4 – to R6 000
• NQF L5 – to R7 000
• NQF L6 – to R7 500
Grade R School readiness instruments were developed for four terms, to commence a process to monitor and
evaluate the quality in Grade R. This is being � nalised with the Public Ordinary School Directorate, Sci Bono and
Information Systems. The 11 Primary Schools in the Group of 21+ Schools for the MEC project were visited. Onsite
support was rendered where it was needed. Application Forms to register Grade R classes at the Special School was
also provided.
Performance against Services
132 Gauteng Department of Education
The ECD/LSEN forum continued to meet the needs of our early learners who have not accessed formal education. A
strategy and implementation plan is currently in its developmental stage.
7.3 Skills Development
Pre-Grade R stakeholders and master trainers were trained in March 2015 on the National Curriculum Framework.
This is an initiative from the Department of Basic Education with the concept that master trainers should cascade
training to all pre-Grade R practitioners in the Province.
Pre-Grade R training:
• Cohort 1: 1 942 – 1 573 graduated in 2014
• Cohort 2: 882 – completed training – awaiting uploading of results from ETDP SETA. Will be followed by graduation
• Cohort 3: 700 – started in 2015 and will complete in 2016
Grade R training:
• NQF Level 4 – 182 – started in 2014
• NQF level 6 1107 registration still in progress
7.4 Veri� cation of Sites
The Veri� cation and Mapping of sites process has already captured 7 227 ECD sites. The information gave an
indication of the number of unregistered/registered sites in the Province.
7.5 Output and Service Delivery Trends
Programme objective: To provide Early Childhood Education (ECD) at the Grade R and earlier levels in accordance
with White Paper 5
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM701: Number of learners enrolled in Grade R in public schools 91 669 95 000 97 240 2 240 2
PM702: Number of public schools that offer Grade R 1 286 1 304 1 304 0 0
PM703: Number of Grade R practitioners employed in public ordinary schools per quarter. 3 550 2 140 3 434 1 294 60
Reasons for major variances:
PM701: Number of learners enrolled in Grade R in public schools
The deviation is as a result of the increase in learner enrolment in the province.
PM702: Number of public schools that offer Grade R No deviation.
PM703: Number of Grade R practitioners employed in public ordinary schools per quarter.
This deviation is as a result of the increase in learner enrolment in the province.
Performance against Services
Annual Report | 2014/2015 133
7.6 Programme 7: Provincial Measures
Programme 7: Early Childhood Development
Strategic Objectives Performance Indicator
2014/15 Target
2014/15 Actual Deviation Deviation
% Reasons for Deviation
To improve the quality and sustainability of primary and special schooling including Grade R.
SPM: 701 - Number of learners enrolled in Grade R
135 000 138 483 3 483 3 This is as a result of population growth and an increase in the utilisation of existing Grade R facilities.
To enhance teacher and management development that ensures quality learning and teaching [including To strengthen school management and institutional capacity to support learning]
SPM: 702 - Number of Grade R practitioners trained
500 1 220 720 144 This deviation is as a result of the Department prioritising the professionalisation of Grade R teachers and moving them to NQF Level 6.
Performance against Services
134 Gauteng Department of Education
Programme 8: Infrastructure Development
8.1 CAPEX
8.1.1 New Schools
In terms of construction of new schools in the province 13 schools has been completed, the target has exceeded due
to special intervention of ACT schools after budget adjustment.
8.1.2 Additions, Fencing, Maintenance and Refurbishments
In terms of rehabilitation, 67 schools under rehabilitation have been completed and 52 schools are in construction.
8.2 Output and Service Delivery Trends
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units Deviation %
PM801: Number of public ordinary schools to be provided with water supply. 18 10 0 -10 -100
PM802: Number of public ordinary schools to be provided with electricity supply. 18 10 13 3 30
PM803: Number of public ordinary schools to be supplied with sanitation facilities. 18 10 13 3 30
PM804: Number of classrooms to be built in public ordinary schools. 426 165 342 177 107
PM805: Number of specialist rooms to be built in public ordinary schools. 256 350 77 -273 -78
Reasons for major variances:
PM801: Number of public ordinary schools to be provided with water supply.
The Department only provided new schools with water supply since there are no existing schools in the province that need to be provided with water.
PM802: Number of public ordinary schools to be provided with electricity supply.
In order to accommodate the increased number of learners, the decision to provide additional schools was taken. This was achieved through the reprioritisation of the budget between the sub-programmes of the infrastructure programme.During the reporting period the Department also took bene� cial occupation of 10 other schools.
PM803: Number of public ordinary schools to be supplied with sanitation facilities.
In order to accommodate the increased number of learners, the decision to provide additional schools was taken. This was achieved through the reprioritisation of the budget between the sub-programmes of the infrastructure programme.During the reporting period the Department also took bene� cial occupation of 10 other schools.
PM804: Number of classrooms to be built in public ordinary schools.
In order to accommodate the increased number of learners in the province, the decision to provide additional schools was taken. This decision was taken after the target was determined, hence the actual achievement is higher than the target.
PM805: Number of specialist rooms to be built in public ordinary schools.
As a result of the reclassi� cation of what is considered to be a “specialist room” the target was overstated as it incorrectly included administrative of� ces and spaces.
Performance against Services
Annual Report | 2014/2015 135
8.3 Programme 8: Provincial Measures
Programme 8: Infrastructure Development
Strategic Objectives Performance Indicator
2014/15 Target
2014/15 Actual Deviation Deviation
% Reasons for Deviation
To develop and maintain infrastructure to create a school environment that is conducive to teaching and learning
SPM: 801 - Number of new schools built
11 13 2 18.18
In order to accommodate the increased number of learners, the decision to provide additional schools was taken. This was achieved through the reprioritisation of the budget between the sub-programmes of the infrastructure programme.During the reporting period the Department also took bene� cial occupation of 10 other schools.
SPM: 802 - Number of schools on the maintenance schedule
300 581 281 93.67
Due to an increase in the identi� ed maintenance needs of schools the maintenance of sanitation facilities at targeted schools was prioritised.
SPM: 803 - Number of schools under rehabilitation
50 67 17 34The number of schools was increased due to additional funds voted to the Department.
Performance against Services
136 Gauteng Department of Education
Programme 9: Auxiliary and Associated Services
The main outputs of Programme 9 are located within the successful delivery of at least three national assessment
processes, namely, the Senior Certi� cate Examination, the ABET Level 4 Examination and the assessment processes
associated with the yet to be issued General Education and Training Certi� cate.
9.1 Examinations and Assessment
In preparation for the Senior Certi� cate Examination, the Department � nalised entries functions on 28 March 2014
and Mark sheets, the admission letters and attendance registers were printed on 31 March 2014 and distributed to
IDEC members on 03 April 2014.
In relation to execution of National Senior Certi� cate supplementary examination, 98 candidates were registered for
remarks and three candidates for recheck and all applications were receive on 21 May 2014. The mark sheets were
printed on 22 May 2014 and collected from the bureau on 23 May 2014. The supplementary results were run on 16
April 2014 and the data extract for approval of the results was submitted to Umalusi for quality check. The practical
mark sheets were issued in June 2014 as well as external mark sheets on 04 July 2014 and calculation of results on
was conducted on 24 July 2014.
In relation to the National Senior Certi� cate Supplementary Certi� cation, the run for certi� cation was submitted to
Umalusi on 03 August 2014 and the certi� cates were received from Umalusi on 15 August 2014 and were distributed
to districts.
In order to improve learners’ performance in Grade 12, the Department organised preparatory exams that took place
on 26 August 2014 – 17 September 2014 in the following subjects Accounting, Economics, Mathematics, Physical
Science, Life Sciences, Geography and Mathematical Literacy.
99 534 full time candidates and 41 179 part time candidates have been registered to write the National Senior
Certi� cate Examinations in 2014. The examination is scheduled to start on 28 October 2014. The Practical CAT and
IT examination will be undertaken on 8 and 9 October 2014 respectively.
In preparation for the administration of faultless examination processes and procedures the Department conducted
training of the District Monitoring Teams that took place on 15 and 22 September 2014 at Boksburg. The training
focused on the processes of storing of examination material and � nalise distribution points as well as examination
centres particularly at Independent Schools and Repeat Examination Centres. The monitoring team members were
equipped with relevant knowledge in relation to adherence to compliance issues relating to the writing of examinations
within the context of the regulations governing the National Senior Certi� cate Examination.
The National Senior Certi� cate Examination commenced on the 20 October 2014 and continued until 28 November
2014. The Department received daily reports of National Senior Certi� cate and AET Level 4 Examinations from district
of� ces on the administration of the examination and collated the reports into provincial daily reports. These reports
were sent to the Department of Basic Education and Umalusi. Exams were administered successfully in 933 exam
centres.
Performance against Services
Annual Report | 2014/2015 137
9.1.1 ABET Examinations
Entries for the AET Level 4 examination for June 2014 were captured online onto the mainframe Examination System.
The closing date for receiving the entry forms were 14 March 2014. The June AET preliminary schedules were
printed on 07 April 2014 and distributed to district of� ces on 15 April 2014. The mark sheets, admission letters and
attendance registers were printed on 22 April 2014.
The AET entries for November 2014 AET Level 4 examinations were captured online by the districts on 28 May 2014
to 06 June 2014 and 18 030 candidate entries were captured.
In terms of issuing Certi� cation for candidates who have successfully concluded the 2013 exit National Senior
Certi� cate and AET Level 4 certi� cates examinations, the request for run of � rst batch was submitted 04 and 07 April
2014 respectively, the certi� cates were received on 02 May 2014 and distributed to districts on 23 May 2014.
All November 2013 Preliminary Schedules were corrected and the 2013 November AET Level 4, SBA mark sheets
were printed and distributed to the moderation Unit.
In preparation for the AET Level 4 examinations, the Department � nalised the printing and distribution of admission
letters, attendance registers and external mark sheets, the process was � nalised on 16 August 2014 and distributed
to district of� ces.
The Department appointed 8 044 markers for the 2014 National Senior Certi� cate Examination and 625 markers for
the AET Level 4 examinations. 15 marking sessions for the National Senior Certi� cate Examination and one for AET
were scheduled. The marking process commenced on 28 November 2014 and ended on 14 December 2014.
The moderation of the AET Level 4 examinations School Based Assessment (SBA) took place on 24-26 October
2014 and reports were submitted on 30 October 2014. The SBA moderation reports for all subjects were received
on 14 November 2014.
The moderation of Provincial Assessment Tasks (PATs) was conducted on 1 September to 28 October 2014 for
technical subjects, CAT and IT. The Visual Arts and Design Retrospective /PAT started on 1 August 2014 and ended
on 28 October 2014. The centralised moderation for the ARTS was successfully carried out on 25 October 2014 at
Pro Arte and the National School of Arts and the provincial reports were completed on 13 November 2014.
9.1.2 Assessment
The Grade 12 School Based Assessment (SBA) second phase moderation was completed as per management plan
by all the 15 districts from 22 July 2014 - 4 August 2014.
The Moderation of Practical Assessment Tasks (PAT) was conducted from 15 August 2014 - 30 September 2014 for
the Technical Subjects, Computer Application Technology, Information Technology and Services Subjects.
The Practical Assessment Task (PAT) moderation for Visual Art and Design Retrospective started on 1 August 2014
and is due to end on 5 October 2014. Agricultural Studies moderation started on 9 September and is due to end on
11 October 2014.
Performance against Services
138 Gauteng Department of Education
The Assessment Guideline 1 in relation to the administration of Music Examination was issued and mediated at the
Provincial Assessment Team (PAT) meeting on 21 August 2014, 36 Art examiners have been appointed for 2014. The
time table for Music, Drama and Dramatic Arts was � nalised and issued to the 15 Districts during the IDEC meeting
of August 2014 and mediated at the PAT meeting of 21 August 2014.
In relation to the Adult Education and Training (AET) Level 4 moderation, the training of Chief Moderators and Senior
Moderators was successfully carried out at Mondeor High school on 6 September 2014 in preparation for the
Provincial Moderation, 138 moderators were appointed for the moderation of 26 AET level 4 learning areas.
9.2 Skills Development - Gauteng City Region Academy
9.2.1 Implementation of the Master Skills Plan
Career Counselling
To ful� l one of the department’s goals of enabling young people to make the transition from school to further education
and/or work that provides further training opportunities, the Department facilitated the implementation of career
guidance programmes. A total of 240 993 Grade 8 and 9 learners had access to career guidance and counselling
through 534 lay counsellors in the current � nancial year.
Bursaries
To increase the sustainability of learning and the � ow of learners to higher education and eventual gainful employment,
2 772 bursaries were awarded to learners at no-fee paying schools.
Learnerships and Internships
A total of 1 976 learners are on formal learnership/ internship programmes currently. Also, 2 386 learners were
placed in Skills Development Programmes and 290 learners on tool and dye artisan programme were adopted and
supported by companies with a view to career pathing and employment. In total, 5 050 learners are bene� ting from
experiential learning and workplace experience.
Public Sector Training
The Department has, since 2009, trained 97 242 public servants across all Gauteng Provincial Government (GPG)
departments. Currently, 783 executive, senior, middle and junior managers were trained. A total 800 participants,
including Gauteng Provincial Government (GPG) managers, attended the SMS conference to improve management
skills.
Performance against Services
Annual Report | 2014/2015 139
9.3 Output and Service Delivery Trends
Programme objective: To provide ef� cient and effective auxiliary services to all clients of the Department
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units
Deviation %
PM901: Number of candidates in Grade 12 who wrote National Senior Certi� cate (NSC) examinations. 97 897 107687 99 478 -8 209 -8
PM902: Number of candidates who passed National Senior Certi� cate. 85 112 79 582 84 247 4 665 6
PM903: Number of learners who obtained Bachelor passes in the National Senior Certi� cate (NSC). 38 104 33 101 36 843 3 742 11
PM904: Number of learners who passed Mathematics in the NSC examinations. 27 150 21 343 24 661 3 318 16
PM905: Number of learners who passed Physical Science in the NSC examinations. 22 557 14 547 19 881 5 334 37
PM906: Number of Grade 3 learners who passed Language in the Annual National Assessment (ANA). 110 863 99 034 116 865 17 831 18
PM907: Number of Grade 3 learners who passed Mathematics in the Annual National Assessment (ANA). 119 505 99 001 137 742 38 741 39
PM908: Number of Grade 6 learners who passed Language in the Annual National Assessment (ANA). 91 721 44 644 108 535 63 891 143
PM909: Number of Grade 6 learners who passed Mathematics in the Annual National Assessment (ANA). 73 802 76 700 99 021 22 321 29
PM910: Number of Grade 9 learners who passed Language in the Annual National Assessment (ANA). 55 637 40 493 83 530 43 037 106
PM911: Number of Grade 9 learners who passed Mathematics in the Annual National Assessment (ANA). 12 224 56 853 10 327 -46 526 -82
Reasons for major variances:
PM901: Number of candidates in Grade 12 who wrote National Senior Certi� cate (NSC) examinations.
The target incorrectly included learners that the write the Independent Exam Board (IEB) examination. The 107 687 target therefore includes all learners that write the public National Senior Certi� cate Examination (NSC) and IEB exams. This is an overstatement of the learners that write the public NSC exam.The target for the total number of learners that write the NSC is 99 478 learners.The total number of learners that wrote the examinations, disaggregated by the NCS and IEB examinations are as follows:Public ordinary schooling -99478 learnersIndependent exams-7922 learners
PM902: Number of candidates who passed National Senior Certi� cate.
The Department intensi� ed support to all schools, particularly underperforming schools, through the SSIP preparatory programmes as well as the district based support programmes.
PM903: Number of learners who obtained Bachelor passes in the National Senior Certi� cate (NSC).
The Department intensi� ed support to all schools, particularly underperforming schools, through the SSIP preparatory programmes as well as the district based support programmes.
Performance against Services
140 Gauteng Department of Education
Description of Objective and Performance Measure 2013/14 Actual
2014/15 Target
2014/15 Actual
Deviation Units
Deviation Units
Deviation %
PM904: Number of learners who passed Mathematics in the NSC examinations.
The Department intensi� ed support to all schools, particularly underperforming schools, through the SSIP preparatory programmes, as well as the district based support programmes, with a particular focus on providing support and resources for Maths and Science.
PM905: Number of learners who passed Physical Science in the NSC examinations.
The Department intensi� ed support to all schools, particularly underperforming schools, through the SSIP preparatory programmes, as well as the district based support programmes, with a particular focus on providing support and resources for Maths and Science.
PM906: Number of Grade 3 learners who passed Language in the Annual National Assessment (ANA).
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes.
PM907: Number of Grade 3 learners who passed Mathematics in the Annual National Assessment (ANA).
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes.
PM908: Number of Grade 6 learners who passed Language in the Annual National Assessment (ANA).
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes.
PM909: Number of Grade 6 learners who passed Mathematics in the Annual National Assessment (ANA).
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes.
PM910: Number of Grade 9 learners who passed Language in the Annual National Assessment (ANA).
The Department intensi� ed support to all schools, particularly underperforming schools, through the ANA preparatory programmes as well as the district based support programmes. Whilst the number of learners that passed Language improved, the national minister will investigate the quality of the passes in Language which remains a challenge.
PM911: Number of Grade 9 learners who passed Mathematics in the Annual National Assessment (ANA).
While the Department intensi� ed support to schools through the ANA and SSIP preparatory programmes, the level performance of learners is as a result of a complex combination of factors, including existing knowledge gaps that learners may have. Grade 9 performance in Mathematics remains a national challenge and the national minister will investigate the reasons for the performance of learners.
Performance against Services
Annual Report | 2014/2015 141
9.4 Programme 9: Provincial Measures
Programme 9: Auxiliary and Associated Services
Strategic Objectives Performance Indicator 2014/15 Target
2014/15 Actual
Deviation Deviation %
Reasons for Deviation
Ensure the involvement of stakeholders in exercising involvement in schools in a manner that adds value to the attainment of the core outcomes.
SPM: 901 - Number of homework assistants provided to priority schools (Also see SPM 103)
2 000 2 407 407 20
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of homework assistants. As a result, the Department exceeded the target.
SPM: 902 - Number of sports assistants provided to priority schools (Also see SPM 104)
2 000 2 197 197 10
The Department received an EPWP incentive grant from the Department of Infrastructure Development to increase the employment levels of sport assistants. As a result, the Department exceeded the target.
To intensify conduct career education and counselling to improve the transition from school to further education or place of work [including to fully implement the pipeline talent search in secondary schools].
SPM: 903 - Number of Grade 8 and 9 learners that have access to career guidance and counselling through lay career counsellors
100 000 240 993 140 993 141
Improved scheduling and deployment of lay counsellors allowed the Department to increase coverage of learners.
SPM: 904 - Number of learners adopted and supported by companies with a view to career pathing and employment.
800 2 386 1 586 198
Increased participation by private sector and government departments allowed the Department to increase the number of placements.
SPM: 905 - Number of learners (youth) in formal learnership / internship programmes
800 1 976 1 176 147
Increased participation by private sector and government departments allowed the Department to increase the number of placements.
SPM: 906 - Number of bursary allocations to learners in no-fee Schools
2 030 2 772 742 37
The improved performance of township schools has resulted in more learners qualifying for bursaries.
SPM: 907 - Number of graduates or students (youth) bene� tting from experiential learning and workplace experience
2 000 5 050 3 050 153
Increased participation by private sector and government departments allowed the Department to increase the number of placements.
Performance against Services
142 Gauteng Department of Education
Annual Report | 2014/2015 143
Section IV: The Audit Committee Report
144 Gauteng Department of Education
Annual Report | 2014/2015 145
Gauteng Provincial GovernmentReport of the Audit Committee – Cluster 02
Gauteng Department of Educationfor the year ended 31 March 2015
We are pleased to present our report for the � nancial year ended 31 March 2015.
Audit Committee and attendance
The Audit Committee consists of the external Members listed hereunder and is required to meet a minimum of at least
two times per annum as per provisions of the Public Finance Management Act, 1999 (Act Number 1 of 1999) (PFMA).
In terms of the approved Terms of Reference (GPG Audit Committee Charter), six meetings were held during the
current year, i.e. four meetings to consider the Quarterly Performance Reporting (� nancial and non-� nancial) and two
meetings to review and discuss the Annual Financial Statements and the Auditor-General of South Africa’s (AGSA)
Audit and Management Reports.
Non-executive members
Name of member Number of meetings attended
Mr. Japie du Plessis (Chairperson) 06
Ms. Tshidi Molala 05 (Appointed 1 October 2014)
Mr. Siphile Buthelezi 04 (Appointed 1 October 2014)
Ms. Maemili Ramataboe 01 (Contract ended 30 September 2014)
Ms. Halima Nazeer 01 (Contract ended 30 September 2014)
Executive members
In terms of the GPG Audit Committee Charter, of� cials listed hereunder are obliged to attend meetings of the Audit
Committee:
Compulsory attendees Number of meetings attended
Mr. Boy Ngobeni (Accounting Of� cer) 06
Mr. Rannoi Sedumo (Chief Financial Of� cer) 06
Mr. Johan Van Coller (Chief Risk Of� cer) 04
The Audit Committee noted that the Accounting Of� cer attended all six scheduled Audit Committee meetings.
Therefore, the Audit Committee is satis� ed that the Department adhered to the provisions of the GPG Audit Committee
Charter in relation to ensuring that there is proper representation for the Accounting Of� cer.
The Committee hereby also con� rms that the Audit Committee met with the Senior Management of the Department,
Internal Audit and the AGSA, individually and collectively to address risks and challenges facing the Department. A
number of in-committee meetings were held to address control weaknesses and deviations within the Department.
Audit Committee Report
for the year ended 31 March 2015
146 Gauteng Department of Education
Audit Committee responsibility
The Audit Committee reports that it has complied with its responsibilities arising from section 38(1)(a) of the PFMA
and Treasury Regulation 3.1.13. The Audit Committee also reports that it has adopted appropriate formal terms of
reference as its Audit Committee Charter, has regulated its affairs in compliance with this Charter and has discharged
all its responsibilities as contained therein.
The effectiveness of internal control and Information and Communication Technology (ICT) Governance
The Audit Committee has observed that the overall control environment of the Department has continued to improve
during the year under review. Some de� ciencies in the system of internal control and deviations were reported in the
Internal and AGSA Audit Reports.
The Audit Committee also reviewed the progress with respect to the ICT Governance in line with the ICT Framework
issued by the Department of Public Services and Administration. Although there were some signi� cant progress
on the ICT internal control, the Audit Committee report its dissatisfaction with minimal progress made with the
implementation of the Disaster Recovery Plan and the Business Continuity Plan. This continued to be a high risk for
the Department.
The lack of regular ICT steering committee meetings, ineffective functioning of the ICT steering committee and lack
of an approved ICT strategy was due to lack of buy in by line functions into the ICT Steering Committee. The line
functions did not take ownership of ICT direction and outputs. This also resulted in lack of implementation and testing
of the disaster recovery plan (DRP).
The Department did implement the recommendations made by the Audit Committee.
Internal Audit
Internal was effective during the � nancial year. The Audit Committee is satis� ed that the Internal Audit Plan represents
a clear alignment with the key risks, has adequate information systems coverage, and a good balance across the
different categories of audits, i.e. risk-based, mandatory, performance, computer and follow-up audits.
The Audit Committee has noted considerable improvement in the communication between the Executive Management,
the AGSA and the Internal Audit Function, which has strengthened the Corporate Governance initiatives within the
Department.
The Audit Committee wishes to stress that in order for the Internal Audit Function to operate at optimal level as
expected by the Audit Committee, the shortage in human resources and skills should be addressed.
Risk Management
Progress on the departmental risk management was reported to the Audit Committee on a quarterly basis. The Audit
Committee is satis� ed that the actual management of risk is receiving attention, although there are areas that still
require improvement. Management should take full responsibility for the entire Enterprise Risk Management process
and continue to support the Chief Risk Of� cer to even further enhance the performance of the Department.
Audit Committee Report
for the year ended 31 March 2015
Annual Report | 2014/2015 147
Forensic Investigations
Investigations into alleged � nancial irregularities, � nancial misconduct and fraud were completed during the year
under review. Various measures were recommended, including taking action against the identi� ed of� cials, and these
were in the process of � nalisation. The recommendations are at various stages of implementation.
A number of investigations are being conducted to probe alleged � nancial irregularities, � nancial misconduct and
fraud which may have taken place at schools.
The quality of quarterly reports submitted in terms of the PFMA and the Division of Revenue Act
The Audit Committee is satis� ed with the content and quality of � nancial and non-� nancial quarterly reports prepared
and submitted by the Accounting Of� cer of the Department during the year under review and con� rms that the
reports were in compliance with the statutory reporting framework.
Evaluation of the Annual Financial Statements
The Audit Committee has:
• Reviewed and discussed the audited Annual Financial Statements to be included in the Annual Report with the
AGSA and the Accounting Of� cer;
• Reviewed the Audit Report of the AGSA;
• Reviewed the AGSA’s Management Report and Management’s response thereto;
• Reviewed the Department’s compliance with legal and regulatory provisions; and
• Reviewed signi� cant adjustments resulting from the audit.
The Audit Committee concurs with and accepts the AGSA’s conclusions on the Annual Financial Statements and is of
the opinion that the audited Annual Financial Statements be accepted and read together with the report of the AGSA.
One-on-One meetings with the Accounting Of� cer
The Audit Committee has met with the Accounting Of� cer for the Department to address unresolved issues.
One-on-One meetings with the Executive Authority
The Audit Committee has met with the Executive Authority for the Department to apprise the MEC on the performance
of the Department.
Auditor-General of South Africa
The Audit Committee has met with the AGSA to ensure that there are no unresolved issues.
………………………………………Mr. Japie du PlessisChairperson of the Audit CommitteeDate: 31 July 2015
Audit Committee Report
for the year ended 31 March 2015
148 Gauteng Department of Education
Annual Report | 2014/2015 149
Section V: Financial Requirements
150 Gauteng Department of Education
Annual Report | 2014/2015 151
Report by the Accounting Of� cer to the Executive Authority and Gauteng Legislature
for the year ended 31 March 2015
1. Overview of the operations of the department
1.1 Service rendered by the department
List of services rendered by the Department.
• The activities of the Gauteng Department of Education are organised in the following eight programmes:
• Programme 1 - Administration – Provides for the overall management of the education system in the province
in accordance with the National Education Policy Act, Act 27 of 1996 and the Public Finance Management Act,
Act 1 of 1999 as amended as well as other policies and prescripts.
• Programme 2 - Public Ordinary School Education – Provides for ordinary schooling to all learners in the
province at present from both the compulsory schooling band and beyond, that is, Grade 1 to Grade 12 in
accordance with the South African Schools Act. This is the largest programme and utilises the bulk of the budget
allocated for education. The core mandate that characterises this Programme is the actualisation of the broad
curriculum thrusts of the Gauteng Department of Education to improve curriculum delivery and learner achievement
at all levels of the Education Sector. A vast array of activities responds to this mandate that includes implementation
of the National Curriculum Statements in all grades as well as the ongoing support to improve curriculum delivery
in all phases of schooling in the province.
• Programme 3 - Independent School Education - To support independent schools in accordance with the
South African Schools Act. The independent schools sector continues to grow in the province. This, however, has
not prevented the Department from ful� lling its obligation to subsidise those independent schools that qualify as
dictated by the National Norms and Standards for School Funding.
• Programme 4 - Public Special School Education - To provide education for learners with special education
needs in accordance with the South African Schools Act and White Paper 6 on inclusive education. The Department
strives to ensure that all learners with special educational needs are suitably accommodated in institutions that
are appropriately resourced. The number of learners in the special schooling sector continues to grow annually;
however, this has not deterred the Department from meeting its obligation to ensure that adequate schooling is
available for all learners with special needs.
• Programme 5 - Further Education and Training - The scope of the eight Further Education and Training (FET)
Colleges in the province is de� ned by the Further Education and Training Colleges (FETC) Act, Act 16 of 2006, as
the need to develop intermediate to high level skills in accordance with world class standards of academic and
technical quality. It is, however, crucial to ensure that the study programmes meet the aspirations of individuals
and are, simultaneously, responsive to and can meet the economic and social development needs of the province
• Programme 6 - Adult Basic Education and Training - To provide Adult Basic Education and Training (ABET) in
accordance with the stipulations of Adult Basic Education and Training Act, Act 52 of 2000.
• Programme 7 - Early Childhood Development – The broad goals of the Early Childhood Development is
focussed towards the elimination of inequality, the promotion of increased access, the provision of quality services
and the development of appropriate and enabling legislative and policy frameworks to support Early Childhood
Development in the Province.
Accounting Offi cers Reportfor the year ended 31 March 2015
152 Gauteng Department of Education
• Programme 8 – Infrastructure Development - The key outputs are the provision of new learning spaces and
the maintenance of existing infrastructure facilities.
• Programme 9 - Auxiliary and Associated Services - The key outputs are examination services and spending
skills development through the Gauteng City Region Academy.
1.2 Policy decisions and strategic issues facing the department
The Department amended the Governing Body Regulations for public schools, in the 2014/15 � nancial year, this
regulation contributed to the successful Governing Body Elections for 2015. In addition to this the amendments to the
regulation closed policy gaps in terms of the establishment and operations of the Section 17 Governing Bodies that
lays the foundation for the MEC to twin schools and ensure the transfer of skills and sharing of resources and expertise
between top schools in schools that are under-performing. The introduction of the ICT Strategy of the Gauteng
Department of Education required a realignment of plans at all levels. This strategy provided schools with tablets,
preloaded with curriculum material, as well as additional, available on both the National and Provincial Department’s
web portals, as a resource to enhance the teaching and learning experience. The National and Provincial Elections
2014, held on the 7 May 2014, ushered in new priorities for the Gauteng Department of Education. The new priorities
required the Department to review programmes, plans and the budget to ensure alignment and thus necessitated the
revision of targets in the Annual Performance Plan.
1.3 Major Projects Undertaken and Future plans
1.3.1 Goal 1: Delivering Quality education in modern and conducive learning environment:
Pillar 1: Curriculum and Assessment
Gauteng Primary Language and Mathematics Strategy (GPLMS)
Foundation Phase
To improve learner performance across primary school grades, the Department began institutionalising and
mainstreaming into districts the Gauteng Primary Language and Mathematics Strategy (GPLMS). This is to ensure
that the support to teachers, learners and schools becomes a daily task of the district of� cials to ensure a sustained
quality improvement trajectory across primary schools.
The intervention programmes implemented focused on primary schools that scored at unacceptably low levels in
provincial and national assessments. The purpose was to improve the teaching of Language and Mathematics in
834 selected primary schools in the province and ensure that 60% of learners at these schools perform at 50% and
above in these subjects.
Foundation Phase lesson plans for Languages were distributed to schools by district of� cials, who also mediated
these lesson plans to teachers. The use of these resources continues to be monitored. Mathematics lesson plans
were developed, distributed and mediated with all Foundation Phase teachers in targeted schools. A total of 205
number line kits were also distributed to Grade 2 teachers in schools.
Intermediate Phase
With regard to the implementation of the GPLMS in the Intermediate Phase i.e. Grades 4-7, the baseline assessment
results were analysed and indicated an improvement with the implementation of the Literacy Catch-up programme
implemented by the Department. The Language lesson plans for Grades 4 to 6 were developed and quality assured.
Training for supervisors and district of� cials on the lesson plans subsequently took place. Intermediate Phase coaches
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 153
were appointed and trained.
Just-In-Time training was conducted for the Intermediate Phase coaches and district of� cials also received training
on content and teaching methodology. A total of 4 038 teachers were trained on the implementation of Lesson Plans
and a total of 7 143 teachers were trained.
The Department conducted training of the provincial core team of master trainers in November 2014 in preparation
for the implementation of the Reading Club pilot in Gauteng with a view to improve literacy skills of learners in the
Intermediate phase. The initiative is aimed at bene� ting 300 pilot schools.
Annual National Assessment Results – Grades 3, 6 and 9
Extra resources were compiled and � nalized which consist of ANA exemplars for grades 4 to 9, including ANA
guidelines, ANA practice exercises and ANA past papers. Daily homework and extra revision work was incorporated
into the teachers’ lessons. The package was put on CD’s and given to all schools in order to ensure that learners are
prepared.
Grade 3
In terms of the 2014 Grade 3 Annual National Assessment (ANA) conducted in September 2014, 73.4% of the
learners were functioning at the required level in Numeracy in Grade 3. The target of 60% was exceeded. A total of
70.8% of the learners were functioning at the required level in Literacy. The target of 60% was met and exceeded.
Grade 6
In Grade 6, 79.8% of the learners were found to be functioning at the required level in Language. The target of 60%
was met and exceeded. In Grade 6 Mathematics, 51.7% of the learners were found to be functioning at the required
level. The target of 60% was not met however Gauteng is making steady progress to improving the mathematics
teaching and learning in the province.
Grade 9
The Grade 9 Annual National Assessment (ANA) was conducted as a pilot in 2011. In 2012 the ANA test was fully
implemented in Grade 9. In 2014, 48.3% of the learners were found to be functioning at the required level in Home
Language, and First Additional Language (FAL), 25% of the Grade 9 learners in the province were found to be
functioning at the required level. The Grade 9 Mathematics is still not functioning on par as 4% of the learners were
found to be functioning at the required level. The national scores in Grade 9 Mathematics were universally low and
worrying across South Africa.
Secondary School Intervention Programme (SSIP)
The Department implemented the Secondary School Intervention Programme (SSIP) that focused on providing
additional support and materials to learners in secondary schools. Learners, through the SSIP programme, attended
extra classes on weekends and during school holidays. A total of 156 sites were established and a total of 60 000
learners attended the extra SSIP classes.
In 2014 learners achieved a matric pass percentage of 84.7%. This was the highest pass percentage in the country.
The pass percentage for Science has increased to 68.3% in 2014. Also, the pass percentage for Maths was 69.3%.
Accounting Offi cers Reportfor the year ended 31 March 2015
154 Gauteng Department of Education
Pillar 2: Teacher provisioning and support
A “Just-In-Time” training approach, which focused on improving the teachers’ ability to deliver the curriculum content,
was adopted and all targeted teachers in underperforming primary schools received the training and support relating
to curriculum delivery.
To further support teachers, the Department has appointed a total of 180 coaches in schools in order to offer
technical support and to act as a critical friend as teachers implemented the curriculum. In addition, a total of 30
coaches have been appointed through the Matthew Goniwe School of Leadership and Governance to support Full
Service Schools. Through this intervention the Department managed, for the � rst time since 1994, to provide direct
support to teachers in the classroom.
With regard to the provision of LTSM, the lesson plans for Languages and Mathematics for every school term were
developed and distributed to schools. All targeted teachers have been provided with lessons plans and all Foundation
Phase Coaches were trained on the implementation of the Lesson Plans.
Pillar 3: Leadership and Management
The Department has implemented the District Model, where schools are divided into clusters and circuits to enhance
service delivery to schools. The District Simulation Centre was launched in August 2014.
A total of 171 schools have been visited by Senior Management in January 2015 in order to ascertain the readiness of
schools for the 2015 academic year. A total of 200 schools were also visited by senior managers of the Department
to administer the SMT Satisfaction Survey. This is an internal Client Satisfaction Survey. The purpose of the survey is
to assess the support that schools receive from individual districts.
In terms of support provided to public servants, a total of 783 executive, senior, middle and junior managers were
trained. A total of 800 participants, including Gauteng Provincial Government (GPG) managers, attended the SMS
conference to improve management skills.
1.3.2 Goal 2: Creating a � rst class education administration focused supporting a modern and
innovative schools and classroom
Pillar 4: Infrastructure Development and Maintenance
CAPEX
In terms of the construction of new schools, a total of 24 new schools have been completed. A total of 300 Grade R
ACT classrooms have been allocated to schools and delivery of the units has commenced. In terms of rehabilitation,
a total of 67 schools under rehabilitation have been completed and a total of 52 schools are in construction.
With regard to Creation of the Schools of the Future, the seven schools that will be the pilot for the Schools of the
Future have been identi� ed. The infrastructure needs of the schools/classrooms of the future have been identi� ed
and work has commenced on the building of these classrooms with two classrooms having been completed. The re-
pro� ling of these schools is being planned. Phase 2 of the roll-out in 11 schools as well as in all Grade 12 classrooms
in township schools, is being planned.
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 155
Pillar 5: Planning, � nance and resourcing
The Department has plans in place to ensure that all budgets are spent according to plan and cash � ow requirements.
The current allocation has been split into 87% which directly impacts on classroom outcome, and 13% that indirectly
impacts on the classroom. Over the MTEF 88% and 12% directly and indirectly impacting on the classroom outcome
has been allocated, respectively.
The 2014/15 Annual Performance Plan has been tabled and approved. The Revised 2014/15 Annual Performance
Plan of the Department, re� ecting the new commitments of the province and for the Department, has also been
completed and submitted to Treasury. The Department reports against this plan as per legislative requirements. The
2015 to 2020 Strategic Plan and the 2015/16 Annual Performance Plan of the Department have been completed
and submitted to Treasury.
Pillar 6: ICT in Education
ICT in Schools
The Department has distributed a total of 89 708 tablets to schools. Of these, 84 320 tablets were distributed as
part of the e-Learning Solution. Nine secondary schools are now using e-Books on the tablets. A total of 46 teachers
were trained on using the e-learning portal to enhance the teaching of e-learning in Maths and English in the Intersen
Phase. The total number of teachers trained during the 2014/15 � nancial year is 4 056. Training for 23 school principal
and 46 school ICT coordinators from the 23 priority schools have been conducted.
Schools of the Future
ICT training is being rolled out to the 7 identi� ed schools. Approximately 5 200 tablets have been distributed to these
schools. This is addition to the tablets distributed to all other schools. e-Content is in the process of being identi� ed
and introduced to these schools.
1.3.3 Goal 3: Transform public schooling by addressing barriers to access, equity and redress
Pillar 7: Social Cohesion
In order to achieve effective schools and effective teaching and learning, the Department implemented a number of
poverty combating measures.
No Fee Schools
The no fee schools in the province has a combined enrolment of 1 163 722 learners.
School Nutrition and Scholar Transport
The National School Nutrition Programme (NSNP) and Scholar Transport programmes which forms part of
governments’ Reconstruction and Development Programme (RDP) aims to promote punctuality amongst learners,
alleviate short-term hunger and contribute to the general health and development of needy learners, was implemented.
The Department feeds all learners in no fee schools and thus a total of 1 163 722 learners were fed.
The Department provided scholar transport to 76 073 learners in 14 districts. Departmental of� cials monitor the
transport routes to ensure that learners are safely transported to enjoy a full day of learning.
Accounting Offi cers Reportfor the year ended 31 March 2015
156 Gauteng Department of Education
School Safety
The goal of the Department is to provide a safe and secured environment for learners to perform optimally. Through
the Extra School Support Programme (ESSP) which seeks, in part, to increase the safety in schools, the Department
appointed a total of 5 865 patrollers as security personnel at schools throughout the province. A total of 1 300
schools are implementing the School Safety Programme.
Pillar 8: School functionality including community Involvement
The Quality Learning and Teaching Campaign (QLTC)
The Quality Learning and Teaching Campaign (QLTC) used individuals and organisations to assume responsibility for
improving the quality of education in schools under their jurisdiction.
SGB and RCL development and Parent Support Programmes
The Department supported and developed SGBs and RCLs with the emphasis on improving management and
leadership capacity in schools across the province. In addition, a total of 95 659 parents have been trained as part of
the parent support initiative of the Department.
Extra School Support Programme
The Extra School Support Programme (ESSP) seeks to increase after-school support for learning and increase the
safety in schools. The programme will ensure that learners have caring and supportive individuals available beyond
normal contact time. These employees will assist with homework support programmes as homework supervisors for
Grade 1 -7 in Quintile 1 to 3 schools. School Safety will be improved by employing security personnel as part of the
programme.
Currently, through the programme a total of 2 197 sport assistants, 2 407 homework assistants and patrollers have
been provided to schools.
