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  2. Presentation Outline PART A Presentation on Key Sector Developments, Performance Indicators and Targets PART B Financial Report for the Fourth Quarter

  3. PART A Presentation on Key Sector Developments, Performance Indicators and Targets

  4. Some key developments in the sector The Fourth Quarterly Report (January – March 2013) on the performance of the DBE in meeting its strategic objectives for 2012/13 is presented in the context of some of the key developments in the sector: • National Senior Certificate (NSC)examinations : The 2012 NSC results were released on 3 January 2013. The NSC is one of the key indicators of quality in the system. In 2012 more learners passed Matric, with encouraging increases in learners equipped to pursue post-schooling opportunities. Another achievement was the successful writing of the National Senior Certificate Supplementary examinations from the 11 February to 20 March 2013. • Curriculum and Assessment Policy Statements (CAPS) : The implementation of CAPS moved into the next phase, with the implementation in the Intermediate Phase (Grade 4-6) and Grade 11 commencing in the 2013 academic year. All CAPs documents were delivered and teachers in all provinces have been orientated. Also, the orientation programme for Grades implementing CAPS in 2014 has already begun.

  5. Key developments in the sector • New academic year. Inland schools opened on 9 January whilst learners in coastal provinces went back to school on 16 January. Monitoring visits indicated a smooth start to the academic year, with few challenges being reported. The positive start to the new school year can be attributed to the extensive planning that was done in the sector, particularly around admissions and delivery of LTSM in schools as well as the Ministers interactions with district directors. • The What’s up teach? magazine was released during the quarter. What’s up teach? is a magazine that will be used as a tool to enhance the performance of our teachers. It is also aimed at generating an enthusiastic dialogue between teachers, the DBE and the broader education community. The magazine will also communicate critical pedagogical and support information to teachers in a creative and interactive manner.

  6. Key developments in the sector • National Teaching Awards : Some of the best teachers in the country were honoured at the 13th National Teacher Awards. The purpose of the National Teaching Awards is to recognise excellence and outstanding contribution of teachers in enhancing the quality of teaching. The awards are a special event high on the education sector calendar. Over the years, and through extensive consultation, the NTA has been duly refined. This year a new category was added, the Excellence in ICT teaching. These awards contributes towards enhancing the esteem of the teaching profession. • The draft regulations on minimum norms and standards for school infrastructure was issued in a gazette on the 8th January 2013. The regulations stipulate the facilities that schools are required to have and are intended to ensure that communities can hold the Department of Basic Education accountable. Various stakeholders have raised the concern that the norms are to minimalist and should rather specify optimal standards. They also want time frames to be included. It has been decided to have due regard to the concerns raised and to this end, an extension of time has been sought to review the published norms. The amended document shall be presented to Cabinet.

  7. Key developments in the sector • Stop Rape Campaign : Gender based violence and rape in particular has reached unacceptable levels in the country. It is within this context that the Department of Basic Education (DBE) and LEAD SA announced a major initiative to raise rape awareness and educate the 10.2-million learners in South African schools. The partnership will contribute to heightening awareness in schools about rape and gender based violence. This initiative includes the need to teach our youth about their rights as contained in the Bill of Rights and expressed in the Bill of Responsibilities (BOR). Learners are encouraged to report any form of abuse to the authorities.

  8. PROGRAMMES OF THE DBE The ANNUAL PERFORMANCE PLAN summarises the priorities of the DBE as aligned to theDelivery 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


  10. PROGRAMME ONE: ADMINISTRATION The purpose of Programme One is to manage the Department and provide strategic and administrative support services.

  11. PROGRAMME 1 : 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.

  12. PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT • The DBE advertised 47 posts during the Fourth Quarter. A total of 39 interviews were held during the quarter. Overall, 21 appointments were made - these include appointments for interviews for posts held during the previous quarter as well. • The DBE finalised the performance assessments of all officials for the final quarter and the end of the financial year. The performance bonuses to officials that qualified were paid out at the end of March 2013. All matters related to end of the financial year were addressed and finalised in terms of tax reconciliations, etc. • In terms of Human Resource Development, 194 officials attended courses during the quarter to improve skills and enhance capacity. These courses were identified according to the Personal Development Plans of officials.

