department of basic education annual performance plan 2012/13 & budget review presentation to...

Department of Basic Education

ANNUAL PERFORMANCE PLAN 2012/13&

BUDGET REVIEW

Presentation to the Portfolio Committee on Basic Education

CAPE TOWN

20 March 2012

1. The Strategic and Annual Performance Plans reflects the commitment of the Department to undertake activities effectively and on time to produce the agreed-upon outputs that will in turn contribute to achieving the goals of the long-term sector plan called the Action Plan to 2014: towards the realisation of Schooling 2025.

2. The performance information as part of the Strategic and Annual Performance Plans togther with key sector plan milestones will enable the Porfolio Committee to track the performance of the DBE within the basic education sector and to hold it accountable.

3. The Strategic and Annual Performance Plans have been produced based on detailed Operational Plans and Budgets, linked to individual performance agreements and work plans to further strenghten accountability within the Department.

2

Presentation Context

PART AOverview of the Department’s 2012/13 Strategic Priorities and

Interventions.

PART B2012/2013 Sector Milestones (Action Plan to 2014)

PART CDetailed presentation on Performance Indicatorsand Targets

PART DOverview of the Budget and MTEF

3

Presentation Outline

PART AOverview of the Department’s 2012/13 Strategic

Priorities and Interventions

4

OVERVIEW OF STRATEGIC PRIORITIES FOR 2012/13

INITIATIVES TO IMPROVE THE BASIC EDUCATION SYSTEM

• Initiatives to improve the basic education system are premised on the long-term sector plan called the Action

Plan to 2014: towards the realisation of Schooling 2025. The strategic focus of the current administration is to

strengthen and consolidate the current initiatives and to stabilise the policy environment in the sector.

• The key interventions for 2012 include the following:

o Deepening the focus on the 3Ts (Teachers, Texts and Time)

o The implementation of a credible Literacy and Numeracy Strategy

o The implementation of a Maths, Science and Technology Strategy

o Strengthening our focus on the utilisation of the Annual National Assessments (ANA) and National Senior Certificate

(NSC) results to define interventions at school and district levels.

•

5


• The key interventions for 2012 include the following (continued):

o Focus on the utilisation of workbooks and textbooks

o Addressing resource challenges in the system, especially in regards to the provision of at least one textbook per child per subject;

the eradication of physical infrastructure backlogs; and the provision of basic furniture to enable effective learning and teaching.

o Strengthening initiatives to mitigate poverty and its impact in the basic education sector with a particular focus on the following:

Infrastructure: Asidi and other interventions

Health matters: Screening, HIV and Aids mitigation

School Nutrition

Scholar Transport

Reducing the effect of poverty related disadvantage due to models of curriculum delivery

•

6


• The key interventions for 2012 include the following (continued):

o Strengthening integrated Early Childhood Development approaches and multi-grade interventions.

o Attracting teachers through the Funza Lushaka Bursary Programme.

• The above interventions will be implemented within a broader context of promoting education as a societal

matter. The department has built a social compact with all education stakeholders, and the teacher unions, in

particular, to promote the non-negotiables in education.

•

7

Interventions in the sector to improve system performance focussing on improving learner

performance.

8

INTERVENTIONS IN THE SECTOR TO IMPROVE LEARNER PERFORMANCE (1)

• Interventions to be based on accurate analysis of specific patterns of poor performance per district and school ( where possible)

• Sound Analysis of performance in Grade 12 and ANA per province, district and school (where possible).

• Basic functionality of schools to be reflected (leadership, resources, right number and utilisation of teachers, culture of teaching and learning etc)

• Basic functionality of districts ( leadership, resources, right number and utilisation of staff, culture of professionalism, support and service to schools)

9

• Intervention implemented per district based on specific analysis of performance and contextual factors taken into account.

• Intervention implemented per school (or selected number of schools based on levels of performance)

• Intervention to indicate WHAT is to be done- MODEL (mentoring, itinerant teachers, substitute teachers, short, long courses, just in time courses etc), by WHOM ( trainers, facilitators, subject advisors, NGOs, HEIs etc), WHEN, Monitoring and evaluation systems etc.