1.3.4 Goal 4: Increase access to quality pre- and post-schooling educational opportunities
Pillar 9: Skills Development
Career Counselling
To ful� l one of the department’s goals of enabling young people to make the transition from school to further education
and/or work that provides further training opportunities, the Department facilitated the implementation of career
guidance programmes. A total of 240 993 Grade 8 and 9 learners had access to career guidance and counselling
through 534 lay counsellors in the current � nancial year.
Bursaries
To increase the sustainability of learning and the � ow of learners to higher education and eventual gainful employment,
a total of 2 772 bursaries were awarded to learners at no-fee paying schools.
Learnerships and Internships
A total of 1 976 learners are on formal learnership/ internship programmes currently. Also, 2 386 learners were
placed in Skills Development Programmes and 290 learners on tool and dye artisan programme were adopted and
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 157
supported by companies with a view to career pathing and employment. In total, 5 050 learners are bene� ting from
experiential learning and workplace experience.
Public Sector Training
The Department has, since 2009, trained a total of 97 242 public servants across all Gauteng Provincial Government
(GPG) departments. Currently, a total of 783 executive, senior, middle and junior managers were trained. A total
of 800 participants, including Gauteng Provincial Government (GPG) managers, attended the SMS conference to
improve management skills.
Pillar 10: Access to quality Early Child Development (ECD)
Universalisation of Grade R
There are 138 483 learners are enrolled in registered Grade R sites in the province.
Practitioner Training
To date, 1 230 Grade R Practitioners have registered for N6 training and a total of 1 220 teachers have been trained.
A total of 1 236 Pre-Grade R Practitioners have completed and graduated from NQF Level 4. Also, 808 Pre-Grade
R Practitioners have completed their course and their portfolios are currently being moderated and 802 Pre-Grade R
Practitioners have registered for their training to commence in 2015.
1.4 Challenges faced by the Department
The capacity constraints are mainly experienced in areas such as attracting skills such as maths, science and
technology teachers to the rural and township areas, Asset Management, Procurement, Finance, and Human
Resource Management as well as specialised skills for facilities management viz. engineers, electricians and quantity
surveyors. These Constraints mainly affect support services where there is a shortage of skills or when all government
Departments are sourcing from the same pool of resources.
Coaches – The department continued to deploy coaches in poorly performing schools to improve the quality of
teaching in literacy and numeracy.
Fundza Lushaka – This is a programme that provides bursaries to prospective teachers with a bias towards areas
that experience high skills shortage.
1.5 Information on predetermined objectives
Performance information indicates how well the Department is performing against its aims and objectives. In terms of
education, a concurrent function of government, the national department takes the lead in agreeing with the province
on the sectorial priorities and targets to implement. The Annual Performance Plan identi� es the quarterly and annual
performance targets of the Department.
Achievement against the quarterly targets are reported to treasury through an excel spreadsheet and word document
that identi� es the challenges and responses related to the outputs in the spreadsheet. Annual targets are reported
on in the Annual Report of the Department and con� rmed in the � rst quarter of the new � nancial year in the treasury
spreadsheet. The dates for quarterly reporting are pre-determined by Treasury and the Department complies with
these dates.
Accounting Offi cers Reportfor the year ended 31 March 2015
158 Gauteng Department of Education
The Department has institutionalised quarterly and annual reporting by pre-determining and circulating quarterly and
annual reporting dates and templates.
Performance data is provided by the relevant line managers as well as the Education Management Information
System of the Department. Data is collected through surveys and projections are based on trends.
Report by the Accounting Of� cer to the Executive Authority and Parliament/Provincial Legislature of the Republic of
South Africa.
1.6 New and Discontinued activities/activities to be discontinued
There are no new or proposed new activities that have been undertaken by the Department.
Proposed Constitutional amendments will see the transfer of power relating to Adult Basic Education and Training
(ABET) and Further Education and Training (FET) college sector from the Provincial Government to the National
sphere as of 1 April 2015.
2. Overview of the � nancial results of the department
2.1 Departmental receipts
Departmental receipts
2013/2014 2014/2015
EstimatesActual
AmountCollected
(over)/Under
CollectionEstimates
Actual Amount
Collected
(over)/Under
Collection
R’000 R’000 R’000 R’000 R’000 R’000
Sales of goods & services other than capital assets 20 315 24 359 4 044 20 823 25 042 4 219
Fines, penalties and forfeits 36 74 38 36 30 (6)
Interest, dividends & rent on land 2 131 1 315 (816) 2 184 173 (2 011)
Financial transactions in assets & liabilities 21 619 15 231 (6 388) 22 159 10 795 (11 364)
Total 44 101 40 979 (3 122) 45 202 36 040 (9 162)
The table above shows the contribution of each revenue source towards the total revenue generated for the 2013/2014 and 2014/15 � nancial years
The department has under collected on its main appropriation by 20.27% as at March 2015 on items as follows:
A � nancial transaction in assets and liabilities - under collection is attributable to the decrease in recoveries relating to
previous � nancial years’ transactions and debts. The department has under collected by R11,365 million or 51.29%
on its main appropriation of R22,159 million as at March 2015.
• Fines, penalties and forfeits - the decrease is due to a lesser number of employees charged with misconduct or
cases resolved with payments of � nes.
• Interest from debt - reduced due to write-offs relating to interest on debtors.
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 159
Whilst Sales of goods and services saw an increase in number of of� cials applying for insurance deductions plus the
annual increase on insurance premiums are contributing to the increase on collection on this item. Other increases
are from students applying for certi� cation, re-marking and re-checking.
2.2 Revenue Rates
2014/2015 Financial Year Tariffs
Source of Revenue Tariff Policy on Tariff
Rental Dwellings R900.00 Determined by DPSA
Parking R80.00 External Determined by the Provincial Treasury
R100.00 Internal
Examination Certi� cates R73.00 Determined by Department of Basic Education
Marking of Exam Paper R80.00
Commission on Insurance 2.5% Determined by Nation Treasury
Interest on debt In line with the CPI
2.3 Programme Expenditure
Programme Name
2014/15 2013/14
Final Appropriation
Actual Expenditure
(Over)/ Under
Expenditure
Final Appropriation
Actual Expenditure
(Over)/ Under
Expenditure
R’000 R’000 R’000 R’000 R’000 R’000
1. Administration 2 548 681 2 527 337 21 344 2 524 306 2 522 143 2 163
2.Public Ordinary School Education 23 321 075 23 304 740 16 335 21 171 489 21 225 396 (53 907)
3.Independent School Subsidies 515 789 515 059 730 456 434 452 967 3 467
4.Public Special School Education 1 838 788 1 804 844 33 944 1 587 564 1 587 210 354
5.Further Education & Training 725 809 713 619 12 190 677 060 673 954 3 106
6.Adult Basic Education & Training 430 556 428 622 1 934 405 400 401 492 3 908
7.Early Childhood Development 619 782 572 017 47 765 584 781 485 303 99 478
8.Infrastructure Development 1 804 935 1 760 629 44 306 1 713 885 1 628 548 85 337
9.Auxiliary and Associated Services 1 407 448 1 151 614 255 834 1 574 338 1 385 025 189 313
Total 33 212 863 32 778 481 434 382 30 695 257 30 362 038 333 219
Accounting Offi cers Reportfor the year ended 31 March 2015
160 Gauteng Department of Education
In delivering on the mandate of the department of enabling quality learning and teaching in schools, the department
has spent R32,7 billion out of R33,2 billion allocated.
2.3.1 Under spending/ Savings within each programme
Administration
Under spending is due to vacancies that were not � lled by year end and system development project which was
cancelled.
Public Ordinary Schools Education
Transfers under spend due to underperformance on some of curriculum intervention delivered through related parties.
The under spending was mainly due to implementation gaps experienced when a new provincial and departmental
strategy was adopted.
Independent Schools Subsidies
Savings were realised on transfers to schools.
Public Special School Education
Under expenditure relates to Occupation Speci� c Dispensation for Therapist payments which could not be processed due
to implementation gaps within the resolution. Over provision for travelling costs was also made during the under review.
Savings were realised on transfers to Special Schools and Payments for Capital Assets under expenditure relates to
measures put in place by the department to curb spending on none essential items.
Further Education Training
Underspending relates Further Education and Training College staff vacancies.
Adult Basic Education Training
Under expenditure relates to measures put in place to curb travelling costs and savings realised on transfers to Adult
Education and Training Centres.
Early Childhood Development
None availability of norms and standards for community based Grade R sites, payments that could not be processed
by year end due to cash constraints, personnel and savings realised on Transfers to Early Childhood Development
sites due to leaner numbers being less than projected resulted in the under expenditure.
Infrastructure Development
Under performance on delivery of new infrastructure and refurbishment projects led to under expenditure.
Auxiliary and Associated Services
Under expenditure relates to reduction of spending on homework programme, payments that could not be processed
as a result of cash constraints and curriculum interventions which could not be transferred to related parties due to
under performance.
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 161
2.3.2 Under spending/ Savings within economic classi� cation
Compensation of Employees
The department utilized savings from programme one and seven amounting to R39 million to reduce the pressure
realized in programme two and six due to inadequacy of funding provided for personnel costs.
Goods and Services
R15 million was allocated to programme two and three from programme nine to address the pressure caused by
shortfalls in funding provided for schools municipal accounts and auditing costs associated with independent schools.
Payments for � nancial assets
Savings realised were utilised to write off some of the irrecoverable debts during the year under review. R9 million was
utilised to write of the debts.
2.4 Adjustment estimate for 2014/15
The main appropriation of the department was R32,8 billion and an additional R368 million was provided with the
adjustment budget resulting in an adjusted appropriation of R33,2 billion.
2.5 Virement
In the � nancial year 2014/15 the department experienced pressure in goods and services (scholar transport, schools
municipal accounts, computer services, etc.), interest and payments for � nancial assets, Payments to SETA, Leave
gratuities as a result the department’s virements and shifts focused mainly on the movements between and within the
programmes to address the pressures realized. The department had to cut spending on some of the items to prevent
over expenditure at a vote level. The department utilized R130 million from programmes with under expenditure and/
or savings to cover excess expenditure in programmes with pressure
2.6 Impact on programmes and service delivery
The virements done do not impact on service delivery as were still aiming to achieve the same outputs. The only thing
that changed is the manner in which the services were being delivered.
The department delivery plans are assessed on monthly and quarterly basis with a view to ascertain that all programmes
of delivery are on track and where there are deviations, catch up plans are drafted.
Section 43 of PFMA is utilised to address areas of pressure due to constant increases in the costs of delivery of the
activities under each of the outputs of the department.
Accounting Offi cers Reportfor the year ended 31 March 2015
162 Gauteng Department of Education
2.7 Other material matters
The department incurred the following expenditure:
Classi� cationAFS Note Ref
Prior year Amount
R’ 000
Current year Amount
R’000Reasons Steps taken to
prevent recurrence Impact
Unauthorized Expenditure
10 55 527 0
Fruitless and Wasteful Expenditure (FE)
26 1 207 2 226 Interest – paid on overdue account of section 21 schools which are bailed out by the department. This problem normally comes to the department at a late stage because these schools are responsible for paying their accounts at municipalities.
The Department is aligning payment processes with cash � ow.
The department is also consulting with governing body associations to improve the monitoring of � nancial management processes at schools.
Cash resources are diverted from Service delivery.
Accruals less than 30 days
21 189 659 518 208 Accruals, timing difference within the legal payment timeline
No action needed Normal impact on 2015/16 allocation.
A roll over of funds has been applied for to cover part of these accruals.
Accrual more than 30 days
21 232 902 270 016 Goods and Services –
This is in relation to Scholar Transport and Municipal Accounts due to budget pressures.
The department continues to maintain stringent measures over the � lling of administration posts. Various programmes are put under scrutiny to eliminate wastages and to ensure we can do more with less.
Normal impact on 2015/16 allocation.
Irregular Expenditure
946 477 1 246 355 This is as a result of payments for goods and services for which procurement processes were not yet completed and contracts running on a month-to-month basis.
The scholar transport and Nutrition contracts have now been awarded.
R3 453 500 billion has been condoned
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 163
2.8 Utilisation of donor funds and Gifts and Donations in Kind from non-related parties
During the 2014/15 � nancial year, the Department did not receive any donor funding from any donor agencies or
foreign governments.
2.9 Trading entities and Public entities
The Department did not have any trading entities or public entities under its control for the year under review.
2.10 Organisations to whom transfer payments have been made
Please see annexure 1B for details of transfer payments.
2.11 Public private partnerships (PPP)
There were no public-private partnerships contracts entered into by the Department for the year under review.
3. Corporate governance arrangements
3.1 Audit Committee
The Audit Committee services a cluster of Departments and Provincial Entity, viz. Department of Education, Provincial
Treasury, Department of Finance, Of� ce of the Premier and Gauteng Fund Agency. The committee consists of external
members from civil society, the HOD, CFO and CRO from the four Departments and the Entity. The Audit Committee
is effective in that it provides valuable support and oversight to the Department in relation to � nancial management
and accountability. This committee was functional and reviewed all plans and progress for the 2014/15 � nancial year.
3.2 Internal Audit
Internal audit is an independent objective assurance that delivers substantial bene� ts to the department by primarily
focusing on the systems of internal control, resulting in better risk management and good governance as well as
achievement of set business objectives. It is established in terms of section 38 (1) (a) (ii) of the Public Finance
Management Act (“PFMA”) which requires that the accounting of� cer must ensure that the department has and
maintains a system of internal audit under the control and direction of an Audit Committee.
The department’s internal audit function is shared with other Gauteng Provincial Government (“GPG”) departments
and located within the Gauteng Department of Finance (“GDF”). It should be noted that from 1 April 2015, this
function has moved to the Provincial Treasury. The function is well supported by the Head of Department and well-
positioned to ful� ll its mandate. In line with the best practices, the function reports to the Head of Department for
administrative purposes and to the Audit Committee for functional purposes. The head of the function hold monthly
meetings with the Head of Department to discuss various internal audit issues.
The internal audit function operated in accordance with the audit charter which provides a structured framework for
conducting internal audit work. The function conducted a risk based Annual Performance Plan approved by the audit
committee and drawn up in accordance with the Treasury Regulations, paragraph 3.2.7 and the Standards for the
Professional Practice of Internal Audit (SPPIA). The plan and any amendments thereto were approved by the Audit
Committee.
Accounting Offi cers Reportfor the year ended 31 March 2015
164 Gauteng Department of Education
The annual internal audit plan was executed as planned even though the timing of some audits was delayed as a
result of the industrial action and requests from the department to allow for implementation of certain controls. These
amendments were appropriately approved by the Audit Committee.
3.3 Risk Management
Effective management of risk and opportunity is essential in the achievement of the department‘s goals and objectives.
Risk management has remained an integral part of the operations of the department during the year under review.
The department has adopted an enterprise-wide approach to risk management which means that each key risk in every
business unit of the department is included in a structured framework and systematic process of risk management.
Risk assessment reviews are conducted annually and speci� cally address strategic, operational, human resource,
information technology, � nancial and reputational risks as well as risks covered by the legislation on Health, Safety
and Environmental issues.
The Risk Management unit has been elevated to a Chief Directorate level and reports directly to the Accounting
Of� cer. The unit has been elevated to give access to Top Management and facilitate the process of embedding
risk management into day-to-day activities and management processes within the department. This includes the
following activities:
• Conducting annual strategic risk assessments;
• Conducting operational risk assessments or re-evaluate key risks for all business units at-least annually;
• Regular reviews and update of risk registers and progress on management actions intended to mitigate or reduce
the identi� ed risks;
• Development of contingency plans for high risks;
• Early identi� cation of emerging risks and initiation of risk reduction or mitigation actions; and
• Monitor and report on key risks affecting the department including any incidents or losses.
The risk management unit and line managers are accountable on risk mitigation to the risk committee, even though the
Head of Department is ultimately responsible for risk management within the department. The Head of Department is
accountable to the Executive Authority regarding the effectiveness of the risk management process.
4. Risks are reported to the Audit Committee.
4.1 Fraud Prevention Strategy
The department has a Fraud Prevention Strategy with a whistle blowing policy in place. The plan was revised during the
year in line with the requirements of the Public Finance Management Act (“PFMA”) and the Treasury Regulations (“TR”).
The main objectives of the Plan include the following:
• Developing a culture of ethical behavior and instilling zero-tolerance to fraud and corruption;
• Sending a clear message to all employees and members of the public who interact with the department that it is
committed to � ghting fraud and corruption;
• Improving accountability, ef� ciency and effective administration within the department and to deal decisively with
acts of fraud and corruption;
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 165
• Improving the application of systems, policies, procedures and regulations;
• Encouraging all employees and other stakeholders to strive towards the prevention and detection of fraud and
corruption impacting or having the potential to impact the department.
All employees and other stakeholders have the opportunity to make con� dential disclosures about any suspected
impropriety and wrongdoing. Con� dential disclosures can be made to the National Anti-Corruption Hotline (“NACH”)
which is maintained by the Public Service Commission (“PSC”). All reported cases are thoroughly investigated and
where necessary dealt with in terms of disciplinary code and procedures.
The department has a dedicated unit dealing with all cases of fraud and corruption reported through to the
department. The unit ful� ls the department’s objective of timely detecting, preventing, investigating and reporting
fraud and corruption and other related irregularities.
4.2 Processes to manage con� ict of interest
The Department for Public Service and Administration requires all senior managers to disclose their � nancial interests
annually and all other levels are required to disclose any commercial activities that may be in con� ict with their functions.
In addition, the Department requires the disclosure of interest prior to all procurement processes through tenders.
Similarly, all employees are required to seek permission for additional remunerative work and School Governing
Bodies are obliged to declare bonuses paid to employees.
4.3 Implementation of the Code of Conduct
GDE places a great deal of emphasis on instilling and maintaining the highest levels of integrity amongst its employees
and in the conduct of its business. The department subscribes to the Code of Conduct for Public Service (“the Code”)
issued by the Department of Public Service and Administration (“DPSA”) and all employees are expected to comply
with the code.
The Code of Conduct requires all employees to act with integrity and utmost good faith. All employees are provided
with a copy of the code. To enhance awareness of the code, workshops are organised where employees are trained
on ethics and the Code of Conduct. Non-compliance with the code results in disciplinary action.
4.4 Safety, health and environmental issues
In relation to safety, health and environment issues, the Department has developed extensive guidelines for schools
to deal with these issues. The Department is strictly adhering to anti-smoking legislation. The Department has two
trained persons in occupational health & safety per � oor and has trained people on basic � rst aid.
4.5 Progress with � nancial management improvements
The Department has reorganised its � nancial management structure and components in line with the re-aligned district
model. The Department has managed to improve oversight throughout the Department with regard to spending and
budget management through the “Matlotlo” initiative, which is a monthly reporting system which promotes accountability
and address measures to ensure the achievement of objectives and delivery according to operational plans.
Accounting Offi cers Reportfor the year ended 31 March 2015
166 Gauteng Department of Education
Finance has adopted the 20% review and the 80% support ratio by having a dedicated directorate which has started
to support schools as follows;
• Financial management training
• Evaluation of annual � nancial statements
• Assistance with the payment of municipal accounts
• Reduction of audit queries at school level
This directorate on school � nancial management has stepped up its visibility in determining schools’ � nancial
management training needs.
4.6 Financial Management
Given the high levels of accruals from the previous � nancial years and the continued pressure on the personnel budget,
the department focussed on expenditure and cash � ow management to mitigate the risk of incurring unauthorised
expenditure and to ensure that service providers are paid within the prescribed 30 days period.
In respect of Supply chain management, the Department continued to improve its procurement processes to eliminate
uninvited (Unsolicited) bid proposals and can con� rm that it had no such bid proposals concluded during the year
under review.
The system is continuously updated to prevent, detect and limit irregular expenditure. In this regard the Department
is still experiencing challenges due to historic interpretations, the volume of transactions and awareness that is not
at the desirable level.
4.7 Internal Controls
The Head of Department has the ultimate responsibility for establishing a framework for internal controls designed to
effectively provide reasonable assurance against material loss, including appropriate � nancial risk management and
good corporate governance frameworks and systems.
The Department has established key controls and measures that focus on critical risk areas identi� ed by line
management, facilitated by risk management and assessed and evaluated by the internal auditors. They include
approved organisational structure, delegation of authority, quality assurance, guidelines and standards, and policies
and procedures. These controls are designed to provide a cost effective assurance that the department’s assets are
safeguarded and that resources are ef� ciently managed.
Regular internal audits and spot checks are conducted to timely identify control weaknesses in the system. Material
control weaknesses are reported to appropriate senior management for correction and to the audit committee.
4.8 Asset management
Both movable and immovable assets of the department have been captured in the asset register.
The Department has a Fixed Asset Register for movable assets. All Assets have a value and are bar coded. The Asset
Register meets all the minimum requirements for the 2013/14 � nancial year. The Departmental Asset Management
System (BAUD) is continuously upgraded to cater for changes in the sector. In respect of the compliance with the
Asset Management Reforms (AMR) milestones, the Department has developed plans for acquisition, operations and
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 167
maintenance with the assistance of the Provincial Treasury.
With regard to immovable assets, the Department has veri� ed the existence of all immovable assets and obtained
their fair value through assessment by registered property valuers. The department has transferred the immoveable
assets to the Department of Infrastructure Development during the year under review in terms of GIAMA requirements.
The only immoveable assets remaining are the FET colleges, the alternative construction materials structures and
work-in-progress school buildings.
5. Events after the reporting date
Proposed Constitutional amendments will see the transfer of power relating to Adult Basic Education and Training
(ABET) and Further Education and Training (FET) college sector from the Provincial Government to the National
sphere as of 1 April 2015.
6. SCOPA resolutions
No SCOPA resolutions in respect of the previous annual report have been issued to date.
7. Status of Prior audit reports items
The following table contains mechanisms put in place by the Accounting Of� cer to resolve the matters reported by
the Auditor-General in the previous � nancial year. These include matters raised by the Auditor-General as � ndings that
are limited to matters that gave rise to non-compliance in the audit report.
Nature of quali� cation, disclaimer, adverse opinion and matters of non-compliance
Financial year in which it � rst arose
Progress made in clearing / resolving the matter
Par 26, Page 159. Non-compliance due to material misstatement of Annual Financial Statements
2012/13 (Three Years)
The Department has conducted an independent skills audited and mitigated through the � lling of vacancies with the appropriate skills, training and coaching. Consequence management has also been implemented as of 2014/15
Par 27, Page 159. Non-compliance due to inability to settle accounts within the prescribed 30 days period.
2007/08
(Seven years)
The budget limitations due to the compensation of employees’ budget challenges has been recognised by Treasury as a result of the Task team exercise that included an independent study as well as the recent CENSUS. It remains a challenge to meet the demand with limited resources. Agreement was reached that this will be reimbursed to Gauteng from other Provinces over the next MTEF. Although it will address the backlog over the MTEF, the demand is unlikely to remain constant and therefore will remain a challenge for this Department.
Par 28, Page 160. Irregular expenditure, Unauthorised and Fruitless and Wasteful expenditure.
2011/12
(Two year)
The contracts have been awarded during 2014/15 � nancial year. The matter has been fully mitigated from 2015/16.
Accounting Offi cers Reportfor the year ended 31 March 2015
168 Gauteng Department of Education
Nature of quali� cation, disclaimer, adverse opinion and matters of non-compliance
Financial year in which it � rst arose
Progress made in clearing / resolving the matter
Par 29, Page 160. Procurement not obtaining required price quotations for expenditure less than R500 000
2011/12
(Two year)
The Department has conducted an independent skills audited and mitigated through the � lling of vacancies with the appropriate skills, training and coaching. Consequence management has also been implemented as of 2014/15
Par 30, Page 160. Procurement not inviting competitive bids for expenditure more than R500 000
2011/12
(Two year)
The Department has conducted an independent skills audited and mitigated through the � lling of vacancies with the appropriate skills, training and coaching. Consequence management has also been implemented as of 2014/15
8. Exemptions and deviations received from the National Treasury
During the year under review the department obtained permission from the Gauteng Provincial Treasury to insure
moveable assets (E-learning tablets) be insured for a premium amount exceeding R250 000.00 per annum. The
permission had a limitation that only 10 000 units of the 88 000 units be insured.
9. Interim Financial Statements
All quarters were prepared and submitted to the Gauteng Provincial Treasury. The reviews and recommendations
received assisted the department in improving the quality of the � nancial statements.
10. Acknowledgements
I would like to extend my appreciation to the MEC, Provincial Treasury, departmental leadership, staff and the Audit
Committee for their hard work, dedication and inspiring leadership, without whom we would not have been able to
achieve the results.
11. Conclusion
I, therefore present to you the Annual Financial Statements of the Gauteng Department of Education for the � nancial
year 2014/15. The annual Financial Statements has been prepared in accordance with the Modi� ed Cash Basis and
submitted in terms of the Public Financial Management Act, 1999 (Act No 1 of 1999).
12. Approval
The Annual Financial Statements set out on pages 174 to 312 have been approved by the Accounting Of� cer.
____________________
Mr. Boy Ngobeni
Head of Department
Gauteng Education
31 May 2015
Accounting Offi cers Reportfor the year ended 31 March 2015
Annual Report | 2014/2015 169
Report of the auditor-general to the Gauteng Provincial Legislature on vote no. 5: Gauteng Department of
Educationfor the year ended 31 March 2015
Report on the � nancial statementsIntroduction
1. I have audited the � nancial statements of the Gauteng Department of Education set out on pages 174 to 312,
which comprise the appropriation statement, the statement of � nancial position as at 31 March 2015, the
statement of � nancial performance and cash � ow statement for the year then ended, as well as the notes,
comprising a summary of signi� cant accounting policies and other explanatory information.
Accounting of� cer’s responsibility for the � nancial statements
2. The accounting of� cer is responsible for the preparation and fair presentation of these � nancial statements in
accordance with the Modi� ed Cash Standards (MCS) prescribed by the National Treasury and the requirements
of the Public Finance Management Act of South Africa, 1999 (Act No. 1 of 1999) (PFMA) and Division of Revenue
Act, 2014 (Act No. 10 of 2014) (DoRA) and for such internal control as the accounting of� cer determines is
necessary to enable the preparation of � nancial statements that are free from material misstatement, whether
due to fraud or error.
Auditor-general’s responsibility
3. My responsibility is to express an opinion on these � nancial statements based on my audit. I conducted my
audit in accordance with the International Standards on Auditing. Those standards require that I comply with
ethical requirements, and plan and perform the audit to obtain reasonable assurance about whether the � nancial
statements are free from material misstatement.
4. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
� nancial statements. The procedures selected depend on the auditor’s judgement, including the assessment of
the risks of material misstatement of the � nancial statements, whether due to fraud or error. In making those risk
assessments, the auditor considers internal control relevant to the department’s preparation and fair presentation
of the � nancial statements in order to design audit procedures that are appropriate in the circumstances, but
not for the purpose of expressing an opinion on the effectiveness of the department’s internal control. An audit
also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting
estimates made by management, as well as evaluating the overall presentation of the � nancial statements.
5. I believe that the audit evidence I have obtained is suf� cient and appropriate to provide a basis for my audit
opinion.
Opinion
6. In my opinion, the � nancial statements present fairly, in all material respects, the � nancial position of the Gauteng
Department of Education as at 31 March 2015 and its � nancial performance and cash � ows for the year then
ended, in accordance with the MCS prescribed by the National Treasury described in note 1 to the � nancial
statements and the requirements of the PFMA and DoRA.
Report of the Auditor-General
for the year ended 31 March 2015
170 Gauteng Department of Education
Emphasis of matters
7. I draw attention to the matters below. My opinion is not modi� ed in respect of these matters.
Material underspending of the vote
8. As disclosed in the appropriation statement, the department has materially underspent the budget on programme
9: Auxiliary and associated services by R255 804 000. The underspending on current payments was as a result
of a reduction in spending on training, e-learning solution, homework and sport assistants. The underspending
also relates to a number of independent schools that were no longer complying with the conditions for subsidies.
Restatement of corresponding � gures
9. As disclosed in note 25 to the � nancial statements, the corresponding � gures for the � nancial year ended 31
March 2014 have been restated as a result of misstatement discovered during 2015 � nancial year in the � nancial
statements of the department for the year ended 31 March 2015.
Additional matter
10. I draw attention to the matter below. My opinion is not modi� ed in respect of this matter.
Unaudited supplementary information
11. The supplementary information set out on pages 313 to 328 does not form part of the � nancial statements and
is presented as additional information. I have not audited these schedules and, accordingly, I do not express an
opinion thereon.
Report on other legal and regulatory requirements12. In accordance with the Public Audit Act of South Africa, 2004 (Act No. 25 of 2004) (PAA) and the general notice
issued in terms thereof, I have a responsibility to report � ndings on the reported performance information against
predetermined objectives for selected programmes presented in the annual performance report, compliance
with legislation and internal control. The objective of my tests was to identify reportable � ndings as described
under each subheading but not to gather evidence to express assurance on these matters. Accordingly, I do not
express an opinion or conclusion on these matters.
Predetermined objectives
13. I performed procedures to obtain evidence about the usefulness and reliability of the reported performance
information for the following selected programmes presented in the annual performance report of the department
for the year ended 31 March 2015:
• Programme 2: Public ordinary school education on pages 105 to 117
• Programme 7: Early childhood development on pages 131 to 133
• Programme 8: Infrastructure development on pages 134 to 135
• Programme 9: Auxiliary and associated services on pages 136 to 141
14. I evaluated the reported performance information against the overall criteria of usefulness and reliability.
Report of the Auditor-General
for the year ended 31 March 2015
Annual Report | 2014/2015 171
15. I evaluated the usefulness of the reported performance information to determine whether it was presented in
accordance with the National Treasury’s annual reporting principles and whether the reported performance was
consistent with the planned programmes. I further performed tests to determine whether indicators and targets
were well de� ned, veri� able, speci� c, measurable, time bound and relevant, as required by the National Treasury’s
Framework for managing programme performance information (FMPPI).
16. I assessed the reliability of the reported performance information to determine whether it was valid, accurate and
complete.
17. I did not identify any material � ndings on the usefulness and reliability of the reported performance information for
the selected programmes.
Additional matters
18. Although I identi� ed no material � ndings on the usefulness and reliability of the reported performance information
for the selected programmes, I draw attention to the following matters.
Achievement of planned targets
19. Refer to the annual performance report on pages 92 to 141 for information on the achievement of the planned
targets for the year.
Adjustment of material misstatements
20. I identi� ed material misstatements in the annual performance report submitted for auditing on the reported
performance information for programme 2 – public ordinary school education and programme 8 – infrastructure
development. As management subsequently corrected the misstatements, I did not raise material � ndings on the
usefulness and reliability of the reported performance information.
Unaudited supplementary information
21. The supplementary information set out on pages 17 to 91 does not form part of the annual performance report
and is presented as additional information. I have not audited these schedules and, accordingly, I do not express
a conclusion thereon.
Compliance with legislation
22. I performed procedures to obtain evidence that the department had complied with applicable legislation regarding
� nancial matters, � nancial management and other related matters. My material � ndings on compliance with
speci� c matters in key legislation, as set out in the general notice issued in terms of the PAA, are as follows:
Annual � nancial statements
23. The � nancial statements submitted for auditing were not prepared in accordance with the prescribed � nancial
reporting framework, as required by section 40(1)(b) of the PFMA. Material misstatements of disclosure items
identi� ed by the auditors in the submitted � nancial statement were subsequently corrected, resulting in the
� nancial statements receiving an unquali� ed audit opinion.
Expenditure management
24. In certain instances, contractual obligations and money owed by the department were not always settled within
30 days or an agreed period, as required by section 38(1)(f) of the PFMA and treasury regulation 8.2.3.
Report of the Auditor-General
for the year ended 31 March 2015
172 Gauteng Department of Education
25. Effective steps were not taken to prevent irregular and fruitless and wasteful expenditure, as required by section
38(1)(c)(ii) of the PFMA and treasury regulation 9.1.1.
Procurement and contract management
26. Goods and services of a transaction value above R500 000 were procured without inviting competitive bids, as
required by treasury regulation 16A6.1. Deviations were approved by the accounting of� cer even though it was
practical to invite competitive bids. This is in contravention of treasury regulation 16A6.4.
27. Contracts and quotations were awarded to suppliers without obtaining tax clearance certi� cates, as required by
treasury regulation 16A9.1 (d) and the Preferential procurement regulations.
Internal control
28. I considered internal control relevant to my audit of the � nancial statements, performance report and compliance
with legislation. The matters reported below are limited to the signi� cant internal control de� ciencies that resulted
in the � ndings on the performance report and the � ndings on compliance with legislation included in this report.
Leadership
29. The accounting of� cer did not adequately perform oversight responsibility of performance reporting, supply chain
management (SCM) legislation, controls and disciplines resulting in material adjustments required on the annual
� nancial statements, annual performance report and � ndings on compliance with the PFMA and SCM legislation.
Financial and performance management
30. The � nancial statements preparation and review processes were inadequate in certain instances, resulting in
material adjustments to the � nancial statements. This was due to a lack of adequate monitoring of monthly and
routine � nancial disciplines in the � nance division.
31. Management, through their review processes, did not always ensure the proper collation of performance
information reported. This was due to a lack of adequate reconciliation of listings and registers, resulting in
material adjustments in certain selected programmes.
32. The head of SCM did not always provide effective oversight of the monitoring and implementation of procurement
and contract management policies and procedures, resulting in � ndings on compliance with SCM legislation.
Other reportsPerformance audits
During the year under review the following performance audits were conducted. At the time of this report, these audits
were in the reporting phase and the � ndings would be reported in separate reports.
33. A performance audit on the early childhood development (ECD) programme. The audit focused on the economical,
ef� cient and effective use of resources within the ECD programme. The outcomes of this performance audit were
included in the education sector report, which was tabled on 30 July 2015.
34. A performance audit on the adult education and training (AET) programme. The audit focused on the economical,
ef� cient and effective use of resources within the AET programme. The outcomes of this performance audit were
included in the education sector report, which was tabled on 30 July 2015.
Report of the Auditor-General
for the year ended 31 March 2015
Annual Report | 2014/2015 173
35. A performance audit on the curriculum support, training and monitoring provided by education districts to schools
was conducted. The audit focused on whether guidance was provided economically to education districts to ensure
that they delivered ef� cient and effective curriculum support, training and monitoring to schools to improve the
quality of education. The outcomes of this performance audit would be included in the education sector report.
Investigations
36. Investigations into alleged � nancial irregularities, � nancial misconduct and fraud were completed during the year
under review. Various measures were recommended, including taking action against the identi� ed of� cials, and
these were in the process of being implemented. The recommendations were at various stages of implementation.
37. A number of investigations were conducted by the department to probe alleged � nancial irregularities, � nancial
misconduct and fraud which may have taken place at various schools. The investigations were still ongoing at
the reporting date.
Johannesburg31 July 2015
Report of the Auditor-General
for the year ended 31 March 2015
174
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Ap
pro
pri
atio
n p
er p
rog
ram
me
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Prog
ram
mes
1.
Adm
inis
trat
ion
2 57
4 78
2-
(26
101)
2 54
8 68
12
527
337
21 3
4499
.22
524
306
2 52
2 14
3
2. P
ublic
Ord
inar
y S
choo
l Edu
catio
n23
199
346
-12
1 72
923
321
075
23 3
04 7
4016
335
99.9
21 1
71 4
8921
225
396
3. I
ndep
ende
nt S
choo
l Sub
sidi
es51
4 32
9-
1 46
051
5 78
951
5 05
973
099
.945
6 43
445
2 96
7
4. P
ublic
Spe
cial
Sch
ool E
duca
tion
1 83
8 78
8-
-1
838
788
1 80
4 84
433
944
98.2
1 58
7 56
41
587
210
5. F
urth
er E
duca
tion
and
Trai
ning
725
809
--
725
809
713
619
12 1
9098
.367
7 06
067
3 95
4
6. A
dult
Bas
ic E
duca
tion
and
Trai
ning
42
3 47
1-
7 08
543
0 55
642
8 62
21
934
99.6
405
400
401
492
7. E
arly
Chi
ldho
od D
evel
opm
ent
629
501
-(9
719
)61
9 78
257
2 01
747
765
92.3
584
781
485
303
8. I
nfra
stru
ctur
e D
evel
opm
ent
1 80
4 93
5-
-1
804
935
1 76
0 62
944
306
97.5
1 71
3 88
51
628
548
9. A
uxilia
ry a
nd A
ssoc
iate
d S
ervi
ces
1 50
1 90
2-
(94
454)
1 40
7 44
81
151
614
255
834
81.8
1 57
4 33
81
385
025
TO
TAL
33 2
12 8
63-
-33
212
863
32 7
78 4
8143
4 38
298
.730
695
257
30 3
62 0
38
Annual Report | 2014/2015 175
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2014
/15
2013
/14
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eFi
nal
Ap
pro
pri
atio
nA
ctua
l E
xpen
dit
ure
TO
TAL
(bro
ught
fo
rwar
d)
33 2
12 8
6332
778
481
434
382
30 6
95 2
5730
362
038
Rec
onc
iliat
ion
wit
h st
atem
ent
of
� na
ncia
l per
form
ance
AD
D
Dep
artm
enta
l rec
eipt
s36
040
40 9
79
NR
F R
ecei
pts
--
Aid
ass
ista
nce
--
Act
ual a
mo
unts
per
sta
tem
ent
of
� na
ncia
l per
form
ance
(to
tal r
even
ue)
33 2
48 9
0330
736
236
AD
D
Aid
ass
ista
nce
2 39
3
Prio
r ye
ar u
naut
horis
ed e
xpen
ditu
re a
ppro
ved
with
out f
undi
ng12
281
Act
ual a
mo
unts
per
sta
tem
ent o
f � n
anci
al p
erfo
rman
ce (t
ota
l exp
end
itur
e)32
778
481
30 3
76 7
12
176
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Ap
pro
pri
atio
n p
er e
cono
mic
cla
ssi�
cati
on
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Cur
rent
pay
men
ts28
275
397
15 5
812
409
28 2
93 3
8727
677
173
616
214
97.8
25 9
83 2
4726
226
656
Co
mp
ensa
tio
n o
f em
plo
yees
25 0
12 1
15(8
1 35
4)(1
401
)24
929
360
24 1
26 7
6180
2 59
996
.822
749
459
22 8
93 1
18
Sal
arie
s an
d w
ages
21 5
98 5
87(3
2 10
3)26
892
21 5
93 3
7620
889
469
703
907
96.7
19 6
74 5
4719
731
947
Soc
ial c
ontr
ibut
ions
3 41
3 52
8(4
9 25
1)(2
8 29
3)3
335
984
3 23
7 29
298
692
97.0
3 07
4 91
23
161
171
Go
od
s an
d s
ervi
ces
3 26
3 28
295
194
3 32
13
361
797
3 54
8 18
6(1
86 3
89)
105.
53
232
613
3 33
2 33
8
Adm
inis
trat
ive
fees
6 80
72
189
-8
996
7 77
31
223
86.4
9 68
93
092
Adv
ertis
ing
28 8
702
285
-31
155
14 6
6616
489
47.1
7 49
25
573
Min
or a
sset
s3
994
932
-4
926
3 47
11
455
70.5
14 5
203
470
Aud
it co
sts:
Ext
erna
l15
182
(2 5
24)
-12
658
13 5
93(9
35)
107.
414
519
14 4
48
Bur
sarie
s: E
mpl
oyee
s9
903
(2 5
87)
-7
316
7 31
6-
100.
