presentation outline

FIRST QUARTERLY REPORT ON THE PERFORMANCE OF THE DEPARTMENT IN MEETING ITS STRATEGIC

OBJECTIVES FOR 2012/13

Presentation to the Portfolio Committee on Basic Education

4 SEPTEMBER 2012

Parliament, Cape Town.

PART ADetailed presentation on Performance Indicatorsand Targets

PART BFinancial Report for the First Quarter

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Presentation Outline

PART ADetailed presentation on Programme

Performance Indicatorsand Targets

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FIRST QUARTER CONTEXT

The First Quarterly Report on the performance of the DBE inmeeting its strategic objectives for 2012/13 is presented in the context of the following key developments in the sector:• The Basic Education Budget Vote delivered by the Minister on 17 May

2012 reveals the consolidated investment in the education sector and outlines the strategic priorities of the 2012/13 financial period.

• The main challenge for the period under review relates to the continued efforts of the DBE to restore stability and service delivery in the provinces under Section 100 (1)(b) of the Constitution.

• The 2012 NSC supplementary examinations (Class of 2011) have been completed and results were released. The overall pass rate combining the November 2011 and March 2012 examinations for Grade 12 is now 72.7%. The number of Bachelor’s passes increased to 121 965.

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FIRST QUARTER CONTEXT

• In partnership with the Nelson Mandela Centre of Memory and other partners the ‘94+ Projects for Madiba’ was launched as part of International Mandela Day. The support of DBE partners for the ‘94+ Projects for Madiba’ will see more than 64 000 of our most needy learners and 104 schools benefit directly. Assistance to the schools included a range of educational curriculum tools as well as major infrastructure benefits.

• The Minister held a meeting with District Directors to advocate improvement in learner performance in the sector on 19 April 2012.

• At school level, the term of office of the newly elected SGBs commenced.

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PROGRAMMES OF THE DBE

The ANNUAL PERFORMANCE PLAN summarises the priorities of the DBE as aligned to the Delivery Agreement of OUTCOME 1: Improving the quality of Basic Education and the Action Plan to 2014: Towards the Realisation of Schooling 2025.The activities of the DBE have been structured into five programmes as elaborated in the Annual Performance Plan:

o PROGRAMME 1: ADMINISTRATION

o PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING

o PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND

INSTITUTIONAL DEVELOPMENT

o PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT

o PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES

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NUMBER OF TARGETS FOR ALL DBE PROGRAMMES

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TARGETS NUMBER PERCENTAGEQuarterly Targets 9 18%Bi-annual Targets 2 4%Annual Targets 40 78%Total No. of Programmes Performance Indicators

51 100%

18%

4%

78%

Quarterly Targets Bi-annual Targets Annual Targets

PROGRAMME ONE: ADMINISTRATION

The purpose of Programme One is to manage the Department and provide strategic and administrative support services.

SUB-PROGRAMMES:Ministry, Department Management Corporate Services, Office of the CFO, Internal Audit and Risk Management, Office Accommodation.

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STRATEGIC OBJECTIVES

• To ensure the provision of suitable human resource capacity to support a high performing organization.

• To ensure that the basic education sector and the country benefit from targeted support to the education department.

• To improve inter-governmental planning, communication, education policy and legislative development.

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PROGRAMME ONE: HIGHLIGHTS & ACHIEVEMENTS

HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT• The DBE has advertised 37 posts during the quarter. There were 10 642

applications for these posts. 16 Interviews were held and 9 appointments were made.

• The key posts of Deputy Director-General for Finance and Administration and Deputy Director-General for Planning, Information and Assessments have been filled during the quarter.

• 88 Officials attended courses during the quarter as part of the Departments’ human resource development programme.

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INTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRS• The DBE, on behalf of Umalusi, is facilitating development of a bilateral

agreement with Namibia, on sharing of certification data for Grade 12. • The DBE is in the process of developing a partnership with the government

of Cuba, specifically to conduct an exchange programme of tutors in the field of Mathematics, Science and Technology.

• The DBE held a meeting with a team from the Organisation of Economic Co-operation and Development (OECD) on their fact-finding mission in preparation of the 2012 Economic Survey.

• The DBE and USAID embarked on a process of appointing service providers with a proven track record to engage with its School Capacity and Innovation Programme (SCIP).

• The DBE hosted an incoming delegation of the Pakistani education sector personnel aimed at understanding the South African Basic Education Sector.

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UNESCO • The DBE, as the lead Department, convened the first meeting of the South

African National Commission for UNESCO (NATCOM) on 11 April 2012. The meeting was attended by representatives from line function Departments of Higher Education and Training, Arts and Culture, Science and Technology, Water Affairs, Sport and Recreation South Africa, Environmental Affairs, International Relations and Cooperation, Communication and from civil society representatives.

• On behalf of the South African Government, the DBE led the compilation of the UNESCO National Report on Adult Learning and Education.

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MEDIA LIAISON and NATIONAL & PROVINCIAL COMMUNICATION• The Department communicated and informed the public and stakeholders on

an ongoing basis on the policies, programmes and interventions of the DBE via regular media questions. Seventy-two media queries and 10 interview requests were attended to.

The following tools and platforms were utilised to disseminate education sector information: • Communication strategies were developed for 94+ Projects for Madiba, ANA 2012,

Integrated School Health Programme (ISHP) and the Kha Ri Gude Literacy Campaign. • Content was developed for Curriculum News 4. • Three pamphlets were developed for external publication on Safety in Education,

Bullying at School and Road Safety. • Vuk’uzenzele was used to communicate education issues to the public; an article was

submitted for each month of this quarter. • An article on the National Teacher Awards was submitted to the Public Sector Manager

for publication in May.

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PROGRAMME ONE OUTPUTS

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PERFORMANCE INDICATORS

Target for 2012/13 as per

APP

1st Quarter Target as per

APP

1st Quarter Actual Output

Number of internships implemented for unemployed graduates in the Department

55 Annual Target

PROGRESS (Q1): The Department had 69 people on the internship programme in the first quarter.

Percentage employment outcomes of interns who have completed the internship programme

30% Annual Target

PROGRESS (Q1): 8 Interns are placed on contract and 2 interns are permanently employed in other government departments.

Number of officials participating in staff development activities

280 Annual Target

PROGRESS (Q1): The total number of officials who attended Skills Development and Training courses including an Induction workshop are 88.

