dbe strategic and annual performance plans paliamentary portfolio committee on basic education...

DBE STRATEGIC AND ANNUAL PERFORMANCE

PLANSPALIAMENTARY PORTFOLIO COMMITTEE ON BASIC

EDUCATION MEETING

17 MARCH 2015

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PRESENTATION OUTLINE

PART A1.Overview 3 2.Strategic Focus on Mandates 53.MTSF Sub-outcomes 64.Action Plan to 2019 75.Non-negotiables 86.Strategic Outcome Oriented Goals of the Institution 97.Key Focus Areas 10 8.Strategic Objectives, Indicators and targets 13 9.Strategic Planning Process 27

PART B10. BUDGET 28

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1. Overview

• This is a new five year term after the 2014 elections.

• In terms of the government planning frameworks, departments must produce their five year strategic plans every five years corresponding to the electoral cycle.

• The planning function in the new term is now located with the Presidency in the Department of Planning, Monitoring and Evaluation (DPME).

• The Planning frameworks used are the ones developed by the National Treasury after the 2009 elections (but these are currently under review)

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2. Overview…

A: Strategic Overview

• The first part of the Strategic Plan comprises of the following:– Vision, Mission and Values: which have not

changed– Legislative Mandates, which have not changed– An emphasis on new policy developments, to

cater for all the priorities for this term– Relevant court rulings that may impact on

service delivery have been covered

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2. Strategic Focus on Mandates• The DBE plans have been guided by the National Development

Plan: Vision 2030: Our future – Make it work • Since 2009, the focus of the education sector is on “Improved

quality of basic education”: Outcome 1• In 2013/14 in preparation for the new term, a Medium Term

Strategic Framework (MTSF 2014) was crafted, aligned to the National Development Plan

• The MTSF is also aligned to the Basic Education Long Term Sector Plan: Action Plan to 2019: Towards the Realisation of Schooling 2030

• The MTSF indicators and targets form the PoA for the sector and progress is reported to the DPME on a quarterly basis.

• The department has developed a framework to be used to monitor progress on MTSF targets

• The sector also has Non-negotiables to focus on other areas not covered in the MTSF

• The Department will further embark on Operation Phakisa (Big Fast Results) focusing mainly on ICT as quick way of responding to the NDP

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3. MTSF

• MTSF Sub-Outcomes:1. Improved quality of teaching and learning through development, supply and effective utilisation of teachers.

2. Improved quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM).

3. Improving assessment for learning to ensure quality and efficiency in academic achievement

4. Expanded access to Early Childhood Development and improvement of the quality of Grade R, with support for pre-Grade R provision

5. Strengthening, accountability and improving management at the school, community and district level.

6. Partnerships for education reform and improved quality.

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4. Action Plan to 2019

• In 2011, the DBE, as part of finding its mandate after the split of education into two ministries, put together a sector plan, Action Plan to 2014: Towards Realising Schooling 2025,

• The aim of drawing all education efforts into synchrony with one another.

• In line with the NDP, the sector has also extended the sector plan to stretch to 2030, while keeping its original goals of quality improvement and adding emerging areas that need attention.

• Implementation of the sector plan and achievement of the targets therein will continue to find expression in school, district, provincial and DBE plans.

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5. Non-Negotiables

Key focus areas:• The “Non- negotiables” form part of the key deliverables that will find

expression in the DBE plans and in provincial plans in order to fast-track some of the key imperatives of government in the basic education sector:

1. LTSM - one text per grade per subject

2. Infrastructure – basic services, maintenance

3. Districts – monitoring, support, improvement

4. Teacher Deployment and Placement

5. ICT - Main focus area for Big Fast Results (Operation Phakisa)

6. Kha Ri Gude – advocacy, youth volunteers7. Library Services - focus on reading and heightened library resourcing in

schools

8. Rural Schools (Multi-grade, Farm & non-viable)

9. Curriculum (MST, History, IIAL, Reading, Inclusive Education)

10.Social Mobilisation, partnerships, learner well being and safety

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6. Strategic Outcome Oriented Goals

These strategic goals are linked to the five Budget programmes

1.Effective and efficient governance and management support.

2.Effective curriculum implementation and support.

3.Improved teacher supply and capacity.

4.Effective systems for planning, information, assessment and district support.