05
596
5 49
4
Cat
erin
g: D
epar
tmen
tal
activ
ities
9 83
3(5
84)
-9
249
8 32
192
890
.06
577
5 06
1
Com
mun
icat
ion
44 9
6713
300
-58
267
53 6
224
645
92.0
60 3
9470
854
Com
pute
r se
rvic
es94
035
33 6
50-
127
685
105
803
21 8
8282
.957
296
36 7
37
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry s
ervi
ces
58 7
23(1
1 11
8)1
460
49 0
6548
943
122
99.8
13 9
4014
293
Infra
stru
ctur
e an
d pl
anni
ng
serv
ices
--
--
232
(232
)-
--
Lega
l ser
vice
s30
693
1 05
7-
31 7
5027
406
4 34
486
.368
535
65 4
87
Con
trac
tors
16 8
85(2
907
)-
13 9
7811
650
2 32
883
.310
286
8 21
2
Annual Report | 2014/2015 177
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Ap
pro
pri
atio
n p
er e
cono
mic
cla
ssi�
cati
on
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Age
ncy
and
supp
ort /
ou
tsou
rced
ser
vice
s82
5 86
4(1
26 6
49)
-69
9 21
568
4 74
014
475
97.9
646
094
628
057
Ent
erta
inm
ent
18(1
8)-
--
--
--
Flee
t ser
vice
s30
595
(6 5
43)
-24
052
15 6
088
444
64.9
20 0
6015
198
Inve
ntor
y: C
loth
ing
mat
eria
l an
d su
pplie
s2
32-
3420
1458
.848
47
Inve
ntor
y: F
ood
and
food
su
pplie
s-
--
--
--
33
Inve
ntor
y: F
uel,
oil a
nd g
as-
--
--
--
12 2
0812
208
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l56
8 96
1(4
3 82
2)-
525
139
500
028
25 1
1195
.288
1 81
582
8 11
7
Inve
ntor
y: M
ater
ials
and
su
pplie
s83
199
-28
222
260
78.7
522
469
Inve
ntor
y: M
edic
al s
uppl
ies
-8
-8
-8
-1
780
1 78
0
Inve
ntor
y: O
ther
sup
plie
s52
880
19 7
19-
72 5
9934
3 27
8(2
70 6
79)
472.
823
200
345
095
Con
sum
able
sup
plie
s29
551
(5 9
59)
-23
592
21 6
391
953
91.7
10 9
279
656
Con
sum
able
: Sta
tione
ry
prin
ting
and
of� c
e su
pplie
s26
476
(925
)-
25 5
5121
339
4 21
283
.535
736
18 8
87
Ope
ratin
g le
ases
119
563
58 6
24-
178
187
178
327
(140
)10
0.1
173
395
175
019
Pro
pert
y pa
ymen
ts64
5 05
385
491
13 5
9874
4 14
284
8 67
9(1
04 5
37)
114.
053
9 99
855
7 59
5
178
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Ap
pro
pri
atio
n p
er e
cono
mic
cla
ssi�
cati
on
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Tran
spor
t pro
vide
d:
Dep
artm
enta
l act
ivity
348
842
77 4
69-
426
311
423
989
2 32
299
.531
5 06
431
2 86
6
Trav
el a
nd s
ubsi
sten
ce91
034
11 2
79(1
1 73
7)90
576
84 9
745
602
93.8
101
791
76 9
51
Trai
ning
and
dev
elop
men
t11
6 50
8(5
316
)-
111
192
53 8
0357
389
48.4
118
701
56 9
79
Ope
ratin
g pa
ymen
ts67
988
5 44
9-
73 4
3757
657
15 7
8078
.570
479
54 1
88
Venu
es a
nd fa
cilit
ies
18 8
04(7
071
)-
11 7
3310
282
1 45
187
.611
911
5 56
5
Ren
tal a
nd h
iring
1 16
8(4
66)
-70
280
5(1
03)
114.
737
937
Inte
rest
and
ren
t o
n la
nd-
1 74
148
92
230
2 22
64
99.8
1 17
51
200
Inte
rest
-
1 74
148
92
230
2 22
64
99.8
1 17
51
200
Tran
sfer
s an
d s
ubsi
die
s 3
494
635
(18
944)
(12
197)
3 46
3 49
44
080
860
(617
366
)11
7.8
3 17
6 08
23
059
440
Dep
artm
enta
l ag
enci
es a
nd
acco
unts
22 2
5237
996
-60
248
60 2
471
100.
021
125
20 1
52
Dep
artm
enta
l age
ncie
s an
d ac
coun
ts22
252
37 9
96-
60 2
4860
247
110
0.0
21 1
2520
152
Non
-pro
� t in
stitu
tions
3
190
660
(73
996)
(52
198)
3 06
4 46
63
684
228
(619
762
)12
0.2
2 87
4 34
12
763
853
Hou
seho
lds
281
723
17 0
5640
001
338
780
336
385
2 39
599
.328
0 61
627
5 43
5
Soc
ial b
ene�
ts10
2 09
517
056
40 0
0115
9 15
215
8 12
51
027
99.4
126
287
125
851
Oth
er tr
ansf
ers
to h
ouse
hold
s17
9 62
8-
-17
9 62
817
8 26
01
368
99.2
154
329
149
584
Annual Report | 2014/2015 179
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Ap
pro
pri
atio
n p
er e
cono
mic
cla
ssi�
cati
on
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Pay
men
ts f
or
cap
ital
ass
ets
1 44
2 83
13
363
-1
446
194
1 01
0 66
043
5 53
469
.91
510
469
1 04
4 45
0
Bui
ldin
gs
and
oth
er �
xed
st
ruct
ures
1 38
1 13
6(1
8 65
4)-
1 36
2 48
292
9 57
043
2 91
268
.21
425
755
988
576
Bui
ldin
gs1
381
136
(18
654)
-1
362
482
929
570
432
912
68.2
1 42
5 75
598
8 57
6
Mac
hine
ry a
nd e
qui
pm
ent
38 6
952
510
-41
205
39 5
831
622
96.1
69 2
7942
495
Tran
spor
t equ
ipm
ent
--
--
--
-32
932
9
Oth
er m
achi
nery
and
eq
uipm
ent
38 6
952
510
-41
205
39 5
831
622
96.1
68 9
5042
166
Land
and
sub
soil
asse
ts22
000
19 5
07-
41 5
0741
507
-10
0.0
12 5
0012
521
Inta
ngib
le a
sset
s1
000
--
1 00
0-
1 00
0-
2 93
585
8
Pay
men
ts f
or
� na
ncia
l ass
ets
--
9 78
89
788
9 78
8-
100.
025
459
31 4
92
Tota
l33
212
863
--
33 2
12 8
63
32 7
78 4
8143
4 38
298
.730
695
257
30 3
62 0
38
180
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 1:
AD
MIN
IST
RAT
ION
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Sub
pro
gra
mm
e
1. O
f� ce
of t
he M
EC
3 83
8(1
14)
-3
724
3 60
711
796
.93
357
3 30
4
2. C
orpo
rate
Ser
vice
s1
474
984
62 1
242
936
1 54
0 04
41
538
654
1 39
099
.91
548
110
1 54
8 07
5
3. E
duca
tion
Man
agem
ent
1 05
8 86
5(4
1 59
4)(2
9 03
7)98
8 23
496
8 40
519
829
98.0
927
811
927
807
4. H
uman
Res
ourc
e M
anag
emen
t19
195
(7 5
17)
-11
678
11 6
717
99.9
4 48
24
481
5. E
duca
tion
Man
agem
ent
Info
rmat
ion
Sys
tem
17 9
00(1
2 89
9)-
5 00
15
000
110
0.0
40 5
4638
476
Tota
l fo
r su
b p
rog
ram
mes
2 57
4 78
2-
(26
101)
2 54
8 68
12
527
337
21 3
4499
.22
524
306
2 52
2 14
3
Eco
nom
ic c
lass
i� ca
tio
n
Cur
rent
pay
men
ts2
546
805
(8 4
96)
(28
548)
2 50
9 76
12
490
293
19 4
6899
.22
468
762
2 46
8 74
9
Co
mp
ensa
tio
n o
f em
plo
yees
2 04
5 13
7(7
4 53
6)(2
9 03
7)1
941
564
1 92
2 11
819
446
99.0
1 95
5 83
21
955
830
Sal
arie
s an
d w
ages
1 75
0 49
3(7
6 06
7)(7
44)
1 67
3 68
21
654
249
19 4
3398
.81
678
359
1 67
8 61
1
Soc
ial c
ontr
ibut
ions
294
644
1 53
1(2
8 29
3)26
7 88
226
7 86
913
100.
027
7 47
327
7 21
9
Go
od
s an
d s
ervi
ces
501
668
66 0
40-
567
708
567
687
2110
0.0
512
081
512
069
Adm
inis
trat
ive
fees
319
1 32
9-
1 64
81
647
199
.91
610
1 61
0
Adv
ertis
ing
9 14
11
865
-11
006
11 0
06-
100.
02
321
2 32
1
Min
or a
sset
s1
965
1 02
7-
2 99
22
990
299
.946
146
1
Annual Report | 2014/2015 181
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Provincial Government | Education| Annual Report | 2014/2015 181
Pro
gra
mm
e 1:
AD
MIN
IST
RAT
ION
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Aud
it co
sts:
Ext
erna
l15
182
(2 5
24)
-12
658
12 6
58-
100.
014
413
14 4
13
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
2 88
9(1
782
)-
1 10
71
107
-10
0.0
539
538
Com
mun
icat
ion
34 2
6610
247
-44
513
44 5
112
100.
037
514
54 5
97
Com
pute
r se
rvic
es62
224
38 0
33-
100
257
100
256
110
0.0
47 7
9030
707
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry s
ervi
ces
33 7
18(1
1 20
1)-
22 5
1722
517
-10
0.0
12 3
6812
368
Lega
l ser
vice
s26
170
(635
)-
25 5
3525
535
-10
0.0
64 2
3864
238
Con
trac
tors
3 16
9(2
254
)-
915
915
-10
0.0
917
917
Age
ncy
and
supp
ort /
ou
tsou
rced
ser
vice
s95
710
(28
700)
-67
010
67 0
10-
100.
065
466
65 4
65
Ent
erta
inm
ent
18(1
8)-
--
--
-
Flee
t ser
vice
s13
749
(2 4
96)
-11
253
11 2
53-
-11
596
11 5
96
Inve
ntor
y: C
loth
ing
mat
eria
l and
su
pplie
s2
2-
42
250
.01
1
Inve
ntor
y: F
ood
and
food
su
pplie
s-
--
--
--
22
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l36
2(1
97)
-16
516
5-
100.
013
513
5
182
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 1:
AD
MIN
IST
RAT
ION
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Inve
ntor
y: M
ater
ials
and
sup
plie
s45
(40)
-5
-5
-40
41
Con
sum
able
sup
plie
s6
569
(2 2
48)
-4
321
4 32
6(5
)10
0.1
2 02
12
020
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
10 0
34(2
455
)-
7 57
97
578
110
0.0
8 12
18
118
Ope
ratin
g le
ases
110
809
54 7
19-
165
528
165
526
210
0.0
164
160
164
160
Pro
pert
y pa
ymen
ts21
134
12 5
55-
33 6
8933
689
-10
0.0
30 9
7030
969
Tran
spor
t pro
vide
d:
Dep
artm
enta
l act
ivity
289
(167
)-
122
122
-10
0.0
33
Trav
el a
nd s
ubsi
sten
ce22
497
12 6
16-
35 1
1335
106
710
0.0
34 7
6734
765
Trai
ning
and
dev
elop
men
t8
548
(4 3
78)
-4
170
4 17
0-
100.
041
641
4
Ope
ratin
g pa
ymen
ts12
205
(211
)-
11 9
9411
992
210
0.0
9 95
49
954
Venu
es a
nd fa
cilit
ies
10 6
54(7
072
)-
3 58
23
581
110
0.0
2 25
82
256
Ren
tal a
nd h
iring
-25
-25
25-
100.
0-
-
Inte
rest
and
ren
t o
n la
nd-
-48
948
948
81
99.8
849
850
Inte
rest
--
489
489
488
199
.884
985
0
Tran
sfer
s an
d s
ubsi
die
s 4
792
8 49
4-
13 2
8613
284
210
0.0
10 3
9810
398
Annual Report | 2014/2015 183
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 1:
AD
MIN
IST
RAT
ION
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Dep
artm
enta
l ag
enci
es a
nd
acco
unts
12
-3
21
66.7
11
Dep
artm
enta
l age
ncie
s (n
on-
busi
ness
ent
ities
)1
2-
32
166
.71
1
Ho
useh
old
s4
791
8 49
2-
13 2
8313
282
110
0.0
10 3
9710
397
Soc
ial b
ene�
ts4
766
8 49
2-
13 2
5813
224
3499
.76
071
6 07
1
Oth
er tr
ansf
ers
to h
ouse
hold
s25
--
2558
(33)
232.
04
326
4 32
6
Pay
men
ts f
or
cap
ital
ass
ets
23 1
852
(7 3
41)
15 8
4613
972
1 87
488
.219
687
11 5
04
Mac
hine
ry a
nd e
qui
pm
ent
22 1
852
(7 3
41)
14 8
4613
972
874
94.1
16 7
6010
646
Tran
spor
t equ
ipm
ent
--
--
--
-32
932
9
Oth
er m
achi
nery
and
eq
uipm
ent
22 1
852
(7 3
41)
14 8
4613
972
874
94.1
16 4
3110
317
Inta
ngib
le a
sset
s1
000
--
1 00
0-
1 00
0-
2 92
785
8
Pay
men
ts f
or
� na
ncia
l ass
ets
--
9 78
89
788
9 78
8-
100.
025
459
31 4
92
2 57
4 78
2-
(26
101)
2 54
8 68
12
527
337
21 3
4499
.22
524
306
2 52
2 14
3
184
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
1.1
Of�
ce
of
the
ME
C
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Cur
rent
pay
men
ts3
766
(114
)-
3 65
23
607
4598
.83
237
3 23
3
Co
mp
ensa
tio
n o
f em
plo
yees
2 01
4(2
76)
-1
738
1 69
543
97.5
1 73
71
736
Sal
arie
s an
d w
ages
1 77
2(2
76)
-1
496
1 46
531
97.9
1 48
41
736
Soc
ial c
ontr
ibut
ions
242
--
242
230
1295
.025
3-
Go
od
s an
d s
ervi
ces
1 75
216
2-
1 91
41
912
299
.91
500
1 49
7
Min
or a
sset
s7
(5)
-2
2-
100.
0-
-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
174
63-
237
237
-10
0.0
112
112
Com
mun
icat
ion
(G&
S)
211
(75)
-13
613
6-
100.
024
024
0
Con
trac
tors
48(3
7)-
1111
-10
0.0
--
Age
ncy
and
supp
ort /
ou
tsou
rced
ser
vice
s-
--
--
--
1717
Flee
t ser
vice
s(in
clud
ing
gove
rnm
ent m
otor
tran
spor
t)33
3(2
5)-
308
308
-10
0.0
600
600
Inve
ntor
y: F
ood
and
food
su
pplie
s-
--
--
--
22
Con
sum
able
s su
pplie
s65
(50)
-15
141
93.3
1312
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s12
5(1
04)
-21
21-
100.
046
45
Ope
ratin
g le
ases
-39
6-
396
396
-10
0.0
313
313
Annual Report | 2014/2015 185
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
1.1
Of�
ce
of
the
ME
C
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity31
--
3131
-10
0.0
--
Trav
el a
nd s
ubsi
sten
ce62
5(4
8)-
577
577
-10
0.0
146
146
Ope
ratin
g pa
ymen
ts83
97-
180
179
199
.49
9
Venu
es a
nd fa
cilit
ies
50(5
0)-
--
--
21
Pay
men
ts f
or
cap
ital
ass
ets
72-
-72
-72
-12
071
Mac
hine
ry a
nd e
qui
pm
ent
72-
-72
-72
-12
071
Oth
er m
achi
nery
and
equ
ipm
ent
72-
-72
-72
-12
071
TO
TAL
3 83
8(1
14)
-3
724
3 60
711
796
.93
357
3 30
4
186
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
1.2
Co
rpo
rate
Ser
vice
s
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Cur
rent
pay
men
ts1
451
384
58 3
1948
91
510
192
1 51
0 14
547
100.
01
502
370
1 50
2 36
7
Com
pens
atio
n of
em
ploy
ees
1 01
0 38
9(1
5 11
7)-
995
272
995
238
3410
0.0
1 07
2 63
71
072
637
Sal
arie
s an
d w
ages
870
958
(16
648)
-85
4 31
085
4 27
634
100.
091
3 31
091
3 31
0
Soc
ial c
ontr
ibut
ion
139
431
1 53
1-
140
962
140
962
-10
0.0
159
327
159
327
Goo
ds a
nd s
ervi
ces
440
995
73 4
36-
514
431
514
419
1210
0.0
428
884
428
880
Adm
inis
trat
ive
fees
881
513
-1
601
1 60
1-
100.
01
579
1 57
9
Adv
ertis
ing
9 08
1 1
924
-11
005
11 0
05
-10
0.0
2 31
82
318
Min
or a
sset
1 49
557
2-
2 06
72
066
110
0.0
356
356
Aud
it co
st :
Ext
erna
l15
182
(2 5
24)
-12
658
12 6
58-
100.
014
413
14 4
13
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
1 40
3(5
76)
-82
782
7-
100.
041
141
1
Com
mun
icat
ion
(G&
S)
32 1
369
927
-42
063
42 0
621
100.
033
157
33 1
57
Com
pute
r se
rvic
es61
198
38 4
81-
99 6
7999
678
110
0.0
22 3
7222
372
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
33 7
18(1
1 20
1)-
22 5
1722
517
-10
0.0
12 3
6812
368
Lega
l ser
vice
s26
170
(635
)-
25 5
3525
535
-10
0.0
64 2
3864
238
Con
trac
tors
3 06
7(2
182
)-
885
885
-10
0.0
420
420
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
71 5
60(1
2 39
9)-
59 1
6159
161
-10
0.0
52 9
4752
946
Ent
erta
inm
ent
18(1
8)-
--
--
--
Annual Report | 2014/2015 187
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
1.2
Co
rpo
rate
Ser
vice
s
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Flee
t ser
vice
s(in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
8 80
496
7-
9 77
19
771
-10
0.0
10 0
1510
015
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s2
2-
42
250
.01
1
Inve
ntor
y: L
earn
er a
nd te
ache
r sup
port
m
ater
ial
6-
-6
6-
100.
01
1
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
42(3
7)-
5-
5-
4040
Con
sum
able
s su
pplie
s5
602
(1 7
33)
-3
869
3 87
4(5
)10
0.1
1 62
71
627
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s6
895
(1 1
62)
-5
733
5 73
3-
100.
05
823
5 82
2
Ope
ratin
g le
ases
110
429
52 6
33-
163
062
163
061
110
0.0
160
246
160
246
Pro
pert
y pa
ymen
ts20
816
12 5
82-
33 3
9833
398
-10
0.0
30 6
9830
698
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity36
(10)
-26
26-
100.
03
3
Trav
el a
nd s
ubsi
sten
ce16
124
(5 8
56)
-10
268
10 2
626
99.9
9 27
69
275
Trai
ning
and
dev
elop
men
t42
241
-46
346
3-
100.
014
514
4
Ope
ratin
g pa
ymen
ts6
686
215
-6
901
6 90
1-
100.
04
654
4 65
4
Venu
es a
nd fa
cilit
ies
10 0
15(7
113
)-
2 90
22
902
-10
0.0
1 77
61
776
Ren
tal a
nd h
iring
-25
-25
25-
100.
0-
-
Inte
rest
and
rent
on
land
--
489
489
488
199
.884
985
0
188
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
1.2
Co
rpo
rate
Ser
vice
s
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Inte
rest
(Inc
l. in
tere
st o
n un
itary
pa
ymen
ts (P
PP
))-
-48
948
948
81
99.8
849
850
Tran
sfer
s an
d su
bsid
ies
1 84
43
805
-5
649
5 64
72
100.
04
327
4 32
7
Dep
artm
enta
l age
ncie
s an
d ac
coun
ts1
--
1-
1-
11
Dep
artm
enta
l age
ncie
s (n
on-b
usin
ess
entit
ies)
1-
-1
-1
-1
1
Hou
seho
lds
1 84
33
805
-5
648
5 64
71
100.
04
326
4 32
6
Soc
ial b
ene�
ts1
818
3 80
5-
5 62
35
607
1699
.7-
-
Oth
er tr
ansf
ers
to h
ouse
hold
s25
--
2540
(15)
160.
04
326
4 32
6
Paym
ents
for c
apita
l ass
ets
21 7
56-
(7 3
41)
14 4
1513
074
1 34
190
.715
954
9 88
9
Mac
hine
ry a
nd e
quip
men
t20
756
-(7
341
)13
415
13 0
7434
197
.515
095
9 03
1
Tran
spor
t equ
ipm
ent
--
--
--
-32
932
9
Oth
er m
achi
nery
and
equ
ipm
ent
20 7
56-
(7 3
41)
13 4
1513
074
341
97.5
14 7
668
702
Inta
ngib
le a
sset
s1
000
--
1 00
0-
1 00
0-
859
858
Pay
men
ts f
or
� na
ncia
l ass
ets
--
9 78
89
788
9 78
8-
100.
025
459
31 4
92
TO
TAL
1 47
4 98
462
124
2 93
61
540
044
1 53
8 65
41
390
99.9
1 54
8 11
01
548
075
Annual Report | 2014/2015 189
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
1.3
Ed
ucat
ion
Man
agem
ent
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Cur
rent
pay
men
ts1
054
995
(46
198)
(29
037)
979
760
960
392
19 3
6898
.092
0 56
992
0 56
6
Co
mp
ensa
tio
n o
f em
plo
yees
1 03
2 73
4(5
9 41
9)(2
9 03
7)94
4 27
892
4 91
019
368
97.9
881
375
881
375
Sal
arie
s an
d w
ages
877
763
(59
419)
(744
)81
7 60
079
8 23
319
367
97.6
763
565
763
565
Soc
ial c
ontr
ibut
ion
154
971
-(2
8 29
3)12
6 67
812
6 67
71
100.
011
7 81
011
7 81
0
Goo
ds a
nd s
ervi
ces
22 2
6113
221
-35
482
35 4
82-
100.
039
194
39 1
91
A
dmin
istr
ativ
e fe
es31
(17)
-14
14-
100.
013
13
A
dver
tisin
g30
(30)
--
--
-3
3
M
inor
ass
et41
9(2
20)
-19
919
9-
100.
092
92
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
146
(127
)-
1919
-10
0.0
1514
C
omm
unic
atio
n (G
&S
)1
451
75-
1 52
61
526
-10
0.0
2 25
92
259
C
ompu
ter
serv
ices
826
(248
)-
578
578
-10
0.0
298
298
C
ontr
acto
rs47
(31)
-16
16-
100.
012
12
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
3 11
7(2
862
)-
255
255
-10
0.0
2 14
92
149
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
3 19
0(2
310
)-
880
880
-10
0.0
453
453
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t m
ater
ial
356
(197
)-
159
159
-10
0.0
101
101
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
3(3
)-
--
--
--
Con
sum
able
s su
pplie
s29
1(1
24)
-16
716
7-
100.
010
910
9
190
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
1.3
Ed
ucat
ion
Man
agem
ent
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s2
013
(747
)-
1 26
61
266
-10
0.0
1 92
11
921
Ope
ratin
g le
ases
611
732
-1
793
1 79
3-
100.
099
799
7
Pro
pert
y pa
ymen
ts31
8(1
10)
-20
820
8-
100.
023
623
5
Trav
el a
nd s
ubsi
sten
ce5
015
19 1
30-
24 1
4524
145
-
100.
025
202
25 2
02
Trai
ning
and
dev
elop
men
t11
5(6
9)-
4646
-10
0.0
1919
Ope
ratin
g pa
ymen
ts4
291
(446
)-
3 84
53
845
-10
0.0
5 01
55
015
Venu
es a
nd fa
cilit
ies
541
(175
)-
366
366
-10
0.0
300
299
Tran
sfer
s an
d su
bsid
ies
2 94
84
689
-76
377
637
-10
0.0
6 07
16
071
Dep
artm
enta
l age
ncie
s an
d ac
coun
ts-
2-
22
-10
0.0
--
Dep
artm
enta
l age
ncie
s (n
on-b
usin
ess
entit
ies)
-2
-2
2-
100.
0-
-
Hou
seho
lds
2 94
84
687
-7
635
7 63
5-
100.
06
071
6 07
1
Soc
ial b
ene�
ts2
948
4 68
7-
7 63
57
617
1899
.86
071
6 07
1
Oth
er tr
ansf
ers
to h
ouse
hold
s-
--
-18
(18)
--
-
Paym
ents
for c
apita
l ass
ets
922
(85)
-83
737
646
144
.91
171
1 17
0
Mac
hine
ry a
nd e
quip
men
t92
2(8
5)-
837
376
461
44.9
1 17
11
170
Tran
spor
t equ
ipm
ent
--
--
--
--
-
Oth
er m
achi
nery
and
equ
ipm
ent
922
(85)
-83
737
646
144
.91
171
1 17
0
TOTA
L 1
058
865
(41
594)
(29
037)
988
234
968
405
19 8
2998
.092
7 81
192
7 80
7
Annual Report | 2014/2015 191
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
1.4
Hum
an R
eso
urce
Man
agem
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts19
134
(7 5
19)
-11
615
11 6
087
99.9
4 38
74
386
Com
pens
atio
n of
em
ploy
ees
-27
6-
276
275
199
.683
82
Sal
arie
s an
d w
ages
-27
6-
276
275
199
.6-
-
Soc
ial c
ontr
ibut
ion
--
--
--
-83
82
Goo
ds a
nd s
ervi
ces
19 1
34(7
795
)-
11 3
3911
333
699
.94
304
4 30
4
Adm
inis
trat
ive
fees
200
(167
)-
3332
197
.07
7
Adv
ertis
ing
30(2
9)-
11
-10
0.0
--
Min
or a
sset
s18
(18)
--
--
-1
1
Cat
erin
g: D
epar
tmen
tal
activ
ities
1 12
1(1
097
)-
2424
-10
0.0
--
Com
mun
icat
ion
(G&
S)
343
(77)
-26
626
6-
100.
096
96
Age
ncy
and
supp
ort /
ou
tsou
rced
ser
vice
s6
906
(881
)-
6 02
56
025
-10
0.0
3 98
63
986
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent m
otor
tr
ansp
ort)
1 05
4(9
19)
-13
513
5-
100.
0-
-
Inve
ntor
y: L
earn
er a
nd
teac
her
supp
ort m
ater
ial
--
--
--
-33
33
192
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
1.4
Hum
an R
eso
urce
Man
agem
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inve
ntor
y: M
ater
ial a
nd
supp
lies
--
--
--
--
1
Con
sum
able
s su
pplie
s22
0(5
9)-
161
161
-10
0.0
--
Con
sum
able
s: S
tatio
nery
pr
intin
g an
d of
� ce
supp
lies
366
(111
)-
255
254
199
.611
11
Ope
ratin
g le
ases
319
(42)
-27
727
61
99.6
--
Pro
pert
y pa
ymen
ts-
83-
8383
-10
0.0
3636
Tran
spor
t pro
vide
d:
Dep
artm
enta
l act
ivity
222
(157
)-
6565
-10
0.0
--
Trav
el a
nd s
ubsi
sten
ce29
9(2
82)
-17
161
94.1
--
Trai
ning
and
dev
elop
men
t7
988
(4 3
27)
-3
661
3 66
1-
100.
012
712
6
Ope
ratin
g pa
ymen
ts-
22-
2221
195
.57
7
Venu
es a
nd fa
cilit
ies
4826
6-
314
313
199
.7-
-
Paym
ents
for c
apita
l as
sets
612
-63
63-
100.
095
95
Mac
hine
ry a
nd e
quip
men
t61
2-
6363
-10
0.0
9595
Oth
er m
achi
nery
and
eq
uipm
ent
612
-63
63-
100.
095
95
TOTA
L19
195
(7 5
17)
-11
678
11 6
717
99.9
4 48
24
481
Annual Report | 2014/2015 193
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
1.5
Ed
ucat
ion
Man
agem
ent
Info
rmat
ion
Sys
tem
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts17
526
(12
984)
-4
542
4 54
11
100.
038
199
38 1
97
Goo
ds a
nd s
ervi
ces
17 5
26(1
2 98
4)-
4 54
24
541
110
0.0
38 1
9938
197
Adm
inis
trat
ive
fees
--
--
--
-11
11
Min
or a
sset
2669
8-
724
723
199
.912
12
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
45(4
5)-
--
--
11
C
omm
unic
atio
n (G
&S
)12
539
7-
522
521
199
.81
762
18 8
45
C
ompu
ter
serv
ices
200
(200
)-
--
--
25 1
208
037
Con
trac
tors
7(4
)-
33
-10
0.0
485
485
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
14 1
27(1
2 55
8)-
1 56
91
569
-10
0.0
6 36
76
367
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
368
(209
)-
159
159
-10
0.0
528
528
Con
sum
able
s su
pplie
s39
1(2
82)
-10
911
0(1
)10
0.9
272
272
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s63
5(3
31)
-30
430
4-
100.
032
031
9
Ope
ratin
g le
ases
--
--
--
-2
604
2 60
4
Trav
el a
nd s
ubsi
sten
ce43
4(3
28)
-10
610
6-
100.
014
314
2
Trai
ning
and
dev
elop
men
t23
(23)
--
--
-12
512
5
194
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
1.5
Ed
ucat
ion
Man
agem
ent
Info
rmat
ion
Sys
tem
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Ope
ratin
g pa
ymen
ts1
145
(99)
-1
046
1 04
6-
100.
026
926
9
Venu
es a
nd fa
cilit
ies
--
--
--
-18
018
0
374
85-
459
459
-10
0.0
2 34
727
9
Mac
hine
ry a
nd e
quip
men
t37
485
-45
945
9-
100.
027
927
9
Oth
er m
achi
nery
and
equ
ipm
ent
374
85-
459
459
-10
0.0
279
279
Inta
ngib
le a
sset
s-
--
--
--
2 06
8-
TOTA
L17
900
(12
899)
-5
001
5 00
01
100.
040
546
38 4
76
Annual Report | 2014/2015 195
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 2:
Pub
lic O
rdin
ary
Sch
oo
l Ed
ucat
ion
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
prog
ram
me
1.
Pub
lic P
rimar
y S
choo
ls12
000
036
236
621
89 1
4812
325
805
12 3
25 8
50(4
5)10
0.0
11 6
31 8
7811
762
967
2.
Pub
lic S
econ
dary
Sch
ools
10 3
82 4
45(2
29 5
71)
7 34
110
160
215
10 1
42 5
8417
631
99.8
8 67
2 16
78
652
265
3.
Hum
an R
esou
rce
Dev
elop
men
t92
393
(6
158
)25
240
111
475
111
472
310
0.0
158
738
100
652
4.
Sch
ool S
port
Cul
ture
and
Med
ia
Ser
vice
1 71
1(8
92)
-81
981
63
99.6
534
504
5.
Con
ditio
nal g
rant
s72
2 76
1-
-72
2 76
172
4 01
8(1
257
)10
0.2
708
172
709
008
Tota
l for
sub
pro
gram
mes
23 1
99 3
46-
121
729
23 3
21 0
7523
304
740
16 3
3599
.921
171
489
21 2
25 3
96
Econ
omic
cla
ssi�
catio
n
Cur
rent
pay
men
ts21
414
491
31 1
9042
635
21 4
88 3
1621
489
562
(1 2
46)
100.
019
473
978
19 6
21 0
67
Com
pens
atio
n of
em
ploy
ees
19 7
40 4
26-
29 0
3719
769
463
19 7
69 4
612
100.
017
983
280
18 1
29 9
98
Sal
arie
s an
d w
ages
16 9
90 7
8355
429
037
17 0
20 3
7417
020
373
110
0.0
15 4
78 3
3515
537
671
Soc
ial c
ontr
ibut
ions
2 74
9 64
3(5
54)
-2
749
089
2 74
9 08
81
100.
02
504
945
2 59
2 32
7
Goo
ds a
nd s
ervi
ces
1 67
4 06
530
503
13 5
981
718
166
1 71
9 41
7(1
251
)10
0.1
1 49
0 37
31
490
719
Adm
inis
trat
ive
fees
3072
-10
271
3169
.612
12
Adv
ertis
ing
246
349
-59
561
4(1
9)10
3.2
2 21
32
213
Min
or a
sset
s12
2(1
08)
-14
131
92.9
2 29
82
297
196
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 2:
Pub
lic O
rdin
ary
Sch
oo
l Ed
ucat
ion
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Aud
it co
sts:
Ext
erna
l-
--
-93
5(9
35)
-35
35
Bur
sarie
s: E
mpl
oyee
s7
703
(2 6
01)
-5
102
5 10
2-
100.
03
496
3 49
4
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
734
244
-97
812
285
612
.51
430
1 42
9
Com
mun
icat
ion
943
3 40
1-
4 34
44
454
(110
)10
2.5
11 6
4511
646
Com
pute
r se
rvic
es-
12-
1212
-10
0.0
429
429
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
-33
-33
312
93.9
(2 0
42)
-
Infra
stru
ctur
e an
d pl
anni
ng s
ervi
ces
--
--
232
(232
)-
--
Lega
l ser
vice
s18
01
692
-1
872
1 87
11
99.9
3 00
090
9
Con
trac
tors
1 61
8(6
54)
-96
486
878
8.9
8 76
47
155
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
692
424
(96
146)
-59
6 27
859
6 41
4(1
36)
100.
055
1 82
655
1 82
6
Flee
t ser
vice
s85
0(3
05)
-54
557
8(3
3)10
6.1
1515
Inve
ntor
y: C
loth
ing
mat
eria
l and
su
pplie
s-
30-
3018
1260
.045
46
Inve
ntor
y: F
ood
and
food
sup
plie
s-
--
--
--
11
Inve
ntor
y: F
uel o
il an
d ga
s-
--
--
--
12 2
0812
,208
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l35
5 59
6(5
0 05
0)-
305
546
305
546
-10
0.0
339
675
339
673
Annual Report | 2014/2015 197
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 2:
Pub
lic O
rdin
ary
Sch
oo
l Ed
ucat
ion
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inve
ntor
y: M
ater
ials
and
sup
plie
s4
239
-24
322
221
91.4
338
338
Inve
ntor
y: M
edic
al s
uppl
ies
-8
-8
-8
-1
780
1 78
0
Inve
ntor
y: O
ther
sup
plie
s49
296
19 5
31-
68 8
2768
825
210
0.0
23 2
0023
200
Con
sum
able
sup
plie
s17
832
(3 8
57)
-13
975
14 0
16(4
1)10
0.3
7 36
67
365
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
1 34
03
154
-4
494
4 53
8(4
4)10
1.0
3 17
43
174
Ope
ratin
g le
ases
280
474
-75
489
6(1
42)
118.
827
027
0
Pro
pert
y pa
ymen
ts19
4 37
872
362
13 5
9828
0 33
828
0 36
9(3
1)10
0.0
190
040
191
921
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity33
8 61
477
609
-41
6 22
341
6 24
3(2
0)10
0.0
308
033
308
033
Trav
el a
nd s
ubsi
sten
ce5
433
(266
)-
5 16
75
859
(692
)11
3.4
4 46
84
406
Trai
ning
and
dev
elop
men
t4
258
174
-4
432
4 84
6(4
14)
109.
38
621
7 93
9
Ope
ratin
g pa
ymen
ts39
65
872
-6
268
6 35
9(9
1)10
1.5
7 59
67
570
Venu
es a
nd fa
cilit
ies
942
28-
970
989
(19)
102.
043
743
5
Ren
tal a
nd h
iring
846
(794
)-
5215
6(1
04)
300.
0-
900
Inte
rest
and
rent
on
land
-68
7-
687
684
399
.632
535
0
Inte
rest
-68
7-
687
684
399
.632
535
0
198
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 2:
Pub
lic O
rdin
ary
Sch
oo
l Ed
ucat
ion
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d su
bsid
ies
1 77
3 16
4(3
4 54
9)63
840
1 80
2 45
51
784
879
17 5
7699
.01
635
090
1 55
7 32
0
Non
-pro
� t in
stitu
tions
1
678
164
(36
474)
25 2
401
666
930
1 64
9 35
617
574
98.9
1 52
2 25
91
444
489
Hou
seho
lds
95 0
001
925
38 6
0013
5 52
513
5 52
32
100.
011
2 83
111
2 83
1
Soc
ial b
ene�
ts95
000
1
925
38 6
0013
5 52
513
5 47
451
100.
011
2 82
811
2 38
6
Oth
er tr
ansf
ers
to h
ouse
hold
s-
--
-49
(49)
-3
445
Paym
ents
for c
apita
l ass
ets
11 6
913
359
15 2
5430
304
30 2
995
100.
062
421
47 0
09
Bui
ldin
gs a
nd o
ther
� xe
d st
ruct
ures
11 0
0085
3-
11 8
5311
852
110
0.0
25 3
7025
508
Bui
ldin
gs11
000
853
-11
853
11 8
521
100.
025
370
25 5
08
Mac
hine
ry a
nd e
quip
men
t69
12
506
15 2
5418
451
18 4
474
100.
037
051
21 5
01
Oth
er m
achi
nery
and
equ
ipm
ent
691
2 50
615
254
18 4
5118
447
410
0.0
37 0
5121
501
TOTA
L23
199
346
-
121
729
23 3
21 0
7523
304
740
16 3
3599
.921
171
489
21 2
25 3
96
Annual Report | 2014/2015 199
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2.1
Pub
lic P
rim
ary
Sch
oo
ls
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts11
651
784
31
5 20
642
635
12 0
09 6
2512
009
671
(46)
100.
010
753
845
10 9
00 5
74
Com
pens
atio
n of
em
ploy
ees
11 1
92 6
2323
1 64
929
037
11 4
53 3
0911
453
307
210
0.0
10 3
13 1
2010
459
818
Sal
arie
s an
d w
ages
9 63
4 01
119
1 89
329
037
9 85
4 94
19
854
940
110
0.0
8 89
8 40
48
958
001
Soc
ial c
ontr
ibut
ion
1 55
8 61
239
756
-1
598
368
1 59
8 36
71
100.
01
414
716
1 50
1 81
7
Goo
ds a
nd s
ervi
ces
459
161
83 2
8713
598
556
046
556
096
(50)
100.
044
0 57
144
0 57
7
Min
or a
sset
--
--
--
-85
285
2
Aud
it co
st :
Ext
erna
l-
--
--
--
2121
Com
mun
icat
ion
(G&
S)
-2
417
-2
417
2 41
7-
100.
06
717
6 71
7
Com
pute
r se
rvic
es-
12-
1212
-10
0.0
429
429
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
-12
-12
111
91.7
--
Infra
stru
ctur
e an
d pl
anni
ng s
ervi
ces
--
--
232
(232
)-
--
Con
trac
tors
-23
2-
232
-23
2-
--
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
59 9
98(3
9 08
0)-
20 9
1820
918
-10
0.0
446
446
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s-
16-
1618
(2)
112.
58
8
Inve
ntor
y: F
uel o
il an
d ga
s-
--
--
--
55
200
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
2.1
Pub
lic P
rim
ary
Sch
oo
ls
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l59
652
(23
169)
-36
483
36 4
83-
100.
014
2 41
014
2 40
9
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
-15
0-
150
8169
54.0
112
112
Inve
ntor
y: M
edic
al s
uppl
ies
-8
-8
-8
--
-
Inve
ntor
y: o
ther
sup
plie
s27
063
9 81
5-
36 8
7836
878
-10
0.0
15 8
5315
853
Con
sum
able
s su
pplie
s-
4 60
5-
4 60
54
730
(125
)10
2.7
2 97
22
972
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s1
1 67
2-
1 67
31
673
-10
0.0
1 15
11
151
Ope
ratin
g le
ases
-14
5-
145
145
-10
0.0
244
244
Pro
pert
y pa
ymen
ts10
9 65
377
480
13 5
9820
0 73
120
0 73
2(1
)10
0.0
99 7
5099
757
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity20
2 79
445
897
-24
8 69
124
8 69
1-
100.
016
6 75
516
6 75
5
Trav
el a
nd s
ubsi
sten
ce-
31-
3131
-10
0.0
2929
Ope
ratin
g pa
ymen
ts-
3 04
4-
3 04
43
044
-10
0.0
2 81
72
817
Inte
rest
and
rent
on
land
-27
0-
270
268
210
0.0
154
179
Inte
rest
(Inc
l. in
tere
st o
n un
itary
pa
ymen
ts (P
PP
))-
270
-27
026
82
100.
