annual report 2014/2015 - provincial government€¦ · annual report | 2014/2015 5 foreword by the...

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


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


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


Section II: Departmental Overview

7


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


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.



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.



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.



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.



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.



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



Section III: Report on Organisational Systems and Resources against the

Delivery of Services


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


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



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.


and Mathematics competencies for Grade 6.


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.



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.



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



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.


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.



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.



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.



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.



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.



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


Services


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


Services (Cluster B)

Directorate Maintenance


Services (Cluster C)

Directorate Security

Management


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


Systems Management


Systems Management


Support Services

Directorate e-Learning

Chief Directorate School Interventions

Directorate Special

Investigations

Directorate Psycho-social

Support

Directorate School Safety Management



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


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.



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.



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

.



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.



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.



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.



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.



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.



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.



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.



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.



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.



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.



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.



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



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.



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



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.



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.



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.



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.



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



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



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.



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



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



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


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



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



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


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





TOTAL 93 129 83 910 9.9 5 093



6.3.3 Employment and Vacancies by Critical Occupation at end of period

Critical Occupations Number of Posts


Vacancy Rate



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



Critical Occupations Number of Posts


Vacancy Rate



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: 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



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]


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]




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 (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



6.5.2 Annual Turnover Rates by Critical Occupation

Occupation




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



Occupation




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



Resignations as a % of Employment

12.1

6.5.4 Granting of Employee Initiated Severance Packages


6.5.5 Promotions by Critical Occupation

Occupation



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



Occupation




Salary Level


Employment



Notch progressions


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



6.5.6 Promotions by Salary Band

Salary Band




Salary Level


Employment



Notch progressions


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 6-8), Permanent 281 1 0.4 18 6.4

Contract (Levels 9-12), Permanent 18 2 11.1 1 5.6


TOTAL 82 217 2 446 3 59 459 72.3



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



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



6.6.3 Recruitment


Male, Coloured

Male, Indian

Male, Total

Blacks

Male, White

Female, African

Female, Coloured

Female, Indian

Female, Total

Blacks

Female, White Total











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




6.6.4 Promotions


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













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




6.6.5 Terminations


Male, Coloured

Male, Indian

Male, Total

Blacks

Male, White

Female, African

Female, Coloured

Female, Indian

Female, Total

Blacks

Female, White Total













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


6.6.6 Disciplinary Action

Refer to table 6.12.2

6.6.7 Skills Development

See Table 6.11



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



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



Critical Occupations Number of Bene� ciaries

Total Employment

Percentage of Total


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


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



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


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



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



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





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



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 wellbeing 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.




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.




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.



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







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







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







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



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



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



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.



6.12.7 Strike Action


6.12.8 Abscondment


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



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


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


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.



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.


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.



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.


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.


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.





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.


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.



Currently, through the programme 2 197 sport assistants, 2 407 homework assistants and patrollers were provided

to schools.



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.


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.



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.



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.



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.



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.



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.



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.



1.5 Programme 1: Provincial Measures


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.



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.



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



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.



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.



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.



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.



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



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.




2.5.1 Sub-programme 2.1: Public Ordinary Schools


2014/15 Target

2014/15 Actual

Deviation Units


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


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.


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.



2.5.2 Programme 2: Provincial Measures

Programme 2: Public Ordinary School Education

Strategic Objectives

Performance Indicator

2014/15 Target

2014/15 Actual



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


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.






2014/15 Target

2014/15 Actual



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


SPM: 209 - Percentage of learners who passed the NSC examinations

80% 84.7% 4.7% 5.87


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.






2014/15 Target

2014/15 Actual



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.






2014/15 Target

2014/15 Actual



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


SPM: 221 - Number of sports assistants provided to priority schools (Also see SPM 104) 2000 2197 197 10


* 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.



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.