5.Expanded implementation of social cohesion and learner wellness programmes

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7. Key focus areas:

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7. Key focus areas…

• Maths, Science and Technology– a new conditional grant has been negotiated with the National Treasury to

merge the Dinaledi Schools and Technical Secondary Schools Recapitalisation Grant

– The purpose of this initiative is to promote Mathematics and Physical Science teaching and learning and improve teachers’ content knowledge of Mathematics and Physical Science Technology.

– The focus will be on improving learner numbers and performance in Mathematics and Physical Science; as recommended in the NDP and the Action Plan to 2019

• Funza Lushaka bursary scheme is complemented by ensuring that all graduates are absorbed into the schooling system and deployed in areas of shortage such as Mathematics, Science and Technology as well as in the Foundation Phase (especially teaching in African languages), and to rural areas.

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7. Key focus areas…

• Develop a supply and demand model to incorporate information about teacher recruitment, attrition, exit, utilisation and migration to inform planning and resourcing of the teaching workforce

• Change the process of appointing principals so that competent individuals are in schools to heighten school management and ensure that curriculum implementation takes place.

• The DBE has committed to participating in international testing programmes such as Trends in Mathematics and Science Studies (TIMSS), Progress in Reading and Literacy Study (PIRLS) and the Southern Africa Consortium for Monitoring Educational Quality (SACMEQ).

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8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 1

Strategic Objective Strategic Indicator 5 Year Target1.1 To improve the capacity of the DBE

Percentage of MPAT scores at level 3 and 4

85%

APP INDICATORS 1 Year Target

Number of staff development opportunities offered to officials in the DBE.

15

Number of internships implemented in the Department 65

Signed Financial Disclosure forms for all DBE SMS members submitted every year by due date

All SMS members

Signed Performance Agreements by all DBE SMS members submitted every year by due date

All SMS members

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Strategic Objective Strategic Indicator 5 Year Target2.1 Improve the quality of Early Childhood Development

Percentage of Grade 1 learners who have attended Grade R.

100%


Percentage of qualifying public schools with workbooks for Grade R learners

97–100%

Percentage of Grade R practitioners with NQF level 6

20%

Percentage of Grade R Practitioners with at least NQF level 4.

50%

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Strategic Objective Strategic Indicator 5 Year Target2.2 To increase the supply of high quality learning materials

Percentage of learners supplied with workbooks

100% Grade R- 9 learners


Percentage of public schools with Home Language workbooks for learners in Grades 1-6

97–100%

Percentage of public schools with Mathematics workbooks for learners in Grades 1-9

97–100%

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Strategic Objective Strategic Indicator 5 Year Target2.3 To increase learner completion rates

1.Percentage of learners completing the Kha Ri Gude programme2. Percentage of learners who obtain a NSC

85% Kha ri Gude

82% NSC


Number of learners completing the Kha Ri Gude programme

430 441

Percentage of learners who obtain a National Senior Certificate 76%

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Strategic Objective Strategic Indicator 5 Year Target2.4 To improve curriculum

implementation in multi-grade schools

An impact evaluation on multi-grade teacher training is conducted

Impact evaluation report published


Number of teachers trained in Multi-grade teaching

500

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Strategic Objective Strategic Indicator 5 Year Target3.1 Improve the recruitment and

placement of educators into the education system

Improve the placement rate of Funza Lushaka bursary holders

100% Placement

APP INDICATORS 1 Year TargetNumber of Funza Lushaka bursaries awarded to students enrolled for initial teacher education

13 000

Percentage of Funza Lushaka bursary recipients placed within 6 months of completion of their studies

85%

Number of qualified teachers aged 30 and below, entering the public service as teachers during the financial year

8 600

Percentage of principals appointed based on competency assessment processes

75% of advertised posts.18


Strategic Objective Strategic Indicator 5 Year Target3.2 To improve the capacity of teachers through diagnostic testing and implementation of a Quality Management System

The average hours per year spent by teachers on professional developmentactivities

70


Number of subject diagnostic tests developed for teachers English First Additional Language and Mathematics.

EFAL: 20 000 Maths: 20 000

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Strategic Objective Strategic Indicator 5 Year Target3.3To support districts in order to provide meaningful support to school for effective management of schools

Percentage of schools producing a minimum set of management documents at a required standard

100%


Percentage of SGBs that meet minimum criteria in terms of effectiveness (in sampled schools)

70% of sampled SGBs.

