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Department of Basic Education ANNUAL PERFORMANCE PLAN 2013/14 SELECT COMMITTEE ON EDUCATION AND RECREATION Cape Town 08 May 2013. Presentation Outline. PART A Contextual Factors and sector performance PART B Strategic Priorities for 2013 PART C National Development Plan PART D
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Department of Basic Education ANNUAL PERFORMANCE PLAN 2013/14 SELECT COMMITTEE ON EDUCATION AND RECREATION Cape Town 08 May 2013
Presentation Outline PART A Contextual Factors and sector performance PART B Strategic Priorities for 2013 PART C National Development Plan PART D Detailed presentation on Performance Indicators and Targets PART E Overview of the Budget and MTEF Branch R
Contextual Factors • Experiences of 2012 – reflections on accountability pressures • Teachers Time and Texts • Implications for Oversight, Monitoring and reporting mandate driven through NEPA • Implications for provincial oversight • Implications for institutions charged with oversight – and interventions, processes, based on credible information with specific and accurate detail • Entrenching systemic improvements at all levels • Local level interactions around customised interventions derived from systemic investigations to assist in targeting • Information driving diagnosis and remedial action • Trends and context critical in formulating solutions • Moving from school opening (now institutionalised by provinces) to what happens in the school • Implications of roles and functions of critical personnel
SECTOR PERFORMANCE : QUALITY IMPROVEMENTS Comparing the achievements of 2012 to that of 2011 in the NSC results, the following is a confirmation of the improvement in quality, equity and quantity: • 15 280 more bachelor passes • Nine of the gateway subjects improved at 30% achievement level. • Eight of the gateway subjects improved at the 40% achievement level. • 17 937 more candidates passed Mathematics (at 30%) • 13 175 more candidates passed Mathematics (at 40%) • 13 477 more candidates passed Physical Science (at 30%) • 8 967 more candidates passed Physical Science (at 40%) • Increase in the distinction rate across key subjects. • Of the 81 districts, only three performed below 50% (5 in 2011) • Number of districts performing above 80% increased from 21 to 28. • Gini coefficient decreased from 0.192 to 0.169.
SECTOR PERFORMANCE : 2012 PERFORMANCE BY ACHIEVEMENT LEVEL (BACHELORS) ON TRACK FOR 32% 136 047 Bachelor level passes in 2012 equated to 26.6 % of Grade 12 candidates in 2012. 15 280 more bachelor passes were achieved in 2012 than in 2011.The sector is therefore on track to achieving its target for 32% of Grade 12 graduates able to be admitted for Bachelors degree studies. The trend has been that this indicator moved from 19.9% in 2008 to 24.3% in 2011 and 26.6% in 2012 . The age admission policy effects just over a decade before 2012 result in a percentage being used .
SECTOR PERFORMANCE : DISTRICTS (ABOVE 50% PERFORMANCE) IN ANA 2012 (AVERAGE NUMERACY AND LITERACY HL) AND NSC 2012
PART B Strategic Priorities 2013
DBE Strategic Plan 2011 - 2014 • The Strategic Plan addresses key issues contained in the Action Plan to 2014 and Delivery Agreement. • Both Action Plan and Delivery Agreement are outcome of consultation with stake holders – primary vehicles for communicating key sectoral strategies to stakeholders. • The Strategic Plan is anchored on the Action Plan to 2014 which spells out in sufficient detail the country’s first comprehensive long term basic education sector plan. The DBE Strategic Plan outlined the following key challenges: • The quality learner outcomes are not optimal across all grades • The quality and quantity of LTSM are not adequate to support quality learning • The quality of school based tests and examinations is not of the required standard and is not being moderated or benchmarked • The quality of support from the districts specifically school support personnel has not been constructive nor responsive to the needs of the schools. • Access to basic education The Annual Performance Plans contain annual strategies to deal with the above challenges through clear and measurable performance.