10


• Explicit and compulsory focus on all districts in country that performed below 30% in Grade 12 or/and under a determined performance in ANA

• For other districts PEDs will implement specific improvement plans based on current performance

• Work with and through PEDs – use existing plans as basis

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• Deploy IQMS staff and explore using WSE people in PEDs to conduct detailed evaluation of all schools in the affected districts

• Detailed School Improvement Plans to be ready by end March – with necessary intersection with IDPs at local level

• Gear and capacitate Districts to implement turnaround strategy

• Ensuring efficacy of this value chain to be facilitated by the Planning and Delivery Oversight Unit working through districts to focus on underperforming schools

• Focus NEDLAC Accord mobilisation of stakeholders on these districts – with explicit guidance from Education Sector

12


• Improve inputs such as teachers, labs, LTSM.• Intensive use of digital resources to compensate and supplement

teacher capabilities• Mobilise NGOs, corporate & other stakeholders to participate in a

focused turnaround programme• DBE will host all relevant stakeholders in pursuance of this objective

• Rapidly address serious backlogs in provision of infrastructure as well as furniture and specialist rooms

• Review and address shortcomings in teacher provision and utilisation in these districts

• Urgently address principal accountability and capacity development

13


PART B2012/2013 Sector Milestones (Action Plan to 2014)

14

• Nationally standardised district-wide ANA reports for all 81 districts and covering the 2011 school year are published on the national department website.

• All Grade 9 learners begin participating in universal ANA.• The ANA item bank of test items is placed on the national department

website. • All school principals have access to a computer and the internet at school. • A revised Grade R funding strategy is released to deal with existing policy

and implementation discrepancies, including unacceptable inequities in per learner spending and in Grade R teacher pay.

• New in-service teacher training materials directed at teachers themselves and those who train teachers are published following an extensive process of research and piloting.

15

ACTION PLAN MILESTONES FOR 2012 /13

• A new campaign, with a dedicated web presence, to encourage youths to take up teaching as a career is launched.

• A strategy to improve teacher recruitment and reduce teacher shortages in schools is finalised.

• Criteria to combat over-sized classes are incorporated into the national post provisioning norms that distribute teaching posts across schools, following a review of the problem of large classes.

• The Minimum Schoolbag specifications are finalised for all grades.• The national workbooks initiative is extended to include Grades 7 to 9.• A detailed proposal on enhancing education leadership, management and

governance capacity within the schooling system is released• A new set of management guidelines for school principals, with a special focus on

using the key ‘building blocks’ of effective school management, are made widely available through the national department’s website and other means.

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• New conditions of services for principals and deputy principals that would place these managers within the new Education Management Services (EMS) tier are finalised.

• A new set of online school management training modules aimed at those who train school principals and principals themselves are made available following an evaluation of existing and new training practices and tools.

• A media campaign is launched emphasising that by law recipients of child support grants should not be charged school fees in any public school.

• The physical infrastructure development plans, with details down to the school level, of the national and provincial departments are published on the internet in order to provide schools with a clearer picture of improvements they can expect.

• National norms for the presence of moveable assets in schools, in particular school furniture, are promulgated.

17


• The piloting of screening guidelines which indicate the types of support different learners need is completed and the guidelines become official policy.

• A national functions and processes blueprint for district offices, explaining how various national policy imperatives can be realised within districts experiencing different levels of capacity is released.

• New tools and specifications to guide districts in monitoring and supporting schools in a more holistic fashion, with a partial focus on completing the required programmes within the year, are developed and tested in selected districts and schools.

• Provincial reports on the findings from and effectiveness of the new district-based system for evaluating and supporting schools are produced.

• Verification ANA is used to produce a comprehensive set of nationally representative figures on the quality of district support, as seen from the perspective of the school.