Number of public schools visited to monitor the implementation of teacher performance management processes

6000

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Strategic Objective Strategic Indicator 5 Year Target4.1 Administer, monitor and report on all standardised national assessments

NSC and ANA results published in Various Reports

3 ANA Reports4 NSC Reports


Valid and reliable data on learner results on performance in ANA

National ANA report Diagnostic report Annual ANA district report

Valid and reliable data on learner results on performance in NSC

4 National Exam Reports on learner performance in Grade 12: a)Technical Report; b)Detailed Schools statistics

Report; c)Diagnostic report in

selected subjects; andd)Report on schools statistics indicating 3-year performance in selected subjects

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Strategic Objective Strategic Indicator 5 Year Target4.2 Provide schools with basic infrastructure to contribute towards quality learning

Percentage of schools provided with Water, Sanitation, Electricity and inappropriatestructures eradicated

100%


Number of schools provided with sanitation facilities 99%

Number of schools provided with water

98%

Number of schools provided with electricity

96%

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Strategic Objective Strategic Indicator 5 Year Target4.3 Strengthen the utilization of information systems available in schools for management purpose

Percentage of public schools that use the schools administration and managementsystems to electronically provide data to the national learner tracking system

100%


Percentage of public schools that usethe schools administrationand management systems to electronicallyprovide data to the nationallearner tracking system

60%

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Strategic Objective Strategic Indicator 5 Year Target4.4 Strengthen the capacity of district offices to support schools

Percentage of schools visited at least twice a year by district officials for monitoringand support purposes

100%


Number of officials from districts that achieved less than 65% in the NSC participating in a mentoring programme

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Percentage of principals rating the support of district offices as satisfactory

65%

Percentage of district managers assessed against developed criteria

60 %

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Strategic Objective Strategic Indicator 5 Year Target5.1 Promote co-curricular activities, social cohesion programmes and safe school environments for holistic development of learners to enhance their learning experience and maximise their performance.

Number of educators, officials and learners participating in DBE organised activitieson social cohesion, nation building, citizenship, rights and responsibilities, andconstitutional values

20 500


Number of educators, officials and learners participating in DBE organised activities on social cohesion, nation building, citizenship, rights & responsibilities and constitutional values

5 000

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Strategic Objective Strategic Indicator 5 Year Target5.2 To address intrinsic (physical, mental and health-related) and societal (poverty, violence, alcohol and drug use) barriers within a larger collaborative and multifaceted response towards the multiple barriers to learning faced by vulnerable children

1. Number of schools providing learners with daily nutritious meals

2. Number of schools that administered the de-worming programme

(19 998)

All Quintile 1 - 3 Schools Grades R- 7 targeting (5 597 956 learners)


Number of schools that provide daily nutritious meals to learners

19 800

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9. Strategic Planning Process

• The first and second drafts were submitted to National Treasury and the Department of Performance Monitoring and Evaluation for comments and to check alignment to the NDP and MTSF.

• The plans have also been subjected to scrutiny by:– Internal auditors– Feedback from National Treasury– DPME– Auditor-General

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PART B:2015 MTEF ALLOCATION

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2015 ENE ALLOCATIONS FROM TREASURY

2015/16 2016/17 2017/18

R’000 R’000 R’000

2015 MTEF Allocation 21 890 218 23 097 496 24 258 441

Less:

Baseline Reduction: (433 559) (315 116) (325 886)

School Infrastructure Backlog Indirect Grant: Alignment of plans

(120 595) (176 328) (116 637)

School Infrastructure Backlog Indirect Grant: shift to ASIDI to EIG

(262 049) (55 000) -

Kha Ri Gude (20 000) (30 000) (150 000)

Goods and services (30 642) (53 309) (58 721)

Payments for capital assets (273) (479) (528)

Less:

Adjustment to Conditional Grant: 29 481 (288 962) (227 729)

Technical Secondary Schools Recapitalisation grant

(244 222) (257 166) (270 024)29

2015 ENE ALLOCATION (cont)

R’000 R’000 R’000

Dinaledi Schools Grant (116 296) (122 460) (128 583)

Education Infrastructure Grant 48 147 (264 269) (209 297

Maths, Science and Technology Grant

347 185 362 444 385 145

HIV and AIDS (Life Skills Education)Grant

(5 333) (7 511) (4 979)

Add:

