STRATEGIC PLAN 2011-14&

2011 MTEF BUDGET REVIEW

VOTE 15: BASIC EDUCATION

Presentation to the Select Committee on Education and

Recreation

20 APRIL 2011

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PART AHigh level overview of the Department’s 2011 – 2014 Strategic Plan

PART BDetailed presentation on Strategic Objectives

PART C2011 MTEF Budget Review

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Presentation Outline

Part A:

High level overview of the Department’s 2011 – 2014 Strategic

Plan

Basic Education’s Goal & Vision

GOALThe over-arching goal of the Department is to improve the quality of learning and learner achievement.

MINISTER’S VISIONThat all learners in South African schools have access to quality teaching and learning

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Education – the Apex priority

• Outcome 1: Improved quality of basic education is central to the Strategic Plan.

• The Strategic Plan is informed by:a. Government’s Programme of Actionb. The Delivery Agreementc. Action Plan 2014: Towards the Realisation of Schooling 2025

• Key challenges identified by Government’s review of the state of education:a. Quality learner outcomes are not optimal across all gradesb. The quality and quantity of learner and teacher support materials are not

adequate to support quality learningc. The quality of school-based tests and examinations is not of the required

standard and is not being moderated or benchmarkedd. The quality of support from districts and specifically school support

personnel has not been constructive nor responsive to the needs of the schools’ management

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Education – the Apex priority

The Strategic Plan reflects the commitment of the Department to undertakeactivities effectively and on time to produce the agreed-upon outputs that will in turn contribute to achieving Outcome 1, ‘improved quality of basic education’

• To ensure effective teaching and learning, the focus of all strategies will be geared towards:a. Learners (and the quality of learning attained for effective and

lifelong growth, development and well-being)b. Teachers (accountability, incentives, support and resources)c. Schools (fully functional for effective teaching and learning)d. Provinces (including district management)

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Education – the Apex priority:what we will do

In response to the President’s call in the 2011 State of the Nation Address emphasising the need for more focus on the Triple T– Teachers, Text and Time, the Department of Basic Education has identified the following key interventions:

1. Focus on literacy and numeracy and increasing access to, and performance in, mathematics and science. This entails increasing access to quality materials and providing competent and professional teachers.

2. Use standardised assessments and systemic evaluations to measure whether learners are achieving the curriculum outcomes and to identify the key areas in the curriculum that require improvement.

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Education – the Apex priority:what we will do

3. Ensure that access to Grade R is universalised and that Grade R provides quality programmes to compensate for socio-economic deprivation and low family literacy.

4. Turn around dysfunctional and poorly performing schools by improving systems of accountability and service delivery at district, provincial and national level.

5. Accelerated Schools Infrastructure Delivery Initiative (ASIDI) to ensure the provision of sound infrastructure. The main goal is to eradicate mud and unsafe structures and to provide improved resources, such as laboratories, libraries and administration blocks to existing schools.

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How we will work differently

The cornerstones of our strategy shall be:

a. To involve all key stakeholders, including the citizens, in making education a societal matter (QLTC, Stakeholders participation)

b. To ensure more synergy between the national and provincial spheres of government; and

c. To safeguard the well-being of learners and educators.

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Part B:

Detailed presentation on Strategic Objectives

Strategic Outcome Oriented Outputs

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Basic Education SectorFramework of outcomes, outputs and sub-outputs

Outcome 1: Improved quality of basic educationOutput Sub-outputsOutput 1: Improve the quality of teaching and learning

Improve teacher capacity and practicesIncrease access to high-quality learning materials

Output 2: Undertake regular assessment to track progress

Establish a world-class system of standardised national assessments

Extract key lessons from ongoing participation in international assessments

Output 3: Improve early childhood development Universalise access to Grade R

Improve the quality of early childhood development

Output 4: Ensure a credible outcomes-focused planning and accountability system

Strengthen school management and promote functional schools

Strengthen the capacity of district offices

The outputs and sub-outputs of the Delivery Agreement havebeen aligned to the budget programmes (including key departmental improvement strategies). The five strategic goals:

1. Improve the quality of Teaching and Learning, Curriculum Policy, Support and Monitoring

2. Undertake regular assessment to track progress3. Improve early childhood development4. Ensure a credible, outcomes-focused planning and accountability

system5. Improvements in the capacity of the Department of Basic Education

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Five strategic goals

Programmes in the ENE

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

Development and Institutional Development4. Planning, Information and Assessment5. Educational Enrichment Services