Basic Education SectorFramework of outcomes, outputs and sub-outputs
Strategic Priorities for 2013 (1) • Focus on improving equity of learner performance • Activities linked to evidence, information and profiling • Focus on information on learner performance to drive accountability in the sector: ANA and NSC • CAPS implementation and teacher orientation • African Languages • Teacher development, deployment and utilisation • Correcting PPN and other HR challenges, using teacher profiling to address HR priorities (no classes without teachers) • Teacher resource centres as a lever for development • Curriculum coverage • LTSM use in class – texts, workbooks and stationery • Senior and intermediate phase focus
Strategic Priorities for 2013 (2) • Institutional and logistical capacity improvement • for high stakes processes including LTSMs, Infrastructure, information including development of minimum norms and standards for procedures across the sector • Monitoring and reporting linked to performance improvements • Objective detailed monitoring and reporting (of budgets, institutional performance, programme performance, and sector performance) at provincial, district and school level) to supplement IQMS, NEEDU and existing efforts with focus on curriculum coverage support and capacity and alignment with sector planning priorities
Strategic Priorities for 2013 (3) • Reducing school infrastructure backlogs • ECD and Grade R quality improvements leveraging on expansion • Development and implementation of comprehensive strategy to improve the capability and outcomes of district support to schools. • Inclusive education – quality improvement, training of teachers, Braille work and assessment interventions
PART CNATIONAL DEVELOPMENT PLAN Implications for the sector
Overview of the sector in the NDP context • Government has adopted the NDP as its overarching planning frame. Our task is to ensure that the Education Sector Plans are consistent with the NDP • Education is a priority the NDP: Improving the quality of education, skills development and innovation. By implication education will continue to enjoy substantial funding, as it is viewed as a core pillar of development. • The NDP specifies outputs and proposed mechanisms to attain those outputs. These are largely well captured in the current DBE sector plans for the sector and other supporting strategies including Funza Lushaka, NSNP, ANA, the NSC and school management and district support, among others. They require evaluation. • The Action Plan is aligned to the NDP, but NDP goes beyond 2025 by setting targets to 2030. Further it recognises the programmes and acknowledges sectoral interventions that the DBE has introduced and highlights the importance of strengthening the interventions.
NDP Requirements for the Sector: Sector progress • Target: improved education and training. The NDP discusses a range of recommendation for the sector the following are some of the highlights: • NDP: Introduce a school readiness programme for 3-5 year olds. Currently, the responsibility of the DBE with respect to Early Childhood Development statutorily Grade R programme. The roll-out of this programme has dramatically increased the level of pre-school attendance since 2001. For example, while approximately 40% of 5 year-old children attended some form of schooling in 2002, the figure in 2011 was over 84%. • In 2013, DBE and Department of Performance Monitoring and Evaluation in the Presidency are working on an impact evaluation study of the Grade R programme, which is currently being conducted by a service provider. • DBE will work with DSD which is currently responsible for the pre-Grade R programme.
NDP Requirements for the Sector: Sector progress • NDP: Externally administer and mark the ANA in one primary school grade (to enable independent verification and comparability). ANA is acknowledged as essential for performance improvement, and institutionalising change. ANA process was a far higher rate of capturing of marks than in 2011. In 2011 only about 20% of marks were centrally captured, increasing to over 80% in 2012. This improves the reliability of national and provincial averages. • In 2013, the DBE will ensure that ANA will include independent verification to improve system accountability. The DBE will conduct a sample-based verification exercise, similar to what was undertaken in 2011, where the ANA are externally administered and marked in a nationally representative sample of schools. (NDP proposes contracting an external service provider to independently administer, mark and analyse the ANA in one primary school grade.
NDP Requirements for the Sector: Sector progress • In 2013, the DBE will also work on refining ANA design and has already started work with various international specialists to improve technical credibility, comparability and utility (test design, process improvement) • In 2013, the DBE has developed templates for design of ANA report cards with learner and school performance in a format that is accessible to the majority of parents is one of the steps that needs to be taken towards maximising the impact of the ANA. It will also be necessary to pilot and advocate these in a special effort
NDP Requirements for the Sector: Sector progress • NDP: Promote constructive partnerships/draw support from civil society/establish a National Education Pact • In 2013, the DBE will implement guidelines to ensure that appointments based on competence and capacity are made in the sector. • The DBE will deepen the Provincial-Teacher Union Collaboration project makes unions in cooperation with PEDs, responsible for running various in-service training programmes. • The Minister of Education convened a Leadership Dialogue with critical stakeholders in order to enable quality provision with partners including the private sector. It is intended that in 2013, this will be deepened in the form of institutionalised medium to long term substantive partnerships in support of quality learning, teaching and support at district, school and classroom level.
NDP Requirements for the Sector: Sector progress • NDP: School management for instructional leadership. The NDP argues that in low-performing schools principals very often do not fulfil their roles as leaders of the curriculum. It recommends that in low-performing schools additional monitoring and reporting on curriculum coverage be undertaken. • In 2013, Quarterly reporting instruments and specialist curriculum implementation monitoring instruments will be administered using a scientific random sample to investigate school functioning. In addition to quarterly reporting by districts and PEDs to supplement this, the report of NEEDU will also be used to assist in improving performance in respect of academic performance and education provision. • The DBE just received the final results of the formative evaluation of textbooks and workbooks carried out in 2012 by independent researchers, preliminary results of which are available at national level.
NDP Requirements for the Sector: Sector progress • NDP: Ensure high-quality language instruction in the Foundation Phase • The DBE is already investigating ways to improve early grade reading. An Audit of provincial reading strategies was conducted (on the instruction of the Minister of Basic Education) in December 2012 in order to establish what the various provinces are doing to improve reading acquisition, what is working and how the DBE can support these provincial programmes. EFAL has also been introduced. • In addition, the DBE has developed a more intensive impact evaluation research proposal for a pilot of alternative reading interventions that we hope to implement during the course of this year and 2014. This project is designed to yield evidence on what reading materials and what models of teacher support are likely to have the maximum impact on reading acquisition in the Foundation Phase.