PROGRAMME ONE OUTPUTS

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PERFORMANCE INDICATORSTarget for

2012/13 as per APP


APP


A report highlighting South Africa’s role and participation in multilateral bodies and international affairs in educational activities is compiled bi-annually

Two Reports

Bi-annual Target

PROGRESS (Q1): Country engagements occurred with Cuba, Pakistan, China, Namibia, Oman and the European Union. Organisational engagement occurred with USAID,OECD and the Commonwealth.

A report on the legal cases instituted against the basic education sector by type and province is compiled on a quarterly basis

Four Reports

Report

Report has been compiled and is available.

A report on legal cases concluded in the education sector by type and province is compiled annually

ReportAnnual Target

This report will be compiled at the end of the financial

period.

PROGRAMME TWO: CURRICULUM POLICY, SUPPORT AND MONITORING

The purpose of Programme Two is to develop curriculum and assessment policies and monitor and support their implementation.

SUB-PROGRAMMES :

• Programme Management: Curriculum Policy, Support and Monitoring; Curriculum Implementation and Monitoring; Curriculum and Quality Enhancement Programmes; and the Kha Ri Gude Literacy Project.

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• To increase the availability of e-Education of learning and teaching resources amongst teachers.

• 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.

• 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 TWO: HIGHLIGHTS & ACHIEVEMENTS

CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS): Subject advisors for all subjects from all provinces for the Intermediate Phase have been orientated to the CAPS. Provincial orientation of teachers is being monitored and reports will be provided by provinces through reporting against the National Strategy for Learner Attainment (NSLA). The number of officials orientated per province are as follows:

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PROVINCE NATIONAL TASK TEAM (NTT) PROVINCIAL TASK TEAM (PTT)GET FET GET FET

Eastern Cape 11 18 256 510

Free State 9 18 45 136

Gauteng 11 35 147 523

KwaZulu Natal 9 18 108 307

Limpopo 11 21 47 437

Mpumalanga 9 22 46 350

Northern Cape 12 6 84 139

North West 12 16 162 265

Western Cape 10 25 73 184

TOTAL 94 179 968 3035


CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS):• An orientation for stakeholders on the Intermediate Phase and Grade 11

CAPS was conducted from the 20th to 22nd June. Union representatives, representatives from universities and special schools have been made familiar with the changes brought about by the CAPS and how these can be mediated with teachers.

• Support for implementation in the Foundation Phase has been provided through DVDs on good practice.

• The handbook on how to teach Numeracy in the early grades has been revised and aligned to CAPS. This will be made available on Thutong and sent electronically to district offices for use in their support of teachers.

• A plan for the support of teaching and assessment in multi-grade schools has been developed. A total of 124 teachers were trained on teaching and assessment in multi-grade schools. The orientation of CAPS focused extensively on district support for multi-grade teaching.

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• STRENGTHENING ASSESSMENT IN GRADE R-9: All schools have been provided with exemplar assessment items for all subjects for Grade 9. School-based assessment guidelines are being drafted to provide clear requirements for assessment for Grades R to 9. These will be printed and distributed to all schools.

• CURRICULUM COVERAGE: Provincial visits to monitor curriculum coverage have taken place during May 2012. Seven provinces (Eastern Cape, Gauteng, Free State, Mpumalanga, Limpopo, North West, and Northern Cape) have been visited to determine the usage of the policy documents.

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EARLY CHILDHOOD DEVELOPMENT• To ensure uniform implementation of the Grade R programme in schools

and community-based sites, a draft policy framework has been finalised to be released as a gazette for public comment. The framework will contribute to improving the quality of the Grade R programme. In addition the Grade R workbook for 2013 has been aligned to the CAPS and is currently being printed.

INCLUSIVE EDUCATION• The review of all phases of CAPS was finalised as part of the development

of the South African Sign Language (SASL) curriculum. The Screening, Identification, Assessment and Support (SIAS) strategy for the identification of barriers to learning and support has been finalised.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) TRAINING: Below is a summary of training that took place in various provinces as provided by training providers:

different training agencies:

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Province Source of Training Number TrainedEastern Cape Vodacom ICT Resource Centre 42

IBM 22Provincial Department 871

Mpumalanga Vodacom ICT Resource Centre 285Provincial Department 662

Gauteng Vodacom ICT Resource Centre 163ICT Basic, Intermediate & Advanced skills 4925

Northern Cape Vodacom ICT Resource Centre 166Limpopo 54KwaZulu Natal 428

Total 7618


• ICT RESOURCE CENTERS: The KwaZulu Natal and Western Cape ICT resource centers were completed in May and June respectively.

• The following materials have been made available on the Thutong Portal:

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Content April 2012 May 2012 June 2012CAPS 15 Senior Phase 34 Senior PhaseMindset content

8 Video (IT Grade 12)

9 videos (IT Grade 12)

5 video (IT Grade 12)

Workbooks 40 Term 3 & 4 52 Term 3 & 4 46 ( Term 3 & 4)Training material

57 CAPS training material


LEARNING AND TEACHING SUPPORT MATERIALS :• The national catalogue of textbooks for Grades 4-6 and Grade 11, as well

as the addendum to the national catalogue of textbooks for Grades 1-3 have been released and provided to provinces. This timeous provision ensures that provinces will be able to begin with their text procurement processes.

• A draft overview of current provincial distribution systems has been completed. A questionnaire has been sent to provinces to assess their readiness for central procurement. A plan for “Integrated Procurement” has been submitted. The 2013 Snap survey will be used to gain information on the availability of core LTSM in schools, shortfalls in core LTSM and the use of the LTSM budget by schools. This will be followed by provincial visits to monitor procurement and subsequent delivery to schools.

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LEARNING AND TEACHING SUPPORT MATERIALS :• A model for estimating the cost of core LTSM per grade,

subject and province has been developed and submitted for comment.

• A textbook retention system is being completed as part of the overall LTSM Policy.

• Additional copies of Workbook 2 were distributed to district offices for distribution to schools that reported shortages and wrong languages.

• The data for printing and distribution of workbooks in 2013 has been compiled and submitted to provinces for verification.

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PROGRAMME TWO OUTPUTS

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Target for 2012/13 as

per APP

1st Quarter Target as per APP


Number of schools with access to electronic content 1650 400 1038

Number of digitised workbook aligned resources available for use in underperforming schools

2 Annual Target

Progress (Q1): The Sasol Inzalo Foundation in partnership with the DBE are in the process of developing and aligning the new Natural Science and Technology workbooks for Grades 4-6 with the CAPS document in both English and Afrikaans. The development of the new workbooks is 49% complete.