015
417
9
Tran
sfer
s an
d su
bsid
ies
348
252
(81
239)
38 6
0030
5 61
330
5 61
21
100.
084
9 98
084
9 97
9
Non
-pro
� t in
stitu
tions
28
9 92
3(8
3 28
8)-
206
635
206
635
-10
0.0
771
767
771
766
Annual Report | 2014/2015 201
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2.1
Pub
lic P
rim
ary
Sch
oo
ls
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Hou
seho
lds
58 3
292
049
38 6
0098
978
98 9
771
100.
078
213
78 2
13
Soc
ial b
ene�
ts58
329
2 04
938
600
98 9
7898
965
1310
0.0
78 2
1078
210
Oth
er tr
ansf
ers
to h
ouse
hold
s-
--
-12
(12)
-3
3
Paym
ents
for c
apita
l ass
ets
-2
654
7 91
310
567
10 5
67-
100.
028
053
12 4
14
Bui
ldin
gs a
nd o
ther
� xe
d st
ruct
ures
--
--
--
--
137
Bui
ldin
gs-
--
--
--
-13
7
Mac
hine
ry a
nd e
quip
men
t-
2 65
47
913
10 5
6710
567
-10
0.0
28 0
5312
277
Oth
er m
achi
nery
and
equ
ipm
ent
-2
654
7 91
310
567
10 5
67-
100.
028
053
12 2
77
TOTA
L12
000
036
236
621
89 1
4812
325
805
12 3
25 8
50(4
5)10
0.0
11 6
31 8
7811
762
967
202
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
2.2
Pub
lic S
eco
ndar
y S
cho
ols
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts9
119
266
(228
760
)-
8 89
0 50
68
890
450
5610
0.0
8 10
9 50
08
109
417
Com
pens
atio
n of
em
ploy
ees
8 54
5 61
0(2
31 6
49)
-8
313
961
8 31
3 96
1-
100.
07
668
129
7 66
8 12
9
Sal
arie
s an
d w
ages
7 35
4 57
9(1
91 1
02)
-7
163
477
7 16
3 47
7-
100.
06
577
916
6 57
7 91
6
Soc
ial c
ontr
ibut
ion
1 19
1 03
1(4
0 54
7)-
1 15
0 48
41
150
484
-10
0.0
1 09
0 21
31
090
213
Goo
ds a
nd s
ervi
ces
573
656
2 47
2-
576
128
576
073
5510
0.0
441
200
441
117
Adm
inis
trat
ive
fees
--
--
--
-6
6
Min
or a
sset
--
--
--
-66
866
8
Aud
it co
st :
Ext
erna
l-
--
--
--
1414
Com
mun
icat
ion
(G&
S)
-1
591
-1
591
1 59
1-
100.
04
547
4 54
8
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
-21
-21
201
95.2
(2 0
42)
-
Lega
l ser
vice
s18
01
692
-1
872
1 87
11
99.9
3 00
090
9
Con
trac
tors
-62
-62
62-
100.
058
458
4
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
40 0
02(6
302
)-
33 7
0033
700
-10
0.0
425
425
Annual Report | 2014/2015 203
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2.2
Pub
lic S
eco
ndar
y S
cho
ols
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
-17
7-
177
176
199
.4-
-
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s-
13-
13-
13-
3535
Inve
ntor
y: F
ood
and
food
sup
plie
s-
--
--
--
11
Inve
ntor
y: F
uel o
il an
d ga
s-
--
--
--
66
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l29
2 94
4(2
7 68
1)-
265
263
265
263
-10
0.0
194
508
194
508
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
-91
-91
141
(50)
154.
922
622
6
Inve
ntor
y: o
ther
sup
plie
s21
250
(5 2
21)
-16
029
16 0
29-
100.
07
347
7 34
7
Con
sum
able
s su
pplie
s61
37
428
-8
041
7 95
487
98.9
3 38
73
387
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s-
2 02
8-
2 02
82
028
-10
0.0
1 25
31
253
Ope
ratin
g le
ases
-28
4-
284
284
-10
0.0
5353
Pro
pert
y pa
ymen
ts83
095
(6 2
67)
-76
828
76 8
28-
100.
085
500
85 5
26
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity13
5 46
131
312
-16
6 77
316
6 77
21
100.
013
8 95
713
8 95
7
Trav
el a
nd s
ubsi
sten
ce-
357
-35
735
7-
100.
0-
(61)
Ope
ratin
g pa
ymen
ts11
12
887
-2
998
2 99
71
100.
02
725
2 72
5
204
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
2.2
Pub
lic S
eco
ndar
y S
cho
ols
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inte
rest
and
rent
on
land
-41
7-
417
416
199
.817
117
1
Inte
rest
(Inc
l. in
tere
st o
n un
itary
pa
ymen
ts (P
PP
))-
417
-41
741
61
99.8
171
171
Tran
sfer
s an
d su
bsid
ies
1 26
3 17
9(8
11)
-1
262
368
1 24
4 79
417
574
98.6
554
316
534
492
Non
-pro
� t in
stitu
tions
1
226
508
(687
)-
1 22
5 82
11
208
248
17 5
7398
.651
9 69
849
9 87
4
Hou
seho
lds
36 6
71(1
24)
-36
547
36 5
461
100.
034
618
34 6
18
Soc
ial b
ene�
ts36
671
(124
)-
36 5
4736
509
3899
.934
618
34 1
76
Oth
er tr
ansf
ers
to h
ouse
hold
s-
--
-37
(37)
--
442
Paym
ents
for c
apita
l ass
ets
--
7 34
17
341
7 34
01
100.
08
351
8 35
6
Mac
hine
ry a
nd e
quip
men
t-
-7
341
7 34
17
340
110
0.0
8 35
18
356
Oth
er m
achi
nery
and
equ
ipm
ent
--
7 34
17
341
7 34
01
100.
08
351
8 35
6
TOTA
L10
382
445
(229
571
)7
341
10 1
60 2
1510
142
584
17 6
3199
.88
672
167
8 65
2 26
5
Annual Report | 2014/2015 205
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2.3
Hum
an R
eso
urce
Dev
elo
pm
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts14
638
(6 0
07)
-8
631
8 62
92
100.
04
707
4 68
5
Goo
ds a
nd s
ervi
ces
14 6
38(6
007
)-
8 63
18
629
210
0.0
4 70
74
685
Adv
ertis
ing
116
(21)
-95
95-
100.
0-
-
Min
or a
sset
81(7
2)-
99
-10
0.0
--
Bur
sarie
s : E
mpl
oyee
s7
703
(2 6
01)
-5
102
5 10
2-
100.
03
496
3 49
4
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
237
(169
)-
6868
-10
0.0
--
Com
mun
icat
ion
(G&
S)
436
(274
)-
162
162
-10
0.0
162
162
Con
trac
tors
29(1
2)-
1718
(1)
105.
93
3
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
726
(687
)-
3939
-10
0.0
--
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s-
--
--
--
23
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
4(2
)-
22
-10
0.0
--
Con
sum
able
s su
pplie
s52
9(2
75)
-25
425
6(2
)10
0.8
104
104
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s46
5(1
53)
-31
231
11
99.7
5252
Ope
ratin
g le
ases
114
75-
189
188
199
.5-
-
Pro
pert
y pa
ymen
ts1
630
(451
)-
1 17
91
179
-10
0.0
539
519
206
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
2.3
Hum
an R
eso
urce
Dev
elo
pm
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Trav
el a
nd s
ubsi
sten
ce78
8(5
18)
-27
027
0-
100.
012
912
9
Trai
ning
and
dev
elop
men
t1
059
(596
)-
463
462
199
.898
97
Ope
ratin
g pa
ymen
ts17
632
-20
820
8-
100.
012
212
2
Venu
es a
nd fa
cilit
ies
545
(283
)-
262
262
-10
0.0
--
Tran
sfer
s an
d su
bsid
ies
77 3
43-
25 2
4010
2 58
310
2 58
3-
100.
015
3 65
395
680
Non
-pro
� t in
stitu
tions
77
343
-25
240
102
583
102
583
-10
0.0
153
653
95 6
80
Paym
ents
for c
apita
l ass
ets
412
(151
)-
261
260
199
.637
828
7
Mac
hine
ry a
nd e
quip
men
t41
2(1
51)
-26
126
01
99.6
378
287
Oth
er m
achi
nery
and
equ
ipm
ent
412
(151
)-
261
260
199
.637
828
7
TOTA
L92
393
(6 1
58)
25 2
4011
1 47
511
1 47
23
100.
015
8 73
810
0 65
2
Annual Report | 2014/2015 207
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2.4
Sch
oo
l Sp
ort
Cul
ture
and
Med
ia S
ervi
ce
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts1
711
(895
)-
816
813
399
.653
150
4
Com
pens
atio
n of
em
ploy
ees
--
--
--
-16
16
Soc
ial c
ontr
ibut
ion
--
--
--
-16
16
Goo
ds a
nd s
ervi
ces
1 71
1(8
95)
-81
681
33
99.6
515
488
Adm
inis
trat
ive
fees
-72
-72
711
98.6
--
Adv
ertis
ing
14-
-14
131
92.9
--
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
103
(49)
-54
54-
100.
02
2
Com
mun
icat
ion
(G&
S)
119
(99)
-20
191
95.0
1111
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
-1
-1
1-
100.
0-
-
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
98(2
8)-
7070
-10
0.0
--
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s-
1-
1-
1-
--
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l-
366
-36
636
6-
100.
029
29
Inve
ntor
y: o
ther
sup
plie
s-
6-
66
-10
0.0
--
Con
sum
able
s su
pplie
s10
(2)
-8
9(1
)11
2.5
--
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s69
3(6
32)
-61
61-
100.
018
18
208
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
2.4
Sch
oo
l Sp
ort
Cul
ture
and
Med
ia S
ervi
ce
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity-
63-
6363
-10
0.0
--
Trav
el a
nd s
ubsi
sten
ce30
2(2
37)
-65
65-
100.
045
545
4
Trai
ning
and
dev
elop
men
t31
9(3
19)
--
--
--
-
Ope
ratin
g pa
ymen
ts-
16-
1616
-10
0.0
-(2
4)
Venu
es a
nd fa
cilit
ies
53(5
4)-
(1)
(1)
-10
0.0
-(2
)
Paym
ents
for c
apita
l ass
ets
-3
-3
3-
100.
03
-
Mac
hine
ry a
nd e
quip
men
t-
3-
33
-10
0.0
3-
Tran
spor
t equ
ipm
ent
--
--
--
--
-
Oth
er m
achi
nery
and
equ
ipm
ent
-3
-3
3-
100.
03
-
TOTA
L1
711
(892
)-
819
816
399
.653
450
4
Annual Report | 2014/2015 209
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2.5
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts62
7 09
2(4
8 35
4)-
578
738
579
999
(1 2
61)
100.
260
5 39
560
5 88
7
Com
pens
atio
n of
em
ploy
ees
2 19
3-
-2
193
2 19
3-
100.
02
015
2 03
5
Sal
arie
s an
d w
ages
2 19
3(2
37)
-1
956
1 95
6-
100.
02
015
1 75
4
Soc
ial c
ontr
ibut
ion
-23
7-
237
237
-10
0.0
-28
1
Goo
ds a
nd s
ervi
ces
624
899
(48
354)
-57
6 54
557
7 80
6(1
261
)10
0.2
603
380
602
852
Adm
inis
trat
ive
fees
30-
-30
-30
-6
6
Adv
ertis
ing
116
370
-48
650
6(2
0)10
4.1
2 21
32
213
Min
or a
sset
41(3
6)-
54
180
.077
877
7
Aud
it co
st :
Ext
erna
l-
--
-93
5(9
35)
--
-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
394
462
-85
6-
856
-1
428
1 42
7
Com
mun
icat
ion
(G&
S)
388
(234
)-
154
265
(111
)17
2.1
208
208
Con
trac
tors
1 58
9(9
36)
-65
36
647
0.9
8 17
76
568
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
592
424
(50
765)
-54
1 65
954
1 79
5(1
36)
100.
055
0 95
555
0 95
5
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
2623
3-
259
293
(34)
113.
115
15
Inve
ntor
y: F
uel o
il an
d ga
s-
--
--
--
12 1
9712
197
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l3
000
434
-3
434
3 43
4-
100.
02
728
2 72
7
210
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
2.5
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inve
ntor
y: M
edic
al s
uppl
ies
--
--
--
-1
780
1 78
0
Inve
ntor
y: o
ther
sup
plie
s98
314
931
-15
914
15 9
122
100.
0-
-
Con
sum
able
s su
pplie
s16
680
(15
613)
-1
067
1 06
7-
100.
090
390
2
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s18
123
9-
420
465
(45)
110.
770
070
0
Ope
ratin
g le
ases
166
(30)
-13
627
9(1
43)
205.
1(2
7)(2
7)
Pro
pert
y pa
ymen
ts-
1 60
0-
1 60
01
630
(30)
101.
94
251
6 11
9
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity35
933
7-
696
717
(21)
103.
02
321
2 32
1
Trav
el a
nd s
ubsi
sten
ce4
343
101
-4
444
5 13
6(6
92)
115.
63
855
3 85
5
Annual Report | 2014/2015 211
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
2.5
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Trai
ning
and
dev
elop
men
t2
880
1 08
9-
3 96
94
384
(415
)11
0.5
8 52
37
842
Ope
ratin
g pa
ymen
ts10
9(1
07)
-2
94(9
2)47
00.0
1 93
21
930
Venu
es a
nd fa
cilit
ies
344
365
-70
972
8(1
9)10
2.7
437
437
Ren
tal a
nd h
iring
846
(794
)-
5215
6(1
04)
300.
0-
900
Tran
sfer
s an
d su
bsid
ies
84 3
9047
501
-13
1 89
113
1 89
01
100.
077
141
77 1
69
Priv
ate
ente
rpris
es-
--
--
--
--
Non
-pro
� t in
stitu
tions
84
390
47 5
01-
131
891
131
890
110
0.0
77 1
4177
169
Paym
ents
for c
apita
l ass
ets
11 2
7985
3-
12 1
3212
129
310
0.0
25 6
3625
952
Bui
ldin
gs a
nd o
ther
� xe
d st
ruct
ures
11 0
0085
3-
11 8
5311
852
110
0.0
25 3
7025
371
Bui
ldin
gs11
000
853
-11
853
11 8
521
100.
025
370
25 3
71
Mac
hine
ry a
nd e
quip
men
t27
9-
-27
927
72
99.3
266
581
Tran
spor
t equ
ipm
ent
--
-
Oth
er m
achi
nery
and
equ
ipm
ent
279
--
279
277
299
.326
658
1
TOTA
L72
2 76
1-
-72
2 76
172
4 01
8(1
257
)10
0.2
708
172
709
008
212
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 3:
Ind
epen
den
t S
cho
ol S
ubsi
des
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
prog
ram
me
1.P
rimar
y P
hase
285
103
(2 5
75)
1 46
028
3 98
828
3 25
773
199
.727
7 50
027
7 50
0
2.S
econ
dary
Pha
se22
9 22
62
575
-23
1 80
123
1 80
2(1
)10
0.0
178
934
175
467
Tota
l for
sub
pro
gram
mes
514
329
-1
460
515
789
515
059
730
99.9
456
434
452
967
Econ
omic
cla
ssi�
catio
n
Cur
rent
pay
men
ts15
000
-1
460
16 4
6016
462
(2)
100.
013
013
0
Goo
ds a
nd s
ervi
ces
15 0
00-
1 46
016
460
16 4
62(2
)10
0.0
130
130
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
15 0
00-
1 46
016
460
16 4
60-
100.
0-
-
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
--
--
--
-32
32
Ope
ratin
g le
ases
--
--
2(2
)-
--
Trav
el a
nd s
ubsi
sten
ce-
--
--
--
9898
Tran
sfer
s an
d su
bsid
ies
499
329
--
499
329
498
597
732
99.9
456
304
452
837
Non
-pro
� t in
stitu
tions
49
9 32
9-
-49
9 32
949
8 59
773
299
.945
6 30
445
2 83
7
TOTA
L51
4 32
9-
1 46
051
5 78
951
5 05
973
099
.945
6 43
445
2 96
7
Annual Report | 2014/2015 213
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
3.1
Pri
mar
y P
hase
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts15
000
-1
460
16 4
6016
460
-10
0.0
3535
Goo
ds a
nd s
ervi
ces
15 0
00-
1 46
016
460
16 4
60-
100.
035
35
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry s
ervi
ces
15 0
001
460
16 4
6016
460
-10
0.0
--
Trav
el a
nd s
ubsi
sten
ce-
--
--
--
3535
Tran
sfer
s an
d su
bsid
ies
270
103
(2 5
75)
-26
7 52
826
6 76
773
199
.727
7 46
527
7 46
5
Non
-pro
� t in
stitu
tions
27
0 10
3(2
575
)-
267
528
266
797
731
99.7
277
465
277
465
TOTA
L28
5 10
3(2
575
)1
460
283
988
283
257
731
99.7
277
500
277
500
214
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
3.2
Sec
ond
ary
Pha
se
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts-
--
-2
(2)
-95
95
Goo
ds a
nd s
ervi
ces
--
--
2(2
)-
9595
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s-
--
--
--
3232
Ope
ratin
g le
ases
--
--
2(2
)-
--
Trav
el a
nd s
ubsi
sten
ce-
--
--
--
6363
Tran
sfer
s an
d su
bsid
ies
229
226
2 57
5-
231
801
231
800
110
0.0
178
839
175
372
Non
-pro
� t in
stitu
tions
22
9 22
62
575
-23
1 80
123
1 80
01
100.
017
8 83
917
5 37
2
TOTA
L22
9 22
62
575
-23
1 80
123
1 80
2(1
)10
0.0
178
934
175
467
Annual Report | 2014/2015 215
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 4:
Pub
lic S
pec
ial S
cho
ol E
duc
atio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
prog
ram
me
1.
Sch
ools
1 74
2 28
5-
-1
742
285
1 73
0 38
311
902
99.3
1 58
7 56
11
587
210
2.
Hum
an R
esou
rce
Dev
elop
men
t1
769
--
1 76
9-
1 76
9-
--
3. S
choo
l Spo
rt C
ultu
re a
nd M
edia
S
ervi
ces
1 13
5-
-1
135
990
145
87.2
3-
4. C
ondi
tiona
l Gra
nts
93 5
99-
-93
599
73 4
7120
128
78.5
--
Tota
l for
sub
pro
gram
mes
1 83
8 78
8-
-1
838
788
1 80
4 84
433
944
98.2
1 58
7 56
41
587
210
Econ
omic
cla
ssi�
catio
n
Cur
rent
pay
men
ts1
536
275
(5 9
61)
-1
530
314
1 49
8 36
031
954
97.9
1 28
8 78
81
288
778
Com
pens
atio
n of
em
ploy
ees
1 51
0 96
1(5
608
)-
1 50
5 35
31
483
359
21 9
9498
.51
278
391
1 27
8 39
1
Sal
arie
s an
d w
ages
1 31
5 68
8(1
1 82
7)-
1 30
3 86
11
281
867
21 9
9498
.31
086
888
1 08
6 88
8
Soc
ial c
ontr
ibut
ions
195
273
6 21
9-
201
492
201
492
-10
0.0
191
503
191
503
Goo
ds a
nd s
ervi
ces
25 3
14(3
53)
-24
961
15 0
019
960
60.1
10 3
9710
387
Adv
ertis
ing
119
23-
142
142
-10
0.0
--
Min
or a
sset
s13
8-
-13
831
107
22.5
1-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
208
--
208
138
7066
.33
2
Com
mun
icat
ion
555
--
555
290
265
52.3
291
291
Con
trac
tors
--
--
--
-5
8
216
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 4:
Pub
lic S
pec
ial S
cho
ol E
duc
atio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
925
--
925
695
230
75.1
--
Flee
t ser
vice
s3
898
(1 8
88)
-2
010
1 27
873
263
.617
016
8
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l10
755
--
10 7
557
705
3 05
071
.66
896
6 89
6
Con
sum
able
sup
plie
s17
94
-18
360
123
32.8
21
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
1 11
8-
-1
118
538
580
48.1
217
215
Ope
ratin
g le
ases
972
1 43
0-
2 40
22
402
-10
0.0
1 58
51
585
Pro
pert
y pa
ymen
ts-
78-
7878
-10
0.0
4-
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity11
427
-14
167
7447
.5-
-
Trav
el a
nd s
ubsi
sten
ce4
810
--
4 81
057
84
232
12.0
707
707
Trai
ning
and
dev
elop
men
t1
059
--
1 05
973
032
968
.931
30
Ope
ratin
g pa
ymen
ts43
4-
-43
426
916
562
.048
448
4
Venu
es a
nd fa
cilit
ies
30(2
7)-
3-
3-
1-
Annual Report | 2014/2015 217
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 4:
Pub
lic S
pec
ial S
cho
ol E
duc
atio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d su
bsid
ies
302
136
5 96
1-
308
097
306
328
1 76
999
.429
8 68
629
8 43
1
Non
-pro
� t in
stitu
tions
29
9 80
735
3-
300
160
298
391
1 76
999
.429
2 38
029
2 11
9
Hou
seho
lds
2 32
95
608
-7
937
7 93
7-
100.
06
306
6 31
2
Soc
ial b
ene�
ts2
329
5 60
8-
7 93
77
937
-10
0.0
6 30
66
312
Paym
ents
for c
apita
l ass
ets
377
--
377
156
221
41.4
901
Mac
hine
ry a
nd e
quip
men
t37
7-
-37
715
622
141
.490
1
Oth
er m
achi
nery
and
equ
ipm
ent
377
--
377
156
221
41.4
901
TOTA
L1
838
788
--
1 83
8 78
81
804
844
33 9
4498
.21
587
564
1 58
7 21
0
218
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
4.1
Sch
oo
ls
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts1
441
541
(5 9
61)
-1
435
580
1 42
3 89
911
681
99.2
1 28
8 78
51
288
778
Com
pens
atio
n of
em
ploy
ees
1 41
7 36
2(5
608
)-
1 41
1 75
41
409
888
1 86
699
.91
278
391
1 27
8 39
1
Sal
arie
s an
d w
ages
1 22
2 08
9(1
1 82
7)1
210
262
1 20
8 39
61
866
99.8
1 08
6 88
81
086
888
Soc
ial c
ontr
ibut
ion
195
273
6 21
9-
201
492
201
492
-10
0.0
191
503
191
503
Goo
ds a
nd s
ervi
ces
24 1
79
(353
)-
23 8
2614
011
9 81
558
.810
394
10 3
87
Min
or a
sset
s13
8-
-13
831
107
22.5
1-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
101
--
101
3170
30.7
22
Com
mun
icat
ion
(G&
S)
555
--
555
290
265
52.3
291
291
Con
trac
tors
--
--
--
-5
8
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
160
--
160
-16
0-
--
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
3 89
8(1
888
)-
2 01
01
278
732
63.6
170
168
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l10
755
--
10 7
557
705
3 05
071
.66
896
6 89
6
Con
sum
able
s su
pplie
s17
9-
-17
956
123
31.3
21
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s1
118
--
1 11
853
858
048
.121
621
5
Ope
ratin
g le
ases
972
1 43
0-
2 40
22
402
-10
0.0
1 58
51
585
Pro
pert
y pa
ymen
ts-
78-
7878
-10
0.0
4-
Annual Report | 2014/2015 219
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
4.1
Sch
oo
ls
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity-
27-
2725
292
.6-
-
Trav
el a
nd s
ubsi
sten
ce4
810
--
4 81
057
84
232
12.0
707
707
Trai
ning
and
dev
elop
men
t1
059
--
1 05
973
032
968
.931
30
Ope
ratin
g pa
ymen
ts43
4-
-43
426
916
562
.048
448
4
Tran
sfer
s an
d su
bsid
ies
300
367
5 96
1-
306
328
306
328
-10
0.0
298
686
298
431
Non
-pro
� t in
stitu
tions
29
8 03
835
3-
298
391
298
391
-10
0.0
292
380
292
119
Hou
seho
lds
2 32
95
608
-7
937
7 93
7-
100.
06
306
6 31
2
Soc
ial b
ene�
ts2
329
5 60
8-
7 93
77
937
-10
0.0
6 30
66
312
Paym
ents
for c
apita
l ass
ets
377
--
377
156
221
41.4
901
Mac
hine
ry a
nd e
quip
men
t37
7-
-37
715
622
141
.490
1
Oth
er m
achi
nery
and
equ
ipm
ent
377
-37
715
622
141
.490
1
TOTA
L1
742
285
--
1 74
2 28
51
730
383
11 9
0299
.31
587
561
1 58
7 21
0
220
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
4.2
Hum
an R
eso
urce
Dev
elo
pm
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts-
--
--
--
--
Goo
ds a
nd s
ervi
ces
--
--
--
--
-
Adv
ertis
ing
-23
-23
-23
--
-
Con
sum
able
s su
pplie
s-
4-
4-
4-
--
Venu
es a
nd fa
cilit
ies
-(2
7)-
(27)
-(2
7)-
--
Tran
sfer
s an
d su
bsid
ies
1 76
9-
-1
769
-1
769
--
-
Non
-pro
� t in
stitu
tions
1
769
--
1 76
9-
1 76
9-
--
TOTA
L1
769
--
1 76
9-
1 76
9-
--
Annual Report | 2014/2015 221
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
4.3
Sch
oo
l Sp
ort
Cul
ture
and
Med
ia S
ervi
ces
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts1
135
--
1 13
599
014
587
.23
-
Goo
ds a
nd s
ervi
ces
1 13
5-
-1
135
990
145
87.2
3-
Adv
ertis
ing
119
--
119
142
(23)
119.
3-
-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
107
--
107
107
-10
0.0
1-
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
765
--
765
695
7090
.8-
-
Con
sum
able
s su
pplie
s-
--
-4
(4)
--
-
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s-
--
--
--
1-
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity11
4-
-11
442
7236
.8-
-
Venu
es a
nd fa
cilit
ies
30-
-30
-30
-1
-
TOTA
L1
135
--
1 13
599
014
587
.23
-
4.4
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
nR
’000
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00R
’000
Cur
rent
pay
men
ts93
599
--
93 5
9973
471
20 1
2878
.5-
-
Com
pens
atio
n of
em
ploy
ees
93 5
99-
-93
599
73 4
7120
128
78.5
--
Sal
arie
s an
d w
ages
93 5
99-
-93
599
73 4
7120
128
78.5
--
TOTA
L93
599
--
93 5
9973
471
20 1
2878
.5-
-
222
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 5:
Fur
ther
Ed
ucat
ion
and
Tra
inin
g
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
prog
ram
me
1.C
ondi
tiona
l Gra
nts
725
809
--
725
809
713
619
12 1
9098
.367
7 06
067
3 95
4
Tota
l for
sub
pro
gram
mes
725
809
--
725
809
713
619
12 1
9098
.367
7 06
067
3 95
4
Econ
omic
cla
ssi�
catio
n
Cur
rent
pay
men
ts68
1 77
9(1
076
)-
680
703
602
680
101
0.1
645
052
641
962
Com
pens
atio
n of
em
ploy
ees
681
264
(1 1
35)
-68
0 12
9-
680
129
-64
4 37
464
1 43
5
Sal
arie
s an
d w
ages
580
617
993
-58
1 61
0-
581
610
-55
9 88
455
7 81
4
Soc
ial c
ontr
ibut
ions
100
647
(2 1
28)
-98
519
-98
519
-84
490
83 6
21
Goo
ds a
nd s
ervi
ces
515
59-
574
602
(28)
104.
967
852
7
Min
or a
sset
s32
--
3232
-10
0.0
1213
Com
mun
icat
ion
--
--
--
-1
-
Con
trac
tors
-1
-1
1-
100.
0-
-
Flee
t ser
vice
s80
34-
114
114
-10
0.0
131
25
Inve
ntor
y: C
loth
ing
mat
eria
l and
su
pplie
s-
--
--
--
2-
Inve
ntor
y: M
ater
ials
and
sup
plie
s-
--
--
--
11
Con
sum
able
sup
plie
s3
(3)
--
--
-18
16
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
108
(75)
-33
33-
100.
064
47
Annual Report | 2014/2015 223
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 5:
Fur
ther
Ed
ucat
ion
and
Tra
inin
g
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Ope
ratin
g le
ases
240
37-
277
306
(29)
110.
514
414
4
Trav
el a
nd s
ubsi
sten
ce34
44-
7877
198
.725
623
2
Trai
ning
and
dev
elop
men
t-
--
--
--
77
Ope
ratin
g pa
ymen
ts18
21-
3939
-10
0.0
4242
Tran
sfer
s an
d su
bsid
ies
44 0
001
074
-45
074
712
985
(667
911
)1
581.
831
936
31 9
34
Non
-pro
� t in
stitu
tions
44
000
119
-44
119
712
985
(668
866
)1
616.
031
606
31 6
04
Hou
seho
lds
-95
5-
955
-95
5-
330
330
Soc
ial b
ene�
ts-
955
-95
5-
955
-33
033
0
Paym
ents
for c
apita
l ass
ets
302
-32
32-
100.
072
58
Mac
hine
ry a
nd e
quip
men
t30
2-
3232
-10
0.0
7258
Oth
er m
achi
nery
and
equ
ipm
ent
302
-32
32-
100.
072
58
TOTA
L72
5 80
9-
-72
5 80
971
3 61
912
190
98.3
677
060
673
954
224
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
5.1
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts68
1 77
9(1
076
)-
680
703
602
680
101
0.1
645
052
641
962
Com
pens
atio
n of
em
ploy
ees
681
264
(1 1
35)
-68
0 12
9-
680
129
-64
4 37
464
1 43
5
Sal
arie
s an
d w
ages
580
617
993
-58
1 61
0-
581
610
-55
9 88
455
7 81
4
Soc
ial c
ontr
ibut
ion
100
647
(2 1
28)
-98
519
-98
519
-84
490
83 6
21
Goo
ds a
nd s
ervi
ces
515
59-
574
602
(28)
104.
967
852
7
Min
or a
sset
s32
--
3232
-10
0.0
1213
Com
mun
icat
ion
(G&
S)
--
--
--
-1
-
Con
trac
tors
-1
-1
1-
100.
0-
-
Fle
et s
ervi
ces
(incl
udin
g go
vern
men
t mot
or tr
ansp
ort)
8034
-11
411
4-
100.
013
125
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s-
--
--
--
2-
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
--
--
--
-1
1
Con
sum
able
s su
pplie
s3
(3)
--
--
-18
16
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s10
8(7
5)-
3333
-10
0.0
6447
Ope
ratin
g le
ases
240
37-
277
306
(29)
110.
514
414
4
Trav
el a
nd s
ubsi
sten
ce34
44-
7877
198
.725
623
2
Trai
ning
and
dev
elop
men
t-
--
--
--
77
Annual Report | 2014/2015 225
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
5.1
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Ope
ratin
g pa
ymen
ts18
21-
3939
-10
0.0
4242
Tran
sfer
s an
d su
bsid
ies
44 0
001
074
-45
074
712
985
(667
911
)1
581.
831
936
31 9
34
Non
-pro
� t in
stitu
tions
44
000
119
-44
119
712
985
(668
866
)1
616.
031
606
31 6
04
Hou
seho
lds
-95
5-
955
-95
5-
330
330
Soc
ial b
ene�
ts-
955
-95
5-
955
-33
033
0
Paym
ents
for c
apita
l ass
ets
302
-32
32-
100.
072
58
Oth
er �
xed
stru
ctur
es-
--
--
--
Mac
hine
ry a
nd e
quip
men
t30
2-
3232
-10
0.0
7258
Oth
er m
achi
nery
and
equ
ipm
ent
302
-32
32-
100.
072
58
TOTA
L72
5 80
9-
-72
5 80
971
3 61
912
190
98.3
677
060
673
954
226
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 6:
Ad
ult
Bas
ic E
duc
atio
n an
d T
rain
ing
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
pro
gra
mm
e
1.
Pub
lic C
entr
es41
9 50
237
17
085
426
958
426
223
735
99.8
403
495
401
090
2.
Pro
fess
iona
l Ser
vice
s2
502
(371
)-
2 13
193
21
199
43.7
507
402
3.
Hum
an R
esou
rce
Dev
elop
men
t1
467
--
1 46
71
467
-10
0.0
1 39
8-
Tota
l fo
r su
b p
rog
ram
mes
423
471
-7
085
430
556
428
622
1 93
499
.640
5 40
040
1 49
2
Eco
nom
ic c
lass
i� ca
tio
n
Cur
rent
pay
men
ts40
2 21
8-
8 31
841
0 53
640
9 33
41
202
99.7
386
356
385
370
Co
mp
ensa
tio
n o
f em
plo
yees
384
334
-8
318
392
652
392
651
110
0.0
369
608
369
608
Sal
arie
s an
d w
ages
311
175
55 9
648
318
375
457
375
456
110
0.0
354
109
354
109
Soc
ial c
ontr
ibut
ions
73 1
59(5
5 96
4)-
17 1
9517
195
-10
0.0
15 4
9915
499
Go
od
s an
d s
ervi
ces
17 8
84-
-17
884
16 6
831
201
93.3
16 7
4815
762
Adv
ertis
ing
50(1
3)-
3737
-10
0.0
--
Bur
sarie
s: E
mpl
oyee
s2
200
--
2 20
02
200
-10
0.0
2 00
02
000
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
25-
-25
241
96.0
--
Com
mun
icat
ion
413
(351
)-
6262
-10
0.0
104
104
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
5-
-5
5-
100.
01
048
1 04
8
Flee
t ser
vice
s18
021
-20
176
125
37.8
76
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l10
510
(873
)-
9 63
79
607
3099
.78
482
8 48
2
Annual Report | 2014/2015 227
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 6:
Ad
ult
Bas
ic E
duc
atio
n an
d T
rain
ing
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Con
sum
able
sup
plie
s21
26-
4747
-10
0.0
42
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
258
(22)
-23
615
680
66.1
191
191
Ope
ratin
g le
ases
-43
-43
421
97.7
3737
Pro
pert
y pa
ymen
ts1
500
496
-1
996
1 99
51
99.9
2 77
72
777
Trav
el a
nd s
ubsi
sten
ce1
100
1 20
6-
2 30
61
466
840
63.6
971
910
Trai
ning
and
dev
elop
men
t44
8(5
8)-
390
390
-10
0.0
1 05
313
2
Ope
ratin
g pa
ymen
ts1
174
(475
)-
699
576
123
82.4
7473
Tran
sfer
s an
d s
ubsi
die
s 18
572
-1
401
19 9
7319
241
732
96.3
18 8
2316
079
Non
-pro
� t in
stitu
tions
18
572
--
18 5
7217
841
731
96.1
18 1
5915
415
Ho
useh
old
s-
-1
401
1 40
11
400
199
.966
466
4
Soc
ial b
ene�
ts-
-1
401
1 40
11
400
199
.966
466
4
Pay
men
ts f
or
cap
ital
ass
ets
2 68
1-
(2 6
34)
4747
-10
0.0
221
43
Mac
hine
ry a
nd e
qui
pm
ent
2 68
1-
(2 6
34)
4747
-10
0.0
221
43
Oth
er m
achi
nery
and
equ
ipm
ent
2 68
1-
(2 6
34)
4747
-10
0.0
221
43
TO
TAL
423
471
-7
085
430
556
428
622
1 93
499
.640
5 40
040
1 49
2
228
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
6.1
Pub
lic C
entr
es
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts39
9 71
637
18
318
408
405
408
402
310
0.0
385
949
384
968
Co
mp
ensa
tio
n o
f em
plo
yees
384
334
-8
318
392
652
392
651
110
0.0
369
608
369
608
Sal
arie
s an
d w
ages
311
175
55 9
648
318
375
457
375
456
110
0.0
354
109
354
109
Soc
ial c
ontr
ibut
ion
73 1
59(5
5 96
4)-
17 1
9517
195
-10
0.0
15 4
9915
499
Go
od
s an
d s
ervi
ces
15 3
8237
1-
15 7
5315
751
210
0.0
16 3
4115
360
Bur
sarie
s : E
mpl
oyee
s2
200
--
2 20
02
200
-10
0.0
2 00
02
000
Com
mun
icat
ion
(G&
S)
-9
-9
9-
100.
0-
-
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
5-
-5
5-
100.
01
048
1 04
8
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
-21
-21
21-
100.
06
6
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l10
480
(873
)-
9 60
79
607
-10
0.0
8 48
28
482
Con
sum
able
s su
pplie
s-
14-
1414
-10
0.0
32
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s81
(11)
-70
70-
100.
018
818
8
Ope
ratin
g le
ases
-43
-43
421
97.7
3737
Pro
pert
y pa
ymen
ts1
500
496
-1
996
1 99
51
99.9
2 77
72
777
Trav
el a
nd s
ubsi
sten
ce-
1 20
6-
1 20
61
206
-10
0.0
681
621
Trai
ning
and
dev
elop
men
t35
0(5
9)-
291
291
-10
0.0
1 05
213
2
Ope
ratin
g pa
ymen
ts76
6(4
75)
-29
129
1-
100.
067
67
Annual Report | 2014/2015 229
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
6.1
Pub
lic C
entr
es
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d s
ubsi
die
s 17
105
-1
401
18 5
0617
774
732
96.0
17 3
2516
079
Non
-pro
� t in
stitu
tions
17
105
--
17 1
0516
374
731
95.7
16 6
6115
415
Ho
useh
old
s-
-1
401
1 40
11
400
199
.966
466
4
Soc
ial b
ene�
ts-
-1
401
1 40
11
400
199
.966
466
4
Pay
men
ts f
or
cap
ital
ass
ets
2 68
1-
(2 6
34)
4747
-10
0.0
221
43
Mac
hine
ry a
nd e
qui
pm
ent
2 68
1-
(2 6
34)
4747
-10
0.0
221
43
Oth
er m
achi
nery
and
equ
ipm
ent
2 68
1-
(2 6
34)
4747
-10
0.0
221
43
TO
TAL
419
502
371
7 08
542
6 95
842
6 22
373
599
.840
3 49
540
1 09
0
230
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
6.2
Pro
fess
iona
l Ser
vice
s
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts2
502
(371
)-
2 13
193
21
199
43.7
407
402
Goo
ds a
nd s
ervi
ces
2 50
2(3
71)
-2
131
932
1 19
943
.740
740
2
Adv
ertis
ing
50(1
3)-
3737
-10
0.0
--
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
25-
-25
241
96.0
--
Com
mun
icat
ion
(G&
S)
413
(360
)-
5353
-10
0.0
104
104
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
180
--
180
5512
530
.61
-
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l30
--
30-
30-
--
Con
sum
able
s su
pplie
s21
12-
3333
-10
0.0
1-
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s17
7(1
1)-
166
8680
51.8
33
Trav
el a
nd s
ubsi
sten
ce1
100
--
1 10
026
084
023
.629
028
9
Trai
ning
and
dev
elop
men
t98
1-
9999
-10
0.0
1-
Ope
ratin
g pa
ymen
ts40
8-
-40
828
512
369
.97
6
Tran
sfer
s an
d su
bsid
ies
--
--
--
-10
0-
Non
-pro
� t in
stitu
tions
-
--
--
--
100
TOTA
L2
502
(371
)-
2 13
193
21
199
43.7
507
402
Annual Report | 2014/2015 231
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
6.3
Hum
an R
eso
urce
s D
evel
op
men
t
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d s
ubsi
die
s 1
467
--
1 46
71
467
-10
0.0
1 39
8-
Non
-pro
� t in
stitu
tions
1
467
--
1 46
71
467
-10
0.0
1 39
8-
TO
TAL
1 46
7-
-1
467
1 46
7-
100.
01
398
-
232
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 7:
Ear
ly C
hild
hoo
d D
evel
op
men
t
2014
/15
2014
/15
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
pro
gra
mm
e
1.
Gra
de R
in P
ublic
Sch
ools
530
516
224
-53
0 74
051
1 62
619
114
96.4
514
948
447
567
2.