Programme objective: To support independent schools in accordance with the South African Schools Act


2014/15 Target

2014/15 Actual

Deviation Units


PM301: Number of subsidised learners in Independent Schools 95 665 95 203 104 617 9 414 10


PM301: Number of subsidised learners in Independent Schools

The deviation is as a result of the increased learner enrolments in independent subsidised schools.



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



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.



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.


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


2014/15 Target

2014/15 Actual

Deviation Units


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


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.




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.



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).



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.



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


2014/15 Target

2014/15 Actual

Deviation Units


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


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.




Programme 5: Further Education and Training


2014/15 Actual



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.



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



• 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.



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.


2014/15 Target

2014/15 Actual

Deviation Units


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


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.


Programme 6: Adult Education and Training



% 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.



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.



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.


Programme objective: To provide Early Childhood Education (ECD) at the Grade R and earlier levels in accordance

with White Paper 5


2014/15 Target

2014/15 Actual

Deviation Units


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


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.






2014/15 Target




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.



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.



2014/15 Target

2014/15 Actual

Deviation Units


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


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.


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.






2014/15 Target



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


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.



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.



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.



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




Bursaries


2 772 bursaries were awarded to learners at no-fee paying schools.


A total of 1 976 learners are on formal learnership/ internship programmes currently. Also, 2 386 learners were


supported by companies with a view to career pathing and employment. In total, 5 050 learners are bene� ting from



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.




Programme objective: To provide ef� cient and effective auxiliary services to all clients of the Department


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


PM909: Number of Grade 6 learners who passed Mathematics in the Annual National Assessment (ANA). 73 802 76 700 99 021 22 321 29


PM911: Number of Grade 9 learners who passed Mathematics in the Annual National Assessment (ANA). 12 224 56 853 10 327 -46 526 -82


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.




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).


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. 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.


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.






2014/15 Actual



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


SPM: 902 - Number of sports assistants provided to priority schools (Also see SPM 104)

2 000 2 197 197 10


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


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




Section IV: The Audit Committee Report


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


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.




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




Section V: Financial Requirements


Report by the Accounting Of� cer to the Executive Authority and Gauteng Legislature


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


• 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



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%.



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.


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.




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.


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


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.



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.


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.


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


Career Counselling

To ful� l one of the department’s goals of enabling young people to make the transition from school to further education




Bursaries


a total of 2 772 bursaries were awarded to learners at no-fee paying schools.


A total of 1 976 learners are on formal learnership/ internship programmes currently. Also, 2 386 learners were




supported by companies with a view to career pathing and employment. In total, 5 050 learners are bene� ting from



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.


Universalisation of Grade R

There are 138 483 learners are enrolled in registered Grade R sites in the province.


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.



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.



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



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.



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.



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



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.



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;



• 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.



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



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.



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)


Par 30, Page 160. Procurement not inviting competitive bids for expenditure more than R500 000

2011/12

(Two year)


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



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



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.




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.




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.




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



174

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Gauteng Department of EducationVote 5

Notes to the Appropriation Statementfor the year ended 31 March 2015


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


Actual Expenditure



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.




4.3 Independent Schools Subsidies


Actual Expenditure



Current Payments 16 460 16 462 (2) 100.0


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


Actual Expenditure



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


Actual Expenditure



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.




4.6 Adult Basic Education Training


Actual Expenditure



Current Payments 410 536 409 334 1 202 99.7


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


Actual Expenditure





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


Actual Expenditure



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.




4.9 Auxiliary and Associated Services


Actual Expenditure





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


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



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




5.3 Payments for capital assets

Final Appropriation

Actual Expenditure



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



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.




5.5 Per conditional grant

Final

Appropriation

Actual

ExpenditureVariance

Actual Expenditure


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.




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


Statement of Financial Performancefor the year ended 31 March 2015




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


Statement of Financial Performancefor the year ended 31 March 2015




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 - -


Statement of Financial Positionfor the year ended 31 March 2015




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


Cash Flow Statementfor the year ended 31 March 2015


Notes to the Annual Financial Statementsfor the year ended 31 March 2015


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.