18


PART CDetailed presentation on Performance Indicators

and Targets

19

PROGRAMMES OF THE DBE

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

o PROGRAMME 1: ADMINISTRATION

o PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING

o PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND

INSTITUTIONAL DEVELOPMENT

o PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT

o PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES

20

PROGRAMME ONE: ADMINISTRATION

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

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

21

STRATEGIC OBJECTIVES

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

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

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

22

PROGRAMME ONE OUTPUTS

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PERFORMANCE INDICATORS

Target for 2012/13 as per

APP

1st Quarter Target as per APP

2nd Quarter Target as per APP

3rd Quarter Target as per APP

4th Quarter Target as per APP

Number of internships implemented for unemployed graduates in the Department.

55 Annual Target Annual Target Annual Target Annual Target

Percentage employment outcomes of interns who have completed the internship programme.

30% Annual Target Annual Target Annual Target Annual Target

Number of officials participating in staff development activities.


PROGRAMME ONE OUTPUTS

24



APP





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

Two Reports

Bi-annual Target Report

Bi-annual Target Report

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

Four Reports Report Report Report Report

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

Report Annual Target Annual Target Annual Target Annual Target

PROGRAMME TWO: CURRICULUM POLICY, SUPPORT AND MONITORING

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

SUB-PROGRAMMES :

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

25


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

• To bring about stability and coherence with respect to the national school curriculum

• To pay special attention to improvements in mathematics, physical science and technical subjects.

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

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

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

equitable system of access to special needs support amongst learners

26

PROGRAMME TWO OUTPUTS

27



APP





Number of schools with access to electronic content.

1650 400 650 400 200

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

2 Annual Target Annual Target Annual TargetAnnual Target

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

E-Education Strategy released

Annual Target Annual Target Annual Target Annual Target

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



28



APP





Number of personnel trained in multi-grade teaching per province.


Percentage of Grade 3 learners performing at the required literacy level.


Percentage of Grade 3 learners performing at the required numeracy level.


Percentage of Grade 6 learners performing at the required language level.


Percentage of Grade 6 learners performing at the required mathematics level.



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APP





Percentage of Grade 9 learners performing at the required language level.

To be determined Annual Target Annual Target Annual Target Annual Target

Percentage of Grade 9 learners performing at the required mathematics level.

To be determined Annual Target Annual Target Annual Target Annual Target

Number of Grade 12 learners passing mathematics. 169 000


Number of Grade 12 learners passing physical science. 160 000



30



APP





Number of Grade 12 learners who become eligible for a Bachelors programme at university.

149 000 Annual Target Annual Target Annual Target Annual Target

Percentage of learners who obtain a National Senior Certificate. 70% Annual Target Annual Target Annual Target Annual Target

Percentage of schools having access to library information services 60% Annual Target Annual Target Annual Target Annual Target

Percentage of learners with a textbook for each subject.


Number of learners who have received workbooks.

10 300 000 Annual Target Annual Target Annual Target Annual Target


31



APP





Number of learners enrolled in the Kha Ri Gude programme

630 990 Annual Target Annual Target Annual Target Annual Target

Percentage of learners completing the Kha Ri Gude programme.


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


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


PROGRAMME THREE : TEACHERS, EDUCATION HUMAN RESOURCES AND INSTITUTIONAL DEVELOPMENT

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

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

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

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

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

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

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

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

33


PROGRAMME THREE OUTPUTS

34



APP





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

A guide to professional development programmes is available on the website

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

Teacher developmentcourses in key subjectareas are available at the NICPD.

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

Foundation Phase courses are available

FET courses are available

Senior Phase Math and

Science courses are available

Diagnostic assessments available in Foundation

Phase Literacy and Numeracy


35



APP





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

6 800 2000 2000 1400 1400

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

11500 7 500 2000 1000 1000

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

60% 60% 60% 60% 60%


36



APP





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

50%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

PROGRAMME FOUR: PLANNING, INFORMATION AND ASSESSMENT

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

SUB-PROGRAMMES :

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

37


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

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

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

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

38

PROGRAMME FOUR OUTPUTS

39



APP





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

Annual Report on

ANAAnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

40% AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

40% AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

A National Technical

ReportAnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


40



APP





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

92%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

85% AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

77%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget


41



APP





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

AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

63%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

50%AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

PROGRAMME FIVE : EDUCATIONAL ENRICHMENT SERVICES

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

SUB-PROGRAMME :

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

42


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

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

43Branch R

PROGRAMME FIVE OUTPUTS

44



APP





Number of learners undergoing health screening.