Gra
de R
in C
omm
unity
Cen
tres
28 5
27-
(9 7
19)
18 8
0833
18 7
750.
215
081
600
3.
Pre
Gra
de R
Tra
inin
g43
401
8 52
5-
51 9
2643
826
8 10
084
.441
547
37 1
36
4.
Hum
an R
esou
rce
Dev
elop
men
t27
057
(8 7
49)
-18
308
16 5
321
776
90.3
13 2
05-
Tota
l fo
r su
b p
rog
ram
mes
629
501
-(9
719
)61
9 78
257
2 01
747
765
92.3
584
781
485
303
Eco
nom
ic c
lass
i� ca
tio
n
Cur
rent
pay
men
ts43
2 69
2(7
6)(9
719
)42
2 89
737
7 02
945
868
89.2
421
883
336
330
Co
mp
ensa
tio
n o
f em
plo
yees
259
137
(76)
(9 7
19)
249
342
243
765
5 57
797
.819
0 04
619
0 04
6
Sal
arie
s an
d w
ages
259
137
(78)
(9 7
19)
249
340
243
764
5 57
697
.819
0 04
419
0 04
4
Soc
ial c
ontr
ibut
ions
-2
-2
11
50.0
22
Go
od
s an
d s
ervi
ces
173
555
--
173
555
133
264
40 2
9176
.823
1 83
714
6 28
4
Adv
ertis
ing
126
--
126
-12
6-
--
Min
or a
sset
s-
13-
1312
1
92.3
688
600
Com
mun
icat
ion
198
3-
201
519
62.
510
10
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
10 0
00-
-10
000
9 88
111
998
.83
738
-
Annual Report | 2014/2015 233
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 7:
Ear
ly C
hild
hoo
d D
evel
op
men
t
2014
/15
2014
/15
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
3 51
6(2
58)
-3
258
-3
258
-1
057
880
Flee
t ser
vice
s12
0-
-12
0-
120
--
-
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l14
2 33
6(1
95)
-14
2 14
112
1 73
820
403
85.6
182
661
144
310
Inve
ntor
y: O
ther
sup
plie
s-
51-
5150
198
.0-
-
Con
sum
able
sup
plie
s74
119
-19
312
370
63.7
74-
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
160
23-
183
9489
51.4
663
420
Ope
ratin
g le
ases
--
--
--
-3
3
Pro
pert
y pa
ymen
ts13
108
--
13 1
0830
13 0
780.
212
496
-
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity-
--
--
--
8-
Trav
el a
nd s
ubsi
sten
ce12
02
-12
22
120
1.6
325
61
Trai
ning
and
dev
elop
men
t-
--
--
--
16 7
85-
Ope
ratin
g pa
ymen
ts3
797
242
-4
039
1 32
92
710
32.9
13 3
29-
Tran
sfer
s an
d s
ubsi
die
s 19
6 68
976
-19
6 76
519
4 98
81
777
99.1
162
898
148
935
Non
-pro
� t in
stitu
tions
19
6 68
9-
-19
6 68
919
4 91
31
776
99.1
162
898
148
935
234
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 7:
Ear
ly C
hild
hoo
d D
evel
op
men
t
2014
/15
2014
/15
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Ho
useh
old
s-
76-
7675
198
.7-
-
Soc
ial b
ene�
ts-
76-
7675
198
.7-
-
Pay
men
ts f
or
cap
ital
ass
ets
120
--
120
-12
0-
-38
Mac
hine
ry a
nd e
qui
pm
ent
120
--
120
-12
0-
-38
Oth
er m
achi
nery
and
equ
ipm
ent
120
--
120
-12
0-
-38
TO
TAL
629
501
-(9
719
)61
9 78
257
2 01
747
765
92.3
584
781
485
303
Annual Report | 2014/2015 235
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
7.1
Gra
de
R in
Pub
lic S
cho
ols
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts39
5 58
6(7
6)-
395
510
376
397
19 1
1395
.240
1 05
433
3 72
9
Co
mp
ensa
tio
n o
f em
plo
yees
246
430
(76)
-24
6 35
424
3 76
52
589
98.9
190
046
190
046
Sal
arie
s an
d w
ages
246
430
(78)
-24
6 35
224
3 76
42
588
98.9
190
044
190
044
Soc
ial c
ontr
ibut
ion
-2
-2
11
50.0
22
Go
od
s an
d s
ervi
ces
149
156
--
149
156
132
632
16 5
2488
.921
1 00
814
3 68
3
Min
or a
sset
s-
--
--
--
88-
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
10 0
00-
-10
000
9 88
111
998
.8-
-
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
--
--
--
-17
7-
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l13
8 33
6(1
95)
-13
8 14
112
1 73
816
403
88.1
182
629
143
679
Inve
ntor
y: o
ther
sup
plie
s-
51-
5150
198
.0-
-
Con
sum
able
s su
pplie
s-
119
-11
911
81
99.2
74-
236
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
7.1
Gra
de
R in
Pub
lic S
cho
ols
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s-
23-
2323
-10
0.0
243
-
Ope
ratin
g le
ases
--
--
--
-3
3
Trav
el a
nd s
ubsi
sten
ce-
2-
22
-10
0.0
265
1
Trai
ning
and
dev
elop
men
t-
--
--
16 7
85-
Ope
ratin
g pa
ymen
ts82
0-
-82
082
0-
100.
010
744
-
Tran
sfer
s an
d s
ubsi
die
s 13
4 93
030
0-
135
230
135
229
110
0.0
113
894
113
838
Non
-pro
� t in
stitu
tions
13
4 93
022
4-
135
154
135
154
-10
0.0
113
894
113
838
Ho
useh
old
s-
76-
7675
198
.7-
-
Soc
ial b
ene�
ts-
76-
7675
198
.7-
-
TO
TAL
530
516
224
-53
0 74
051
1 62
619
114
96.4
514
948
447
567
Annual Report | 2014/2015 237
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
7.2
Gra
de
R in
Co
mm
unit
y C
entr
es
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts28
527
-(9
719
)18
808
3318
775
0.2
15 0
8160
0
Co
mp
ensa
tio
n o
f em
plo
yees
12 7
07-
(9 7
19)
2 98
8-
2 98
8-
--
Sal
arie
s an
d w
ages
12 7
07-
(9 7
19)
2 98
8-
2 98
8-
--
Go
od
s an
d s
ervi
ces
15 8
20-
-15
820
3315
787
0.2
15 0
8160
0
Min
or a
sset
s-
--
--
--
600
600
Com
mun
icat
ion
(G&
S)
-3
-3
3-
100.
0-
-
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l-
--
--
--
(600
)-
Pro
pert
y pa
ymen
ts13
108
--
13 1
0830
13 0
780.
212
496
-
Ope
ratin
g pa
ymen
ts2
712
(3)
-2
709
-2
709
-2
585
-
TO
TAL
28 5
27-
(9 7
19)
18 8
0833
18 7
750.
215
081
600
238
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
7.3
Pre
-G
rad
e R
Tra
inin
g
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts8
579
--
8 57
959
97
980
7.0
5 74
82
001
Goo
ds a
nd s
ervi
ces
8 57
9-
-8
579
599
7 98
07.
05
748
2 00
1
Adv
ertis
ing
126
--
126
-12
6-
--
Min
or a
sset
s-
13-
1312
192
.3-
-
Com
mun
icat
ion
(G&
S)
198
--
198
219
61.
010
10
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
--
--
--
-3
738
-
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
3 51
6(2
58)
-3
258
-3
258
-88
088
0
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
120
--
120
-12
0-
--
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t m
ater
ial
4 00
0-
-4
000
-4
000
-63
263
1
Con
sum
able
s su
pplie
s74
--
745
696.
8-
-
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s16
0-
-16
071
8944
.442
042
0
Tran
spor
t pro
vide
d: D
epar
tmen
tal a
ctiv
ity-
--
--
--
8-
Trav
el a
nd s
ubsi
sten
ce12
0-
-12
0-
120
-60
60
Trai
ning
and
dev
elop
men
t-
--
--
--
--
Ope
ratin
g pa
ymen
ts26
524
5-
510
509
199
.8-
-
Annual Report | 2014/2015 239
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
7.3
Pre
-G
rad
e R
Tra
inin
g
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d su
bsid
ies
34 7
028
525
-43
227
43 2
27-
100.
035
799
35 0
97
Non
-pro
� t in
stitu
tions
34
702
8 52
5-
43 2
2743
227
-10
0.0
35 7
9935
097
Paym
ents
for c
apita
l ass
ets
120
--
120
-12
0-
-38
Mac
hine
ry a
nd e
quip
men
t12
0-
-12
0-
120
--
38
Oth
er m
achi
nery
and
equ
ipm
ent
120
--
120
-12
0-
-38
TOTA
L43
401
8 52
5-
51 9
2643
826
8 10
084
.441
547
37 1
36
7.4
Hum
an R
eso
urce
Dev
elo
pm
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d su
bsid
ies
27 0
57(8
749
)-
18 3
0816
532
1 77
690
.313
205
-
Non
-pro
� t in
stitu
tions
27
057
(8 7
49)
-18
308
16 5
321
776
90.3
13 2
05-
TOTA
L27
057
(8 7
49)
-18
308
16 5
321
776
90.3
13 2
05-
240
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 8:
Infr
astr
uctu
re D
evel
op
men
t
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
prog
ram
me
1.
Adm
inis
trat
ion
22 0
0047
229
-69
229
69 2
281
100.
019
500
35 3
78
2.
Pub
lic O
rdin
ary
Sch
ools
1 45
0 28
211
895
-1
462
177
1 63
0 46
1(1
68 2
84)
111.
51
564
692
1 48
5 03
3
3.
Spe
cial
Sch
ools
185
490
(51
856)
-13
3 63
454
382
79 2
5240
.744
891
40 3
05
4.
Ear
ly C
hild
hood
Dev
elop
men
t14
7 16
3(7
268
)-
139
895
6 55
813
3 33
74.
784
802
67 8
32
Tota
l for
sub
pro
gram
mes
1 80
4 93
5-
-1
804
935
1 76
0 62
944
306
97.5
1 71
3 88
51
628
548
Econ
omic
cla
ssi�
catio
n
Cur
rent
pay
men
ts41
2 79
9-
-41
2 79
980
1 40
4(3
88 6
05)
194.
130
1 00
065
2 95
9
Goo
ds a
nd s
ervi
ces
412
799
--
412
799
801
404
(388
605
)19
4.1
301
000
652
959
Lega
l ser
vice
s-
--
--
--
-34
0
Inve
ntor
y: O
ther
sup
plie
s-
--
-27
0 68
2(2
70 6
82)
--
321
895
Pro
pert
y pa
ymen
ts41
2 79
9-
-41
2 79
953
0 72
2(1
17 9
23)
128.
630
1 00
033
0 72
4
Paym
ents
for c
apita
l ass
ets
1 39
2 13
6-
-1
392
136
959
225
432
911
68.9
1 41
2 88
597
5 58
9
Bui
ldin
gs a
nd o
ther
� xe
d st
ruct
ures
1 37
0 13
6(1
9 50
7)-
1 35
0 62
991
7 71
843
2 91
167
.91
400
385
963
068
Bui
ldin
gs1
370
136
(19
507)
-1
350
629
917
718
432
911
67.9
1 40
0 38
596
3 06
8
Land
and
sub
soil
asse
ts22
000
19 5
07-
41 5
0741
507
-10
0.0
12 5
0012
521
TOTA
L1
804
935
--
1 80
4 93
51
760
629
44 3
0697
.51
713
885
1 62
8 54
8
Annual Report | 2014/2015 241
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
8.1
Ad
min
istr
atio
n
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts-
27 7
22-
27 7
2227
721
110
0.0
7 00
022
668
Go
od
s an
d s
ervi
ces
-27
722
-27
722
27 7
211
100.
07
000
22 6
68
Lega
l ser
vice
s-
--
--
--
-34
0
Pro
pert
y pa
ymen
ts-
27 7
22-
27 7
2227
721
110
0.0
7 00
022
328
Pay
men
ts f
or
cap
ital
ass
ets
22 0
0019
507
-41
507
41 5
07-
100.
012
500
12 7
10
Bui
ldin
gs
and
oth
er �
xed
st
ruct
ures
--
--
--
--
189
Bui
ldin
gs-
--
--
--
-18
9
Land
and
sub
soil
asse
ts22
000
19 5
07-
41 5
0741
507
-10
0.0
12 5
0012
521
TO
TAL
22 0
0047
229
-69
229
69 2
281
100.
019
500
35 3
78
242
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
8.2
Pub
lic O
rdin
ary
Sch
oo
ls
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts
353
513
31 4
02-
384
915
773
521
(388
606
)20
1.0
291
000
626
610
Go
od
s an
d s
ervi
ces
353
513
31 4
02-
384
915
773
521
(388
606
)20
1.0
291
000
626
610
Inve
ntor
y: o
ther
sup
plie
s-
--
-27
0 68
2(2
70 6
82)
--
321
895
Pro
pert
y pa
ymen
ts35
3 51
331
402
-38
4 91
550
2 83
9(1
17 9
24)
130.
629
1 00
030
4 71
5
Pay
men
ts f
or
cap
ital
ass
ets
1 09
6 76
9(1
9 50
7)-
1 07
7 26
285
6 94
022
0 32
279
.51
273
692
858
423
Bui
ldin
gs
and
oth
er �
xed
st
ruct
ures
1 09
6 76
9(1
9 50
7)-
1 07
7 26
285
6 94
022
0 32
279
.51
273
692
858
423
Bui
ldin
gs1
096
769
(19
507)
-1
077
262
856
940
220
322
79.5
1 27
3 69
285
8 42
3
TO
TAL
1 45
0 28
211
895
-1
462
177
1 63
0 46
1(1
68 2
84)
111.
51
564
692
1 48
5 03
3
Annual Report | 2014/2015 243
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
8.3
Sp
ecia
l Sch
oo
ls
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts52
018
(51
856)
-16
216
2-
100.
03
000
3 68
1
Goo
ds a
nd s
ervi
ces
52 0
18(5
1 85
6)-
162
162
-10
0.0
3 00
03
681
Pro
pert
y pa
ymen
ts52
018
(51
856)
-16
216
2-
100.
03
000
3 68
1
Paym
ents
for c
apita
l ass
ets
133
472
--
133
472
54 2
2079
252
40.6
41 8
9136
624
Bui
ldin
gs a
nd o
ther
� xe
d st
ruct
ures
133
472
--
133
472
54 2
2079
252
40.6
41 8
9136
624
Bui
ldin
gs13
3 47
2-
-13
3 47
254
220
79 2
5240
.641
891
36 6
24
TOTA
L18
5 49
0(5
1 85
6)-
133
634
54 3
8279
252
40.7
44 8
9140
305
244
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
8.4
Ear
ly C
hild
hoo
d D
evel
op
men
t
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts7
268
(7 2
68)
--
--
--
-
Goo
ds a
nd s
ervi
ces
7 26
8(7
268
)-
--
--
-
Pro
pert
y pa
ymen
ts7
268
(7 2
68)
--
--
--
-
Paym
ents
for c
apita
l ass
ets
139
895
--
139
895
6 55
813
3 33
74.
784
802
67 8
32
Bui
ldin
gs a
nd o
ther
� xe
d st
ruct
ures
139
895
--
139
895
6 55
813
3 33
74.
784
802
67 8
32
Bui
ldin
gs13
9 89
5-
-13
9 89
56
558
133
337
4.7
84 8
0267
832
Oth
er �
xed
stru
ctur
es-
--
--
--
--
TOTA
L14
7 16
3(7
268
)-
139
895
6 55
813
3 33
74.
784
802
67 8
32
Annual Report | 2014/2015 245
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 9:
Aux
iliar
y an
d A
sso
ciat
ed S
ervi
ces
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Sub
prog
ram
me
1.
Pay
men
ts to
Set
a22
251
37 9
94-
60 2
4560
245
-10
0.0
21 1
2420
151
2.
Pro
fess
iona
l Ser
vice
s77
5 43
8(5
4 99
1)(8
9 17
5)63
1 27
248
8 46
114
2 81
177
.494
0 03
381
7 48
5
3.
Spe
cial
Pro
ject
s42
3 86
4-
-42
3 86
431
6 56
610
7 29
874
.733
5 40
627
8 85
5
4.
Ext
erna
l Exa
min
atio
ns24
1 88
316
997
(5 2
79)
253
601
249
513
4 08
898
.424
8 95
823
9 71
7
5.
Con
ditio
nal G
rant
s38
466
--
38 4
6636
829
1 63
795
.728
817
28 8
17
Tota
l for
sub
pro
gram
mes
1 50
1 90
2-
(94
454)
1 40
7 44
81
151
614
255
834
81.8
1 57
4 33
81
385
025
Econ
omic
cla
ssi�
catio
n
Cur
rent
pay
men
ts83
3 33
8-
(11
737)
821
601
594
127
227
474
72.3
997
298
831
311
Com
pens
atio
n of
em
ploy
ees
390
856
1-
390
857
315
407
75 4
5080
.732
7 92
832
7 81
0
Sal
arie
s an
d w
ages
390
694
(1 6
42)
-38
9 05
231
3 76
075
292
80.6
326
928
326
810
Soc
ial c
ontr
ibut
ions
162
1 64
3-
1 80
51
647
158
91.2
1 00
01
000
Goo
ds a
nd s
ervi
ces
442
482
(1 0
55)
(11
737)
429
690
277
666
151
024
64.6
669
369
503
501
Adm
inis
trat
ive
fees
6 45
878
8-
7 24
66
055
1 19
183
.68
067
1 47
0
Adv
ertis
ing
19 1
8861
-19
249
2 86
716
382
14.9
2 95
81
039
Min
or a
sset
s1
737
--
1 73
739
31
344
22.6
11 0
6099
Aud
it co
sts:
Ext
erna
l-
--
--
--
71-
Bur
sarie
s: E
mpl
oyee
s-
14-
1414
-10
0.0
100
-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
5 97
795
4-
6 93
16
930
110
0.0
4 60
53
092
246
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
Pro
gra
mm
e 9:
Aux
iliar
y an
d A
sso
ciat
ed S
ervi
ces
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Com
mun
icat
ion
8 59
2-
-8
592
4 30
04
292
50.0
10 8
294
206
Com
pute
r se
rvic
es31
811
(4 3
95)
-27
416
5 53
521
881
20.2
9 07
75
601
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
-50
-50
491
98.0
(1 1
72)
877
Lega
l ser
vice
s4
343
--
4 34
3-
4 34
3-
1 29
7-
Con
trac
tors
12 0
98-
-12
098
10 6
481
450
88.0
600
132
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
33 2
89(1
545
)-
31 7
4420
621
11 1
2365
.027
745
9 88
6
Flee
t ser
vice
s11
718
(1 9
09)
-9
809
2 30
97
500
23.5
8 14
13
388
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l49
402
7 49
3-
56 8
9555
267
1 62
897
.134
3 96
632
6 62
1
Inve
ntor
y: M
ater
ials
and
sup
plie
s34
--
34-
34-
143
89
Inve
ntor
y: O
ther
sup
plie
s3
584
137
-3
721
3 72
1-
100.
0-
-
Con
sum
able
sup
plie
s4
873
--
4 87
33
067
1 80
662
.91
442
252
Con
sum
able
: Sta
tione
ry p
rintin
g an
d of
� ce
supp
lies
13 4
58(1
550
)-
11 9
088
402
3 50
670
.623
274
6 69
0
Ope
ratin
g le
ases
7 26
21
921
-9
183
9 15
330
99.7
7 19
68
820
Pro
pert
y pa
ymen
ts2
134
--
2 13
41
796
338
84.2
2 71
11
204
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity9
825
--
9 82
57
557
2 26
876
.97
020
4 83
0
Trav
el a
nd s
ubsi
sten
ce57
040
(2 3
23)
(11
737)
42 9
8041
886
1 09
497
.560
199
35 7
72
Annual Report | 2014/2015 247
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Pro
gra
mm
e 9:
Aux
iliar
y an
d A
sso
ciat
ed S
ervi
ces
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Trai
ning
and
dev
elop
men
t10
2 19
5(1
054
)-
101
141
43 6
6757
474
43.2
91 7
8848
457
Ope
ratin
g pa
ymen
ts49
964
--
49 9
6437
093
12 8
7174
.239
000
36 0
65
Venu
es a
nd fa
cilit
ies
7 17
8-
-7
178
5 71
21
466
79.6
9 21
52
874
Ren
tal a
nd h
iring
322
303
-62
562
41
99.8
3737
Inte
rest
and
rent
on
land
-1
054
-1
054
1 05
4-
100.
01
-
Inte
rest
-1
054
-1
054
1 05
4-
100.
01
-
Tran
sfer
s an
d su
bsid
ies
655
953
-(7
7 43
8)57
8 51
555
0 55
827
957
95.2
561
947
543
506
Dep
artm
enta
l age
ncie
s an
d ac
coun
ts22
251
37 9
94-
60 2
4560
245
-10
0.0
21 1
2420
151
Dep
artm
enta
l age
ncie
s22
251
37 9
94-
60 2
4560
245
-10
0.0
21 1
2420
151
Non
-pro
� t in
stitu
tions
45
4 09
9(3
7 99
4)(7
7 43
8)33
8 66
731
2 14
526
522
92.2
390
735
378
454
Hou
seho
lds
179
603
--
179
603
178
153
1 45
099
.215
0 08
814
4 90
1
Soc
ial b
ene�
ts-
--
-15
(1
5)-
8888
Oth
er tr
ansf
ers
to h
ouse
hold
s17
9 60
3-
-17
9 60
317
8 15
31
450
99.2
150
000
144
813
Paym
ents
for c
apita
l ass
ets
12 6
11-
(5 2
79)
7 33
26
929
403
94.5
15 0
9310
208
Mac
hine
ry a
nd e
quip
men
t12
611
-(5
279
)7
332
6 92
940
394
.515
085
10 2
08
Oth
er m
achi
nery
and
equ
ipm
ent
12 6
11-
(5 2
79)
7 33
26
929
403
94.5
15 0
8510
208
Inta
ngib
le a
sset
s-
--
--
--
8-
TOTA
L1
501
902
-(9
4 45
4)1
407
448
1 15
1 61
425
5 83
481
.81
574
338
1 38
5 02
5
248
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
9.1
Pay
men
ts t
o S
eta
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d su
bsid
ies
22 2
5137
994
-60
245
60 2
45-
100.
021
124
20 1
51
Dep
artm
enta
l age
ncie
s an
d ac
coun
ts22
251
37 9
94-
60 2
4560
245
-10
0.0
21 1
2420
151
Dep
artm
enta
l age
ncie
s (n
on-
busi
ness
ent
ities
)22
251
37 9
94-
60 2
4560
245
-10
0.0
21 1
2420
151
TOTA
L22
251
37 9
94-
60 2
4560
245
-10
0.0
21 1
2420
151
Annual Report | 2014/2015 249
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
9.2
Pro
fess
iona
l Ser
vice
s
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts34
2 88
2(1
6 99
7)(1
1 73
7)31
4 14
819
8 12
111
6 02
763
.157
1 03
046
0 89
0
Co
mp
ensa
tio
n o
f em
plo
yees
108
596
(16
996)
-91
600
76 2
6215
338
83.3
77 8
0992
215
Sal
arie
s an
d w
ages
108
596
(18
547)
-90
049
74 7
1215
337
83.0
76 8
7091
276
Soc
ial c
ontr
ibut
ion
-1
551
-1
551
1 55
01
99.9
939
939
Go
od
s an
d s
ervi
ces
234
286
(1)
(11
737)
222
548
121
859
100
689
54.8
493
220
368
675
Adm
inis
trat
ive
fees
1 19
0-
-1
190
-1
190
-2
007
310
Adv
ertis
ing
18 3
31-
-18
331
2 71
315
618
14.8
2 33
981
2
Min
or a
sset
s1
295
--
1 29
524
1 1
054
18.6
8 59
859
Aud
it co
st :
Ext
erna
l-
--
--
--
71-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
3 80
074
7-
4 54
74
546
110
0.0
3 64
12
611
Com
mun
icat
ion
(G&
S)
5 54
0-
-5
540
2 41
43
126
43.6
8 43
62
401
Com
pute
r se
rvic
es21
535
--
21 5
3595
520
580
4.4
702
2
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
-50
-50
491
98.0
226
39
Leg
al s
ervi
ces
4 34
3-
-4
343
-4
343
-1
297
-
Con
trac
tors
11 7
92-
-11
792
10 5
311
261
89.3
8723
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
25 7
60-
-25
760
15 8
369
924
61.5
13 6
506
184
250
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
9.2
Pro
fess
iona
l Ser
vice
s
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
7 10
6-
-7
106
1 26
0 5
846
17.7
6 78
32
880
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l42
853
7 18
5-
50 0
3850
038
-10
0.0
329
939
314
593
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
25-
-25
-25
-14
089
Inve
ntor
y: o
ther
sup
plie
s3
094
137
-3
231
3 23
1-
100.
0-
-
Con
sum
able
s su
pplie
s3
618
--
3 61
82
546
1 07
270
.496
215
3
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s7
693
--
7 69
34
326
3 36
756
.218
514
1 94
9
Ope
ratin
g le
ases
2 28
820
4-
2 49
22
462
3098
.82
125
4 65
4
Pro
pert
y pa
ymen
ts-
--
--
--
5320
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity6
750
--
6 75
06
268
482
92.9
5 04
13
836
Trav
el a
nd s
ubsi
sten
ce31
969
(8 6
27)
(11
737)
11 6
0511
268
337
97.1
37 3
9413
200
Trai
ning
and
dev
elop
men
t23
386
--
23 3
861
435
21 9
516.
141
897
12 3
26
Ope
ratin
g pa
ymen
ts10
423
--
10 4
2350
29
921
4.8
3 90
51
859
Venu
es a
nd fa
cilit
ies
1 49
5-
-1
495
936
559
62.6
5 37
663
8
Ren
tal a
nd h
iring
-30
3-
303
302
199
.737
37
Annual Report | 2014/2015 251
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
9.2
Pro
fess
iona
l Ser
vice
s
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inte
rest
and
ren
t o
n la
nd-
--
--
--
1-
Inte
rest
(Inc
l. in
tere
st o
n un
itary
pa
ymen
ts (P
PP
))-
--
--
--
1-
Tran
sfer
s an
d s
ubsi
die
s 43
0 73
4(3
7 99
4)(7
7 43
8)31
5 30
228
8 78
026
522
91.6
367
690
355
409
Non
-pro
� t in
stitu
tions
43
0 73
4(3
7 99
4)(7
7 43
8)31
5 30
228
8 78
026
522
91.6
367
602
355
321
Ho
useh
old
s-
--
--
--
8888
Soc
ial b
ene�
ts-
--
--
--
8888
Pay
men
ts f
or
cap
ital
ass
ets
1 82
2-
-1
822
1 56
026
285
.61
313
1 18
6
Mac
hine
ry a
nd e
qui
pm
ent
1 82
2-
-1
822
1 56
026
285
.61
305
1 18
6
Oth
er m
achi
nery
and
equ
ipm
ent
1 82
2-
-1
822
1 56
026
285
.61
305
1 18
6
Inta
ngib
le a
sset
s-
--
--
--
8-
TO
TAL
775
438
(54
991)
(89
175)
631
272
488
461
142
811
77.4
940
033
817
485
252
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
9.3
Sp
ecia
l Pro
ject
s
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts24
2 95
3-
-24
2 95
313
7 23
010
5 72
356
.518
5 18
813
3 85
6
Com
pens
atio
n of
em
ploy
ees
91 0
96-
-91
096
32 6
2258
474
35.8
60 5
3449
268
Sal
arie
s an
d w
ages
90 9
34-
-90
934
32 6
1658
318
35.9
60 5
3449
268
Soc
ial c
ontr
ibut
ion
162
--
162
615
63.
7-
-
Goo
ds a
nd s
ervi
ces
151
857
(1 0
54)
-15
0 80
310
3 55
447
249
68.7
124
654
84 5
88
Adm
inis
trat
ive
fees
5 26
878
8-
6
056
6 05
51
100.
06
057
1 15
7
Adv
ertis
ing
833
--
833
6976
48.
340
012
0
Min
or a
sset
s28
3-
-28
334
249
12.0
2 34
634
Bur
sarie
s : E
mpl
oyee
s-
14-
1414
-10
0.0
100
-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
2 17
720
7-
2 38
42
384
-10
0.0
962
480
Com
mun
icat
ion
(G&
S)
1 90
1-
-1
901
1 41
049
174
.21
728
1 18
6
Com
pute
r se
rvic
es1
540
--
1 5
4024
01
300
15.6
2 80
019
2
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry
serv
ices
--
--
--
-83
883
8
Con
trac
tors
283
--
283
111
172
39.2
401
95
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
6 02
3(1
545
)-
4 47
83
404
1 07
476
.010
816
2 65
9
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
1 02
5-
-1
025
210
815
20.5
887
106
Annual Report | 2014/2015 253
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
9.3
Sp
ecia
l Pro
ject
s
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l-
308
-30
830
8-
100.
0-
-
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
9-
-9
-9
-2
-
Inve
ntor
y: o
ther
sup
plie
s49
0-
-49
049
0-
100.
0-
-
Con
sum
able
s su
pplie
s67
8-
-67
825
342
537
.338
423
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s35
213
-36
536
41
99.7
409
391
Ope
ratin
g le
ases
4 06
521
5-
4 28
04
280
-10
0.0
4 08
03
540
Pro
pert
y pa
ymen
ts2
134
--
2 13
41
796
338
84.2
2 64
91
184
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity3
075
--
3 07
51
289
1 78
641
.91
979
994
Trav
el a
nd s
ubsi
sten
ce1
127
--
1 12
737
175
632
.964
841
5
Trai
ning
and
dev
elop
men
t78
809
(1 0
54)
-77
755
42 2
3235
523
54.3
49 8
9136
131
Ope
ratin
g pa
ymen
ts38
980
--
38 9
8036
258
2 72
293
.034
725
34 0
80
Venu
es a
nd fa
cilit
ies
2 48
3-
-2
483
1 66
082
366
.92
552
963
Ren
tal a
nd h
iring
322
--
322
322
-10
0.0
--
Inte
rest
and
rent
on
land
-1
054
-1
054
1 05
4-
100.
0-
-
Inte
rest
(Inc
l. in
tere
st o
n un
itary
pa
ymen
ts (P
PP
))-
1 05
4-
1 05
41
054
-10
0.0
--
254
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
9.3
Sp
ecia
l Pro
ject
s
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
sfer
s an
d su
bsid
ies
179
603
--
179
603
178
168
1 43
599
.215
0 00
014
4 81
3
Hou
seho
lds
179
603
--
179
603
178
168
1 43
599
.215
0 00
014
4 81
3
Soc
ial b
ene�
ts-
--
-15
(15)
--
-
Oth
er tr
ansf
ers
to h
ouse
hold
s17
9 60
3-
-17
9 60
317
8 15
31
450
99.2
150
000
144
813
Paym
ents
for c
apita
l ass
ets
1 30
8-
-1
308
1 16
814
089
.321
818
6
Mac
hine
ry a
nd e
quip
men
t1
308
--
1 30
81
168
140
89.3
218
186
Oth
er m
achi
nery
and
equ
ipm
ent
1 30
8-
-1
308
1 16
814
089
.321
818
6
TOTA
L42
3 86
4-
-42
3 86
431
6 56
610
7 29
874
.733
5 40
627
8 85
5
Annual Report | 2014/2015 255
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
9.4
Ext
erna
l Exa
min
atio
ns
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts20
9 03
716
997
-22
6 03
422
1 94
74
087
98.2
212
263
207
748
Co
mp
ensa
tio
n o
f em
plo
yees
152
698
16 9
97-
169
695
169
694
110
0.0
160
768
157
510
Sal
arie
s an
d w
ages
152
698
16 9
05-
169
603
169
603
-10
0.0
160
707
157
449
Soc
ial c
ontr
ibut
ion
-92
-92
911
98.9
6161
Go
od
s an
d s
ervi
ces
56 3
39-
-56
339
52 2
534
086
92.7
51 4
9550
238
Adm
inis
trat
ive
fees
--
--
--
-3
3
Adv
ertis
ing
2461
-85
85-
100.
021
910
7
Min
or a
sset
s15
9-
-15
911
841
74.2
116
6
Cat
erin
g: D
epar
tmen
tal
activ
ities
--
--
--
-2
1
Com
mun
icat
ion
(G&
S)
1 15
1-
-1
151
476
675
41.4
665
619
Com
pute
r se
rvic
es8
736
(4 3
95)
-4
341
4 34
01
100.
05
575
5 40
7
Con
sulta
nts:
Bus
ines
s an
d ad
viso
ry s
ervi
ces
--
--
--
-(2
236
)-
Con
trac
tors
23-
-23
617
26.1
112
14
Age
ncy
and
supp
ort /
ou
tsou
rced
ser
vice
s1
506
--
1 50
61
381
125
91.7
3 27
91
043
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent m
otor
tr
ansp
ort)
3 58
7(1
909
)-
1 67
883
983
950
.047
140
2
256
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
Gauteng Department of Education
9.4
Ext
erna
l Exa
min
atio
ns
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inve
ntor
y: L
earn
er a
nd
teac
her
supp
ort m
ater
ial
6 54
9-
-6
549
4 92
11
628
75.1
14 0
2714
028
Inve
ntor
y: M
ater
ial a
nd
supp
lies
--
--
--
-1
-
Con
sum
able
s su
pplie
s57
7-
-57
726
830
946
.496
76
Con
sum
able
s: S
tatio
nery
pr
intin
g an
d of
� ce
supp
lies
5 41
3(1
563
)-
3 85
03
712
138
96.4
4 35
14
350
Ope
ratin
g le
ases
909
1 50
2-
2 41
12
411
-10
0.0
991
626
Pro
pert
y pa
ymen
ts-
--
--
--
9-
Trav
el a
nd s
ubsi
sten
ce23
944
6 30
4-
30 2
4830
247
110
0.0
22 1
5722
157
Trai
ning
and
de
velo
pmen
t-
--
--
--
--
Ope
ratin
g pa
ymen
ts56
1-
-56
133
322
859
.437
012
6
Venu
es a
nd fa
cilit
ies
3 20
0-
-3
200
3 11
684
97.4
1 28
71
273
Tran
sfer
s an
d s
ubsi
die
s 23
365
--
23 3
6523
365
-10
0.0
23 1
3323
133
Non
-pro
� t in
stitu
tions
23
365
--
23 3
6523
365
-10
0.0
23 1
3323
133
Pay
men
ts f
or
cap
ital
as
sets
9 48
1-
(5 2
79)
4 20
24
201
110
0.0
13 5
628
836
Mac
hine
ry a
nd e
qui
pm
ent
9 48
1-
(5 2
79)
4 20
24
201
110
0.0
13 5
628
836
Oth
er m
achi
nery
and
eq
uipm
ent
9 48
1-
(5 2
79)
4 20
24
201
110
0.0
13 5
628
836
TO
TAL
241
883
16 9
97(5
279
)25
3 60
124
9 51
34
088
98.4
248
958
239
717
Annual Report | 2014/2015 257
Appropriation StatementG
aute
ng
Dep
artm
ent
of
Edu
cati
on
Vo
te 5
Ap
pro
pri
atio
n S
tate
men
tfo
r th
e ye
ar e
nd
ed 3
1 M
arch
20
15
9.5
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts38
466
--
38 4
6636
829
1 63
795
.728
817
28 8
17
Co
mp
ensa
tio
n o
f em
plo
yees
38 4
66-
-38
466
36 8
291
637
95.7
28 8
1728
817
Sal
arie
s an
d w
ages
38 4
66-
-38
466
36 8
291
637
95.7
28 8
1728
817
Soc
ial c
ontr
ibut
ion
--
--
--
--
-
TO
TAL
38 4
66-
-38
466
36 8
291
637
95.7
28 8
1728
817
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
258 Gauteng Department of Education
1. Detail of transfers and subsidies as per Appropriation Act (after Virement):
Detail of these transactions can be viewed in the note on Transfers and subsidies disclosure notes and
Annexure 1 (A-H) to the Annual Financial Statements.
2. Detail of speci� cally and exclusively appropriated amounts voted (after Virement):
Detail of these transactions can be viewed in note 1 (Annual Appropriation) to the Annual Financial Statements.
3. Detail on payments for � nancial assets
Detail of these transactions per programme can be viewed in the note on Payments for � nancial assets to the
Annual Financial Statements.
4. Explanations of material variances from Amounts Voted (after Virement):
4.1 Administration
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 2 509 761 2 490 293 19 468 99.2
Transfers and Subsidies 13 286 13 284 2 100.0
Payment of Capital Assets 15 846 13 972 1 874 88.2
Payments for Financial Assets 9 788 9 788 - 100.0
Current Payments for the year were under spending due to vacancies that still needed to be � lled by year end.
Transfers and Payments for Financial Assets were in line with the budget.
Payments of Capital Assets under spend mainly relates to system development project which was cancelled.
4.2 Public Ordinary Schools Education
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 21 488 316 21 489 562 (1 246) 100.0
Transfers and Subsidies 1 802 455 1 784 879 17 576 99.0
Payment of Capital Assets 30 304 30 299 5 100.0
Current Payment over expenditure relates to pressure realised on Goods and Services. The spending mainly related to operational costs incurred under Conditional Grants sub programme.
Under spending on Transfers is based on the underperformance on some of curriculum intervention delivered through related parties. The under spending was mainly due to implementation gaps experienced when a new provincial and departmental strategy was adopted.
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
Annual Report | 2014/2015 259
4.3 Independent Schools Subsidies
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 16 460 16 462 (2) 100.0
Transfers and Subsidies 499 329 498 597 732 99.9
Payment of Capital Assets - - - -
Payments for Financial Assets - - - -
Spending on transfers to school was less than the budget due to fewer schools qualifying for subsidy allocation based on qualifying criteria.
4.4 Public Special School Education
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 1 530 314 1 498 360 31 954 97.9
Transfers and Subsidies 308 097 306 328 1 769 99.4
Payment of Capital Assets 377 156 221 41.4
Current Payments under expenditure relates to Occupation Speci� c Dispensation for Therapist payments which could not be processed due to implementation gaps within the resolution. Over provision for travelling costs was also made during the under review.
Spending on transfers to school was less than the budget due to learners’ enrolment being less than anticipated.
Payments for Capital Assets under expenditure relates to measures put in place by the department to curb spending on none essential items.
4.5 Further Education Training
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 680 703 602 680 101 0.1
Transfers and Subsidies 45 074 712 985 (667 911) 1 581.8
Payment of Capital Assets 32 32 - 100.0
Underspending and overspending on current payment and transfers respectively relates to reclassi� cation of personnel payments into transfers. This is due to the shifting of FET function to Department of High Education and Training.
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
260 Gauteng Department of Education
4.6 Adult Basic Education Training
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 410 536 409 334 1 202 99.7
Transfers and Subsidies 19 973 19 241 732 96.3
Payment of Capital Assets 47 47 - 100.0
Current Payments under expenditure relates to measures put in place to curb travelling costs.
Spending on transfers to school was less than the budget due to learners’ enrolment being less than anticipated.
4.7 Early Childhood Development
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 422 897 377 029 45 868 89.2
Transfers and Subsidies 196 765 194 988 1 777 99.1
Payment of Capital Assets 120 - 120 0.0
Current Payments under spend due to none availability of norms and standards for community based Grade R sites, payments that could not be processed by year end due to cash constraints and personnel.
Spending on transfers to Early Childhood Development sites was less than budgeted due to leaner numbers being less than projected.
4.8 Infrastructure Development
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 412 799 801 404 (388 605) 194.1
Transfers and Subsidies - - - 0.0
Payment of Capital Assets 1 392 136 959 225 432 911 68.9
Current Payments over expenditure relates to pressure realised on maintenance of schools toilets. Furthermore Mobile Classrooms purchased to address schools admission pressure have been reclassi� ed under Goods and Services.