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Programme 1: Administration

• To improve the capacity of the Department of Basic Education

• To ensure that the basic education sector and the country benefit from bilateral and multi-lateral co-operation agreements. Enter into co-operation agreements that are targeted to support education development in South Africa and share experience with other developing countries

• To improve inter-governmental coordination of policy and education delivery especially with provincial education departments

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Programme 2: Curriculum Policy, Support and Monitoring

• To incentivise teacher adoption of e-Education by means of a substantial increase in the availability of learning and teaching resources, including through the internet

• To bring about stability and coherence with respect to the national school curriculum• To pay special attention to improvements in mathematics, physical science and

technical subjects at the FET band in schools through national programmes such as Dinaledi and the Technical Secondary Schools Recapitalisation Grant

• To promote adequate access to quality learning materials by means of better national specifications on what every learner requires and a more proactive approach towards the cost-effective development, reproduction and distribution of materials such as workbooks and textbooks

• To establish national norms for school libraries• To create a sound basis for quality pre-Grade 1 education through the promotion of

quality learning and teaching materials at this level• To finalise and promote national screening guidelines that provide for an equitable

system of access to special needs support amongst learners

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Programme 3: Teachers, Education Human Resources and Institutional Development

• To ensure the new teacher development plan is translated into a wide range of teacher training materials, collaborative professional development activities within the schooling system and agreements with the relevant service providers

• To establish the National Institute for Curriculum and Professional Development (NICPD) in order to promote best practices in classroom teaching and teacher development

• To establish an ongoing national campaign for choosing teaching as a career, based on research into who becomes a good teacher and focusing on giving the necessary information and bursaries to interested youths

• To bring about a set of planning, management and accountability tools at the school level that cater for South African needs and make quality education more realisable

• To develop training strategies and materials aimed at parents that can bring parents more integrally into the new accountability mechanisms being established for schools

• To establish better and evidence-based practices and procedures for the country’s 82 education district offices, including models for school interventions designed to tackle specific school shortcomings

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Programme 4: Planning, Information and Assessment

• To establish a quality system of standardised and benchmarked learner assessments

• To ensure that all children complete a quality readiness programme in Grade R before they enter formal education in Grade 1

• To put into place support systems for provinces and schools to improve the physical environs of the school and create enabling conditions for successful teaching and learning

• To ensure that districts can use quality information and data about the level and quality of learning in schools to plan and implement school-based improvement programmes

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Programme 5: Educational Enrichment Services

• To enhance the current basket of education support services to learners from poor communities

• To ensure the involvement of stakeholders in exercising involvement in schools in a manner that adds value to the attainment of the core outcomes

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Part C

2011 MTEF BUDGET REVIEW

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• The integrated quality management system: Contributes towards the improvement of the quality of teaching

and learning, by assessing educators on an annual basis and identifying areas in need of development.

• Appropriate allocation of educator posts to schools: The educator post provisioning model, which is used to allocate a

specific number of teachers to a school, has been revised and is currently being tested to assess its impact on the quality of teaching and learning in schools before implementation in 2013.

• System for tracking patterns of learner enrolment, completion and dropping out: The learner unit record information and tracking system will track

changes in the patterns of enrolment, completion, retention and dropouts among learners, thus contributing to a credible outcomes focused planning and accountability system.

Focus over the medium term for the Department and distribution of the budget

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• Infrastructure: Despite substantial investments in school infrastructure over the

years, there are still schools that are housed in unsafe and inappropriate structures and that do not have basic facilities like water and sanitation. The eradication of these structures and the provision of basic facilities to all schools is a priority over the medium term.

• Annual national assessments: Annual national assessments that focus on literacy/language and

numeracy/mathematics in grades 3, 6 and 9 will be conducted each year from 2010, to provide regular, valid and credible data on levels and quality of measurable educational outcomes achieved nationally.

• The national curriculum statement: The national curriculum statement for grades R to 12 is integral to

the achievement of the goals of the 2014 action plan in terms of improving the quality of teaching and thus learner performance.

Focus over the medium term for the Department and distribution of the budget (cont.)

• Enrichment programmes: A number of guidelines and programmes are in place to assist

schools in addressing discrimination and promoting social cohesion, such as the integration and anti-discrimination strategy and the Bill of Responsibilities, which, though not a legal document, is taught to learners as part of the life skills curriculum.

Expenditure increased from R4.8 billion in 2007/08 to R10.9 million in 2010/11 and is expected to continue growing over the medium term to reach R20.4 billion in 2013/14.