A new e-Education strategy that updates the 2004 White Paper and includes future targets for ICT access in schools is released

E-Education Strategy released

Annual Target

Progress (Q1): The draft strategy has been developed and refined within internal structures in preparation for approval.

Number of subject advisors and other teaching professionals orientated in the Curriculum and Assessment Policy Statements

3000Annual Target

Progress (Q1): The target was exceeded as 3 035 Grade 11 subject advisors and 968 Intermediate subject advisors in Curriculum Assessment Policy Statements were trained.


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Target for 2012/13 as per

APP


APP1st Quarter Actual Output

Number of personnel trained in multi-grade teaching per province

140 Annual Target

Progress (Q1): A total of 124 teachers have been trained on multi-grade teaching approaches, assessment and planning.

Percentage of Grade 3 learners performing at the required literacy level

55% Annual Target

Progress (Q1): Exemplar assessment items in Literacy for Grade 3 for the Annual National Assessment (ANA) have been developed. These will be made available to all schools as part of the advocacy process and preparations for the writing of ANA in September.

Percentage of Grade 3 learners performing at the required numeracy level

55% Annual Target

Progress (Q1) Exemplar assessment items in Numeracy for Grade 3 for the Annual National Assessment (ANA) have been developed. These will be made available to all schools as part of the advocacy process and preparations for the writing of ANA in September.

Percentage of Grade 6 learners performing at the required language level 51%

Annual Target

Progress (Q1): Following the analysis of learner performance in ANA 2011, Workbooks were developed to address the areas identified as needing strengthening.


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2012/13 as per APP

1st Quarter Target as per APP 1st Quarter Actual Output

Percentage of Grade 6 learners performing at the required mathematics level

44% Annual Target

Progress (Q1): The Mathematics CAPS document provides exemplars and guidance to teachers on the ANA-like assessment items. The orientation to CAPS included a focus on strengthening the teaching and assessment of Mathematics. Support materials are being developed to support the teaching of mental Mathematics. Workbooks for Grades 4-6 have been developed and distributed to schools.

Percentage of Grade 9 learners performing at the required language level

To be determined

Annual TargetProgress (Q1): Workbooks for Grade 9 Languages have been developed to include areas that require strengthening.

Percentage of Grade 9 learners performing at the required mathematics level

To be determined Annual Target

Progress (Q1): Workbooks for Grade 9 Mathematics have been developed to include areas that require strengthening.


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2012/13 as per APP



Number of Grade 12 learners passing mathematics (thousands)

169Annual Target

Progress (Q1): The 2011 National Senior Certificate Diagnostic report has been shared to advocate remedial action. Self study guides on content gaps in Mathematics have been developed and distributed. Exemplar assessment tasks, previous year papers and memoranda on CDs have been made available and distributed to provinces and districts. Provinces have been encouraged to set targets in Mathematics & Physical Science, and to encourage more girls to participate in the subject. Provinces have indicated in their first quarterly reports that they have set targets in Mathematics and Physical Science.

Number of Grade 12 learners passing physical science (thousands)

160Annual Target


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2012/13 as per APP



Number of Grade 12 learners who become eligible for a Bachelors programme at university (thousands)

149 Annual Target

Progress (Q1): The 2011 National Senior Certificate Diagnostic report has been shared to advocate remedial action. Exemplar assessment tasks, previous year papers and memoranda in a form of CDs have been made available and distributed to provinces and districts. Self study guides in Accounting, Economics, Business Studies, Geography, Technology subjects, Life Sciences have been developed.

Percentage of learners who obtain a National Senior Certificate

70% Annual Target

Progress (Q1): The 2011 National Senior Certificate Diagnostic report has been shared to advocate remedial action. Self study guides on content gaps in Mathematics have been developed and distributed. Exemplar assessment tasks, previous year papers and memoranda in a form of CDs have been made available and distributed to provinces and districts.


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2012/13 as per APP



Percentage of schools having access to library information services 60%

Annual Target

Progress (Q1): A study will be conducted to audit whether learners have access to library and information services. It’s also to ensure that the department promptly responds to the library provisioning needs of the schools, as it creates access to services in an incremental manner through various library services models. A draft survey form has been refined internally in preparation for approval.Currently 21% of schools have access to functional Libraries. In addition : o7 800 schools have been provided with a classroom reading collection from AVUSA (Sunday Times Storybooks).o160 Mobile library cabinets have been provided through collaboration with Telkom and Vodacom foundations.o501 schools are having access through the SAPESI mobile buses.


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2012/13 as per APP



Percentage of learners with a textbook for each subject 85% Annual

Target

Progress (Q1): Grades 1-3 and Grade 10 national catalogue has been updated with prices valid for two years and released to provinces to use for the procurement of textbooks for learners.

Grades 1-3 addendum national catalogue has been finalised and released to provinces to use for the procurement of textbooks for learners.Grades 4-6 and Grade 11 national catalogue has been finalised and released to provinces to use for the procurement of textbooks for learners.

Number of learners who have received workbooks 10 300 000

Annual Target

Progress (Q1): The total number of learners who received learner workbooks for the first quarter of the academic year is 11 015 446. During the period under review, 753 245 workbooks were distributed where shortages were reported.


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2012/13 as per APP



Number of learners enrolled in the Kha Ri Gude programme 630 990

Annual Target

Progress (Q1): As a result of delays in the tender processes, at the end of Q1 the Kha Ri Gude campaign did not have the final data on learners that have enrolled in the programme. The service provider is still uploading learner details onto the Kha Ri Gude database.

Percentage of learners completing the Kha Ri Gude programme.

83%Annual Target

Progress (Q1): The literacy programme for 2012 was rescheduled from the June–November period to the July–December period, to ensure that learners do not become discouraged by attending classes without workbooks and thus dropping out of the programme. A special Monitors meeting was held on 19 May 2012 to discuss contingency plans for the late start of the Kha Ri Gude classes with the view to ensure that learners and the volunteer educators are retained in the programme. Also a circular was issued to all coordinators and monitors advising them to increase the monthly teaching hours, to ensure that the learners complete the full 240 hours allocated to teaching time. The Kha Ri Gude officials, monitors and coordinators will be doing site visits to ensure that the contingency measures taken are upheld and also to motivate the learners and volunteer educators so that they complete the programme.