Payments for Capital Assets under expenditure relates under performance on delivery of new infrastructure and refurbishment projects. The reclassi� cation of Mobile Classrooms from Capital Payments to Goods and Services also contributed to the under expenditure.
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
Annual Report | 2014/2015 261
4.9 Auxiliary and Associated Services
Per programme Final Appropriation
Actual Expenditure
Variance R’000 Actual Expenditure
as a % of Final Appropriation
Current Payments 821 601 594 157 227 444 72.3
Transfers and Subsidies 578 515 550 558 27 957 95.2
Payment of Capital Assets 7 332 6 929 403 94.5
Current Payments under expenditure resulting from a reduction in spending on training, e-learning solution, homework & sport assistants as well as re-alignment of funds to deal with the revised ICT strategy.
The under expenditure on transfers relates to curriculum interventions which could not be transferred to related parties due to under performance of these related parties.
5. Per economic classi� cation
5.1 Current payments
Final Appropriation
Actual Expenditure
Variance Actual Expenditure
as a % of Final Appropriation
R’000 R’000 R’000 R’000
Compensation of employees 24 929 360 24 126 761 802 599 96.8
Goods and services 3 361 797 3 548 186 (186 389) 105.5
Interest and rent on land 2 230 2 226 4 99.8
5.2 Transfers and subsidies
Final Appropriation
Actual Expenditure
Variance Actual Expenditure
as a % of Final Appropriation
R’000 R’000 R’000 R’000
Departmental agencies and accounts 60 248 60 247 1 100.0
Non-pro� t institutions 3 064 466 3 684 228 (619 762) 120.2
Households 338 780 336 385 2 395 99.3
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
262 Gauteng Department of Education
5.3 Payments for capital assets
Final Appropriation
Actual Expenditure
Variance Actual Expenditure
as a % of Final Appropriation
R’000 R’000 R’000 R’000
Buildings and other � xed structures 1 362 482 929 570 432 912 68.2
Machinery and equipment 41 205 39 583 1 622 96.1
Land and subsoil assets 41 507 41 507 - 100.0
Intangible assets 1 000 - 1 000 0.0
5.4 Payments for � nancial assets
Final Appropriation
Actual Expenditure
Variance Actual Expenditure
as a % of Final Appropriation
R’000 R’000 R’000 R’000
9 788 9 788 - 100.0
Compensation of Employees under expenditure is as a result of implementation challenges on Occupation
Speci� c Dispensation for Therapist, reclassi� cation of FET personnel expenditure as transfers due to
function shift to DHET, vacancies in Further Education and Training colleges, Administration and Homework
programme.
Net over expenditure in Goods and Services resulted from the reclassi� cation of Mobile Classroom as Goods
and Services and pressure realised on maintenance of schools toilets.
Non-pro� t institutions over expenditure relate to reclassi� cation of FET personnel costs into transfers as a
result of function movement.
Buildings and other � xed structures under expenditure emanates from under performance on New
Construction and Refurbishment. Reclassi� cation of Mobile Classrooms as Goods and Services was also the
main contributor to the under spending.
Machinery and equipment under expenditure relates to measures put in place to reduce spending on none
essential items.
Intangible assets under expenditure relates to system development project which was cancelled.
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
Annual Report | 2014/2015 263
5.5 Per conditional grant
Final
Appropriation
Actual
ExpenditureVariance
Actual Expenditure
as a % of Final Appropriation
R’000 R’000 R’000 R’000
Dinaledi School Grant 22 458 22 458 - 100.0
Education Infrastructure Grant 623 602 617 785 5 817 99.1
National School Nutrition Programme Grant 640 541 640 322 219 100.0
Technical Secondary Schools
Recapitalisation
29 567 28 889 678 97.7
Further Education and Training Grant 725 809 713 590 12 219 98.3
HIV and Aids Grant 30 195 30 179 16 99.9
Expanded Public Works Programme
Incentive Grant
36 016 36 016 - 100.0
Expanded Public Works Integrated Grant for
Provinces – Education
2 450 2 450 - 100.0
Occupational Speci� c Dispension for Sect
Therapists
93 599 73 471 20 128 78.5
Education Infrastructure Grant under expenditure relates to challenges experiences on delivery of new infrastructure by
our implementing agent.
Further Education and Training under expenditure emanated from colleges vacancies.
Occupational Speci� c Dispensation for Therapist experienced implementation challenges due to the signed resolutions.
The challenges could not be resolved by Department of Basic Education and Department of Public Service and
Administration by year end.
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
264 Gauteng Department of Education
Note 2014/15 2013/14
R’000 R’000
REVENUE
Annual appropriation 1 33 212 863 30 695 257
Departmental revenue 2 36 040 40 979
TOTAL REVENUE 33 248 903 30 736 236
EXPENDITURE
Current expenditure
Compensation of employees 4 24 126 762 22 893 118
Goods and services 5 3 548 183 3 332 338
Interest and rent on land 6 2 226 1 200
Aid assistance 3 - 2 393
Total current expenditure 27 677 171 26 229 049
Transfers and subsidies
Transfers and subsidies 8 4 080 860 3 059 440
Total transfers and subsidies 4 080 860 3 059 440
Expenditure for capital assets
Tangible assets 9 1 010 662 1 043 592
Intangible assets 9 - 858
Total expenditure for capital assets 1 010 662 1 044 450
Unauthorised expenditure approved without funding 10 - 12 281
Payments for � nancial assets 7 9 788 31 492
TOTAL EXPENDITURE 32 778 481 30 376 712
SURPLUS/(DEFICIT) FOR THE YEAR 470 422 359 524
Gauteng Department of EducationVote 5
Statement of Financial Performancefor the year ended 31 March 2015
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
Annual Report | 2014/2015 265
Note 2014/15 2013/14
R’000 R’000
Reconciliation of Net Surplus/(De� cit) for the year
Voted funds 434 382 320 938
Annual appropriation 395 305 316 099
Conditional grants 34 39 077 4 839
Unconditional grants -
Departmental revenue and NRF Receipts 15 36 040 40 979
Aid assistance 3 - (2 393)
SURPLUS/(DEFICIT) FOR THE YEAR 470 422 359 524
Gauteng Department of EducationVote 5
Statement of Financial Performancefor the year ended 31 March 2015
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
266 Gauteng Department of Education
Note 2014/15 2013/14
R’000 R’000
ASSETS
Current assets 448 286 340 667
Unauthorised expenditure 10 196 051 196 051
Cash and cash equivalents 11 163 199 37 582
Prepayments and advances 12 47 5
Receivables 13 88 989 107 029
TOTAL ASSETS 448 286 340 667
LIABILITIES
Current liabilities 448 286 340 667
Voted funds to be surrendered to the Revenue Fund 14 419 457 306 019
Departmental revenue and NRF Receipts to be surrendered to the Revenue Fund
15 3 799 592
Payables 16 25 030 34 056
TOTAL LIABILITIES 448 286 340 667
NET ASSETS - -
Gauteng Department of EducationVote 5
Statement of Financial Positionfor the year ended 31 March 2015
Gauteng Department of EducationVote 5
Notes to the Appropriation Statementfor the year ended 31 March 2015
Annual Report | 2014/2015 267
Note 2014/15 2013/14
R’000 R’000
CASH FLOWS FROM OPERATING ACTIVITIES
Receipts 33 248 903 30 736 236
Annual appropriated funds received 1.1 33 212 863 30 695 257
Departmental revenue received 2 35 867 39 664
Interest received 2.3 173 1 315
Net (increase)/decrease in working capital 8 972 (46 914)
Surrendered to Revenue Fund (353 777) (237 108)
Current payments (27 674 945) (26 172 322)
Interest paid 6 (2 226) (1 200)
Payments for � nancial assets (9 788) (31 492)
Transfers and subsidies paid (4 080 860) (3 071 721)
Net cash � ow available from operating activities 17 1 136 279 1 175 479
CASH FLOWS FROM INVESTING ACTIVITIES
Payments for capital assets 9 (1 010 662) (1 044 450)
Net cash � ows from investing activities (1 010 662) (1 044 450)
Net increase/(decrease) in cash and cash equivalents 125 617 131 029
Cash and cash equivalents at beginning of period 37 582 (93 447)
Cash and cash equivalents at end of period 18 163 199 37 582
Gauteng Department of EducationVote 5
Cash Flow Statementfor the year ended 31 March 2015
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
268 Gauteng Department of Education
Summary of signi� cant accounting policies
The � nancial statements have been prepared in accordance with the following policies, which have been applied consistently in all material aspects, unless otherwise indicated.
The historical cost convention has been used, except where otherwise indicated. Management has used assessments and estimates in preparing the annual � nancial statements. These are based on the best information available at the time of preparation.
Where appropriate and meaningful, additional information has been disclosed to enhance the usefulness of the � nancial statements and to comply with the statutory requirements of the Public Finance Management Act (PFMA), Act 1 of 1999 (as amended by Act 29 of 1999), and the Treasury Regulations issued in terms of the PFMA and the annual Division of Revenue Act.
1 Basis of preparation
The � nancial statements have been prepared in accordance with the Modi� ed Cash Standard.
2 Going concern
The � nancial statements have been prepared on a going concern basis.
3 Presentation currency
Amounts have been presented in the currency of the South African Rand (R) which is also the functional currency of the department.
4 Rounding
Unless otherwise stated � nancial � gures have been rounded to the nearest one thousand Rand (R’000).
5 Foreign currency translation
Cash � ows arising from foreign currency transactions are translated into South African Rands using the exchange rates prevailing at the date of payment / receipt.
6 Comparative information
6.1 Prior period comparative information
Prior period comparative information has been presented in the current year’s � nancial statements. Where necessary � gures included in the prior period � nancial statements have been reclassi� ed to ensure that the format in which the information is presented is consistent with the format of the current year’s � nancial statements.
6.2 Current year comparison with budget
A comparison between the approved, � nal budget and actual amounts for each programme and economic classi� cation is included in the appropriation statement.
7 Revenue
7.1 Appropriated funds
Appropriated funds comprises of departmental allocations as well as direct charges against the revenue fund (i.e. statutory appropriation).
Appropriated funds are recognised in the statement of � nancial performance on the date the appropriation becomes effective. Adjustments made in terms of the adjustments budget process are recognised in the statement of � nancial performance on the date the adjustments become effective.
The net amount of any appropriated funds due to / from the relevant revenue fund at the reporting date is recognised as a payable / receivable in the statement of � nancial position.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 269
7.2 Departmental revenue
Departmental revenue is recognised in the statement of � nancial performance when received and is subsequently paid into the relevant revenue fund, unless stated otherwise.
Any amount owing to the relevant revenue fund at the reporting date is recognised as a payable in the statement of � nancial position.
7.3 Accrued departmental revenue
Accruals in respect of departmental revenue (excluding tax revenue) are recorded in the notes to the � nancial statements when:
• it is probable that the economic bene� ts or service potential associated with the transaction will � ow to the
department; and
• the amount of revenue can be measured reliably.
The accrued revenue is measured at the fair value of the consideration receivable.
Accrued tax revenue (and related interest and / penalties) is measured at amounts receivable from collecting agents.
8 Expenditure
8.1 Compensation of employees
8.1.1 Salaries and wages
Salaries and wages are recognised in the statement of � nancial performance on the date of payment.
8.1.2 Social contributions
Social contributions made by the department in respect of current employees are recognised in the statement of � nancial performance on the date of payment.
Social contributions made by the department in respect of ex-employees are classi� ed as transfers to households in the statement of � nancial performance on the date of payment.
8.2 Other expenditure
Other expenditure (such as goods and services, transfers and subsidies and payments for capital assets) is recognised in the statement of � nancial performance on the date of payment. The expense is classi� ed as a capital expense if the total consideration paid is more than the capitalisation threshold.
8.3 Accrued expenditure payable
Accrued expenditure payable is recorded in the notes to the � nancial statements when the goods are received or, in the case of services, when they are rendered to the department.
Accrued expenditure payable is measured at cost.
8.4 Leases
8.4.1 Operating leases
Operating lease payments made during the reporting period are recognised as current expenditure in the statement of � nancial performance on the date of payment.
The operating lease commitments are recorded in the notes to the � nancial statements.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
270 Gauteng Department of Education
8.4.2 Finance leases
Finance lease payments made during the reporting period are recognised as capital expenditure in the statement of � nancial performance on the date of payment.
The � nance lease commitments are recorded in the notes to the � nancial statements and are not apportioned between the capital and interest portions.
Finance lease assets acquired at the end of the lease term are recorded and measured at the lower of:
• cost, being the fair value of the asset; or
• the sum of the minimum lease payments made, including any payments made to acquire ownership at
the end of the lease term, excluding interest.
9 Aid Assistance
9.1 Aid assistance received
Aid assistance received in cash is recognised in the statement of � nancial performance when received. In-kind aid assistance is recorded in the notes to the � nancial statements on the date of receipt and is measured at fair value.
Aid assistance not spent for the intended purpose and any unutilised funds from aid assistance that are required to be refunded to the donor are recognised as a payable in the statement of � nancial position.
9.2 Aid assistance paid
Aid assistance paid is recognised in the statement of � nancial performance on the date of payment. Aid assistance payments made prior to the receipt of funds are recognised as a receivable in the statement of � nancial position.
10 Cash and cash equivalents
Cash and cash equivalents are stated at cost in the statement of � nancial position.
Bank overdrafts are shown separately on the face of the statement of � nancial position.
For the purposes of the cash � ow statement, cash and cash equivalents comprise cash on hand, deposits held, other short-term highly liquid investments and bank overdrafts.
11 Prepayments and advances
Prepayments and advances are recognised in the statement of � nancial position when the department receives or disburses the cash.
Prepayments and advances are initially and subsequently measured at cost.
12 Loans and receivables
Loans and receivables are recognised in the statement of � nancial position at cost plus accrued interest, where interest is charged, less amounts already settled or written-off.
13 Investments
Investments are recognised in the statement of � nancial position at cost.
14 Impairment of � nancial assets
Where there is an indication of impairment of a � nancial asset, an estimation of the reduction in the recorded carrying value, to re� ect the best estimate of the amount of the future economic bene� ts expected to be received from that asset, is recorded in the notes to the � nancial statements.
15 Payables
Loans and payables are recognised in the statement of � nancial position at cost.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 271
16 Capital Assets
16.1 Immovable capital assets
Immovable capital assets are initially recorded in the notes to the � nancial statements at cost. Immovable capital assets acquired through a non-exchange transaction is measured at fair value as at the date of acquisition.
Where the cost of immovable capital assets cannot be determined accurately, the immovable capital assets are measured at R1 unless the fair value of the asset has been reliably estimated, in which case the fair value is used.
All assets acquired prior to 1 April 2002 may be recorded at R1.
Immovable capital assets are subsequently carried at cost and are not subject to depreciation or impairment.
Subsequent expenditure that is of a capital nature is added to the cost of the asset at the end of the capital project unless the immovable asset is recorded by another department in which case the completed project costs are transferred to that department.
16.2 Movable capital assets
Movable capital assets are initially recorded in the notes to the � nancial statements at cost. Movable capital assets acquired through a non-exchange transaction is measured at fair value as at the date of acquisition.
Where the cost of movable capital assets cannot be determined accurately, the movable capital assets are measured at fair value and where fair value cannot be determined; the movable assets are measured at R1.
Movable capital assets are subsequently carried at cost and are not subject to depreciation or impairment.
Subsequent expenditure that is of a capital nature is added to the cost of the asset at the end of the capital project unless the movable asset is recorded by another department/entity in which case the completed project costs are transferred to that department.
16.3 Intangible assets
Intangible assets are initially recorded in the notes to the � nancial statements at cost. Intangible assets acquired through a non-exchange transaction are measured at fair value as at the date of acquisition.
Internally generated intangible assets are recorded in the notes to the � nancial statements when the department commences the development phase of the project.
Where the cost of intangible assets cannot be determined accurately, the intangible capital assets are measured at fair value and where fair value cannot be determined; the intangible assets are measured at R1.
All assets acquired prior to 1 April 2002 may be recorded at R1.
Intangible assets are subsequently carried at cost and are not subject to depreciation or impairment.
Subsequent expenditure that is of a capital nature is added to the cost of the asset at the end of the capital project unless the intangible asset is recorded by another department/entity in which case the completed project costs are transferred to that department.
17 Provisions and Contingents
17.1 Provisions
Provisions are recorded in the notes to the � nancial statements when there is a present legal or constructive obligation to forfeit economic bene� ts as a result of events in the past and it is probable that an out� ow of resources embodying economic bene� ts or service potential will be required to settle the obligation and a reliable estimate of the obligation can be made. The provision is measured as the best estimate of the funds required to settle the present obligation at the reporting date.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
272 Gauteng Department of Education
17.2 Contingent liabilities
Contingent liabilities are recorded in the notes to the � nancial statements when there is a possible obligation that arises from past events, and whose existence will be con� rmed only by the occurrence or non-occurrence of one or more uncertain future events not within the control of the department or when there is a present obligation that is not recognised because it is not probable that an out� ow of resources will be required to settle the obligation or the amount of the obligation cannot be measured reliably
17.3 Contingent assets
Contingent assets are recorded in the notes to the � nancial statements when a possible asset arises from past events, and whose existence will be con� rmed by the occurrence or non-occurrence of one or more uncertain future events not within the control of the department
17.4 Commitments
Commitments are recorded at cost in the notes to the � nancial statements when there is a contractual arrangement or an approval by management in a manner that raises a valid expectation that the department will discharge its responsibilities thereby incurring future expenditure that will result in the out� ow of cash
18 Unauthorised expenditure
Unauthorised expenditure is recognised in the statement of � nancial position until such time as the expenditure is either:
• approved the Provincial Legislature with funding and the related funds are received; or
• approved the Provincial Legislature without funding and is written off against the appropriation in the
statement of � nancial performance; or
• transferred to receivables for recovery.
Unauthorised expenditure is measured at the amount of the con� rmed unauthorised expenditure.
19 Fruitless and wasteful expenditure
Fruitless and wasteful expenditure is recorded in the notes to the � nancial statements when con� rmed. The amount recorded is equal to the total value of the fruitless and or wasteful expenditure incurred.
Fruitless and wasteful expenditure is removed from the notes to the � nancial statements when it is resolved or transferred to receivables for recovery.
Fruitless and wasteful expenditure receivables are measured at the amount that is expected to be recoverable and are de-recognised when settled or subsequently written-off as irrecoverable.
20 Irregular expenditure
Irregular expenditure is recorded in the notes to the � nancial statements when con� rmed. The amount recorded is equal to the value of the irregular expenditure incurred unless it is impracticable to determine, in which case reasons therefor are provided in the note.
Irregular expenditure is removed from the note when it is either condoned by the relevant authority, transferred to receivables for recovery or not condoned and is not recoverable.
Irregular expenditure receivables are measured at the amount that is expected to be recoverable and are de-recognised when settled or subsequently written-off as irrecoverable.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 273
21 Changes in accounting policies, accounting estimates and errors
Changes in accounting policies that are affected by management have been applied retrospectively in accordance with Modi� ed Cash Standards (MCS) requirements, except to the extent that it is impracticable to determine the period-speci� c effects or the cumulative effect of the change in policy. In such instances the department shall restate the opening balances of assets, liabilities and net assets for the earliest period for which retrospective restatement is practicable.
Changes in accounting estimates are applied prospectively in accordance with MCS requirements.
Correction of errors is applied retrospectively in the period in which the error has occurred in accordance with MCS requirements, except to the extent that it is impracticable to determine the period-speci� c effects or the cumulative effect of the error. In such cases the department shall restate the opening balances of assets, liabilities and net assets for the earliest period for which retrospective restatement is practicable.
22 Events after the reporting date
Events after the reporting date that are classi� ed as adjusting events have been accounted for in the � nancial statements. The events after the reporting date that are classi� ed as non-adjusting events after the reporting date have been disclosed in the notes to the � nancial statements.
23 Agent-Principal arrangements
Please refer to note 33 on Related Parties
PTY TRADE 73 (LTSM)
A service provider has been appointed to provide the service of procuring, warehousing and distribution of
learner, and teacher support materials. An administration fee of 8% is charged for this service.
Gauteng Department of Infrastructure Development
The Department of Infrastructure Development has been appointed by the Premier as the provincial agency
to deliver infrastructure project.
Independent Development Trust
The Department with the consent of Gauteng Department of Infrastructure Development and Treasury has
appointed independent Development Trust as an agency to deliver speci� c infrastructure projects.
24 Departures from the MCS requirements
Management has concluded that the � nancial statements present fairly the department’s primary and
secondary information; that the department complied with the Standard except that it has departed from
a particular requirement to achieve fair presentation; and the requirement from which the department has
departed, the nature of the departure and the reason for departure.
25 Capitalisation reserve
The capitalisation reserve comprises of � nancial assets and/or liabilities originating in a prior reporting period but which are recognised in the statement of � nancial position for the � rst time in the current reporting period. Amounts are recognised in the capitalisation reserves when identi� ed in the current period and are transferred to the National/Provincial Revenue Fund when the underlying asset is disposed and the related funds are received
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
274 Gauteng Department of Education
26 Recoverable revenue
Amounts are recognised as recoverable revenue when a payment made in a previous � nancial year becomes recoverable from a debtor in the current � nancial year. Amounts are either transferred to the Provincial Revenue Fund when recovered or are transferred to the statement of � nancial performance when written-off.
27 Inventories
Inventories will be treated as follows with effect from 1 April 2016:
At the date of acquisition, inventories will be recorded at cost price in the notes to the � nancial statements.
Where inventories are acquired as part of a non-exchange transaction, the cost of inventory is its fair value at the date of acquisition.
Inventories are subsequently measured at the lower of cost and net realisable value or the lower of cost and replacement value.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 275
1. Annual Appropriation
1.1 Annual Appropriation
Included are funds appropriated in terms of the Appropriation Act (and the Adjustments Appropriation Act) for
National Departments (Voted funds) and Provincial Departments:
2014/15 2013/14
Final AppropriationAppropriation
received
Funds not requested/ not
received
Funds not requested/
not received
R’000 R’000 R’000 R’000
Administration 2 548 681 2 548 681 - 2 524 306
Public Ordinary 23 321 075 23 321 075 - 21 171 489
Independent 515 789 515 789 - 456 434
Public Special 1 838 788 1 838 788 - 1 587 564
Further Education 725 809 725 809 - 677 060
Adult Basic 430 556 430 556 - 405 400
Early Childhood 619 782 619 782 - 584 781
Infrastructure Development 1 804 935 1 804 935 - 1 713 885
Auxiliary Services 1 407 448 1 407 448 - 1 574 338
Total 33 212 863 33 212 863 - 30 695 257
1.2 Conditional grants
Note
2014/15 2013/14
R’000 R’000
Total grants received 34 2 204 237 1 951 798
1.3 Unconditional grants (not in excel)
Note
2014/15 2013/14
R’000 R’000
Unconditional grants 35 - 450
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
276 Gauteng Department of Education
2. Departmental revenue
Note 2014/15 2013/14
R’000 R’000
Sales of goods and services other than capital assets 2.1 25 042 24 359
Fines, penalties and forfeits 2.2 30 74
Interest, dividends and rent on land 2.3 173 1 315
Transactions in � nancial assets and liabilities 2.4 10 795 15 231
Total revenue collected 36 040 40 979
Departmental revenue collected 36 040 40 797
2.1 Sales of goods and services other than capital assets
Note 2014/15 2013/14
R’000 R’000
Sales of goods and services produced by the department 2 24 940 24 267
Sales by market establishment 2 362 2 354
Other sales 22 578 21 913
Sales of scrap, waste and other used current goods 102 92
Total 25 042 24 359
2.2 Fines, penalties and forfeits
Note 2014/15 2013/14
R’000 R’000
Fines 2 30 74
Total 30 74
2.3 Interest, dividends and rent on land
Note 2014/15 2013/14
R’000 R’000
Interest 2 173 1 315
Total 173 315
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 277
2.4 Transactions in � nancial assets and liabilities
Note 2014/15 2013/14
R’000 R’000
Stale cheques written back 133 262
Other Receipts including Recoverable Revenue 10 662 14 969
Total 10 795 15 231
3. Aid assistance
Note 2014/15 2013/14
R’000 R’000
Opening Balance - 2 393
As restated - 2 393
Transfers to or from retained funds - (2 393)
Closing Balance - -
4. Compensation of employees
4.1 Salaries and Wages
Note 2014/15 2013/14
R’000 R’000
Basic salary 17 876 901 16 838 091
Performance award 69 620 64 774
Service Based 31 171 41 953
Compensative/circumstantial 640 294 588 086
Periodic payments 8 219 7 424
Other non-pensionable allowances 2 263 263 2 191 366
Total 20 889 468 19 731 694
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
278 Gauteng Department of Education
4.2 Social contributions
Note 2014/15 2013/14
R’000 R’000
Employer contributions
Pension 2 260 744 2 142 258
Medical 960 851 1 008 710
UIF 50 15
Bargaining council 2 131 1 993
Of� cial unions and associations 3 755 3 794
Insurance 9 763 4 654
Total 3 237 294 3 161 424
Total compensation of employees 24 126 762 22 893 118
Average number of employees 97 055 100 643
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 279
5. Goods and services
Note 2014/15 2013/14
R’000 R’000
Administrative fees 7 774 3 084
Advertising 14 665 5 579
Minor assets 5.1 3 471 3 471
Bursaries (employees) 7 316 5 494
Catering 9 256 5 062
Communication 53 625 53 768
Computer services 5.2 105 803 53 392
Consultants: Business and advisory services 48 943 14 293
Legal services 27 407 65 487
Contractors 11 881 8 658
Agency and support/ outsourced services 684 740 628 039
Audit cost- external 5.3 12 658 14 449
Fleet services 15 607 15 198
Inventory 5.4 843 306 1 187 718
Consumables 5.5 43 218 28 547
Operating leases 178 328 175 018
Property payments 5.6 848 679 557 596
Rental and hiring 804 937
Transport provided as part of the departmental activities 423 992 312 865
Travel and subsistence 5.7 84 972 76 890
Venues and facilities 10 280 5 565
Training and development 53 803 56 979
Other operating expenditure 5.8 57 655 54 249
Total 3 548 183 3 332 338
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
280 Gauteng Department of Education
5.1 Minor assets
Note 2014/15 2013/14
R’000 R’000
Tangible assets 5 3 471 3 471
Machinery and equipment 3 471 3 471
Total 3 471 3 471
5.2 Computer services
Note 2014/15 2013/14
R’000 R’000
SITA computer services 5 30 711 21 628
External computer service providers 75 092 31 764
Total 105 803 53 392
5.3 Audit cost – External
Note 2014/15 2013/14
R’000 R’000
Regularity audits 5 12 658 14 147
Performance audits - -
Investigations - 302
Total 12 658 14 449
5.4 Inventory
Note 2014/15 2013/14
R’000 R’000
Clothing material and accessories 5 - 46
Food and food supplies - 3
Fuel, oil and gas - 12 208
Learning, teaching and support material 500 028 828 119
Materials and supplies - 468
Medical supplies - 1 780
Other supplies 5.4.1 343 278 345 094
Total 843 306 *1 187 718
* All items except for Learner Teacher Materials and other supplies have been re-classi� ed as consumables for the 2014/15 � nancial year.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 281
5.4.1 Other supplies
Note 2014/15 2013/14
R’000 R’000
Assets for distribution 5.4 343 278 345 094
Machinery and equipment - -
School furniture 343 204 345 094
Sports and recreation 74 -
Total 343 278 345 094
5.5 Consumables
Note 2014/15 2013/14
R’000 R’000
Consumable supplies 5 21 880 9 656
Uniform and clothing 732 152
Household supplies 12 743 7 171
Building material and supplies 1 757 200
Communication accessories 10 32
IT consumables 3 198 864
Other consumables 3 440 1 237
Stationery, printing and of� ce supplies 21 338 18 891
Total 43 218 28 547
5.6 Property payments
Note 2014/15 2013/14
R’000 R’000
Municipal services 5 310 720 213 761
Property maintenance and repairs - 335 495
Other 537 959 8 340
Total 848 679 557 596
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
282 Gauteng Department of Education
5.7 Travel and subsistence
Note 2014/15 2013/14
R’000 R’000
Local 5 84 422 75 921
Foreign 550 969
Total 84 972 76 890
5.8 Other operating expenditure
Note 2014/15 2013/14
R’000 R’000
Professional bodies, membership and subscription fees 5 160 50
Resettlement costs 357 1 085
Other 57 138 53 114
Total 57 655 54 249
6. Interest and rent on land
Note 2014/15 2013/14
R’000 R’000
Interest paid 2 226 1 200
Total 2 226 1 200
7. Payments for � nancial assets
Note 2014/15 2013/14
R’000 R’000
Debts written off 7.1 9 788 31 492
Total 9 788 31 492
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 283
7.1 Debts written off
2014/15 2013/14
R’000 R’000
Other debt written off 9 788 31 492
Total 9 788 31 492
Total debt written off 9 788 31 492
8. Transfers and subsidies
2014/15 2013/14
R’000 R’000
Departmental agencies and accounts Annex 1A 60 247 20 152
Non-pro� t institutions Annex 1B 3 684 228 2 763 853
Households Annex 1C 336 385 275 435
Total 4 080 860 3 059 440
9. Expenditure for capital assets
Note 2014/15 2013/14
R’000 R’000
Tangible assets 1 010 662 1 043 592
Buildings and other � xed structures 32 929 570 988 576
Machinery and equipment 30 39 585 42 495
Land and subsoil assets 32 41 507 12 521
Intangible assets - 858
Software 31 - 858
Total 1 010 662 1 044 450
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
284 Gauteng Department of Education
9.1 Analysis of funds utilised to acquire capital assets – 2014/15
Voted funds
Total
R’000 R’000
Tangible assets 1 010 662 1 010 662
Buildings and other � xed structures 929 570 929 570
Machinery and equipment 39 585 39 585
Land and subsoil assets 41 507 41 507
Total 1 010 662 1 010 662
9.2 Analysis of funds utilised to acquire capital assets – 2013/14
Voted funds Total
R’000 R’000
Tangible assets 1 043 592 1 043 592
Buildings and other � xed structures 988 576 988 576
Machinery and equipment 42 495 42 495
Land and subsoil assets 12 521 12 521
Intangible assets 858 858
Software 858 858
Total 1 044 450 1 044 450
9.3 Finance lease expenditure included in Expenditure for capital assets
Note 2014/15 2013/14
R’000 R’000
Tangible assets 9 28 744 35 527
Machinery and equipment 28 744 35 527
Total 28 744 35 527
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 285
10. Unauthorised expenditure
10.1 Reconciliation of unauthorised expenditure
Note 2014/15 2013/14
R’000 R’000
Opening balance 196 051 152 704
Prior year error - 2
As restated 196 051 152 706
Unauthorised expenditure – discovered in current year (as restated)
- 55 626
Less: Amounts approved by Parliament/Legislature without funding
(12 281)
Transfers and subsidies - (12 281)
Unauthorised expenditure awaiting authorisation / written off 196 051 196 051
Analysis of awaiting authorisation per economic classi� cation
Capital 414 414
Current 195 637 195 637
Transfers and subsidies - -
Total 196 051 196 051
10.2 Analysis of unauthorised expenditure awaiting authorisation per economic classi� cation
2014/15 2013/14
R’000 R’000
Capital 414 414
Current 195 637 195 637
Total 196 051 196 051
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
286 Gauteng Department of Education
10.3 Analysis of unauthorised expenditure awaiting authorisation per type
2014/15 2013/14
R’000 R’000
Unauthorised expenditure relating to overspending of the vote or a main division within a vote
196 051 196 051
Total 196 051 196 051
10.4 Prior period error
Note 2013/14
R’000
Nature of prior period error 10
Relating to 2013/14 99
99
Total 99
11. Cash and cash equivalents
Note 2014/15 2013/14
R’000 R’000
Consolidated Paymaster General Account 163 009 37 388
Disbursements - 4
Cash on hand 190 190
Total 163 199 37 582
12. Prepayments and advances
Note 2014/15 2013/14
R’000 R’000
Travel and subsistence 47 5
Total 47 5
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 287
13. Receivables
2014/15 2013/14
R’000 R’000 R’000 R’000 R’000
Note Less than one year
One to three years
Older than three
yearsTotal Total
Claims recoverable 13.1Annex 4 11 540 2 249 - 13 789 93
Recoverable expenditure 13.2 13 967 5 271 235 19 473 18 287
Staff debt 13.3 7 934 14 321 3 472 25 727 17 041
Other debtors 13.4 - - 30 000 30 000 71 608
Total 33 441 21 841 33 707 88 989 107 029
13.1 Claims recoverable
Note 2014/15 2013/14
R’000 R’000
National departments 13 11 540
Provincial departments 2 249 93
Total 13 789 93
13.2 Recoverable expenditure (disallowance accounts)
Note 2014/15 2013/14
R’000 R’000
Housing 13 - (676)
Sal: ACD Recalls - (3 502)
Sal: Deduction Disall Acc 330 442
Sal: Recoverable 4 049 2 590
Sal: Reversal Control 14 846 18 463
Sal: Tax Debt 248 970
Total 19 473 18 287
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
288 Gauteng Department of Education
13.3 Staff debt
Note 2014/15 2013/14
R’000 R’000
Debt Account 13 25 727 17 041
Total 25 727 17 041
13.4 Other debtors
Note 2014/15 2013/14
R’000 R’000
Adv: Dom: p/Debt:GP Adv Acc 13 30 000 76 267
Debt Receivables Income - (4 417)
Debt Receivable Interest - (242)
Total 30 000 71 608
14. Voted funds to be surrendered to the Revenue Fund
Note 2014/15 2013/14
R’000 R’000
Opening balance 306 019 113 235
Prior period error 14.1 - -
As restated 306 019 113 235
Transfer from statement of � nancial performance (as restated) 434 382 320 938
Add: Unauthorised expenditure for current year 11 - 55 626
Paid during the year (320 944) (183 780)
Closing balance 419 457 306 019
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 289
15. Departmental revenue and NRF Receipts to be surrendered to the Revenue Fund
Note 2014/15 2013/14
R’000 R’000
Opening balance 592 12 941
As restated 592 12 941
Transfer from Statement of Financial Performance (as restated) 36 040 40 979
Paid during the year (32 833) (53 328)
Closing balance 3 799 592
16. Payables – current
Note 2014/15 2013/14
R’000 R’000
Advances received 16.1 11 043 11 440
Clearing accounts 16.2 7 910 22 342
Other payables 16.3 6 077 274
Total 25 030 34 056
16.1 Advances received
2014/15 2013/14
R’000 R’000
Other institutions 11 043 11 440
Total 11 043 11 440
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
290 Gauteng Department of Education
16.2 Clearing accounts
2014/15 2013/14
R’000 R’000
Sal: Bargaining Council 61 174
Sal: Fin Institut Loans - 1
Sal: Garnishee order 7 1
Sal: Income Tax: 5 278 10 843
Sal: Insurance deductions 5 5
Sal: ACB Recalls 697 -
Sal:Medical Aid: - 142
Sal: Motor Finance Deductions - 36
Sal: Of� cial Unions, Sal: Pension Fund 861 4 939
Sal: Party Levies 1 (2)
Sal: UIF - 3
Telephone Control Acc - 6 188
Telephone Erroneou Interf Acc 1 000 12
Total 7 910 22 342
16.3 Other payables
2014/15 2013/14
R’000 R’000
Bank Adjustments: Dom 41 2
Cancel Cheques/Re-issue (pers) - (14)
Cheques payables 90 211
EBT Rejection Acc: Dom 338 75
Debt Receivable Income 4 183 -
Debt Receivable Interest 750 -
Housing Loan Guarantees 675 -
Total 6 077 274
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 291
17. Net cash � ow available from operating activities
Note 2014/15 2013/14
R’000 R’000
Net surplus/(de� cit) as per Statement of Financial Performance 470 422 359 524
Add back non cash/cash movements not deemed operating activities
665 857 815 955
(Increase)/decrease in receivables – current 18 040 (11 840)
(Increase)/decrease in prepayments and advances (42) -
(Increase)/decrease in other current assets - 12 279
Increase/(decrease) in payables – current (9 026) 8 174
Expenditure on capital assets 1 010 662 1 044 450
Surrenders to Revenue Fund (353 777) (237 108)
Net cash � ow generated by operating activities 1 136 279 1 175 479
18. Reconciliation of cash and cash equivalents for cash � ow purposes
Note 2014/15 2013/14
R’000 R’000
Consolidated Paymaster General account 163 009 37 388
Disbursements - 4
Cash on hand 190 190
Total 163 199 37 582
19. Contingent liabilities and contingent assets
19.1 Contingent liabilities
Note 2014/15 2013/14
R’000 R’000
Liable to Nature
Housing loan guarantees Employees Annex 3A 319 247
Claims against the department Annex 3B 644 190 723 075
Intergovernmental payables (uncon� rmed balances) Annex 5 2 932 4
Total 647 441 723 326
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
292 Gauteng Department of Education
19.2 Contingent assets
Note 2014/15 2013/14
R’000 R’000
Nature of contingent asset
Uncon� rmed Recoverable 14 754 15 893
Total 14 754 15 893
20. Commitments
Note 2014/15 2013/14
R’000 R’000
Current expenditure
Approved and contracted 2 105 799 770 278
Approved but not yet contracted 27 309 15 104
2 133 108 785 382
Capital expenditure
Approved and contracted 1 299 273 719 091
Approved but not yet contracted 1 296 697 -
2 595 970 719 091
Total Commitments 4 729 078 1 504 473
Commitment for longer than a year: Current: Longer than a year : R1, 850 billionCurrent: Shorter than a year: R283 million
Capital: Longer than a year: - R2, 596 billionCapital: Shorter than a year: R0, 1 million
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 293
21. Accruals and payables not recognised
2014/15 2013/14
R’000 R’000
Listed by economic classi� cation
30 Days 30+ Days Total Total
Goods and services 384 316 256 995 650 311 380 412
Transfers and subsidies 8 395 210 8 605 30 379
Capital assets 125 497 3 811 129 308 11 770
Total 518 208 270 016 788 224 422 561
Note 2014/15 2013/14
R’000 R’000
Listed by programme level
Administration 113 646 75 431
Public Ordinary Schools Education 441 698 252 501
Independent Schools 1 967 -
Special Schools Education 3 253 848
Further Education and Training 126 9
Adult Basic Education and Training 1 440 263
Early Childhood Development 12 301 2 760
Infrastructure Development 211 031 49 525
Auxiliary and Associates Service 2 762 4 410
Unallocated - 36 814
Total 788 224 422 561
Note 2014/15 2013/14
R’000 R’000
Con� rmed balances with other departments Annex 5 5 013 5 070
Con� rmed balances with other government entities Annex 5 12 501 22 935
Total 17 514 28 005
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
294 Gauteng Department of Education
22. Employee bene� ts
Note 2014/15 2013/14
R’000 R’000
Leave entitlement 262 324 390 849
Service bonus (Thirteenth cheque) 740 920 709 726
Performance awards 49 872 45 905
Capped leave commitments 1 863 805 2 021 812
Other 53 547 71 019
Total 2 970 468 3 239 311
Included in the Leave entitlement is negative current pro-rata leave balance amounting to R3, 436 million
(R2013/14:R0)
Included in the Capped leave commitment is negative capped leave balance amounting to R8, 996 million
(2013/14:R0)
A total amount of R49 million for Further Training and Education has been deducted from employee bene� t
of which R3 thousands is for negative Leave entitlement pro-rata (R2013/14:R0) and R13 thousands is for
negative Capped leave commitment (2013/14:R0).