NDP Requirements for the Sector: Sector progress • NDP: Ensure that appropriately qualified and competent people become school principals & Change the pay structure to attract and retain good teachers • This is a major aspect of the NDP where the DBE has made limited progress towards implementation. To some extent this is because of other issues taking much of the time and attention within the Education Labour Relations Council, such as the negotiations around reimbursement of Matric markers. • One specific proposal in the NDP is for a pilot experiment to be conducted to investigate the feasibility of a voluntary content knowledge test for teachers to take in order to win a financial bonus conditional upon an acceptably high level of performance.
NDP Requirements for the Sector: Sector progress • NDP: Recruit school “Turnaround teams”. Sector can definitely benefit from support of external organisations and individuals who bring new skills, models and resources to bear on our challenges. • Therefore propose that we accept this proposal and embark on work to define what can be done through support of external specialists and organisations – productive partnerships. This mechanism can assist in dealing definitively with certain pressing problems in the sector that have been plaguing us for a long time, such as: • School rationalisation • Comprehensive School Infrastructure Plan • Inter-related Human Resources issues (teacher supply, demand, utilisation and HR management, headcount, teacher profiling) • Data integrity and utilisation • Unpacking strategies on numeracy and literacy to improve implementation in classrooms • Need very specialised skills and dedicated personnel – using external capacity
NDP Requirements for the Sector: Sector recommendations • NDP: Recruit school “Turnaround teams” • Strengthen and deepen use of instruments of oversight and monitoring as key tools in system performance improvement, development and support. • District level, School level and provincial level reporting should be implemented rigorously and in detail, in addition to using the same tools in specially selected samples using existing capacities. • DBE has already started work on defining the roles and responsibilities of key officials at district levels, and clarifying delegations to that level to enable functionality. • In 2013, DBE will include the standardisation of a core set of functions to be carried out at circuit and district level, along with responsibilities of appointed personnel in respect of their key functions.
Concluding Comments on NDP • Good progress has been made by the DBE in alignment with targets articulated in the NDP, a review of targets, refinement of strategies and institutionalisation of interventions introduced to improve district support and performance, teacher development and performance, Learner performance and ECD will ensure increasing meaningful compliance with the NDP implications for the sector. • Further work needs to be completed in areas such as school management, distinction and improvement of partnerships with trade unions, learner retention post compulsory schooling and substantial improvement in learner eligibility for university entrance.
PART D Detailed presentation on Performance Indicators and Targets
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 Educationand 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: • PROGRAMME 1: ADMINISTRATION • PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING • PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND INSTITUTIONAL DEVELOPMENT • PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT • PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES
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, Legal Services, Strategic Planning and Reporting, Monitoring and Evaluation, International Relations.
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.
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.
STRATEGIC OBJECTIVES • 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
PROGRAMME 2 : SECTOR GOALS The Programme: Curriculum Policy, Support and Monitoring is the primary vehicle for ensuring quality delivery of the curriculum in the basic education sector. The indicators in this programme are fundamentally directed towards improving learner performance as captured in the Action Plan to 2014:Towards the realisation of schooling 2025. The Programme contributes to the following sector goals on learner performance: Action Plan Goals on Learner Performance • Goals 1 ; 2 & 3 : Increase the number of learners in Grade 3; 6 & 9 who, by the end of the year, have mastered the minimum language and numeracy/mathematics competencies for Grade 3. • Goal 4 : Increase the number of Grade 12 learners who become eligible for a Bachelors programme at a university. • Goals 5 & 6: Increase the number of Grade 12 learners who pass Mathematics & Physical Science. • Goals 7 & 8 : Improve the average performance of Grade 6 learners in Languages & Mathematics. • Goal 9 : Improve the average performance of Grade 8 learners in mathematics. • Goal 12 : Improve the grade promotion of learners through Grades 1 to 9.
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.
STRATEGIC OBJECTIVES • 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
PROGRAMME 3 : Sector Goals The Programme: Teachers, Education Human Resources and Institutional Development is responsible for promoting quality teaching and institutional performance through the effective supply, development and utilisation of human resources in the basic education sector. The work of the Programme is strongly aligned with the imperatives of the basic education sector and as such captured in the Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goals on teacher supply, development and utilisation: Action Plan Goals on Teacher Supply, Development and Utilisation • Goal 14 : Attract a new group of young, motivated and appropriately trained teachers into the teaching profession each year. • Goal 15 : Ensure that the availability and utilisation of teachers is such that excessively large classes are avoided. • Goal 16 : Improve the professionalism, teaching skills and subject knowledge of teachers throughout their entire careers. • Goal 17 : Strive for a teacher workforce that is healthy and enjoys a sense of job satisfaction.