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2012/13 as per APP



Number of district offices that have trained officials on the Screening, Identification, Assessment and Support strategy

50Annual Target

Progress (Q1): The Inclusive Education Teacher Development Strategy that outlines how training of teachers in the provinces and districts is going to unfold was approved. Development of the Training Manual has also been approved. The review of the SIAS strategy which will be used to train teachers and district officials was completed.

Number of schools that have teachers trained in the Screening, Identification, Assessment and Support strategy

100 Annual Target


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2012/13 as per APP



Percentage of Grade 1 learners who have received formal Grade R

69%Annual Target

Progress (Q1) : QUALITY - To ensure that there is uniform implementation of the Grade R programme in schools and community-based sites, the draft policy framework has been finalised to be issued as a gazette for public comment. This will contribute to improving the quality of the Grade R programme.

ACCESS - During May 2012, correspondence was forwarded to HoDs requesting outstanding PEDs to submit their Grade R roll-out plans as well as reminding them to publish their roll-out plans on their provincial web sites. To date the Western Cape and Northern Cape have published their Grade R roll-out plans on their provincial education websites.

PROGRAMME THREE : TEACHERS, EDUCATION HUMAN RESOURCES AND INSTITUTIONAL DEVELOPMENT

The purpose of Programme Three is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources.

SUB-PROGRAMMES : Programme Management: Teachers, Education Human Resources and Institutional Development ; Education Human Resources Management and Education Human Resources Development; and Curriculum and Professional Development Unit.

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• 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 on going 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 THREE: HIGHLIGHTS & ACHIEVEMENTS

• Integrated Quality Management System (IQMS): A total of 2337 schools were visited by external IQMS moderators during the first quarter for the purpose of monitoring the implementation of the IQMS. These visits included 1 484 follow-up visits. During the follow-ups, external moderators also targeted underperforming schools in all the provinces. Furthermore, moderators also observed the lessons of 834 educators in their classrooms. During these visits, moderators were able to provide support on the IQMS implementation in particular, as well as the quality of teaching and learning in general. The provincial breakdown of visits is as reflected in the table below:

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PROVINCE FIRST TIME VISITSFOLLOW-UP

VISITSCLASSROOM OBSERVATION

Western Cape 61 102 24Eastern Cape 277 110 20

Northern Cape 1 33 38KwaZulu Natal 243 331 240

Gauteng 23 219 155Free State 5 189 135

North-West 6 192 98Mpumalanga 6 145 90

Limpopo 221 173 61

TOTAL843 1494 861


• Finalisation of a revised instrument for Teacher Performance Appraisal (TPA): Bilateral meetings were held with the Teacher Unions, to explore mechanisms of breaking the current deadlock on the TPA. It was agreed to establish a two person committee to identify areas of disagreement and propose mechanisms to resolve them. The two person committee subsequently proposed the introduction of the Quality Management System (QMS) in place of the TPA. The QMS would incorporate all levels within the school, including principals and deputy principals. As at the end of the first quarter, feedback was awaited on their position with the current draft QMS document.

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• Whole School Evaluation (WSE): During the first quarter, WSE supervisors in provinces visited and evaluated 144 schools in five provinces.

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ProvinceNo. of schools evaluated in the 1st

quarterGauteng 33

North West 25

Mpumalanga 18

Northern Cape 22

Western Cape 46

KwaZulu Natal No information

Free State No schools have been evaluated

Eastern Cape No schools have been evaluated

Limpopo No schools have been evaluated


Education Human Resource Planning, Provisioning and Monitoring: The number of qualified teachers entering the profession for the first time per province was another element that was monitored and measured. The table reflects data for the first quarter of the academic year.

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Province Number of qualified teachers entering the profession

Eastern Cape 120Free State 497Gauteng 729

KwaZulu Natal 426Limpopo 232

Mpumalanga 280North West 265

Northern Cape 294Western Cape 939

Total 3782


TEACHER DEVELOPMENT • The Memorandum of Understanding for teacher

collaboration was signed in this quarter. The CAPS collaboration in KwaZulu Natal and Mpumalanga was concluded.

• Plans were received from seven provincial education departments for the 2012/13 period. Reports for the first quarter have not been optimally concluded due to late submission by provincial education departments.

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INITIAL TEACHER EDUCATION• Information Guides for Funza Lushaka Bursary Programme are being

printed for distribution to provincial education departments and HEIs.

• The district-based recruitment approach has been approved by Senior Management for implementation.

• The selection process for qualifying Funza Lushaka Bursars is completed and 11 500 students were identified to receive the bursary at the following institutions:

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INSTITUTION No. of StudentsCape Peninsula University of Technology 737

Central University of Technology 314Durban University of Technology 142

Fort Hare University 549Free State University 689Limpopo University 489

National Institute for Higher Education (N Cape) 242Nelson Mandela Metropolitan University 751

North West University 949Rhodes University 28

Tshwane University of Technology 551University of Cape Town 75

University of Johannesburg 564University of KwaZulu Natal 860

University of Pretoria 628University of South Africa 409University of Stellenbosch 544

University of Venda 337University of Western Cape 529University of Witwatersrand 541

University of Zululand 1014Walter Sisulu University 558

Grand Total 1150044


School governance: The department has finalised a Capacity Development Guide for the Training of SGBs, which has been approved by both HEDCOM and CEM. Part of the training includes orientation and induction. These have commenced in June 2012. The training is on going for the entire term of office of the SGBs.

District development: Public comments on the Policy on the Re-organisation, Roles and Responsibilities of Education Districts were received from stakeholders after the publication of the Government Gazette. A Task Team has been established to consider the comments and incorporate them appropriately into the draft policy.

• Focus was given to District Improvement Planning to ensure that all districts cover all the prioritised areas in their support to schools. District Improvement Plans were analysed and feedback provided to districts. A draft Guide to the development of District Improvement Plans was developed with a suggested template to inform future plans.

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PROGRAMME THREE OUTPUTS

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PERFORMANCE INDICATORSTarget for 2012/13

as per APP1st Quarter

Target as per APP


A comprehensive guide to available professional development programmes is established on the national department Website.

A guide to professional development programmes is available on the website

Annual TargetPROGRESS (Q1): A catalogue of short courses provided by HEIs to support teachers in targeted subject areas was uploaded onto the DBE website.

Teacher developmentcourses in key subjectareas are available at the NICPD.

Courses in EFAL across the system, FP literacy and numeracy, IP and SP Maths and Science and FET Maths, Science and Accounting are developed

FoundationPhasecourses are

Process of appointment of Project Manager is underway.