23. Lease commitments
23.1 Operating leases expenditure
2014/15Buildings and
other � xed structures
Total
R’000 R’000
Not later than 1 year 151 370 151 370
Later than 1 year and not later than 5 years 570 548 570 548
Later than � ve years 248 311 248 311
Total lease commitments 970 299 970 299
Not later than 1 year 123 793 123 793
Later than 1 year and not later than 5 years 589 061 589 061
Later than � ve years 177 614 177 614
Total lease commitments 890 468 890 468
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 295
23.2 Finance leases expenditure**
2014/15Machinery
and equipment
Total
R’000 R’000
Not later than 1 year 57 669 57 669
Later than 1 year and not later than 5 years 33 876 33 876
Total lease commitments 91 545 91 545
2013/14 Machinery and
equipment
Total
R’000 R’000
Not later than 1 year 120 881 120 881
Later than 1 year and not later than 5 years 28 420 28 420
Total lease commitments 149 301 149 301
24. Accrued departmental revenue
Note 2014/15 2013/14
R’000 R’000
Other 87 920 87 920
Total 87 920 87 920
24.1 Analysis of accrued departmental revenue
Note 2014/15 2013/14
R’000 R’000
Opening balance 87 920 87 920
Closing balance 87 920 87 920
24.2 Impairment of accrued departmental revenue
Note 2014/15 2013/14
R’000 R’000
Estimate of impairment of accrued departmental revenue 87 920 -
Total 87 920 -
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
296 Gauteng Department of Education
25. Irregular expenditure
25.1 Reconciliation of irregular expenditure
Note 2014/15 2013/14
R’000 R’000
Opening balance 2 602 024 1 653 528
Prior period errors - -
As restated 2 602 024 1 653 528
Add: Irregular expenditure – relating to prior year - 948 496
Add: Irregular expenditure – relating to current year 1 246 355 -
Less: Current year amounts condoned (3 453 500) -
Closing balance 394 879 2 602 024
Analysis of awaiting condonation per age classi� cation
Current year 134 816 948 496
Prior years 260 063 1 653 528
Total 394 879 2 602 024
25.2 Details of irregular expenditure – current year
Incident Disciplinary steps taken/criminal proceedings
2014/15R’000
Non-compliance with supply chain purposes Matter under investigation 1 246 355
Total 1 246 355
25.3 Details of irregular expenditure condoned
Incident Condoned by (condoning authority) 2014/15R’000
Non-compliance with supply chain purposes Accounting Of� cer 3 453 500
Total 3 453 500
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 297
26. Fruitless and wasteful expenditure
26.1 Reconciliation of fruitless and wasteful expenditure
Note 2014/15 2013/14
R’000 R’000
Opening balance 47 043 45 836
Prior period errors - -
As restated 47 043 45 836
Fruitless and wasteful expenditure – relating to prior year - -
Fruitless and wasteful expenditure – relating to current year 2 226 1 207
Fruitless and wasteful expenditure awaiting resolution 49 269 47 043
26.2 Analysis of awaiting resolution per economic classi� cation
2014/15 2013/14
R’000 R’000
Current 2 226 1 207
Total 2 226 1 207
26.3 Analysis of Current year’s fruitless and wasteful expenditure
Incident Disciplinary steps taken/criminal proceedings
2014/15R’000
Interest on overdue account Matter under investigation 2 226
Total 2 226
27. Related party transactions
Payments made Note 2014/15 2013/14
R’000 R’000
Goods and services 34 528 34 995
Transfers 535 844 557 316
Total 570 372 592 311
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
298 Gauteng Department of Education
Names of related parties to Gauteng Department of Education which are in an arm’s length transactions:
Gauteng Department of Infrastructure Development – R35 million
Sci-Bono Discovery Centre – R339 million
Mathew Goniwe School of Leadership and Governance (MGSLG) – R179 million
Gauteng Education Development Trust – R18 million
List related party relationships
Gauteng Department of Infrastructure Development:
Gauteng Department of Infrastructure (GDID) is related to Gauteng Department of Education (GDE) based on the fact that GDID pays monthly rental for a building occupied by Head Of� ce.
Sci-Bono Discovery Centre:
• It is a semi-autonomous organisation set up by the Gauteng Department of Education (GDE). It is a not for pro� t section 21 Company which reports to a Board of Directors.
• Its main objective is to develop a high order leadership and governance skills and qualities underpinned by critical re� ection based on a body of relevant leadership and governance theories and concepts.
• Sci-Bono is initiated by the Gauteng Department of Education and Private sector representatives; its aim is to support education in mathematics, science and technology to improve public engagement with science, engineering and technology and to promote career education in these critical areas of economy.
Matthew Goniwe School of Leaders and Governance (MGSLG):
• The department did not obtain approval in terms of section 38(1) of the PFMA prior establishing Mathew Goniwe in 2002. This is currently being addressed.
• MGSLG has as its target client base: principals, deputies, and heads of department, district of� cials and school governing bodies.
Gauteng Department of Education is related to all other Gauteng Departments.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 299
28. Key management personnel
No. of Individuals
2014/15 2013/14
R’000 R’000
Political of� ce bearers (provide detail below) 2 1 867 1 741
Of� cials:
Level 15 to 16 9 12 406 10 011
Level 14 (incl. CFO if at a lower level) 18 18 890 16 223
Family members of key management personnel 18 5 850 4 699
Total 39 013 32 674
29. Non-adjusting events after reporting date
2014/15
Nature of event R’000
None. * -
Total -
* Proposed Constitutional amendments will see the transfer of power relating to Adult Basic Education and
Training (ABET) and Further Education and Training (FET) college sector from the Provincial Government to
the National sphere as of 1 April 2015.
* Land to the value of R41, 237 million and building of R22, 402 million has been transferred to Gauteng
Department of Infrastructure Development on the 02nd of June 2015.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
300 Gauteng Department of Education
30. Movable Tangible Capital Assets
MOVEMENT IN MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Opening balance
Additions Disposals Closing Balance
R’000 R’000 R’000 R’000
Machinery And Equipment 164 728 15 432 2 732 177 428
Transport assets 737 - - 737
Computer equipment 83 228 12 174 1 328 94 074
Furniture and of� ce equipment 73 841 2 800 1 138 75 503
Other machinery and equipment 6 922 458 266 7 114
Total Movable Tangible Capital Assets
164 728 15 432 2 732 177 428
Library books:
• Included in the Asset Register are library books to the value of R130 thousands with a threshold of greater
that R5 thousands.
Movable Tangible Capital Assets under investigation
Number Value
R’000
Included in the above total of the movable tangible capital assets per the asset register are assets that are under investigation:
Heritage assets
Machinery and equipment 108 983
Total 983
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 301
30.1 Additions
ADDITIONS TO MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Cash* Non-cash** (Capital Work in
Progress current
costs and � nance lease
payments)
Received current, not paid (Paid
current year, received
prior year)
Total
R’000 R’000 R’000 R’000 R’000
Machinery and Equipment
39 585 4 044 (28 744) 547 15 432
Computer equipment 7 130 3 978 - 1 066 12 174
Furniture and of� ce equipment
2 882 66 - (148) 2 800
Other machinery and equipment
29 573 - (28 744) (371) 458
Total Additions to Movable Tangible Capital Assets
39 585 4 044 (28 744) 547 15 432
30.2 Disposals
DISPOSALS OF MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Sold for cash Transfer out or destroyed or scrapped
Total disposals
Cash Received
Actual
R’000 R’000 R’000 R’000
Machinery and Equipment - 2 732 2 732 -
Computer equipment - 1 328 1 328 -
Furniture and of� ce equipment - 1 138 1 138 -
Other machinery and equipment - 266 266 -
Total Disposal of Movable Tangible Capital Assets - 2 732 2 732 -
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
302 Gauteng Department of Education
30.3 Movement for 2013/14
MOVEMENT IN MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2014
Opening balance
Prior period error
Additions Disposals Closing Balance
R’000 R’000 R’000 R’000 R’000
Machinery and Equipment 148 678 14 231 4 424 2 605 164 728
Transport assets 408 - 329 - 737
Computer equipment 66 626 16 834 1 601 1 833 83 228
Furniture and of� ce equipment 71 278 1 078 2 106 621 73 841
Other machinery and equipment 10 366 (3 681) 388 151 6 922
Total Movable Tangible Capital Assets
148 678 14 231 4 424 2 605 164 728
30.3.1 Prior period error
Note 2013/14
R’000
Nature of prior period error 30.3
Relating to 2014/15 -
-
Relating to 2013/14 368
Computer Equipment 145
Furniture and Of� ce Equipment 200
Other Machinery and Equipment 23
Total 368
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 303
30.4 Minor assets
Machinery and
equipment
Total
R’000 R’000
Opening balance 133 475 133 475
Additions 2 926 2 926
Disposals 2 776 2 776
Total Minor Assets 133 625 133 625
Included in the Assets Register are library books to the value of R21, 381 million with a threshold of less than R5 thousands.
MINOR CAPITAL ASSETS UNDER INVESTIGATION Number Value
R’000
Included in the above total of the minor capital assets per the asset register are assets that are under investigation:
Specialised military assets
Machinery and equipment 132 186
Total 186
MOVEMENT IN MINOR ASSETS PER THE ASSET REGISTER FOR THE YEAR ENDED AS AT 31 MARCH 2014
Machinery and
equipment
Total
R’000 R’000
Opening balance 127 937 127 937
Prior period error 8 102 8 102
Additions 535 535
Disposals 3 099 3 099
Total Minor Assets 133 475 133 475
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
304 Gauteng Department of Education
30.4.1 Prior period error
2013/14
R’000
Relating to 2013/14 927
Minor assets to Furniture & Of� ce equipment 2
Computer equipment 70
Furniture and of� ce equipment 514
Other Machinery and Equipment 56
Library Books 285
Total 927
30.5 Movable assets written off
Machinery and
equipment
Total
R’000 R’000
Assets written off (2 776) (2 776)
Total Movable Assets Written Off (2 776) (2 776)
Machinery and
equipment
Total
R’000 R’000
Assets written off (3 099) (3 099)
Total Movable Assets Written Off (3 099) (3 099)
31. Intangible Capital Assets
MOVEMENT IN INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Opening balance
Additions Disposals Closing Balance
R’000 R’000 R’000 R’000
Software 8 602 - - 8 602
Recipes, Formulae, Prototypes, Designs, Models 12 806
- - 12 806
Services And Operating Rights 98 - - 98
Total Intangible Capital Assets 21 506 - - 21 506
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 305
Intangible Capital Assets under investigation
Number Value
R’000
Included in the above total of the intangible capital assets per the asset register are assets that are under investigation:
Software
Mastheads and publishing titles
Patents, licences, copyright, brand names, trademarks
Recipes, formulae, prototypes, designs, models
Services and operating rights
31.1 Additions
ADDITIONS TO INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED31 MARCH 2015
Cash Non-Cash (Development work in
progress – current costs)
Received current year,
not paid(Paid
current year, received
prior year)
Total
R’000 R’000 R’000 R’000 R’000
Total Additions to Intangible Capital Assets
- - - - -
31.2 Disposals
DISPOSALS OF INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Sold for cash Transfer out or destroyed or scrapped
Total disposals
Cash Received
Actual
R’000 R’000 R’000 R’000
Total Disposals of Intangible Capital Assets
- - - -
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
306 Gauteng Department of Education
31.3 Movement for 2013/14
MOVEMENT IN INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2014
Opening balance
Prior period error
Additions Disposals Closing Balance
R’000 R’000 R’000 R’000 R’000
Software 6 989 755 858 - 8 602
Recipes, Formulae, Prototypes, Designs, Models
12 806 - - - 12 806
Services And Operating Rights
98 - - - 98
Total Intangible Capital Assets 19 893 755 858 - 21 506
32. Immovable Tangible Capital Assets
MOVEMENT IN IMMOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Opening balance
Additions Disposals Closing Balance
R’000 R’000 R’000 R’000
Buildings and Other Fixed Structures
1 105 060 1 117 387 - 2 222 447
Dwellings - - - -
Non-residential buildings 1 105 060 1 117 387 - 2 222 447
Other � xed structures - - - -
Land And Subsoil Assets - - - -
Land - - - -
Total Immovable Tangible Capital Assets
1 105 060 1 117 387 - 2 222 447
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 307
32.1 Additions
ADDITIONS TO IMMOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Cash Non-cash (Capital Work in Progress
current costs and
� nance lease payments)
Received current, not
paid(Paid current year, received
prior year)
Total
R’000 R’000 R’000 R’000 R’000
Building and Other Fixed Structures
929 570 481 880 (298 792) 4 729 1 117 387
Non-residential buildings
763 850 481 880 (133 072) 4 729 1 117 387
Other � xed structures 165 720 - (165 720) - -
Land and Subsoil Assets
41 507 - (41 507) - -
Land 41 507 - (41 507) - -
Total Additions to Immovable Tangible Capital Assets
971 077 481 880 (340 299) 4 729 1 117 387
32.2 Disposals
DISPOSALS OF IMMOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2015
Sold for cash Transfer out or destroyed or scrapped
Total disposals
Cash Received
Actual
R’000 R’000 R’000 R’000
Total Disposals of Immovable Tangible Capital Assets
- - - -
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
308 Gauteng Department of Education
32.3 Movement for 2013/14
MOVEMENT IN IMMOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2014
Opening balance
Prior period error
Additions Disposals Closing Balance
R’000 R’000 R’000 R’000 R’000
Buildings and Other Fixed Structures
39 231 953 (36 791) 630 386 38 720 488 1 105 060
Motor and Bricks 39 231 953 (36 791) 630 386 38 720 488 1 105 060
Land and Subsoil Assets 1 604 898 - 12 521 1 617 419 -
Land 1 604 898 - 12 521 1 617 419 -
Total Immovable Tangible Capital Assets
40 836 851 (36 791) 642 907 40 337 907 1 105 060
32.3.1 Prior period error
2013/14
R’000
Nature of prior period error
Subsequent payments relating to 2014/15 29 621
29 621
Relating to 2013/14 58 716
Adjustments to prior year additions 58 716
Total 88 337
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 309
32.4 Immovable assets valued at R1
IMMOVABLE ASSETS VALUED AT R1 IN THE ASSET REGISTER AS AT 31 MARCH 2015
Buildings and other � xed structures
Heritage assets
Land and subsoil assets
Total
R’000 R’000 R’000 R’000
R1 Immovable assets - - - -
Total - - - -
IMMOVABLE ASSETS VALUED AT R1 IN THE ASSET REGISTER AS AT 31 MARCH 2014
Buildings and other � xed structures
Heritage assets
Land and subsoil assets
Total
R’000 R’000 R’000 R’000
R1 Immovable assets 62 - - 62
Total 62 - - 62
32.5 Immovable assets written off
IMMOVABLE ASSETS WRITTEN OFF FOR THE YEAR ENDED AS AT 31 MARCH 2015
Buildings and other � xed structures
Heritage assets
Land and subsoil assets
Total
R’000 R’000 R’000 R’000
Total Immovable Assets Written Off - - - -
IMMOVABLE ASSETS WRITTEN OFF FOR THE YEAR ENDED AS AT 31 MARCH 2013
Buildings and other � xed structures
Heritage assets
Land and subsoil assets
Total
R’000 R’000 R’000 R’000
Total Immovable Assets Written Off - - - -
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
310 Gauteng Department of Education
33. Agent-principal arrangements
33.1 Department acting as the principal
2014/15 2013/14
R’000 R’000
Include a list of the entities acting as agents for the department and the amounts paid to these agents for their agency duties
PYT TRADE 73 (LTSM) 471 245 527 591
Gauteng Department of Infrastructure Development 785 867 835 501
Independent Development Trust 15 423 129 018
Total 1 272 535 1 492 110
PTY TRADE 73 (LTSM)
A service provider has been appointed to provide the service of procuring, warehousing and distribution of learner, and teacher support materials. An administration fee of 8% is charged for this service.
Gauteng Department of Infrastructure Development
The Department of Infrastructure Development has been appointed by the Premier as the provincial agency to deliver infrastructure project.
Independent Development Trust
The Department with the consent of Gauteng Department of Infrastructure Development and Treasury has appointed independent Development Trust as an agency to deliver speci� c infrastructure projects.
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 311
34.
STA
TE
ME
NT
OF
CO
ND
ITIO
NA
L G
RA
NT
S R
EC
EIV
ED
Nam
e O
f D
epar
tmen
t
GR
AN
T A
LLO
CAT
ION
SP
EN
T20
13/1
4
Div
isio
n o
f R
even
ue
Act
/ P
rovi
ncia
l G
rant
s
Ro
ll O
vers
DO
RA
A
dju
stm
ents
Oth
er
Ad
just
men
tsTo
tal
Ava
ilab
le
Am
oun
t re
ceiv
ed b
y d
epar
tmen
t
Am
oun
t sp
ent
by
dep
artm
ent
Und
er /
(O
vers
pen
din
g)
% o
f av
aila
ble
fu
nds
spen
t b
y d
epar
tmen
t
Div
isio
n o
f R
even
ue
Act
Am
oun
t sp
ent
by
dep
artm
ent
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Din
aled
i Sch
ool G
rant
22 4
58-
--
22 4
5822
458
22 4
58-
100
21 2
4421
244
Edu
catio
n In
frast
ruct
ure
Gra
nt62
3 60
2-
--
623
602
623
602
617
785
5 81
799
537
892
537
872
Nat
iona
l Sch
ool N
utrit
ion
Pro
gram
me
Gra
nt64
0 54
1-
--
640
541
640
541
640
322
219
100
616
516
616
494
Tech
nica
l Sec
onda
ry
Sch
ools
Rec
apita
lisat
ion
27 9
581
609
--
29 5
6729
567
28 8
8967
898
35 6
0934
000
Furt
her
Edu
catio
n an
d Tr
aini
ng G
rant
725
809
--
-72
5 80
972
5 80
971
3 59
012
219
9867
7 06
067
3 92
1
HIV
and
Aid
s G
rant
30 1
95-
--
30 1
9530
195
30 1
7916
100
34 8
0334
755
Exp
ande
d P
ublic
Wor
ks
Pro
gram
me
Ince
ntiv
e G
rant
36 0
16-
--
36 0
1636
016
36 0
16-
100
25 6
7425
674
Exp
ande
d P
ublic
Wor
ks
Inte
grat
ed G
rant
for
Pro
vinc
es -
Edu
catio
n
2 45
0-
--
2 45
02
450
2 45
0-
100
3 00
029
99
Occ
upat
iona
l Spe
ci� c
D
ispe
nsio
n fo
r S
ect
Ther
apis
ts
93 5
99-
--
93 5
9993
599
73 4
7120
128
78-
-
Tota
l2
202
628
1 60
9-
-2
204
237
2 20
4 23
72
165
160
39 0
771
951
798
1 94
6 95
9
Edu
catio
n In
frast
ruct
ure
Gra
nt u
nder
exp
endi
ture
rela
tes
to c
halle
nges
exp
erie
nces
on
deliv
ery
of n
ew in
frast
ruct
ure
by o
ur im
plem
entin
g ag
ent.
Furt
her
Edu
catio
n an
d Tr
aini
ng u
nder
exp
endi
ture
em
anat
ed fr
om c
olle
ges
vaca
ncie
s.
Occ
upat
iona
l Spe
ci� c
Dis
pens
atio
n fo
r The
rapi
st e
xper
ienc
ed im
plem
enta
tion
chal
leng
es d
ue to
the
sign
ed re
solu
tions
. The
cha
lleng
es c
ould
not
be
reso
lved
by D
epar
tmen
t of B
asic
Edu
catio
n an
d D
epar
tmen
t of P
ublic
Ser
vice
and
Adm
inis
trat
ion
by y
ear
end
Gauteng Department of Education 312
Annexures to the Annual Financial Statements
35.
STA
TE
ME
NT
OF
UN
CO
ND
ITIO
NA
L G
RA
NT
S R
EC
EIV
ED
Nam
e O
f P
rovi
nce
/ G
rant
GR
AN
T A
LLO
CAT
ION
TR
AN
SFE
RS
PE
NT
2013
/14
Div
isio
n o
f R
even
ue A
ct R
oll
Ove
rsA
dju
stm
ents
To
tal
Ava
ilab
leA
ctua
l Tr
ansf
erFu
nds
Wit
hhel
d
Re-
allo
cati
ons
b
y N
atio
nal
Trea
sury
o
r N
atio
nal
Dep
artm
ent
Am
oun
t re
ceiv
ed b
y d
epar
tmen
t
Am
oun
t sp
ent
by
dep
artm
ent
% o
f av
aila
ble
fu
nds
spen
t b
y d
epar
tmen
t
Div
isio
n o
f R
even
ue A
ct
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00%
R’0
00
Nat
iona
l Ski
lls F
undi
ng
--
--
--
--
--
450
Tota
l-
--
--
--
--
-45
0
Gauteng Department of EducationVote 5
Notes to the Annual Financial Statementsfor the year ended 31 March 2015
Annual Report | 2014/2015 313
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 1A
STAT
EMEN
T O
F TR
AN
SFER
S TO
DEP
AR
TMEN
TAL
AG
ENC
IES
AN
D A
CC
OU
NTS
Dep
artm
ent/
Age
ncy/
Acc
ount
TRA
NSF
ER A
LLO
CAT
ION
TRA
NSF
ER20
13/1
4
Adj
uste
dA
ppro
pria
tion
Rol
l Ove
rs A
djus
tmen
tsTo
tal A
vaila
ble
Act
ual T
rans
fer
% o
f Ava
ilabl
e fu
nds
Tran
sfer
red
App
ropr
iatio
n A
ct
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00
Nat
iona
l Dev
elop
men
t Lev
y60
246
--
60 2
4660
247
100.
021
124
Dep
artm
enta
l Age
ncie
s-
--
--
-1
Tota
l60
246
--
60 2
4660
247
21 1
25
Gauteng Department of Education 314
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 1B
STAT
EMEN
T O
F TR
AN
SFER
S TO
NO
N-P
RO
FIT
INST
ITU
TIO
NS
Non
-Pro
� t In
stitu
tions
TRA
NSF
ER A
LLO
CAT
ION
EXPE
ND
ITU
RE
2013
/14
Adj
uste
dA
ppro
pria
tion
Act
Rol
l ove
rs A
djus
tmen
ts T
otal
Ava
ilabl
eA
ctua
l Tra
nsfe
r%
of A
vaila
ble
fund
s tr
ansf
erre
dA
ppro
pria
tion
Act
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00
Tran
sfer
s
Tran
sfer
s to
Pub
lic S
choo
ls1
432
832
-8
960
1 44
4 79
21
444
792
100
1 22
9 67
6
Tran
sfer
s to
Inde
pend
ent S
choo
ls49
9 32
9-
-49
9 32
949
8 59
710
045
6 30
4
Tran
sfer
s to
Tra
inin
g In
stitu
tion
23 3
65-
8 00
031
365
31 3
6410
023
133
Tran
sfer
s to
Gra
de R
Site
134
930
-22
413
5 15
413
5 15
410
011
4 98
5
Rel
ated
Par
ties
and
Oth
er In
stitu
tion
727
433
-(1
43 8
50)
583
583
535
845
9273
0 43
6
Tran
sfer
s to
FE
T C
olle
ges
64 2
68-
119
64 3
8773
3 11
11
139
31 6
06
Tran
sfer
s to
Pub
lic S
peci
al S
choo
ls28
8 63
8-
353
288
991
288
991
100
273
380
Tran
sfer
s to
AB
ET
Cen
tres
16 8
65-
-16
865
16 3
7497
15 9
11
Sub
Tota
l3
190
660
-(1
26 1
94)
3 06
4 46
63
684
228
2 87
5 43
1
Subs
idie
s-
--
--
--
--
--
--
Tota
l3
190
660
-(1
26 1
94)
3 06
4 46
63
684
228
-2
875
431
Annual Report | 2014/2015 315
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 1C
STAT
EMEN
T O
F TR
AN
SFER
S TO
HO
USE
HO
LDS
Ho
useh
old
s
TR
AN
SFE
R A
LLO
CAT
ION
EX
PE
ND
ITU
RE
2013
/14
Ad
just
edA
pp
rop
riat
ion
Act
Ro
ll O
vers
Ad
just
men
ts T
ota
l A
vaila
ble
Act
ual
Tran
sfer
% o
f A
vaila
ble
fu
nds
Tran
sfer
red
Ap
pro
pri
atio
n A
ct
R’0
00R
’000
R’0
00R
’000
R’0
00%
R’0
00
Tran
sfer
s
Soc
ial b
ene�
ts15
9 15
2-
-15
9 15
215
8 12
599
56 2
25
Oth
er T
rans
fers
to h
ouse
hold
s17
9 62
8-
-17
9 62
817
8 26
099
.015
0 00
0
Tota
l33
8 78
0-
-33
8 78
033
6 38
5-
206
225
Gauteng Department of Education 316
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 3A
STAT
EMEN
T O
F FI
NA
NC
IAL
GU
AR
AN
TEES
ISSU
ED A
S AT
31
MA
RC
H 2
015
– L
OC
AL
Gua
rant
or
inst
itut
ion
Gua
rant
ee
in r
esp
ect
of
Ori
gin
al
gua
rant
eed
ca
pit
al
amo
unt
Op
enin
g
bal
ance
1
Ap
ril 2
014
Gua
rant
ees
dra
w d
ow
nsd
urin
g t
he
year
Gua
rant
ees
rep
aym
ents
/ ca
ncel
led
/ re
duc
ed/
rele
ased
dur
ing
th
e ye
ar
Rev
alua
tio
nsC
losi
ng
bal
ance
31 M
arch
20
15
Gua
rant
eed
in
tere
st f
or
year
end
ed
31 M
arch
20
15
Rea
lised
lo
sses
no
t re
cove
rab
le
i.e. c
laim
s p
aid
out
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
Hou
sing
-24
7-
72-
319
--
Tota
l-
247
-72
-31
9-
-
Annual Report | 2014/2015 317
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 3B
STAT
EMEN
T O
F C
ON
TIN
GEN
T LI
AB
ILIT
IES
AS
AT 3
1 M
AR
CH
201
5
Nat
ure
of L
iabi
lity
Ope
ning
Liab
ilitie
s in
curr
ed
durin
g th
e ye
ar
Liab
ilitie
s pa
id/
canc
elle
d/re
duce
d du
ring
the
year
Liab
ilitie
s re
cove
rabl
e (P
rovi
de
deta
ils
here
unde
r)
Clo
sing
Bal
ance
Bal
ance
1 A
pril
2014
31 M
arch
20
15
R’0
00R
’000
R’0
00R
’000
R’0
00
Cla
ims
agai
nst t
he d
epar
tmen
t
Lega
l Cla
ims
723
075
40 4
9717
091
-74
6 48
1
Prio
r ye
ar a
djus
tmen
ts-
-10
2 29
1-
(102
291
)
Tota
l72
3 07
540
497
119
382
-64
4 19
0
Gauteng Department of Education 318
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 3B
(con
tinue
d)
Nat
ure
of
Liab
iliti
es r
eco
vera
ble
Op
enin
g
Det
ails
of
Liab
ility
and
R
eco
vera
bili
tyM
ove
men
t d
urin
g y
ear
Clo
sing
Bal
ance
Bal
ance
1 A
pri
l 201
431
Mar
ch
2015
R’0
00R
’000
R’0
00
Lett
er o
f dem
and
– E
x G
DE
Em
ploy
ees
105
--
105
Lett
er o
f dem
and
– E
duca
tors
65-
-65
Lett
er o
f dem
and
– E
duca
tors
and
SG
B M
embe
rs6
610
--
6 61
0
Tota
l6
780
--
6 78
0
Annual Report | 2014/2015 319
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 4
CLA
IMES
REC
OVE
RA
BLE
Go
vern
men
t E
ntit
y
Co
n� r
med
bal
ance
o
utst
and
ing
Unc
on�
rm
ed b
alan
ce
out
stan
din
gTo
tal
Cas
h in
tra
nsit
at
year
end
20
14/1
5
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
Rec
eip
t d
ate
up
to s
ix (6
) wo
rkin
g
day
s af
ter
year
end
Am
oun
t
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00
Dep
artm
ent
Dep
artm
ent o
f Edu
catio
n-M
pum
alan
ga
16-
-37
916
379
--
Dep
artm
ent o
f Edu
catio
n-N
orth
Wes
t-
-35
152
935
152
9-
-
Dep
artm
ent o
f Edu
catio
n-Li
mpo
po46
2-
-75
346
275
3-
-
Dep
artm
ent o
f Edu
catio
n-Fr
ee S
tate
291
-18
1430
914
--
Dep
artm
ent o
f Edu
catio
n-K
ZN14
014
79
-14
914
7-
-
Dep
artm
ent o
f Edu
catio
n-W
este
rn
Cap
e-
-12
315
612
315
6-
-
Dep
artm
ent o
f Edu
catio
n-E
aste
rn C
ape
--
-22
-22
--
Dep
artm
ent o
f Tra
nspo
rt-N
atio
nal
35-
-35
3535
--
Dep
artm
ent o
f Spo
rts
and
Cul
ture
-Fre
e S
tate
--
--
--
--
Dep
artm
ent o
f Inf
rast
ruct
ure
Dev
elop
men
t- G
aute
ng-
-2
200
-2
200
--
-
Dep
artm
ent o
f Agr
icul
ture
& R
ural
D
evel
opm
ent-
Gau
teng
--
-26
-26
--
Gauteng Department of Education 320
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
Go
vern
men
t E
ntit
y
Co
n� r
med
bal
ance
o
utst
and
ing
Unc
on�
rm
ed b
alan
ce
out
stan
din
gTo
tal
Cas
h in
tra
nsit
at
year
end
20
14/1
5
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
Rec
eip
t d
ate
up
to s
ix (6
) wo
rkin
g
day
s af
ter
year
end
Am
oun
t
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00
Dep
artm
ent
Dep
artm
ent o
f Agr
icul
ture
& R
ural
D
evel
opm
ent-
WC
--
-35
-35
--
Dep
artm
ent o
f Bas
ic E
duca
tion-
Nat
iona
l-
-12
038
12 5
6112
038
12 5
61-
-
Dep
artm
ent o
f Hea
lth-
Lim
popo
15-
-15
1515
--
Dep
artm
ent o
f Hea
lth-
Nor
th W
est
14-
-14
1414
--
Dep
artm
ent o
f Pub
lic W
orks
-Nor
th
Wes
t34
--
3434
34-
-
Dep
artm
ent o
f Env
ironm
enta
l Affa
irs –
N
atio
nal
8-
-51
851
--
Dep
artm
ent o
f Lan
d an
d R
ural
D
evel
opm
ent-
Nat
iona
l26
--
-26
--
-
Dep
artm
ent o
f Eco
nom
ic D
evel
opm
ent-
G
aute
ng10
616
0-
-10
616
0-
-
Dep
artm
enta
l Hea
lth-
Gau
teng
-16
5-
--
165
--
Dep
artm
ent o
f Coo
pera
tive
Gov
erna
nce
& T
radi
tiona
l Affa
irs-
Nat
iona
l15
--
1415
14-
-
Dep
artm
ent o
f Cor
rect
iona
l Ser
vice
s-
Nat
iona
l67
--
1967
19-
-
Annual Report | 2014/2015 321
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
Go
vern
men
t E
ntit
y
Co
n� r
med
bal
ance
o
utst
and
ing
Unc
on�
rm
ed b
alan
ce
out
stan
din
gTo
tal
Cas
h in
tra
nsit
at
year
end
20
14/1
5
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
Rec
eip
t d
ate
up
to s
ix (6
) wo
rkin
g
day
s af
ter
year
end
Am
oun
t
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00
Dep
artm
ent
Dep
artm
ent o
f Soc
ial D
evel
opm
ent-
G
aute
ng1
807
--
1 21
81
807
1 21
8-
-
Dep
artm
ent o
f Eco
nom
ic A
ffairs
&
Tour
ism
- E
aste
rn C
ape
--
-18
-18
--
Nat
iona
l Sta
tistic
s S
outh
Afri
ca-
-14
-14
--
-
Dep
artm
ent o
f Fin
ance
--
1-
1-
--
3 03
647
214
754
15 8
9317
790
16 3
65-
-
Oth
er G
ove
rnm
ent
Ent
itie
s-
--
--
-
Tota
l3
036
472
14 7
5415
893
17 7
9016
365
--
Incl
uded
in th
e R
17, 7
90 m
illion
is a
n am
ount
of R
4, 0
49 m
illion
in re
spec
t of s
alar
ies
reco
vera
ble.
Gauteng Department of Education 322
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 5
INTE
R-G
OVE
RN
MEN
T PA
YAB
LES
Go
vern
men
t E
ntit
y
Co
n� r
med
bal
ance
o
utst
and
ing
Unc
on�
rm
ed b
alan
ce
out
stan
din
gT
OTA
LC
ash
in t
rans
it a
t ye
ar e
nd
2014
/15
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
Pay
men
t d
ate
up t
o s
ix (6
) w
ork
ing
day
s b
efo
re y
ear
end
Am
oun
t
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00
Dep
artm
ents
Cur
rent
Of�
ce o
f the
Pre
mie
r- G
aute
ng-
10-
--
10-
-
Dep
artm
ent o
f Edu
catio
n-Fr
ee s
tate
1148
--
1148
--
Dep
artm
ent o
f Fin
ance
-Gau
teng
--
--
--
--
Dep
artm
ent o
f Agr
icul
ture
- Li
mpo
po11
--
-11
--
-
Dep
artm
ent o
f Agr
icul
ture
-Gau
teng
--
--
-
Dep
artm
ent o
f Jus
tice-
Nat
iona
l-
3 86
61
779
-1
779
3 86
6-
-
Dep
artm
ent o
f Edu
catio
n-Li
mpo
po-
399
153
-15
339
9-
-
Dep
artm
ent o
f Edu
catio
n-M
pum
alan
ga13
160
325
-45
660
--
Dep
artm
ent o
f Edu
catio
n-N
orth
Wes
t80
852
--
808
52-
-
Dep
artm
ent o
f Edu
catio
n-K
ZN-
182
552
-55
218
2-
-
Dep
artm
ent o
f Hig
her
Edu
catio
n an
d Tr
aini
ng-
Nat
iona
l-
34-
--
34-
-
Dep
artm
ent o
f Hom
e A
ffairs
--
3-
3-
--
Dep
artm
ent o
f Wat
er A
ffairs
- N
atio
nal
-4
--
-4
--
Dep
artm
ent o
f Edu
catio
n- E
aste
rn C
ape
23-
--
23-
--
Dep
artm
ent o
f Edu
catio
n- N
orth
ern
Cap
e-
350
2227
922
538
--
Annual Report | 2014/2015 323
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
Go
vern
men
t E
ntit
y
Co
n� r
med
bal
ance
o
utst
and
ing
Unc
on�
rm
ed b
alan
ce
out
stan
din
gT
OTA
LC
ash
in t
rans
it a
t ye
ar e
nd
2014
/15
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
Pay
men
t d
ate
up t
o s
ix (6
) w
ork
ing
day
s b
efo
re y
ear
end
Am
oun
t
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00
Dep
artm
ents
Cur
rent
Sta
tistic
s S
outh
Afri
ca-
Nat
iona
l-
--
--
--
-
Dep
artm
ent o
f Art
s an
d C
ultu
re-
Nat
iona
l-
5-
--
5-
-
Dep
artm
ent o
f Spo
rts
and
Cul
ture
- G
aute
ng4
000
--
-4
000
--
-
Dep
artm
ent o
f Hea
lth-
Nor
th W
est
--
24-
24-
--
Dep
artm
ent o
f Eco
nom
ic D
ev, E
nvir
and
Tour
ism
- Li
mpo
po-
--
--
--
-
Dep
artm
ent o
f Tre
asur
y -
Free
Sta
te-
28-
--
28-
-
Dep
artm
ent o
f Hea
lth -
Eas
tern
Cap
e-
20-
--
20-
-
Dep
artm
ent o
f Cor
rect
iona
l Ser
vice
s-
Nat
iona
l-
12-
--
12-
-
Sou
th A
frica
n P
olic
e S
ervi
ces
20-
--
20-
--
Dep
artm
ent o
f Hea
lth-
Gau
teng
22-
--
22-
--
Dep
artm
ent o
f Tra
nspo
rt R
oads
and
Wor
ks-
Eas
tern
Cap
e9
--
-9
--
-
Sub
To
tal
5 03
55
070
2 85
8-
7 89
35
070
--
Oth
er G
ove
rnm
ent
Ent
ity
Gauteng Department of Education 324
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
Go
vern
men
t E
ntit
y
Co
n� r
med
bal
ance
o
utst
and
ing
Unc
on�
rm
ed b
alan
ce
out
stan
din
gT
OTA
LC
ash
in t
rans
it a
t ye
ar e
nd
2014
/15
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
Pay
men
t d
ate
up t
o s
ix (6
) w
ork
ing
day
s b
efo
re y
ear
end
Am
oun
t
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
R’0
00
Dep
artm
ents
Cur
rent
Gov
ernm
ent P
rintin
g W
orks
-74
-4
-78
--
G-F
leet
12 5
0122
787
--
12 5
0122
787
--
PA
LAM
A-
7474
-74
74-
-
Sub
To
tal
12 5
0122
935
744
12 5
7522
939
Tota
l17
536
28 0
052
932
4
20 4
6828
009
--
Annual Report | 2014/2015 325
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 6
INVE
NTO
RIE
S
Inve
nto
ry
No
teQ
uant
ity
2014
/15
Qua
ntit
y20
13/1
4
R’0
00R
’000
Ope
ning
bal
ance
35 5
5532
9 25
468
9 81
717
007
Add
/(Les
s): A
djus
tmen
ts to
prio
r ye
ar b
alan
ce(2
141
)(3
21 1
65)
--
Add
: Add
ition
s/P
urch
ases
– C
ash
116
075
843
304
157
639
1 17
3 29
6
Add
: Add
ition
s -
Non
-cas
h-
--
-
(Les
s): D
ispo
sals
--
--
(Les
s): I
ssue
s(1
25 2
15)
(843
903
)(1
36 2
44)
(848
911
)
Add
/(Les
s): A
djus
tmen
ts-
-(6
75 6
57)
(12
138)
Clo
sing
bal
ance
24 2
747
490
35 5
5532
9 25
4
Incl
ude
disc
ussi
on w
here
dee
med
rele
vant
Gauteng Department of Education 326
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 7A
MO
VEM
ENT
IN C
API
TAL
WO
RK
IN P
RO
GR
ESS
MO
VE
ME
NT
IN C
AP
ITA
L W
OR
K IN
PR
OG
RE
SS
FO
R T
HE
YE
AR
EN
DE
D 3
1 M
AR
CH
201
5
Op
enin
g
bal
ance
Cur
rent
Yea
r C
apit
al W
IPC
om
ple
ted
A
sset
sC
losi
ng
bal
ance
R’0
00R
’000
R’0
00R
’000
Mac
hine
ry a
nd E
qui
pm
ent
178
105
-(1
78 1
05)
-
Tran
spor
t ass
ets
--
--
Com
pute
r eq
uipm
ent
3 18
9-
(3 1
89)
-
Furn
iture
and
of�
ce e
quip
men
t91
749
-(9
1 74
9)-
Oth
er m
achi
nery
and
equ
ipm
ent
83 1
67-
(83
167)
-
Bui
ldin
gs
and
Oth
er F
ixed
Str
uctu
res
795
130
298
792
(642
151
)45
1 77
1
Non
-res
iden
tial b
uild
ings
795
130
133
072
(642
151
)28
6 05
1
Oth
er �
xed
stru
ctur
es-
165
720
-16
5 72
0
Land
and
Sub
soil
Ass
ets
-41
507
-41
507
Land
-41
507
-41
507
So
ftw
are
858
-(8
58)
-
Sof
twar
e85
8-
(858
)-
Tota
l97
4 09
334
0 29
9(8
21 1
14)
493
278
Annual Report | 2014/2015 327
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
MO
VE
ME
NT
IN C
AP
ITA
L W
OR
K IN
PR
OG
RE
SS
FO
R T
HE
YE
AR
EN
DE
D 3
1 M
AR
CH
201
4
Op
enin
g
bal
ance
Pri
or
per
iod
er
ror
Cur
rent
Yea
r C
apit
al W
IPC
om
ple
ted
A
sset
sC
losi
ng
bal
ance
R’0
00R
’000
R’0
00R
’000
R’0
00
Mac
hine
ry A
nd E
qui
pm
ent
140
208
--
-14
0 20
8
Com
pute
r eq
uipm
ent
3 00
4-
--
3 00
4
Furn
iture
and
of�
ce e
quip
men
t90
058
--
-90
058
Oth
er m
achi
nery
and
equ
ipm
ent
47 1
46-
--
47 1
46
Bui
ldin
gs
and
Oth
er F
ixed
Str
uctu
res
746
306
-40
3 42
6(3
54 6
02)
795
130
Non
-res
iden
tial b
uild
ings
746
306
-40
3 42
6(3
54 6
02)
795
130
So
ftw
are
858
--
-85
8
Sof
twar
e85
8-
--
858
Tota
l88
7 37
2-
403
426
(354
602
)93
6 19
6
Gauteng Department of Education 328
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
AN
NEX
UR
E 8A
INTE
R-E
NTI
TY A
DVA
NC
ES R
ECEI
VED
(not
e 21
AN
D n
ote
22)
Ent
ity
Co
n� r
med
bal
ance
o
utst
and
ing
Unc
on�
rm
ed b
alan
ce
out
stan
din
gT
OTA
L
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
31/0
3/20
1531
/03/
2014
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
Oth
er E
ntit
ies
Cur
rent
Gau
teng
City
Reg
ion
Aca
dem
y11
043
11 4
40-
-11
043
11 4
40
Tota
l11
043
11 4
40-
-11
043
11 4
40
Annual Report | 2014/2015 329
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
2.2
Pub
lic S
eco
ndar
y S
cho
ols
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Inte
rest
and
rent
on
land
-41
7-
417
416
199
.817
117
1
Inte
rest
(Inc
l. in
tere
st o
n un
itary
pa
ymen
ts (P
PP
))-
417
-41
741
61
99.8
171
171
Tran
sfer
s an
d su
bsid
ies
1 26
3 17
9(8
11)
-1
262
368
1 24
4 79
417
574
98.6
554
316
534
492
Non
-pro
� t in
stitu
tions
1
226
508
(687
)-
1 22
5 82
11
208
248
17 5
7398
.651
9 69
849
9 87
4
Hou
seho
lds
36 6
71(1
24)
-36
547
36 5
461
100.