  13. PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS INTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRS Ministerial engagements • The Minister met the Ambassador of Japan to South Africa on 21 February 2013 in Cape Town. A report was presented on Mathematics technical assistance provided in Mpumalanga. Both the Minister and the Ambassador agreed to strengthen the cooperation in the areas of basic education collaboration. • The Minister met the USA Charge D'affairs on 15 February 2013 in Cape Town. The purpose of the meeting was to discuss future collaboration between the USA through USAID and the DBE under the SCIP programme. • The Deputy Minister met the Ambassador of the European Union to South Africa on 20 February 2013. The purpose of the meeting was to discuss the EU rider process on the existing financing agreement, and future support to the DBE by the EU.

  14. PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS INTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRS International fora Meetings • The Deputy Minister attended the Education World Forum that was held in London from 28 – 31 January 2013. Technical Personnel supporting the Deputy Minister were the Director for National Assessment and the Director for Curriculum Innovation and e-Learning. The Deputy Minister presented one of the key note messages on the experiences of South African assessment tools applied in monitoring and evaluating the performance of the South African education system. • The Deputy Minister attended the Third International Summit on the Teaching Profession (ISTP) in Amsterdam on 13-14 March 2013. South Africa had observer status at this summit. Technical Personnel Support for the Deputy Minister was provided by the Director for Education Labour Relations and Conditions of Service.

  15. PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS UNESCO • The DBE participated at the Second UNESCO Mobile Learning Week and Senior Education Policy Makers’ Forum, held in Paris, France, on 18-22 February 2013. • The DBE participated in the Global meeting of the thematic consultation on education on the Post 2015 Development Agenda in Dakar, Senegal on 18-19 March 2013.

  16. PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS MEDIA LIAISON and NATIONAL & PROVINCIAL COMMUNICATION The Department communicated and informed the public and stakeholders on an ongoing basis on the policies, programmes and interventions of the DBE via regular media questions. The following advertisements were placed in newspapers during the quarter : • Proposed 2015 School Calendar placed in January; and • Unemployed educators registration advert placed in February. Media Liaisonand interactions • A total of 13 media queries and 1 interview request were attended to; and • A total of 38 media releases, 15 speeches, 10 replies to parliamentary questions were published and uploaded onto the DBE website.

  17. PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS Strengthening of web presence and e-communication: • Facebook – The DBE page currently has 5 212 likes. A total of 173 private messages were received while 230 posts were made. The queries covered a wide range of topics, including reissuing of certificates, NSC exams, supplementary exams, remarks, past Grade 12 papers, curriculum queries, teacher employment, special schools and queries on ICT. • Twitter - The twitter account currently has 8 460 followers. The DBE posted 502 tweets in the period under review and received more than 400 mentions. The queries covered a wide range of topics including: textbooks; exams; rewrites; remarks; school infrastructure; teacher employment and curriculum. • Website - Unique Visitors to were for, January: 183 372, February: 121 834, and March: 111 486.Web pages were created for What’s Up Teach?, National Teaching Awards 2012, Stop-Rape Campaign, Dinaledi Schools and Health Promotion. The growth of the DBE website continues to provide access to information and resources in education to the public at large.

  18. PROGRAMME 1 : HIGHLIGHTS & ACHIEVEMENTS MANAGEMENT PERFORMANCE ASSESSMENT TOOL (MPAT) • The quality of generic management practices in the DBE was assessed using the MPAT tool. The purpose of the assessment is to determine the current level of performance of the Department and to pinpoint specific areas that are in need of improvement. • Key Performance Area (KPA) Managers completed self assessments and attached evidence for areas of assessment that fall within their responsibility. • The Internal Audit unit verified the existence of evidence by 15 November 2012. Senior Management deliberated on MPAT scores and comments. • The DBE final assessment was submitted to DPME on 23 November 2012. • DPME moderated the scores and provided a final report in the fourth quarter to the DBE. • The DBE is formulating improvement plans in areas where weaknesses were identified in order to enhance organisational functioning.