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2012/13 as per APP


Number of qualifiedTeachers aged 30 and below entering the Public service as teachers for the first time during the past year.

6 800 2000 3 782

Number of bursaries awarded to students enrolled for initial teacher education during the past year.

11500 7 500 11 500


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2012/13 as per APP


Percentage of ordinary public schools where the School Governing Body meets minimum criteria in terms of effectiveness.

60% 60%

The Elections of School Governing Bodies took place from March 2012. Practically, all SGBs are new and therefore their effectiveness could not be assessed. Provincial Departments focused on orientation and induction of the newly elected SGB members. Provinces such as Gauteng, Northern Cape, North West, and Mpumalanga have supported SGBs to the level of functionality. No report on support was received from the Western Cape, KwaZulu Natal and the Free State. Limpopo has sent a confirmation letter that they did not support SGBs. In total 768 schools were supported for SGB functionality.


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as per APP1st Quarter Target as

per APP1st Quarter Actual Output

Percentage of schools principals rating the support services of districts as being satisfactory.

50%AnnualTarget

PROGRESS (Q1): A draft questionaire has been developed and is being consulted upon internally.

PROGRAMME FOUR: PLANNING, INFORMATION AND ASSESSMENT

The purpose of Programme Four is to promote quality and effective service delivery in the basic education system through planning, implementation and assessment.

SUB-PROGRAMMES :

Programme Management: Planning, Information and Assessment; Information Management Systems; Financial and Physical Planning; National Assessments and Public Examinations; and, the National Education Evaluation and Development Unit; and Planning and Delivery Oversight Unit.

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• 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 FOUR: HIGHLIGHTS & ACHIEVEMENTS

EXAMINATIONS : • A support visit was conducted to each of the provincial education

departments to evaluate their progress in dealing with the shortcomings identified in the 2011 National Senior Certificate examinations. A comprehensive report, in this regard was presented to HEDCOM of 21 May 2012 and CEM of 14-15 June 2012 and these issues will be followed up in subsequent monitoring visits in July/August 2012.

• The 2012 Senior Certificate examination was successfully administered in May/June. The examination commenced on 2 May 2012 and concluded on 21 June 2012. The examination was administered for 155 126 candidates who registered to write the examination.

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• A team of 79 moderators have been deployed to each of the provincial education departments to evaluate the quality and standard of assessment tasks developed in 8 subjects, for school based assessment. Immediate feedback was provided to the district coordinators in the province and the final report will be completed by mid-August 2012.

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ANNUAL NATIONAL ASSESSMENTS• The significant achievements in Annual National

Assessment (ANA) in the first quarter included:-Establishment and population of the national IT registration database of all Grade 1-6 and Grade 9 learners who will participate in ANA 2012.

• The development and quality assurance of Language and Mathematics tests (and memoranda) that will be administered on Grade 1-6 and Grade 9 learners in September 2012 has been completed. The validity and reliability of the tests are important for lending credibility to the educational outcomes as measured through the assessment results.

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ANNUAL NATIONAL ASSESSMENTS• The procurement processes has been completed for printing

and packing test materials for the ANA 2012 cycle, which included identifying provinces that have capacity to print materials. Provinces that met the criteria to print on their own were Mpumalanga, North West, Western Cape, Eastern Cape and KwaZulu Natal.

• Exemplars and model tests of language and mathematics were developed and disseminated to schools as part of important feedback to schools so that they can help learners develop and consolidate their levels of literacy and numeracy skills.

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INFRASTRUCTURE • Education Infrastructure Grant (EIG): All provincial education

departments have received their 1st and 2nd transfers from EIG for 2012/13 financial year as per the payment schedule. The 3rd transfer was effected on 24 August 2012.

• Monitoring and Reporting: Infrastructure monitoring visits commenced in June 2012 with Eastern Cape, Gauteng, Limpopo, Mpumalanga and North West were visited. Free State, KwaZulu Natal, Northern Cape and Western Cape were completed in July and August 2012.

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INFRASTRUCTURE :School Infrastructure Backlog Grant• Limpopo: All forty (40) of the sanitation projects have achieved practical

completion. All thirty-eight (38) of the water projects have been completed. • Eastern Cape: Fifty-one (51) of the 58 sanitation projects have achieved

practical completion. All eighty-four (84) targeted schools have been provided with Rain Water Harvesting tanks and related infrastructure. Thirty-one (31) of the 32 projects have been connected to municipal bulk supply. None of the 49 projects identified for borehole connections are completed yet. Mvula Trust is in the process of procuring an alternative Service provider to complete the borehole connections.

• KwaZulu Natal: Of the 79 projects of 2011/12, 33 schools have been completed. 14 Projects are between 60% and 90% in progress. 32 Projects were handed over in March and April, and between 1% and 40% progress is reported.

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• Western Cape: The project scope entailed upgrading of water, ablution facilities, sanitation facilities and electrical work. The targets were 7 schools for electrification, 21 schools for sanitation and the upgrading of water provisioning in 3 schools. All projects have achieved final completion.

• Gauteng: Seven (7) sanitation projects and two (2) electrification projects were implemented. All nine projects have achieved practical completion.

• Free State: The project scope in implementation is 32 water projects; 13 sanitation projects and 26 electrification projects. All the water projects have reached practical completion. The final completion inspections are currently being carried out. In terms of sanitation, all VIP’s reached practical completion and final completion inspections have been done. One mobile ablution reached practical completion, in the other some snag items need to be completed before practical completion can be given. Electricity – All have reached practical completion except Huntersvlei, where we are waiting for ESKOM services. Currently, final completion inspections are being carried out.

• Northern Cape: The project scope is 6 water and 16 sanitation projects. None of the schools have been completed.

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PLANNING DELIVERY AND OVERSIGHT UNITStrengthening the capacity of underperforming districts• A beneficial workshop was conducted on 18 April with the underperforming

districts in order to refine and refocus the DIPs with particular emphasis on improvement initiatives at Grade 12 level and learner performance in ANA 2012.

• With the assistance of the DBE curriculum advisors and based on the different examiners’ reports; key areas for attention in Mathematics, Physical Science, Accounting and Life Sciences were identified as a basic curriculum for the vacation classes. A slot on Career Guidance by SAQA was also included. A process of quality assuring the effectiveness of the vacation classes started on 25 June 2012.

• in an initiative to identify blockages relating to textbooks, by 13 April a consolidated assessment of textbook shortages at Grade 12 level in 13 underperforming districts was submitted to the Curriculum Unit. A similar assessment of workbooks was submitted on 18 April.