034
618
34 6
18
Soc
ial b
ene�
ts36
671
(124
)-
36 5
4736
509
3899
.934
618
34 1
76
Oth
er tr
ansf
ers
to h
ouse
hold
s-
--
-37
(37)
--
442
Paym
ents
for c
apita
l ass
ets
--
7 34
17
341
7 34
01
100.
08
351
8 35
6
Mac
hine
ry a
nd e
quip
men
t-
-7
341
7 34
17
340
110
0.0
8 35
18
356
Oth
er m
achi
nery
and
equ
ipm
ent
--
7 34
17
341
7 34
01
100.
08
351
8 35
6
TOTA
L10
382
445
(229
571
)7
341
10 1
60 2
1510
142
584
17 6
3199
.88
672
167
8 65
2 26
5
Gauteng Department of Education 330
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
2.3
Hum
an R
eso
urce
Dev
elo
pm
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts14
638
(6 0
07)
-8
631
8 62
92
100.
04
707
4 68
5
Goo
ds a
nd s
ervi
ces
14 6
38(6
007
)-
8 63
18
629
210
0.0
4 70
74
685
Adv
ertis
ing
116
(21)
-95
95-
100.
0-
-
Min
or a
sset
81(7
2)-
99
-10
0.0
--
Bur
sarie
s : E
mpl
oyee
s7
703
(2 6
01)
-5
102
5 10
2-
100.
03
496
3 49
4
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
237
(169
)-
6868
-10
0.0
--
Com
mun
icat
ion
(G&
S)
436
(274
)-
162
162
-10
0.0
162
162
Con
trac
tors
29(1
2)-
1718
(1)
105.
93
3
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
726
(687
)-
3939
-10
0.0
--
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s-
--
--
--
23
Inve
ntor
y: M
ater
ial a
nd s
uppl
ies
4(2
)-
22
-10
0.0
--
Con
sum
able
s su
pplie
s52
9(2
75)
-25
425
6(2
)10
0.8
104
104
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s46
5(1
53)
-31
231
11
99.7
5252
Ope
ratin
g le
ases
114
75-
189
188
199
.5-
-
Pro
pert
y pa
ymen
ts1
630
(451
)-
1 17
91
179
-10
0.0
539
519
Annual Report | 2014/2015 331
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
2.3
Hum
an R
eso
urce
Dev
elo
pm
ent
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Trav
el a
nd s
ubsi
sten
ce78
8(5
18)
-27
027
0-
100.
012
912
9
Trai
ning
and
dev
elop
men
t1
059
(596
)-
463
462
199
.898
97
Ope
ratin
g pa
ymen
ts17
632
-20
820
8-
100.
012
212
2
Venu
es a
nd fa
cilit
ies
545
(283
)-
262
262
-10
0.0
--
Tran
sfer
s an
d su
bsid
ies
77 3
43-
25 2
4010
2 58
310
2 58
3-
100.
015
3 65
395
680
Non
-pro
� t in
stitu
tions
77
343
-25
240
102
583
102
583
-10
0.0
153
653
95 6
80
Paym
ents
for c
apita
l ass
ets
412
(151
)-
261
260
199
.637
828
7
Mac
hine
ry a
nd e
quip
men
t41
2(1
51)
-26
126
01
99.6
378
287
Oth
er m
achi
nery
and
equ
ipm
ent
412
(151
)-
261
260
199
.637
828
7
TOTA
L92
393
(6 1
58)
25 2
4011
1 47
511
1 47
23
100.
015
8 73
810
0 65
2
Gauteng Department of Education 332
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
2.4
Sch
oo
l Sp
ort
Cul
ture
and
Med
ia S
ervi
ce
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts1
711
(895
)-
816
813
399
.653
150
4
Com
pens
atio
n of
em
ploy
ees
--
--
--
-16
16
Soc
ial c
ontr
ibut
ion
--
--
--
-16
16
Goo
ds a
nd s
ervi
ces
1 71
1(8
95)
-81
681
33
99.6
515
488
Adm
inis
trat
ive
fees
-72
-72
711
98.6
--
Adv
ertis
ing
14-
-14
131
92.9
--
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
103
(49)
-54
54-
100.
02
2
Com
mun
icat
ion
(G&
S)
119
(99)
-20
191
95.0
1111
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
-1
-1
1-
100.
0-
-
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
98(2
8)-
7070
-10
0.0
--
Inve
ntor
y: C
loth
ing
mat
eria
l and
ac
cess
orie
s-
1-
1-
1-
--
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l-
366
-36
636
6-
100.
029
29
Inve
ntor
y: o
ther
sup
plie
s-
6-
66
-10
0.0
--
Con
sum
able
s su
pplie
s10
(2)
-8
9(1
)11
2.5
--
Con
sum
able
s: S
tatio
nery
prin
ting
and
of� c
e su
pplie
s69
3(6
32)
-61
61-
100.
018
18
Annual Report | 2014/2015 333
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
Annexures to the Annual Financial Statements
2.4
Sch
oo
l Sp
ort
Cul
ture
and
Med
ia S
ervi
ce
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Tran
spor
t pro
vide
d: D
epar
tmen
tal
activ
ity-
63-
6363
-10
0.0
--
Trav
el a
nd s
ubsi
sten
ce30
2(2
37)
-65
65-
100.
045
545
4
Trai
ning
and
dev
elop
men
t31
9(3
19)
--
--
--
-
Ope
ratin
g pa
ymen
ts-
16-
1616
-10
0.0
-(2
4)
Venu
es a
nd fa
cilit
ies
53(5
4)-
(1)
(1)
-10
0.0
-(2
)
Paym
ents
for c
apita
l ass
ets
-3
-3
3-
100.
03
-
Mac
hine
ry a
nd e
quip
men
t-
3-
33
-10
0.0
3-
Tran
spor
t equ
ipm
ent
--
--
--
--
-
Oth
er m
achi
nery
and
equ
ipm
ent
-3
-3
3-
100.
03
-
TOTA
L1
711
(892
)-
819
816
399
.653
450
4
Annexures to the Annual Financial Statements
Gauteng Department of Education 334
Gau
ten
g D
epar
tmen
t o
f Ed
uca
tio
nV
ote
5A
nn
exu
res
to t
he
An
nu
al F
inan
cial
Sta
tem
ents
for
the
year
en
ded
31
Mar
ch 2
015
2.5
Co
ndit
iona
l Gra
nts
Eco
nom
ic c
lass
i� ca
tio
n
2014
/15
2013
/14
Ad
just
ed
Ap
pro
pri
atio
nS
hift
ing
of
Fund
sV
irem
ent
Fina
l A
pp
rop
riat
ion
Act
ual
Exp
end
itur
eVa
rian
ceE
xpen
dit
ure
as %
of
� na
l ap
pro
pri
atio
n
Fina
l A
pp
rop
riat
ion
Act
ual
exp
end
itur
e
R’0
00R
’000
R’0
00R
’000
R’0
00R
’000
%R
’000
R’0
00
Cur
rent
pay
men
ts62
7 09
2(4
8 35
4)-
578
738
579
999
(1 2
61)
100.
260
5 39
560
5 88
7
Com
pens
atio
n of
em
ploy
ees
2 19
3-
-2
193
2 19
3-
100.
02
015
2 03
5
Sal
arie
s an
d w
ages
2 19
3(2
37)
-1
956
1 95
6-
100.
02
015
1 75
4
Soc
ial c
ontr
ibut
ion
-23
7-
237
237
-10
0.0
-28
1
Goo
ds a
nd s
ervi
ces
624
899
(48
354)
-57
6 54
557
7 80
6(1
261
)10
0.2
603
380
602
852
Adm
inis
trat
ive
fees
30-
-30
-30
-6
6
Adv
ertis
ing
116
370
-48
650
6(2
0)10
4.1
2 21
32
213
Min
or a
sset
41(3
6)-
54
180
.077
877
7
Aud
it co
st :
Ext
erna
l-
--
-93
5(9
35)
--
-
Cat
erin
g: D
epar
tmen
tal a
ctiv
ities
394
462
-85
6-
856
-1
428
1 42
7
Com
mun
icat
ion
(G&
S)
388
(234
)-
154
265
(111
)17
2.1
208
208
Con
trac
tors
1 58
9(9
36)
-65
36
647
0.9
8 17
76
568
Age
ncy
and
supp
ort /
out
sour
ced
serv
ices
592
424
(50
765)
-54
1 65
954
1 79
5(1
36)
100.
055
0 95
555
0 95
5
Flee
t ser
vice
s (in
clud
ing
gove
rnm
ent
mot
or tr
ansp
ort)
2623
3-
259
293
(34)
113.
115
15
Inve
ntor
y: F
uel o
il an
d ga
s-
--
--
--
12 1
9712
197
Inve
ntor
y: L
earn
er a
nd te
ache
r su
ppor
t mat
eria
l3
000
434
-3
434
3 43
4-
100.
02
728
2 72
7
Section VI Outloo
Section VI: Outlook for the Coming Year
336 Gauteng Department of Education
Annual Report | 2014/2015 337
Goals for 2015/16
Delivering the shifts in achievement we seek will require building on the progress already realised across the system;
spreading it more widely, particularly to those groups in the system which is currently not performing; and supporting
all learners to achieve. The Department will focus its resources on those levers that improve learner outcomes. Our
plan for 2015/16 is to focus on teaching and learning quality, access to reliable and meaningful information, transparent
accountabilities and appropriate learning environments and infrastructure. The Department will improve the quality of
teaching and learning in our schools by building on existing good practice and bring education into the 21st century
by developing a curriculum and teaching cohort that can embrace technology as part of the learning experience.
Excellent professional leadership has been proven to have a de� nite effect on improving learning outcomes and so
we are investing in strengthening school leadership from selection through to induction and in-role mentoring and
support.
Goal 1: Deliver quality education in a conducive learning environment
Pillar 1: Curriculum and Assessment.
Improving learner performance in primary schools
Primary school interventions will mainly focus on improving learner performance in Language and Mathematics. The
interventions will be mainstreamed into the line-functions as part of normal curriculum implementation and management
through head of� ce and district of� ce subject facilitators. Teachers will be supported in content development and
curriculum delivery. Additional focus will be on schools with low performance.
Incremental Introduction of African Languages (IIAL)
The incremental introduction of isiZulu, Sesotho, Setswana, Sepedi, Xitsonga and Afrikaans will be rolled out into
grade 1 in 12 pilot schools in the province. The department is in the process of training and developing the teachers
who will introduce the African languages into schools. LTSM are being procured for successful implementation in pilot
schools.
Mathematics Improvement
The department will implement a revised method of support to improve Mathematics across all phases. Teachers
will receive revised lesson plans that cover background content to assist with content gaps. The PLGs will include
content training for teachers. The resources will bene� t intermediate phase mathematics teachers as well as district
of� cials, principals and head of department.
Annual National Assessments
The department envisages increasing achievement in Mathematics and Languages to 63% by the end of the 2015
academic year with assistance from the learner improvement programmes at school and district level.
Secondary Schools Intervention Programme
The Department’s aim is to ensure that 50 per cent of Grade 12 learners must achieve at the required level in science
and 60 per cent must achieve at the required level in mathematics. Classroom practice and management in schools
will be aligned to the intervention programmes that must be quality assured to link with lesson plans in preparation
for examinations. To improve the Grade 12 pass and bachelor rates the FET intervention programme will expand to
Grade 10 and 11 learners in priority schools with a focus on Mathematics, Physical Science, Accounting and ‘English
Outlook for the Coming Year
338 Gauteng Department of Education
for learning’. The SIPP programme will continue for Grade 12 learners.
Learner Teacher Support Material (LTSM)
Textbooks will be provided to support the implementation of CAPS in Grades 7-9 and Grade 12. The FET phase
will receive Mathematics and Mental Mathematical kits, microscopes and Technology equipment as part of the
Mathematics, Science and Technology strategy. The provision of these resources will be accompanied by training of
educators to use the resources optimally. The Department will increase its investment in the mathematics and science
related � elds of study through the Mathematics, Science and Technology Grant to improve learner performance in
these areas. The grant also makes provision to support the introduction of e-learning strategies across the identi� ed
schools
Pillar 2: Teacher provision and support
The Gauteng Professional Teacher Development Strategy is aimed at qualitative improvements in Mathematics,
Science and Technology, Literacy, school safety, Inclusion, Grade R, performance management (Integrated Quality
Management System) and Continuing Professional Teacher Development (CPTD). In-service training will focuses on
improving the quality of teaching and learning through CPTD in priority areas, with a focus on ICT.
Pillar 3: Leadership and management
Head of� ce and district of� ce support will be repositioned to give deepened direct support to school management by
introducing the notion of virtual districts. Good district management is essential as districts are solely responsible for
the support of curriculum delivery in schools. The role of HR and � nance will be a central function enhanced by ICT.
Managers and of� cials will work with integrity and honesty in all aspects, including recruitment, appointments and
procurement. They will also provide the necessary leadership to ensure that statutory and policy compliance are non-
negotiable. School management teams will be trained to support the use of technology in schools and classrooms
to improve learning.
Goal 2: Provide an administrative service that supports modern and innovative schools
Pillar 4: Infrastructure development and maintenance
Improved school infrastructure
The Department’s 2015/16 Infrastructure plan will ensure the maintenance and rehabilitation of existing infrastructure
and the building of new schools and additions to existing ones. The infrastructure programme will prioritise and address
basic services at schools such as sanitation, water and electricity, while addressing the backlogs in classrooms and
specialist rooms. In addition there will be greater focus on school maintenance using maintenance teams, the building
of schools and the provision of classrooms in areas where there is high pressure.
Pillar 5: Planning, � nance and resourcing
The mandate of the departments is to facilitate the prudent spending by ensuring expenditure according to plan and
cash � ow requirements. The Department will endeavour to improve on procurement practices and ensure timeous
payment periods.
The key directive for the coming year is to accelerate recruitment processes to ensure that there are no vacant posts
in human resources, � nance and ICT. The key to managing human resource matters and ensuring effective and
ef� cient operation includes managing HR records and transactions, transformation and good governance.
Outlook for the Coming Year
Annual Report | 2014/2015 339
Pillar 6: ICT in education
E-learning
The department has formulated an integrated and comprehensive e-learning strategy that undertakes to align ICT
and e-education initiatives to attain the broader GDE vision. The Department has introduced the “Classrooms of the
Future” in seven selected schools which will enable learners to have access to learning material, workbooks and other
subject matter through the use of Information Communications Technology (ICT). The “Classrooms of the Future”
programme will expand to � rst target schools with a 100 per cent pass rate and all no-fee schools with matriculation
classes, which will bene� t from smart teaching equipment such as electronic white boards.
Goal 3: Transform public schooling by addressing barriers to access, equity and redress
Pillar 7: Social cohesion
Twinning project
The Department will provide education to ensure a non-racial education system. A key strategy to promote non-
racialism is the twinning and merging of schools so that all learners irrespective of their background can share
expertise and resources that will contribute to holistic development.
Early identi� cation of learners
The early identi� cation and support for Learners with Special Needs in education is underway. The (LSEN) strategy
envisages improving the resources that are needed at special schools and resource centres. GDE plans to improve
the physical condition of classrooms, improve accessibility to classes and other functions in schools. The need for
continuous training for special education educators is mandatory and the Department envisages keeping up with the
need.
Improving nutrition
The Department, in partnership with the Department of Agriculture and Rural Development (GDARD), plans on
maintaining the number of fully sustainable food gardens at schools to assist in providing the needed nutrients in the
food provided to learners in no fee schools.
Increasing access to schooling
The Department will provide scholar transport to 66 000 learners to 360 schools across the province. Departmental
of� cials will be deployed to ensure the safety of the learners.
Improving the condition of learning
As part of the Department’s safety strategy all fencing projects in priority schools will be completed.
Extra School Support Programme
The ESSP programme will employ 4 300 homework and 4 300 sport assistants to assist in supporting grade 1 - 7
learners beyond normal contact time in no fee schools.
School safety programme
As part of the school safety programme 4500 security of� cers /patrollers will be employed to keep schools safe.
Outlook for the Coming Year
340 Gauteng Department of Education
School sport
The Wednesday Sports Programme will continue in no-fee primary schools. The programme will include athletics,
swimming, winter sport, cross country and summer sports
Pillar 8: School functionality including community Involvement
The Quality Learning and Teaching Campaign
The QLTC will continue to call on individuals and organisations to assume responsibility for improving the quality of
education.
SGB and RCL development
The Department will continue to support and develop elected SGBs and RCLs with the emphasis on improving
management and leadership capacity in schools across the province.
Extra School Support Programme
The Department is extending the ESSP with the intention of maximizing learner participation, as well as access and
development in sports, especially in codes that schools were not previously exposed to.
Goal 4: Increase access to quality pre- and post-school educational opportunities
Pillar 9: Skills development
Master Skills Plan
The Gauteng Master Skills Plan (MSP) is a key component of the Department’s strategy of providing the province with
a sustainable pool of economically relevant skills, thus eradicating poverty and decreasing the unemployment rate.
The MSP focuses on the following interventions:
Strengthen the capacity of the education system in Gauteng
This will focus on the transition from school to the work place including bursaries, career guidance and technical
education. Career guidance and counselling will be offered to Grade 8 and 9 learners in priority schools. Advocacy
and career booklets on technical high schools and FET Colleges will be distributed during the counselling sessions.
The department will also provide an additional 2 030 bursaries to learners from no-fee schools, giving the top three
learners from each priority school a bursary with the rest of the bursaries allocated based on academic performance.
Develop targeted interventions for responding to the skills needs of government in Gauteng
The MSP will continue with management and leadership initiatives for top, middle and junior managers across the
province to improve management and leadership capacity as well as to respond to those speci� c transversal skills
gaps which are considered a priority and are urgent for service delivery in the province. This will include training
government of� cials in the province in scarce skills areas of government.
Enable the economic growth of the province through education, training and skills development
The MSP as part of the provincial effort to improve employment will focus on skills development of 500 000 unemployed
township youths over a period of � ve years under the provincial programme “Tsepho”. The Department’s contribution
will be 100 000 opportunities through the Department’s Harry Gwala Brigade programme.
Outlook for the Coming Year
Annual Report | 2014/2015 341
Partner with sector organisations to respond to skills needs and provide access to work experience
The Department will continue to establish partnerships with SETAs and the private sector in programmes promoting
Learnerships, experiential learning and work-shadowing.
Pillar 10: Access to quality Early Child Development
Grade R expansion
To achieve the goal of universalisation of Grade R, the Department is planning the expansion of Grade R to all public
schools, the registration of new Grade R sites, as well as the procurement of additional classrooms to meet the
demand.
Practitioner Training
The Department will identify 750 Grade R and pre-Grade R (Grade R: NQF L4 and NQF L6, Pre-Grade R NQF L4 and
Training of Pre-Grade R, Curriculum ECD Sites and Staff) practitioners for training to improve the quality of teaching
and learning.
____________________
Mr. Boy Ngobeni
Head of Department
Outlook for the Coming Year
342 Gauteng Department of Education
Outlook for the Coming Year
Annual Report | 2014/2015 343
Section VII: Other Information
344 Gauteng Department of Education
Annual Report | 2014/2015 345
Other Information
Legislation produced and administered by the Department
The development and amendments of the legislative framework at the national level has resulted in the Department
having to align the provincial legislation with the national legislation. This resulted in a review of the provincial primary
legislation.
Gauteng School Education Act 6 of 1995
In terms of the Gauteng School Education Act 6 of 1995, as amended, the 2011 amendments to this legislation did
not change the essence of the Act but ensured alignment with national legislation.
Regulations under this Act included the Governing Body Regulations for Public Schools, 1997, and Admission of
learners to Public Schools Regulations, 2001. The Governing Body Regulations for public schools was amended
in 2011, mainly to tighten up on the election processes, align with National legislation and to provide for a handover
process from the outgoing governing body to the incoming governing body, thus, ensuring continuity between the
outgoing and incoming governing bodies.. This timely review coincided with the 2012 governing body elections and
assisted in ensuring a “free and fair” election process.
In view of the repeal of the Examination and Assessment Act No. 7 of 1997, all effort at improving ef� ciency in
conducting examination shall be directed by the National Regulations for the Conduct, Administration and Management
of Assessment for the Senior Certi� cate, Notice 1044 of 21 October 2005, which was complied with in the � nancial
year under review.
Gauteng Education Policy Act (Act 12 of 1998)
The Gauteng province complemented the National Education Policy Act, 27 of 1996 by promulgating a provincial
equivalent, the Gauteng Education Policy Act 12 of 1998 (GEPA) to enhance the policy development processes in
the province.
The 2011 amendments, removed the provisions pertaining to the establishment of the Gauteng Education and
Training Council the District Education and Training Councils (DETCs) and the Local Education and Training Units
(LETUs), in order to encourage broader stakeholder participation in policy debates, rather than limit participation in
policy debates to those that are members of the councils and units.
References/Sources of information
• Quarterly Reviews
• Reports from the visits of the Quality Assurance Directorate of the Department
• Monitoring by IDS of� cials at District level
• Auditor-General reports
• External service providers to monitor operational processes
• Annual Performance Plan
• The Headcount Survey, FET Snap Survey, Annual FET Survey, ABET Annual Survey, ECD Annual Survey
Other Information
346 Gauteng Department of Education
• PERSAL downloads
• BAS Reports
• Operational Databases
Access to information
The Department ensures open access to all reports and entertains all questions and queries directed to the Department.
To this end the Department uses the following mediums to distribute the annual report:
• Gauteng Department of Education Website
• All public education institutions under the administration of the Department
• Governing Bodies
• The Gauteng Legislature
• National and Provincial government Departments
• Private sector partners
• Embassies
• All public libraries
• Mayoral of� ces
• Available electronically on request
Furthermore, the Promotion of Access to Information Act manual was printed and distributed throughout the
Department. Manuals have also been placed in the reception area at Head Of� ce in order to make members of
the public aware of the processes regarding accessing information from the Department. All the requests made in
relation to the Promotion of Access to Information Act were attended to within the required legal time frame.
Other Information
Annual Report | 2014/2015 347
Annexure A: Revision of the 2014/15 Annual Performance Plan
The tables below, one for Strategic Performance Measures and one for Programme Performance Measures outline
the additions and removal of indicators aligned or not aligned to the new � ve year plan including adjustments to
targets based on new priorities and budget reprioritisation.
Table of Revised Strategic Performance Measures and Targets
Programme Strategic Objectives Strategic Performance Measure (SPM)
Original 2014/15
Target as at 01/04/2014
Revised 2014/15
Target as at 01/10/2014
Reasons for Amendments
Programme 1: Administration
To prepare learners to participate fully in the competitive, recreational and leisure opportunities offered outside the schooling environment.
SPM: 103 - Number of homework assistants provided to priority schools
4 300 2 000 Target was reduced due to a reduction in the EPWP-and SETA- related funding.
Programme 1: Administration
To prepare learners to participate fully in the competitive, recreational and leisure opportunities offered outside the schooling environment.
SPM: 104 - Number of sports assistants provided to priority schools
4 300 2 000 Target was reduced due to a reduction in the EPWP-and SETA- related funding.
Programme 2: Public Ordinary School Education
To improve the quality and sustainability of primary and special schooling including Grade R.
Number of learners enrolled in Grade R
140 000 Removed This SPM was deleted because the measure was duplicated under the PPM. See PPM 701.
Programme 2: Public Ordinary School Education
To improve the quality and sustainability of primary and special schooling including grade R.
SPM: 204 - Percentage of learners functioning at the required 50% level in Mathematics in Grade 6
60% 55% The Target was revised in line with National target setting for Grade 6 performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 2: Public Ordinary School Education
To improve the quality and sustainability of primary and special schooling including grade R.
SPM: 205 - Percentage of learners functioning at the required 50% level in Language in Grade 9
60% 50% The Target was revised in line with National target setting for Grade 9 performance under the new � ve year plan(see Schooling 2030: Action Plan to 2019).
Programme 2: Public Ordinary School Education
To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET.
SPM: 207 - Percentage of learners who passed Physical Science in the NSC examinations
50% 50% Measure was revised to be SMART in terms of the measurement and reporting thereof.
Programme 2: Public Ordinary School Education
To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET.
SPM: 208 - Percentage of learners who passed Mathematics in the NSC examinations
60% 60% Measure was revised to be SMART in terms of the measurement and reporting thereof.
Annexure A
348 Gauteng Department of Education
Programme Strategic Objectives Strategic Performance Measure (SPM)
Original 2014/15
Target as at 01/04/2014
Revised 2014/15
Target as at 01/10/2014
Reasons for Amendments
Programme 2: Public Ordinary School Education
To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET.
SPM: 209 - Percentage of learners who passed the NSC examinations
80% 80% Measure was revised to be SMART in terms of the measurement and reporting thereof.
Programme 2: Public Ordinary School Education
To focus to improve quality and sustainability in secondary schools, and other institutions of learning incl. ABET and FET. [Including To conduct and report external tests and assessment of learners based on national and provincial targets to improve learner performance.]
SPM: 210 - Percentage pass rate difference between no fee and fee paying schools
9 Removed This SPM was deleted as it was not useful and reliable due to data limitations.
Programme 2: Public Ordinary School Education
To enhance teacher and management development that ensures quality learning and teaching
Provide curriculum support and upgraded resources to Technical High Schools
41 Technical Schools
Removed This SPM was deleted as the strategic objective related to technical high schools was included in a broader MST strategy. The conditional grant for technical high schools was also terminated.
Programme 2: Public Ordinary School Education
To enhance teacher and management development that ensures quality learning and teaching
SPM: 210 - Number of Foundation Phase teachers trained on Literacy/Numeracy
4 500 2 500 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Programme 2: Public Ordinary School Education
To enhance teacher and management development that ensures quality learning and teaching
SPM: 211 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Intermediate Phase
3 000 2 000 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Programme 2: Public Ordinary School Education
To enhance teacher and management development that ensures quality learning and teaching
SPM: 212 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Senior Phase
2 400 1 200 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Programme 2: Public Ordinary School Education
To enhance teacher and management development that ensures quality learning and teaching
SPM: 213 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the FET Phase
12 000 1 000 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Annexure A
Annual Report | 2014/2015 349
Programme Strategic Objectives Strategic Performance Measure (SPM)
Original 2014/15
Target as at 01/04/2014
Revised 2014/15
Target as at 01/10/2014
Reasons for Amendments
Programme 4: Public Special School Education
To Develop and maintain infrastructure to create a conducive environment for teaching and learning
SPM: 401 - Early Identi� cation of learners with barriers in Grade R
All Priority schools
60000 in priority schools
The numerical target has been included to ensure measurability and reliability.
Programme 4: Public Special School Education
To Develop and maintain infrastructure to create a conducive environment for teaching and learning
SPM: 402 - Number of ordinary schools being converted to Full Service Schools
45 19 Target and indicator amended to re� ect delivery against the multiyear conversion plan.
Programme 4: Public Special School Education
To Develop and maintain infrastructure to create a conducive environment for teaching and learning
Number of new schools that have full access for disabled learners
All new schools
Removed This SPM was deleted because the measure was duplicated under the PPM. See PPMs in Programme 8.
Programme 7: Early Childhood Development
To improve the quality and sustainability of primary and special schooling including Grade R.
SPM: 701 - Number of learners enrolled in Grade R
140 000 135 000 Target revised in line with the new projected population statistics of the province.
Programme 7: Early Childhood Development
To enhance teacher and management development that ensures quality learning and teaching [including To strengthen school management and institutional capacity to support learning]
SPM: 702 - Number of Grade R practitioners trained
750 500 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Programme 8: Infrastructure Development
To develop and maintain infrastructure to create a school environment that is conducive to teaching and learning
SPM: 801 - Number of new schools built
17 11 SPM and target revised to re� ect departmental revised Infrastructure plans. This SPM is used to ensure alignment to Strategic Objectives.
Programme 8: Infrastructure Development
To develop and maintain infrastructure to create a school environment that is conducive to teaching and learning
SPM: 802 - Number of schools on the maintenance schedule
300 300 SPM and target added to re� ect departmental revised Infrastructure plans. This SPM is used to ensure alignment to Strategic Objectives.
Programme 8: Infrastructure Development
To develop and maintain infrastructure to create a school environment that is conducive to teaching and learning
SPM: 803 - Number of schools under rehabilitation
50 50 SPM and target revised to re� ect departmental revised Infrastructure plans. This SPM is used to ensure alignment to Strategic Objectives.
Annexure A
350 Gauteng Department of Education
Programme Strategic Objectives Strategic Performance Measure (SPM)
Original 2014/15
Target as at 01/04/2014
Revised 2014/15
Target as at 01/10/2014
Reasons for Amendments
Programme 8: Infrastructure Development
To develop and maintain infrastructure to create a school environment that is conducive to teaching and learning
Completion of the Fochville hostel facilities
100% Removed This SPM was removed as an updated needs analysis found that the residential facility was no longer required as a new school was being built in the targeted community. The project has been terminated.
Programme 9: Auxiliary and Associated Services
To intensify conduct career education and counselling to improve the transition from school to further education or place of work [including to fully implement the pipeline talent search in secondary schools].
SPM: 903 - Number of Grade 8 and 9 learners that have access to career guidance and counselling through lay career counsellors
16 000 100 000 The target was increased. As a result of the increased employment of lay counsellors, the capacity to reach greater numbers of learners improved.
Programme 9: Auxiliary and Associated Services
To intensify conduct career education and counselling to improve the transition from school to further education or place of work [including to fully implement the pipeline talent search in secondary schools].
SPM: 904 - Number of learners adopted and supported by companies with a view to career pathing and employment.
1 500 800 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Programme 9: Auxiliary and Associated Services
To intensify conduct career education and counselling to improve the transition from school to further education or place of work [including to fully implementing the pipeline talent search in secondary schools].
SPM: 905 - Number of learners (youth) in formal learnership / internship programmes
4 500 800 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Programme 9: Auxiliary and Associated Services
To intensify conduct career education and counselling to improve the transition from school to further education or place of work [including to fully implement the pipeline talent search in secondary schools].
SPM: 907 - Number of graduates or students (youth) bene� tting from experiential learning and workplace experience
3 000 2 000 Target reduced due to budget reprioritisation to fund new priorities identi� ed in the new � ve year plan.
Annexure A
Annual Report | 2014/2015 351
Table of Revised Programme Performance Measures and Targets
Programme Programme Performance Measures
Original 2014/15
Target as at 01/04/2014
Revised 2014/15
Target as at 01/10/2014
Reasons for Amendments
Programme 1: Administration
PM104: Number of visits to schools by a Circuit Manager.
All schools in a circuit 2070 The Target was revised to be
SMART.
Programme 2: Public Ordinary School Education
PM203: Number of non-educator staff employed in public ordinary schools (Quarterly Target). 14 143 12 634
The target was revised to re� ect the approved establishment for non-educator staff based on the approved budget.
Programme 2: Public Ordinary School Education
PM204: Number of learners in public ordinary schools bene� ting from the “No Fee School” policy.
1 063 153 1 163 722The target was revised to include all learners in all provincial no-fee schools.
Programme 2: Public Ordinary School Education
PM205: Number of learners with access to the National School Nutrition Programme (Quarterly Target).
1 063 153 1 163 722The target was revised to include all learners in all provincial no-fee schools.
Programme 2: Public Ordinary School Education
PM208: Number of full service schools established to provide support to learners with learning barriers.
45 19
Target and indicator amended to re� ect delivery against the multiyear conversion plan.
Programme 3: Independent School Education
PM301: Number of subsidised learners in Independent Schools 85 000 95 203
The target was revised in line with the projected number of schools qualifying for subsidies.
Programme 7: Early Childhood Development
PM702: Number of public schools that offer Grade R 1 299 1 304
The target was adjusted in line with the revised Grade R plan.
Programme 8: Infrastructure Development
PM801: Number of public ordinary schools to be provided with water supply. 6 10
As the Department has no backlogs in respect of water supply, the Department has set the target based on new schools to be delivered for the new academic year.
Programme 8: Infrastructure Development
PM802: Number of public ordinary schools to be provided with electricity supply. 6 10
As the Department has no backlogs in respect of electricity supply, the Department has set the target based on new schools to be delivered for the new academic year.
Programme 8: Infrastructure Development
PM803: Number of public ordinary schools to be supplied with sanitation facilities. 6 10
As the Department has no backlogs in respect of provision of sanitation, the Department has set the target based on new schools to be delivered for the new academic year.
Programme 9: Auxiliary and Associated Service
PM902: Number of candidates who passed National Senior Certi� cate. 86 149 79 582
The Target was revised in line with National target setting for National Senior Certi� cate performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Annexure A
352 Gauteng Department of Education
Programme Programme Performance Measures
Original 2014/15
Target as at 01/04/2014
Revised 2014/15
Target as at 01/10/2014
Reasons for Amendments
Programme 9: Auxiliary and Associated Service
PM904: Number of learners who passed Maths in the NSC examinations. 27 422 21 343
The Target was revised in line with National target setting for National Senior Certi� cate performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 9: Auxiliary and Associated Service
PM905: Number of learners who passed Physical Science in the NSC examinations. 22 783 14 547
The Target was revised in line with National target setting for National Senior Certi� cate performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 9: Auxiliary and Associated Service
PM906: Number of Grade 3 learners who passed Language in the Annual National Assessment (ANA).
98 700 99 034
The Target was revised in line with National target setting for Grade 3 performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 9: Auxiliary and Associated Service
PM907: Number of Grade 3 learners who passed Maths in the Annual National Assessment (ANA).
98 700 99 001
The Target was revised in line with National target setting for Grade 3 performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 9: Auxiliary and Associated Service
PM908: Number of Grade 6 learners who passed Language in the Annual National Assessment (ANA).
85 860 44 644
The Target was revised in line with National target setting for Grade 6 performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 9: Auxiliary and Associated Service
PM909: Number of Grade 6 learners who passed Maths in the Annual National Assessment (ANA).
85 860 76 700
The Target was revised in line with National target setting for Grade 6 performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 9: Auxiliary and Associated Service
PM910: Number of Grade 9 learners who passed Language in the Annual National Assessment (ANA).
94 221 40 493
The Target was revised in line with National target setting for Grade 9 performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Programme 9: Auxiliary and Associated Service
PM911: Number of Grade 9 learners who passed Maths in the Annual National Assessment (ANA).
62 814 56 853
The Target was revised in line with National target setting for Grade 9 performance under the new � ve year plan (see Schooling 2030: Action Plan to 2019).
Annexure A
Annual Report | 2014/2015 353
Abbreviations and Acronyms
ABET Adult Basic Education and Training
ACE Advanced Certi� cate in Education
AET Adult Education and Training
ANA Annual National Assessment
BAS Basic Accounting System
BMT Broad Management Team
C2005 Curriculum 2005
CAPEX Capital Expenditure
CASS Continuous Assessment
CEO Chief Executive Of� cer
CFO Chief Financial Of� cer
CIO Chief Information Of� cer
CPDS Curriculum and Professional Development and Support
CS College/School
CTA Common Task for Assessment
DAS Developmental Appraisal System
DDG Deputy Director-General
EAB Examination and Assessment Board
EAZ Education Action Zone
ECD Early Childhood Development
ESS Education Support Services
ETDP Education and Training Development Practices
Ex-DET (Former) Department of Education and Training
Ex-HOD (Former) Department of Education: House of Delegates
Ex-HOR (Former) Department of Education: House of Representatives
Ex-TED (Former) Transvaal Education Department
FET Further Education and Training
FETI Further Education and Training Institution
FETSAC Further Education and Training Specialist Advisory Council
GDE Gauteng Department of Education
GEPA Gauteng Education Policy Act (Act 12 of 1998)
Abbreviations and Acronyms
354 Gauteng Department of Education
GER Gross Enrolment Rate
GET General Education and Training
GIED Gauteng Institute for Education Development
GPAC Gauteng Provincial Action for Children
GPLMS Gauteng Primary Language and Mathematics Strategy
GSSC Gauteng Shared Service Centre
HOD Head of Department
HRD Human Resources Development
HSS Human and Social Sciences
ICT Information and Communication Technology
IDIP Infrastructure Delivery and Improvement Programme
IDS Institutional Development and Support
IDSO Institutional Development and Support Of� cial
IQMS Integrated Quality Management System
LER Learner-to-Educator Ratio
LLC Language, Literacy and Communication
LSEN Learners with Special Education Needs
LTSM Learning and Teaching Support Material
MEC Member of the Executive Council
MST Mathematics, Science and Technology
MSTSAC Mathematics, Science and Technology Specialist Advisory Council
NEPA National Education Policy Act (Act 27 of 1996)
NIR Net-intake Rate
NSNP National School Nutrition Programme
NQF National Quali� cations Framework
PALC Public Adult Learning Centre
PFMA Public Finance Management Act
PL Post Level
POS Public Ordinary Schools
PS Public Service
PSCBC Public Service Coordinating Bargaining Chamber
RMIP Role Model Intervention Programme
SAC Specialist Advisory Council
Abbreviations and Acronyms
Annual Report | 2014/2015 355
SACE South African Council for Educators
SAQA South African Quali� cations Authority
SASA South African Schools Act (Act 84 of 1996)
SBA School-Based Assessment
SETA Sector Education and Training Authority
SGB School Governing Body
SSIP Secondary School Intervention Programme
SRC Student Representative Council
SRN School Register of Needs
SSIP Secondary School Intervention Programme
VCT Voluntary Counselling and Testing
WSD Whole-School Development
NCTT National Core Training Team
PCTT Provincial Core Training Team
Abbreviations and Acronyms
356 Gauteng Department of Education
Notes
Annual Report | 2014/2015 357
Notes
358 Gauteng Department of Education
Notes
Annual Report | 2014/2015 359
Notes
360 Gauteng Department of Education
Notes
Gauteng Department of Education
P.O. Box 7710, Johannesburg 2000 South AfricaTel: (011) 355-0000 • Fax: (011) 355-5548 • Call Centre: 0800 005 175
Websites:www.education.gpg.gov.za • www.gautengonline.gov.za • www.gautengonline.com
www.mgsl.co.za • www.sci-bono.co.za