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.




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.




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.




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.




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




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.




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




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




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




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




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




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.




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




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




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




9.1 Analysis of funds utilised to acquire capital assets – 2014/15

Voted funds

Total

R’000 R’000


Buildings and other � xed structures 929 570 929 570


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


Buildings and other � xed structures 988 576 988 576


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


Total 28 744 35 527




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




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




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




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


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




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




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




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




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




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




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



Later than � ve years 177 614 177 614





23.2 Finance leases expenditure**

2014/15Machinery

and equipment

Total

R’000 R’000




2013/14 Machinery and

equipment

Total

R’000 R’000




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


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 -




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




26. Fruitless and wasteful expenditure

26.1 Reconciliation of fruitless and wasteful expenditure

Note 2014/15 2013/14

R’000 R’000


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




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.




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.




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




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 -




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


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 -

-


Computer Equipment 145

Furniture and Of� ce Equipment 200

Other Machinery and Equipment 23

Total 368




30.4 Minor assets

Machinery and

equipment

Total

R’000 R’000


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


Prior period error 8 102 8 102

Additions 535 535

Disposals 3 099 3 099

Total Minor Assets 133 475 133 475





2013/14

R’000


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


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




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


Total disposals

Cash Received

Actual

R’000 R’000 R’000 R’000

Total Disposals of Intangible Capital Assets

- - - -





MOVEMENT IN INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2014

Opening balance

Prior period error


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


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




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


Total disposals

Cash Received

Actual

R’000 R’000 R’000 R’000

Total Disposals of Immovable Tangible Capital Assets

- - - -





MOVEMENT IN IMMOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2014

Opening balance

Prior period error


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


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




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


Heritage 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


Heritage 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


Heritage assets


Total

R’000 R’000 R’000 R’000

Total Immovable Assets Written Off - - - -




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.




34.

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Gauteng Department of Education 312

Annexures to the Annual Financial Statements

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7

Section VI Outloo

Section VI: Outlook for the Coming Year


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


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.


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.



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.


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.


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.



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


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.


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.



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.


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



Section VII: Other Information


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


• 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


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


Reasons for Amendments


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.


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.



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.


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).


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).



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.



SPM: 208 - Percentage of learners who passed Mathematics in the NSC examinations


Annexure A



Original 2014/15


Revised 2014/15





SPM: 209 - Percentage of learners who passed the NSC examinations



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.



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.



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.



SPM: 211 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Intermediate Phase




SPM: 212 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the Senior Phase




SPM: 213 - Number of teachers trained in curriculum content, instructional skills, assessment and the use of resources in the FET Phase


Annexure A



Original 2014/15


Revised 2014/15





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.



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.



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.



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.


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.



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.



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.



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



Original 2014/15


Revised 2014/15





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.



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.



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.


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.



SPM: 907 - Number of graduates or students (youth) bene� tting from experiential learning and workplace experience


Annexure A


Table of Revised Programme Performance Measures and Targets

Programme Programme Performance Measures

Original 2014/15


Revised 2014/15




PM104: Number of visits to schools by a Circuit Manager.

All schools in a circuit 2070 The Target was revised to be

SMART.


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.


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.



1 063 153 1 163 722The target was revised to include all learners in all provincial no-fee schools.


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.


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.


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.


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.


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


Programme Programme Performance Measures

Original 2014/15


Revised 2014/15




PM904: Number of learners who passed Maths in the NSC examinations. 27 422 21 343



PM905: Number of learners who passed Physical Science in the NSC examinations. 22 783 14 547




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).


PM907: Number of Grade 3 learners who passed Maths in the Annual National Assessment (ANA).

98 700 99 001




85 860 44 644




85 860 76 700




94 221 40 493




62 814 56 853


Annexure A


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)



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



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



Notes


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

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