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PLANNING DELIVERY AND OVERSIGHT UNITQUALITY LEARNING AND TEACHING CAMPAIGN (QLTC)• A successful advocacy campaign was conducted for SGBs, community

structures, faith-based organisations, traditional leaders and learners in KwaZulu Natal (Umkhanyakude District), Limpopo (Waterberg-Mokgalakwena District) and Eastern Cape (Mt. Frere district ) to promote the importance of improved learner performance.

• QLTC coordinators conducted workshops for provincial and district officials for the training and orientation of School Governing Bodies (SGBs) in Northern Cape and Eastern Cape.

PROVINCIAL MONITORING• The proposed school calendar for 2014 was published for public comment

in Government Gazette notice number 35342 of 15 May 2012.• The DBE call centre received 982 enquiries; 738 of these were resolved.

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PROGRAMME FOUR OUTPUTS

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2012/13 as per APP


APP1st Quarter Actual output

A National Report on learner performance in the Annual National Assessments is released

Annual Report on ANA

AnnualTarget

PROGRESS (Q1): A national IT registration database has been established and populated with learner particulars. Tests and memoranda for Language and Mathematics at Grades 1-6 and Grade 9 in all official languages has been finalised. Procurement of services for printing and packing test materials for the ANA 2012 cycle is in progress.

Percentage of schools targeted for the provision of exemplars and other tools to support ANA preparation 40%

AnnualTarget

PROGRESS (Q1): The Exemplars and model tests were provided as feedback to schools to support the development of necessary skills and knowledge among learners. These were uploaded on the DBE websites.

Percentage of schools targeted for the provision of exemplars and other tools to support National Senior Certificate preparation

40%

AnnualTarget

PROGRESS (Q1): Test exemplars for Grade 10, which will be used to support the implementation of the Curriculum and Assessment Policy Statement (CAPS) have been developed and are currently being reviewed by the internal curriculum structures.


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2012/13 as per APP

1st Quarter Target as per APP 2nd Quarter Target as per APP

A National Technical Report on learner performance in Grade 12 is released.

A National Technical

Report

AnnualTarget

PROGRESS (Q1): All question papers (232) for the Grade 12 November 2012/March 2013 were set, internally moderated and 70% were externally moderated by UMALUSI. These papers have been edited, translated and quality assured. Eighty (80) of these question papers have been handed over to the PEDs for printing.

Percentage of schools complying with a very basic level of school infrastructure. 92%

AnnualTarget

PROGRESS (Q1): The Design of the Actual Alignment of NEIMS database has been completed. Assessment forms have been signed off and the guideline on assessment has been completed and will be submitted for approval in July. The TOR for the audit of public schools was approved. The bid will be advertised pending approval by internal structures. Progress on projects is indicated in the narrative of this programme report.


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Target for 2012/13 as

per APP


2nd Quarter Target as per APP

Percentage of learners in schools that are funded at the minimum level

85%AnnualTarget

PROGRESS (Q1): The following are the information regarding the per learner funding level as received from PEDs:

PROVINCE

PER LEARNER

ALLOCATION Q1

PER LEARNER

ALLOCATION Q2

PER LEARNER

ALLOCATION Q3

PER LEARNER

ALLOCATION Q4

PER LEARNER

ALLOCATION Q5

Gazetted national per learner target

amountR960 R880 R880 R480 R165

Free State 960 880 880 480 240Gauteng 960 960 960 480 480KwaZulu Natal 874 874 874 437 165Limpopo 960 880 880 480 165Mpumalanga 967 886 886 480 165Northern Cape

960 880 880549

(average)

270

(average)North West 960 880 880 605 165Western Cape

960 880 880 480213

(average)Eastern Cape data outstanding


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2012/13 as per APP

1st Quarter Target as per APP 2nd Quarter Target as per APP

Percentage of schools that have acquired the full set of financial management responsibilities on the basis of an assessment of their financial capacity

77%AnnualTarget

PROGRESS (Q1): Preparations are being made which will require provinces to submit their plans for expanding the number of schools that have acquired the full set of financial responsibilities.


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as per APP1st Quarter Target

as per APP 1st Quarter Actual Outputs

Percentage of 7- to 15-year-olds attending education institutions 98.4 %

AnnualTarget

This indicator measures compliance to compulsory education and is measured through the General Household Survey (GHS) on an annual basis. Current available data sourced from the GHS for this indicator is at 99%.

Percentage of children who turned 9 in the previous year who are currently enrolled in Grade 4 (or a higher grade)

63%AnnualTarget

This indicator measures grade repetition and is part of an outcome goal whose activities appear under other goals. The data is sourced from the General Household Survey (GHS) on an annual basis. Current available data sourced from the GHS for this indicator is at 61%.

Percentage of children who turned 12 in the previous year who are currently enrolled in Grade 7 (or a higher grade)

50%AnnualTarget

This indicator measures grade repetition and is part of an outcome goal whose activities appear under other goals. The data is sourced from the General Household (GHS) survey on an annual basis. Current available data sourced from the GHS for this indicator is at 51%.

PROGRAMME FIVE: EDUCATIONAL ENRICHMENT SERVICES

The purpose of Programme Five is to develop policies and programmes to improve the quality of learning in schools.

SUB-PROGRAMME :

• Programme Management: Educational Enrichment Services; Care and Support in Schools; Partnerships in Education; and Grant Implementation, Monitoring and Reporting.

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• 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.

67Branch R

PROGRAMME FIVE : HIGHLIGHTS & ACHIEVEMENTS

INTEGRATED SCHOOL HEALTH PROGRAMME (ISHP):• On 18 April 2012, the ISHP was presented to the Heads of Education

Department Committee (HEDCOM) and approved for implementation.• All provinces have developed implementation plans. Input was provided by

the National Task Team to strengthen implementation plans.• Provinces conducted orientation workshops on the ISHP with senior officials

within the Departments of Basic Education, Health and Social Development.• A training manual for school nurses was developed to assist nurses in the

implementation of the ISHP. Master trainers from the Department of Health Resource Training Centres were trained from 16-20 April 2012.

• The implementation of the ISHP is being phased in all provinces. Screening of Grade 1 learners is ongoing while provinces cascade training of school nurses for delivery of the health services package to Grade 4, 8 and 10 learners.