500 000 Bi-annual Target 250 000 Bi-annual Target 250 000

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

8 892 088 8 892 088 8 892 088 8 892 088 8 892 088

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

18 000 2000 12000 2000 2000

Number of public ordinary schools participating in school sport leagues.

5 000 3000 1000 1000

PROGRAMME FIVE OUTPUTS

45



APP





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

357AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

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

9758AnnualTarget

AnnualTarget

AnnualTarget

AnnualTarget

PART C2012 MTEF BUDGET REVIEW

46

Additional allocations/Savings over the MTEF period

• Expenditure increased from R6.4 billion in 2008/09 to R14.1 billion in 2011/12 and is expected to continue growing over the medium term to reach R21.4 billion in 2014/15.

• The budget provides additional allocations over the MTEF period of R149.6 million in 2012/13, R322.1 million in 2013/14 and R257.5 million in 2014/15 for the following priority areas: Improved conditions of service for department personnel (R7.2 million, R11.8 million and

R12.9 million) Transfers to Umalusi for increases to compensation of employees due to improvements in

conditions of service (R859 000, R1.4 million and R1.6 million) Transfers to Umalusi to cover its expanded mandate (R22 million, R75 million and R83 million) Annual national assessments to strengthen the existing programme and expand assessments

to include Grade 9 (R75 million in 2013/14 and R160 million in 2014/15) Education infrastructure grant for disaster relief (R119.5 million in 2012/13 and R158.9 million

in 2013/14)

47

Additional allocations/Savings over the MTEF period (cont.)

• Efficiency savings realised and Cabinet approved baseline cuts of R160.5 million in 2012/13, R168.5 million in 2013/14 and R175 million in 2014/15 for the following: Workbooks project (R156.8 million, R162.2 million and R167.5 million) Efficiency savings on goods and services (R1.9 million, R2.4 million and R2.8 million) Kha Ri Gude incentive grant (R1.5 million, R3.5 million and R4.3 million) Umalusi transfer (R326 000, R350 000 and R442 000)

• The following conditional grant allocations were reduced by R743 million in total over the MTEF period (R203.4 million in 2012/13, R189.7 million in 2013/14 and R349.8 million in 2014/15): Dinaledi Schools grant (R300 000, R332 000 and R648 000) Technical Secondary Schools Recapitalisation grant (R631 000, R698 000 and R1.4 million) HIV and AIDS Lifeskills grant (R629 000, R695 000 and R1.4 million) National School Nutrition Programme grant (R21.6 million, R20.1 million and R37.2 million) Education Infrastructure grant (R180.2 million, R168 million and R309.3 million)

48

2012 ENE ALLOCATIONS FROM TREASURY 2012/13 2013/14 2014/15 R'000 R'000 R'000

2011 MTEF Allocations 16 557 936 20 409 624 21 634 201

Plus: 149 565 322 090 257 492

Additional funds allocated to baseline:

7 249 11 786 12 895 Improvement in conditions of service: Department Umalusi: Compensation of employees 859 1 445 1 597

Annual National Assessments (ANA) – strengthen existing and expected assessments to include grade 9

- 75 000 160 000

Umalusi transfer – expanded mandate 22 000 75 000 83 000Additional funds allocated to conditional grants: Education Infrastructure Grant – disaster relief 119 457 158 859 -

Less: (363 923) (358 206) (524 861)Adjustments to baseline:

(156 770) (162 219) (167 479) Savings on the Workbooks project Efficiency savings on goods and services (1 900) (2 350) (2 800) Additional savings - Kha Ri Gude incentive grant (1 502) (3 549) (4 318) Additional savings – Umalusi (326) (350) (442)Adjustments to conditional grants: Dinaledi Schools Grant (300) (332) (648) Technical Secondary Schools Recapitalisation Grant (631) (698) (1 361) HIV and AIDS (Life Skills Education) Grant (629) (695) (1 356) National School Nutrition Programme Grant (21 626) (20 054) (37 168) Education Infrastructure Grant (180 239) (167 959) (309 289)