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Focus over the medium term for the Department and distribution of the budget (cont.)

Additional allocations over the MTEF period

• The budget provides additional allocations over the MTEF period of R6.3 billion in 2011/12, R8.5 billion in 2012/13 and R11.9 billion for the following priority areas: Funza Lushaka teacher bursaries National curriculum statement review including printing and distributing

documents Attaining full functionality in the newly established Department Improving conditions of service National curriculum statement examinations and assessment function Curriculum and professional development unit Expanded public works programme: social sector incentive grant: Kha Ri

Gude School infrastructure backlogs indirect grant Education infrastructure conditional grant

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2011 ENE ALLOCATIONS FROM TREASURY  2011/12 2012/13 2013/14  R'000 R'000 R'000       Baseline allocation 7 549 812 8 099 316 8 544 778       Additions to baseline: 6 368 678 8 510 541 11 919 186Funza Lushaka Bursaries - 200 000 396 000Curriculum Review 80 000 - -Attaining full functionality in newly established department 20 000 26 000 29 000Improved conditions of service 9 200 9 500 9 800National Curriculum Statement: examinations and assessment 14 197 18 857 19 854Curriculum and Professional Development Unit 3 000 5 000 6 000School Infrastructure Backlogs Indirect Grant 700 000 2 315 000 5 189 000Expanded Public Works Programme: Kha Ri Gude 43 981 53 013 62 787

Educational Infrastructure Conditional Grant 5 498 300 5 883 171 6 206 745

       Less: (50 356) (51 921) (54 340)Baseline efficiency savings (9 197) (7 857) (7 854)Further savings effected by Cabinet (39 144) (41 948) (44 254)Function shift to Department of Higher Education and Training: Commonwealth of Learning transfer (2 015) (2 116) (2 232)

2011 ENE ALLOCATIONS 13 868 134 16 557 936 20 409 624

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2011 MTEF Allocations

Allocation per Programme for 2011/12 compared to 2010/11

PROGRAMMES2010/11 2011/12 PercentageR’000 R’000 increase/

decrease

Administration 244 390 301 740 23.5%

Curriculum Policy, Support and Monitoring (1) 1 355 932 1 835 137 35.3%

Teachers, Education Human Resources and Institutional Development 505 223 521 989 3.3%

Planning, Information and Assessment (2) 163 597 6 387 529 3 804.4%

Educational Enrichment Services (3) 3 897 058 4 821 739 23.7%

Total 6 166 200 13 868 134

(1) Introduction of EPWP: Kha Ri Gude (R43.981 million), Curriculum Review project (R80 million), Dinaledi Schools Conditional Grant (R70 million) as well as increase for Workbooks project (R149.435 million) and Technical Schools Recapitalisation Conditional Grant (R120 million)

(2) Allocation for School Infrastructure Backlogs Indirect Grant (R700 million) and the allocation for the Education Infrastructure Conditional Grant (R5 498.300 million)

(3) Increase of the National School Nutrition Programme Conditional Grant mainly to implement feeding in Quintile 3 Secondary Schools (R915.224 million)

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Programme

2011/12

R’000

2012/13

R’000

2013/14

R’000

Administration 301 740 320 787 339 977

Curriculum Policy, Support and Monitoring 1 835 137 1 901 347 2 013 482

Teachers, Education Human Resources and Institutional Development

521 989 747 195 973 163

Planning, Information and Assessment 6 387 529 8 405 342 11 614 737

Educational Enrichment Services 4 821 739 5 183 265 5 468 265

TOTAL 13 868 134 16 557 936 20 409 624

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Allocation per Programme over the 2011 MTEF

(1) Increase due to attaining full functionality in the newly established department(2) Efficiency savings over the MTEF(3) Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools

Nutrition Programme Conditional Grant(4) Introduction of the School Infrastructure Backlogs Indirect Grant of R700 million

ECONOMIC CLASSIFICATION2010/11 2011/12 Percentage

R’000 R’000 increase/ decrease

Compensation of employees (1) 255 401 325 554 27.5%Goods and Services: 1 521 680 1 811 324 19.0% Computer Services 42 565 52 811 24.1% Outsourced Services 33 738 57 511 70.5% Stationery and printing 80 020 110 088 37.6% Property payments 127 575 131 005 2.7% Operating expenditure 1 130 661 1 355 501 19.9% Travel and subsistence 46 475 56 439 21.4% Other (2) 60 646 47 969 (20.9%)Transfers and Subsidies (3) 4 385 069 11 025 277 151.4%Payments for Capital Assets (4) 4 050 705 979 17 331.6%Total 6 166 200 13 868 134