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NATIONAL SCHOOL NUTRITION PROGRAMMEProgramme Monitoring and Implementation: For the period under review, four provinces were visited for the purpose of monitoring programme implementation and support to districts as well as schools. Findings:• Mpumalanga: The NSNP was generally effectively implemented.• Limpopo: The main challenges were learners refusing to eat lentil and peas, the

use of wood due to lack of funds to purchase gas and the late delivery of food stuff.

• Gauteng: Service providers delivered small quantities of vegetables. Significant stockpiling of dry ingredients was observed, especially the breakfast instant porridge. Another challenge was the late or irregular payment of Food Handlers.

• Eastern Cape: The new model of devolving funds to school level is successfully implemented, with feeding taking place according to requirements and in compliance with the menu.

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NATIONAL SCHOOL NUTRITION PROGRAMME• Limpopo (LP) Section 100(1)(b) Intervention: National officials have been

assigned to work in the province, where they are verifying and capturing invoices. The purpose of the assignment was to reduce the backlog of service provider payments. This led to improvement of expenditure levels from 72% at the end of the third quarter, to 93% at the end of March 2012.

• Eastern Cape (EC) Section 100(1)(b) Intervention: During the period under review, the focus has been on finalisation of the jointly developed action plan in line with the identified challenges as well as simultaneously ensuring its implementation. Areas of focus include establishing systems of financial management, accountability, compliance and control; procurement of cooking equipment and eating utensils for quintile 3 primary schools; full implementation of the NSNP in line with the 2012/13 business plan, deal with perennial problem of accruals and to ensure that NSNP meets compliance requirement.

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SOCIAL COHESION, COMMUNITY MOBILISATION AND GENDER EQUITY IN EDUCATION• The achievement in the social cohesion project for this quarter has been the

finalisation of the evidence-based social cohesion toolkit.• Partnership with the National Interfaith Council of South Africa and the South

African Council of Churches to promote the Bill of responsibilities among the various congregations and places of worship has been consolidated.

• The final round of the Moot Court Competition, a project that affords learners the opportunity to action the Constitution of the country, was concluded during this quarter. The number of schools participating in 2012 increased from 198 to 392. The finals took place at the Constitutional Court on 29 April 2012. Thengwe High School team emerged as winners of the 2012 National Moot Court Competition.

• The UNICEF sponsored Gender Review in Basic Education report has been finalised and approved by the Minster of Education.

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SAFETY, ENRICHMENT AND SPORT IN EDUCATION• The Ministers of DBE and SAPS signed a Collaborative Partnership Protocol on

11 March 2011. The partnership endeavours to acknowledge that the prevention of crime and violence in schools is a shared responsibility.

• South African Schools Choral Eisteddfod: Music is one of the activities that contributes to the holistic development of any child in education. Preparations for the National event are at an advanced stage. The event is scheduled to take place on 03 -06 July 2012 at Rhema Ministries in Randburg.

• School Sports : The National School League Tournament that was scheduled to take place from 01 April–04 April 2012 at High Performance Centre in Pretoria was successful. A total of 650 learners and 120 educators and coaches attended the event.

• School Sports Audit process: The audit instrument was approved and a circular informing Principals and School Governing Bodies about the objectives of the process as well as the audit tool was finalised.

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PARTNERSHIPS: The objectives of the Partnerships Unit is to mobilise South Africans to support education and to create and strengthen effective public-private partnerships that aid the Department of Basic Education in our mandate to provide quality education.•Achievements includes the successful mobilization of private and public partners to support the ‘94+ Projects for Madiba’ initiative. 35 private partners and 12 Government Departments answered the call to support. This support is in the areas of infrastructure, curriculum support, teacher development, school sport, school nutrition, etc.

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PROGRAMME FIVE OUTPUTS

74


2012/13 as per APP


APP


Number of learners undergoing health screening.

500 000Bi-annual

Target

PROGRESS (Q1) : Screening of grade 1 learners in Quintile 1 and 2 primary schools is ongoing. Provinces are preparing for the roll out of the health services package to Grade 4, 8 and 10 and learners repeating grades as part of the ISHP. Data for the first quarter was requested from Department of Health (DoH). The DoH indicated that data for the first quarter will be available on 15 July 2012.

Number of learners that are provided with meals in the National Schools Nutrition Programme.

8 892 088 8 892 0888 110 620

Number of public ordinary schools linked to their local police station.

18 000 2000 1 728


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2012/13 as per APP


APP


Number of public ordinary schools participating in school sport leagues.

5 000 3000 Verifiable data not available.

Number of schools benefiting from the Adopt-a-school programme linked to the NEDLAC Accord on Basic Education (under the auspices of the QLTC). 357

AnnualTarget

PROGRESS (Q1): QLTC coordinators partcipated in the launch of the NEDLAC Accord by the Premier of the Northern Cape on 21 April 2012.The number of adopted schools across provinces is 246. Captured data indicates 36 are in the Eastern Cape, 136 in the North West, 32 in the Free State and 44 in Limpopo.QLTC coordinators are serving as operational managers in the 94+ Projects for Madiba Campaign and have managed to visit and support 39 schools across provinces in preparation for Mandela Day on 18 July.


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2012/13 as per APP



Number of public ordinary schools participating in the South African Schools Choral Eisteddfod.

9758AnnualTarget

PROGRESS (Q1): On average, each province saw 8000 learners taking part in Provincial SASCE with KwaZulu-Natal and Eastern Cape exceeding the normal average as they have 12 Districts and 7 Mega Districts respectively. Preparations for the National event are underway at an advanced stage. The event is scheduled to take place on 03-06 July 2012 at Rhema Ministries in Randburg.

PART BFinancial Report

FIRST QUARTER EXPENDITURE

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• The total Main Appropriation budget of the Department for the 2012/13 financial year amounts to R16 343.578 million

• R11 971.957 million of the budget is an allocation for transfer payments, which are as follows:– Conditional Grants: R11 246.587 million– Transfers to Public Entities: R713.756 million– Other Transfers: R11.614 million

• The remainder of the budget (R4 371.621 million) is made up of the following:– Compensation of Employees: R265.276 million– Examiners and Moderators: R17.490 million– Earmarked Funds: R1 469.113 million– Specifically and Exclusively Appropriated: R2 315.000 million– Departmental Operations: R234.982 million– Departmental Projects: R69.760 million

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INTRODUCTION

• The total expenditure of the Department at the end of the first quarter for the 2012/13 financial year amounts to R4 140.819 million

• R3 875.578 million of the expenditure is transfer payments and they are as follows:– Conditional Grants: R3 192.889 million– Transfers to Public Entities: R682.373 million– Other Transfers: R0.316 million

• The remainder of the expenditure (R265.242 million) was spent on the following:– Compensation of Employees: R57.144 million– Examiners and Moderators: R0.540 million– Earmarked Funds: R55.870 million– Specifically and Exclusively Appropriated: R62.721 million– Departmental Operations: R24.379 million– Departmental Projects: R64.587million

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INTRODUCTION (cont.)