2012 ENE ALLOCATIONS 16 343 578 20 373 508 21 366 832

49

2012 MTEF Allocations

Allocation per Programme for 2012/13 compared to 2011/12

PROGRAMMES2011/12 2012/13 PercentageR’000 R’000 increase/

decrease

Administration 291 525 309 648 6.2%

Curriculum Policy, Support and Monitoring (1) 1 558 052 1 428 317 (8.3%)Teachers, Education Human Resources and Institutional Development (2) 524 858 760 159 44.8%

Planning, Information and Assessment (3) 6 400 442 8 370 170 30.8%

Educational Enrichment Services (4) 5 093 257 5 475 284 7.5%Total 13 868 134 16 343 578

(1) The reduction is as a result of the R156.8 million cut from the Workbooks project due to the Cabinet approved baseline cuts.

(2) The main increase is due to the additional allocation towards the NSFAS bursary scheme transfer (R449.4 million awarded in total in 2011/12 versus R671.9 million awarded in 2012/13).

(3) Increased allocation towards the School Infrastructure Backlogs Indirect Grant as well as the Education Infrastructure Conditional Grant totaling R1.9 billion.

(4) The increase is mainly due to a higher allocation for the National School Nutrition Programme Conditional Grant of R327.7 million.

50

Programme

2012/13

R’000

2013/14

R’000

2014/15

R’000

Administration 309 648 328 485 348 328

Curriculum Policy, Support and Monitoring 1 428 317 1 515 921 1 610 877

Teachers, Education Human Resources and

Institutional Development 760 159 988 548 1 047 892

Planning, Information and Assessment 8 370 170 11 760 926 12 250 836

Educational Enrichment Services 5 475 284 5 779 628 6 108 899

TOTAL 16 343 578 20 373 508 21 366 832

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Allocation per Programme over the 2012 MTEF

(1) Increase to enable the Department to attaining full functionality of the newly established Department.(2) Decrease due to efficiency savings over the MTEF as well as reclassification of items regarding the PPP Office

Accommodation project.(3) Reclassification of items regarding the PPP Office Accommodation project.(4) Increases in the Education Infrastructure Conditional Grant as well as the National Schools Nutrition Programme

Conditional Grant.(5) Increase in the allocation for the School Infrastructure Backlogs Indirect Grant.

ECONOMIC CLASSIFICATION2011/12 2012/13 PercentageR’000 R’000 increase/

decrease

Compensation of employees (1) 325 554 349 614 7.4%

Goods and Services (2) 1 811 324 1 641 562 (9.4%) Computer Services 52 811 52 778 (0.1%) Agency and support/outsourced Services 57 511 55 621 (3.3%) Inventory Stationery and printing 110 088 56 948 (48.3%) Property payments 131 005 77 244 (41.0%) Operating expenditure 1 355 501 1 277 638 (5.7%) Travel and subsistence 56 439 65 511 16.1% Other 47 969 55 822 16.4%Interest and rent on land (3) - 50 112 100%Transfers and Subsidies (4) 11 025 277 11 971 957 8.6%Payments for Capital Assets (5) 705 979 2 330 333 230.1%

Total 13 868 134 16 343 578

52

Allocation per Economic Classification for 2012/13 compared to 2011/12

ECONOMIC CLASSIFICATION2012/13 2013/14 2014/15

R’000 R’000 R’000

Compensation of employees 349 614 374 949 397 992

Goods and Services 1 641 562 1 819 019 2 015 424

Interest and rent on land 50 112 49 269 48 330

Transfers and Subsidies 11 971 957 12 925 441 13 387 371

Payments for Capital Assets 2 330 333 5 204 830 5 517 715

Total 16 343 578 20 373 508 21 366 832

53

Allocation per Economic Classification over the 2012 MTEF

SERVICE2011/12 2012/13 Percentage

R’000 R’000 increase/ decrease

Compensation of Employees (1) 245 532 265 276 8.0%

Examiners and Moderators 16 660 17 490 5.0%

Transfers to Public Entities (2) 467 831 713 756 52.6%

Other Transfers 11 066 11 614 5.0%

Conditional Grants (3) 10 546 380 11 246 587 6.6%

Specially and exclusively appropriated (4) 700 000 2 315 000 230.7%

Earmarked Funds (5) 1 601 828 1 469 113 (8.3%)

Departmental Operations 213 361 234 982 10.1%

Projects 65 476 69 760 6.5%

Total 13 868 134 16 343 578

Allocation Summary for 2012/13 compared to 2011/12

(1) Excludes compensation of employees payments in respect of earmarked funds as well as examiners and moderators.