Baseline Increases 25 000 35 220 155 547

National Education Collaboration Framework

20 000 30 000 150 000

Oversight of Maths, Science and Technology

5 000 5 220 5 547

2015 ENE ALLOCATIONS 21 511 140 22 528 638 23 860 37330

Baseline Reduction

Cabinet approved budget reductions and reprioritisation were made on the following:R120.6 million in 2015/16, R176.3 million in 2016/17 and R116.6 million in 2017/18 from the Infrastructure Backlog Indirect Grant.R30.6 million in 2015/16, R53.3 million in 2016/17 and R58.7 million in 2017/18 to be effected through implementing efficiency measures on expenditure on goods and services.R273 000 in 2015/16, R479 000 in 2016/17 and R528 000 million in 2017/18 from the payments for capital assets.R5.3 million in 2015/16, R7.5 million in 2016/17 and R5 million 2017/18 from the HIV and AIDS (Life Skills Education) grant.R213.9 million in 2015/16, R319.3 million in 2016/17 and R209.3 million from the Education Infrastructure grant.

The funds reprioritised towards the Departmental budget amount to R200 million over the MTEF (R20 million for 2015/16, R30 million for 2016/17 and R150 million for 2017/18) to be added to the transfer of National Education Collaboration Trust from the Kha Ri Gude mass literacy programme.

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Allocation per Programme for 2015/16 compared to 2014/15

PROGRAMMES 2014/15 2015/16 Percentage increase/ decrease

Administration 347 448 357 697 2.9%

Curriculum Policy, Support and Monitoring

1 954 927 1 895 927 (3.0)%

Teachers, Education Human Resources and Institutional Development

1 268 247 1 171 484 (7.6)%

Planning, Information and Assessment

10 379 369 12 129 738 16.9%

Educational Enrichment Service 5 730 155 5 974 456 4.3%

2015 ENE ALLOCATIONS 19 680 146 21 511 140 9.3%

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Allocation per Programme over the 2015 MTEF

2015/16 2016/17 2017/18

Programme R’000 R’000 R’000

Administration 357 697 376 449 396 320

Curriculum Policy, Support and Monitoring

1 877 765 1 944 181 1 926 617

Teachers, Education Human Resources and Institutional Development

1 171 484 1 163 986 1 223 247

Planning, Information and Assessment

12 129 738 12 754 323 13 706 603

Educational Enrichment Services

5 974 456 6 289 699 6 607 586

TOTAL 21 511 140 22 528 638 23 860 373

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Reasons for Deviations on Programmes

Programme1:

The increase over the medium term is due mainly to increases for the office accommodation. The main item of spending will be on property payments for the office accommodation for the public private partnership unitary fee.

Programme 2:

The budget for this programme decreases over the 2015 MTEF period. The decrease is on Kha Ri Gude through Cabinet reprioritisation implemented.

Programme 3:

The budget for this programme decrease over the 2015 MTEF period. The decrease in 2015/16 is mainly due to baseline reduction effected by Treasury through Cabinet. Programme 4:The budget for this programme increases over the 2015 MTEF period. The main item of spending will be on transfers to provincial education departments followed by buildings and other fixed structures.Programme 5:The budget for this programme increases over the 2015 MTEF period. The increase is due mainly to inflationary adjustments and the main item of spending will be on transfers and subsidies to provincial education departments.

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Allocation per Economic Classification for 2015/16 compared to 2014/15

ECONOMIC CLASSIFICATION 2014/15 R’000

2015/16 R’000

Percentage increase/ decrease

Compensation of employees 414 738 440 945 6.3%

Goods and Services 2 016 503 1 943 407 (3.6)%

Computer Services 74 357 55 170 (25.8)% Agency and support/outsourced Services

47 764 32 736 (31.5)%

Inventory Stationery and printing 205 447 205 350 (0.1)%

Property payments 90 699 99 975 10.23%

Operating expenditure 1 415 066 732 358 (48.3)%

Travel and subsistence 90 616 101 136 11.6%

Other 92 554 716 682 674.3%

Interest and rent on land 48 982 47 524 (3.0)%

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Allocation per Programme for 2015/16 compared to 2014/15 (cont)

R’000 R’000 R’000

Transfers and Subsidies 14 267 387 17 033 856 19.4%

Payments for Capital Assets 2 932 536 2 045 408 (30.3)%

Total 19 680 146 21 511 140 9.3%

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Reasons for Deviations on Economic Classifications

The increase on compensation of employees is due to improvements made on the conditions of services and the inflation rate.

The decrease on goods and services is due to budget cuts through Cabinet.