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ALLOCATION AGAINST ACTUAL EXPENDITURE PER PROGRAMME FOR THE 2012/13 FINANCIAL YEAR

PROGRAMMES

2012/13Expenditure as % of Main Appropriation

MAIN APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Administration 309 648 68 254 241 394 22.04%

Curriculum Policy, Support and Monitoring 1 428 317 47 928 1 380 389 3.36%

Teachers, Education Human Resources Development and Institutional Development 760 159 717 525 42 634 94.39%

Planning, Information and Assessment 8 370 170 1 559 664 6 810 506 18.63%

Educational Enrichment Services 5 475 284 1 747 448 3 727 836 31.92%

Total 16 343 578 4 140 819 12 202 759 25.34%

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ALLOCATION AGAINST ACTUAL EXPENDITURE PER ITEM FOR THE 2012/13 FINANCIAL YEAR

PROGRAMMES


MAIN APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees 349 614 75 070 274 544 21.47%

Goods and Services 1 641 562 126 801 1 514 761 7.72%

Interest and Rent on Land 50 112 - 50 112 -

Transfers and Subsidies 11 971 957 3 875 578 8 096 379 32.37%

Payment for Capital Assets 2 330 333 63 370 2 266 963 2.72%

Total 16 343 578 4 140 819 12 202 759 25.34%

SERVICE


MAIN APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Compensation of Employees 265 276 57 144 208 132 21.54%

Examiners and Moderators 17 490 540 16 950 3.09%

Transfers to Public Entities 713 756 682 373 31 383 95.60%

Other Transfers 11 614 316 11 298 2.72%

Conditional Grants 11 246 587 3 192 889 8 053 698 28.39%

Schools Infrastructure Backlogs Indirect Grant 2 315 000 62 721 2 252 279 2.71%

Earmarked Funds 1 469 113 55 870 1 413 243 3.80%

Departmental Operations 234 982 24 379 210 603 10.37%

Projects 69 760 64 587 5 173 92.58%

Total 16 343 578 4 140 819 12 202 759 25.34%

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ALLOCATION OVER THE 2012/13 FINANCIAL YEAR

SERVICE

2012/13

Expenditure as % of Main

Appropriation

MAIN APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Earmarked Funds: 1 469 113 55 870 1 413 243 3.80%

Kha Ri Gude Literacy Project 520 886 5 160 515 726 1.00%

EPWP: Kha Ri Gude 51 511 3 865 47 646 7.50%

Curriculum Review - 11 406 (11 406) -

Workbooks 810 970 18 517 792 453 2.28%

IQMS 37 022 7 161 29 861 19.34%

Systemic Evaluation 21 690 2 318 19 372 10.69%

NEEDU 12 544 3 932 8 612 31.35%

NSNP 14 490 3 511 10 979 24.23%

Conditional Grants: 11 246 587 3 192 889 8 053 698 28.39%

Technical Secondary Schools Recapitalisation 209 369 31 406 177 963 15.00%

Dinaledi Schools 99 700 29 910 69 790 30.00%

Education Infrastructure 5 822 389 1 455 596 4 366 793 25.00%

National Schools Nutrition Programme 4 906 464 1 658 025 3 248 439 33.80%

HIV and AIDS (Life Skills Education) 208 665 17 952 190 713 8.60%

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DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2012/13 FINANCIAL YEAR

SERVICE

2012/13

Expenditure as % of Main Appropriation

MAIN APPROPRIATION

ACTUAL EXPENDITURE

VARIANCE

R’000 R’000 R’000

Transfers to Public Entities 713 756 682 373 31 383 95.60%

NSFAS: Fundza Lushaka Bursaries 671 912 671 912 - 100.00%

Umalusi 41 844 10 461 31 383 25.00%

Other Transfers 11 614 316 11 298 2.72%

ETDP SETA 158 184 (26) 116.46%

UNESCO Membership Fees 11 276 - 11 276 -

ADEA 29 - 29 -

Childline South Africa 50 - 50 -

Guidance Counseling & Youth Development Centre: Malawi 101 - 101 -

Households - 132 (132) -

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DETAILS OF EARMARKED ALLOCATIONS/TRANSFERS OVER THE 2012/13 FINANCIAL YEAR (cont.)

REASONS FOR DEVIATION PER PROGRAMME

Programme 1: Administration (22.04%)• There are no material variances in this programme.Programme 2: Curriculum Policy, Support and Monitoring (3.36%)• The under-expenditure is due mainly to the following:

a) Delays with regard to the procurement of stationery and learner support material for the Kha Ri Gude Mass Literacy Campaign and payments for printing and distribution. b) Delays in the printing and delivery of the 2013 workbooks. The artwork for 2013 workbooks have been revised in accordance with inputs from schools and specialists and the signing off in preparation for printing is in process.

Programme 3: Teachers, Education Human Resources and Institutional Development (94.39%)

• There are no material variances in this programme.

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Programme 4: Planning, Information and Assessment (18.63%)• The under-spending is due to the following:

a) The progress in respect of the building of schools in the Eastern Cape (School Infrastructure Backlog) is behind schedule due to unavailability of materials and supplies. However, there is good progress made in respect of water and sanitation projects in all provinces.b) The shifting of the Annual National Assessments to September 2012. However, the printing and delivery of tests is in process. Once the writing of test is complete, and independent verification of ANA, which will involve a representative sample of schools and learners in grades 3, 6 and 9, will be conducted.

Programme 5: Educational Enrichment Services (31.92%)• There are no material variances in this programme.

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REASONS FOR DEVIATION PER PROGRAMME (cont.)

CONCLUSION

• DBE’s Statutory role is to :o formulate policy, norms and standards; ando monitor and evaluate policy implementation and impact.

This role is being undertaken in close collaboration with provincial education departments in order make an impact on teaching and learning in the classroom through implementation of key interventions.

• The Department will consolidate the progress made in the first quarter by addressing improved learner performance through key priorities such as Workbooks, ANA, CAPS, ASIDI and Teacher Education during the subsequent quarters of 2012/13.

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THANK YOU

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