(2) Increase as a result of the higher allocation for the NSFAS bursary scheme transfer in 2012/13.(3) Increases in the Education Infrastructure Conditional Grant as well as the National Schools Nutrition

Programme Conditional Grant.(4) Increase as a result of the increased allocation received in 2012/13 in respect of the Schools Infrastructure

Backlog Indirect Grant.(5) The decrease is mainly as a result of the Cabinet approved baseline cuts.

54

SERVICE2012/13

R’000

2013/14

R’000

2014/15

R’000

Compensation of Employees 265 276 285 744 303 435

Examiners and Moderators 17 490 18 440 19 546

Transfers to Public Entities 713 756 990 335 1 053 249

Other Transfers 11 614 12 250 12 985

Conditional Grants 11 246 587 11 922 856 12 321 137

Specially and exclusively appropriated 2 315 000 5 189 000 5 500 340

Earmarked Funds 1 469 113 1 557 974 1 655 274

Departmental Operations 234 982 322 676 422 417

Projects 69 760 74 233 78 449

Total 16 343 578 20 373 508 21 366 832

55

Allocation Summary over the 2012 MTEF

SERVICE2012/13

R’000

2013/14

R’000

2014/15

R’000

Earmarked Funds

Kha Ri Gude Literacy Project 520 886 549 535 582 507

EPWP: Kha Ri Gude 51 511 59 238 62 236

Workbooks 810 970 858 900 914 907

IQMS 37 022 39 058 41 402

Systemic Evaluation 21 690 22 883 24 256

National Education Evaluation and Development Unit 12 544 13 234 14 028

National School Nutrition Programme: National 14 490 15 126 15 938

TOTAL: EARMARKED FUNDS 1 469 113 1 557 974 1 655 274

Conditional Grants

Technical Secondary Schools Recapitalisation Conditional Grant 209 369 220 852 233 482

Dinaledi Schools Conditional Grant 99 700 105 168 111 182

Education Infrastructure Conditional Grant 5 822 389 6 197 645 6 269 861

HIV and Aids Conditional Grant 208 665 220 110 232 697

National School Nutrition Programme Conditional Grant 4 906 464 5 179 081 5 473 915

TOTAL: CONDITIONAL GRANTS 11 246 587 11 922 856 12 321 137

Detail of earmarked allocations/transfers (R’000) over the 2012 MTEF

56

Other Transfers

SETA 158 167 177

Unesco Membership Fees 11 276 11 896 12 610

ADEA 29 30 32

Guidance Counselling and Youth Development Centre: Malawi 101 107 113

Childine South Africa 50 50 53

TOTAL: OTHER TRANSFERS 11 614 12 250 12 985

Transfers to Public Entities

NSFAS: Funza Lushaka Bursaries 671 912 893 867 947 499

Umalusi 41 844 96 468 105 750

TOTAL: TRANSFERS TO PUBLIC ENTITIES 713 756 990 335 1 053 249

57

Detail of earmarked allocations/transfers (R’000) over the 2012 MTEF (cont.)

CONCLUSION

• 2011 has seen the system stabilising and the introduction of key interventions in the sector such as CAPS, Workbooks, ANA and ASIDI.

• During the coming financial year these interventions will be consolidated to improve learner performance.

• The positive sentiment in the country must be leveraged to pursue the objectives contained in the Action Plan to 2014.

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department of basic education annual performance plan 2012/13 & budget review presentation to...

Documents

strategic focus

basic education sector

key interventions

longterm sector plan

key sector plan milestones

performance information

grade interventions

provision of basic furniture