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Allocation per Economic Classification for 2011/12 compared to 2010/11

ECONOMIC CLASSIFICATION2011/12 2012/13 2013/14

R’000 R’000 R’000

Compensation of employees 325 554 349 313 371 730

Goods and Services 1 811 324 1 854 414 1 962 477

Transfers and Subsidies 11 025 277 12 033 392 12 880 225

Payments for Capital Assets 705 979 2 320 817 5 195 192

Total 13 868 134 16 557 936 20 409 624

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Allocation per Economic Classification over the 2011 MTEF

SERVICE2010/11 2011/12 Percentage

R’000 R’000 increase/ decrease

Compensation of Employees 199 910 245 532 22.8%

Examiners and Moderators 13 830 16 660 20.5%

Transfers to Public Entities 441 350 467 831 6.0%

Other Transfers (1) 12 348 11 066 (10.4%)

Conditional Grants (2) 3 931 371 10 546 380 168.3%

Earmarked Funds 1 454 314 1 601 828 10.1%

Departmental Operations (3) 65 119 928 361 1 325.6%

Projects 47 958 50 476 5.3%

Total 6 166 200 13 868 134

Allocation Summary for 2011/12 compared to 2010/11

(1) Decrease as a result of the shift of the Commonwealth of Learning transfer to the Department of Higher Education and Training

(2) Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools Nutrition Programme Conditional Grant

(3) Includes allocation of R700 million in respect of the schools infrastructure backlog indirect grant as well as R134.712 million for office accommodation including the monthly unitary fee payment

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SERVICE2011/12

R’000

2012/13

R’000

2013/14

R’000

Compensation of Employees 245 532 264 975 282 525

Examiners and Moderators 16 660 17 490 18 440

Transfers to Public Entities 467 831 691 223 914 240

Other Transfers 11 066 11 614 12 250

Conditional Grants 10 546 380 11 330 555 11 953 735

Earmarked Funds 1 601 828 1 628 085 1 724 642

Departmental Operations 928 361 2 559 263 5 446 286

Projects 50 476 54 731 57 506

Total 13 868 134 16 557 936 20 409 624

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Allocation Summary over the 2011 MTEF

2011/12

R’000

2012/13

R’000

2013/14

R’000

Earmarked Funds

Kha Ri Gude Literacy Project 496 082 520 886 549 535

EPWP: Kha Ri Gude 43 981 53 013 62 787

Workbooks 899 435 967 740 1 021 120

Curriculum Review 80 000 - -

IQMS 35 259 37 022 39 057

Systemic Evaluation 20 657 21 690 22 883

National Education Evaluation and Development Unit 11 947 12 544 13 234

National School Nutrition Programme: National 14 467 15 190 16 026

TOTAL: EARMARKED FUNDS 1 601 828 1 628 085 1 724 642

Conditional Grants      

Technical Secondary Schools Recapitalisation Conditional Grant 200 000 210 000 221 550

Dinaledi Schools Conditional Grant 70 000 100 000 105 500

Education Infrastructure Conditional Grant 5 498 300 5 883 171 6 206 745

HIV and Aids Conditional Grant 199 328 209 294 220 805

National School Nutrition Programme Conditional Grant 4 578 752 4 928 090 5 199 135

TOTAL: CONDITIONAL GRANTS 10 546 380 11 330 555 11 953 735

Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF

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Other Transfers      

SETA 150 158 167

Unesco Membership Fees 10 739 11 276 11 896

ADEA 27 29 30

Guidance Counselling and Youth Development Centre: Malawi 100 101 107

Childine South Africa 50 50 50

TOTAL: OTHER TRANSFERS 11 066 11 614 12 250

Transfers to Public Entities      

NSFAS: Funza Lushaka Bursaries 449 440 671 912 893 867

Umalusi 18 391 19 311 20 373

TOTAL: TRANSFERS TO PUBLIC ENTITIES 467 831 691 223 914 240

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Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF

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CONCLUSION• The Action Plan to 2014 and the Delivery Agreement have

served as useful instruments to improve the credibility of our Strategic Plan.

• The link between planning, budgeting, implementation and monitoring and evaluation is improving progressively accross the system.

• The Strategic Plan (including budget allocation decisions) reflects how the DBE has concretely operationalised its role in the sector as contemplated in the Action Plan and Delivery Agreement.

• While the challenges remain great, there are reassuring indicators that the system is responding positively to the outcomes-based approach.