The increase in Transfers and Subsidies over the medium-term is mainly attributable to funds allocated to the National Education Collaboration Trust amounting to R200 million over the 2015 MTEF period, with R20 million in 2015/16,R30 million in 2016/17 and R150 million in 2017/18.

The sharp decrease in the payment for capital assets between the 2015/16 to 2017/18 financial years is mainly due to budget cuts on the School Infrastructure Backlogs Indirect Grant and the payments for capital assets which was introduced during 2015 Estimates of National Expenditure.

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Allocation Summary over the 2015 MTEF

SERVICE 2015/16R’000

2016/17R’000

2017/18R’000

Compensation of Employees 368 715 393 034 417 831

Examiners and Moderators 20 445 21 794 23 167

Transfers to Public Entities 1 103 782 1 162 289 1 183 475

Other Transfers 73 582 86 422 209 243

Conditional Grants 15 856 485 16 372 997 17 267 328

Specially and exclusively appropriated

2 046 825 2 374 867 2 619 873

Earmarked Funds 1 665 653 1 723 181 1 689 109

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Detail of earmarked allocations/transfers (R’000) over the 2015 MTEF

SERVICE 2015/16R’000

2016/17R’000

2017/18R’000

Earmarked Funds

Kha Ri Gude Literacy Project 439 584 431 996 333 146

EPWP: Kha Ri Gude 65 099 68 549 71 977

Workbooks 957 684 1 008 441 1 058 863National School Nutrition Programme: National 15 987 17 014 18 017

National Assessment Earmarked Funds 167 360 176 230 185 042National Education Evaluation and Development Unit 14 939 15 731 16 517Oversight-Maths, Science and Technology 5 000 5 220 5 547

TOTAL: EARMARKED FUNDS 1 665 653 1 723 181 1 689 109

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Conditional Grants 2015/16R’000

2016/17R’000

2017/18R’000

Education Infrastructure Conditional Grant 9 517 555 9 773 692 10 330 562

HIV and Aids Conditional Grant 221 030 230 849 245 308National School Nutrition Programme Conditional Grant 5 703 715 6 006 012 6 306 313Occupation Specific Dispensation for Therapist 67 000 - -

Maths, Science and Technology Grant 347 185 362 444 385 145

TOTAL CONDITIONAL GRANTS 15 856 485 16 372 997 17 267 328

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Reasons for Deviations on Conditional Grants to Provinces

Occupation Specific Dispensation

The 2014 Budget includes Cabinet approved additional allocation of R213 million for 2014/15 and R67 million for 2015/16 for the new conditional grant for the occupation specific dispensation for therapist in the education sector. The R67 million will be transferred in 2015/16 financial year to Provincial Education Departments for payment of OSD approved not paid in 2013/14 financial year. This grant will be included in Provinces equitable share from 2016/17 financial year.

Maths, Science and Technology Grant

The Maths, Science and Technology conditional grant to provinces is introduced from 2015/16 financial year with a total allocation of R1.1 billion over the 2015 MTEF (R352.2 million in 2015/16,R367.7 million in 2016/17 and R390.7 million in 2017/18).This allocation is taken from the Technical Secondary Schools Recapitalisation grant (R771.4 million over MTEF) and the Dinaledi School grant of R367 million over MTEF which have been consolidated into a single grant to focus on Maths, Science and Technology. The purpose of the grant is to strengthen the implementation of the National Development Plan and the Action Plan 2019 by increasing the number of learners taking Mathematics, Science and Technology subjects, improving the success rate in the subjects and improving the teacher’s capabilities. The grant will achieve its purpose through the provision of support and resources to schools.

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Other Transfers2015/16

R’0002016/17

R’0002017/18

R’000

SETA 185 195 205

Unesco Membership Fees 13 191 13 890 14 585

ADEA 33 35 36

Guidance Counselling and Youth Development Centre: Malawi

118 124 130

Childine South Africa 55 58 61

National Education Collaboration Trust 60 000 72 120 194 226

TOTAL: OTHER TRANSFERS 73 582 86 422 209 243

Transfers to Public Entities 1 103 789 1 162 289 1 183 475

NSFAS: Funza Lushaka Bursaries 991 084 1 043 611 1 058 863

Umalusi 112 705 118 678 124 612

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Website: www.education.gov.zaCall Centre: 0800 202 933 | [email protected]

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KE A LEBOGATHANK YOU

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