  21. 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.

  22. 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.

  23. SECTOR PERFORMANCE : NSC PERFORMANCE Comparison of the NSC November 2012 Examination with the final combined results (i.e. November 2012 and 2013 Supplementary Examinations)


  25. SECTOR PERFORMANCE : NSC PERFORMANCE including Supplementary Examinations A summary of the gains emanating from the 2013 Supplementary Examination is as follows: • the total number of candidates that achieved the NSC has increased from 377 829 to 392 178, an increase of 14 349 candidates. • the total number of candidates that obtained admission to Higher Certificate studies has increased from 88 604 to 98 256, an increase of 9 652 candidates. • the number of candidates that obtained an admission to Diploma studies has increased from 152 881 to 156 148, an increase of 3 267 candidates; • the number of candidates that obtained admission to Bachelor studies has increased from 136 047 to 137 251,which isan increase of 1204 candidates. • the overall pass rate has increased from 73.9% to 75.6%, which confirms that the Department of Basic Education is capable of attaining its targeted pass rate of 75% in the 2013 NSC examination.

  26. Proportion of 22-25 year-olds with matric since 2002 Source: STATS SA General Household Surveys, 2002-2011

  27. SECTOR PERFORMANCE : QUALITY IMPROVEMENTS Comparing the achievements of 2012 to that of 2011, the following is a confirmation of the improvement in quality: • 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.

  28. PROGRAMME 2 : 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

  29. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS): • The introduction of CAPS moved into the next phase, with the implementation of CAPS in the Intermediate Phase (Grade 4-6) and Grade 11 at the commencement of the 2013 academic year. • In 2014, CAPS will be implemented in the Senior Phase and Grade 12. The orientation programme for Grades implementing CAPS in 2014 has already begun. • A dry-run for the National Training Team (NTT) for Grade 12 CAPS Orientation was hosted by the DBE from 4 to 8 February 2013. • The Grade 12 CAPS Orientation was conducted in all provinces according to the following schedule: • 18 to 22 February 2013: Gauteng, Limpopo and Mpumalanga • 25 February to 1 March 2013: Western Cape, North West and Free State and Northern Cape • 8 to 12 April 2013: Eastern Cape and KwaZulu Natal.

  30. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS): • The Senior Phase CAPS orientation programme for all provinces started from 8th March, and will run to 24th May 2013. • A road show for subject advisors (FET and GET) and circuit managers was conducted alongside the Grade 12 CAPS Orientation. This has taken place in all provinces. • An intervention programme focused on the teaching of problem areas in Mathematics in Grade 4 has been developed, in collaboration with JICA. A baseline survey was conducted among schools in KwaZulu Natal and Mpumalanga to establish the levels of learner performance in key Mathematic Skills. The analysis of data received from the survey was used to develop teaching support materials and will also be used to train teachers. The materials have been developed; and are being translated into Sepedi and IsiZulu, and will be made available to all schools in underperforming districts.

  31. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS MULTI-GRADE TEACHING • A training session was held from the 11 to 15 February 2013 with provincial subject advisors on the development of Annual Teaching Plans for all multi-grade schools. The Annual Teaching Plans for all multi-grade schools will support the implementation of the CAPS and provide teachers with clear guidelines on how to teach and assess across the different grades. • The draft Annual Teaching Plans for all multi-grade schools will be piloted in 6 schools per province and refined against the feedback and then made available to all multi-grade schools in the country.

  32. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS EARLY CHILDHOOD DEVELOPMENT • The Literature Review as well as the first draft of the impact evaluation of Grade R has been finalised and will be presented in a stakeholder workshop at the end of April 2013. The study focused on the impact of Grade R on key dimensions of education effectiveness and efficiency and will contribute towards improving learner outcomes. • The Draft National Curriculum Framework for children from birth to four years has been developed and will be presented to the Heads of Education Committee in the new financial year for gazetting for public comment. • The Grade R integrated workbooks have been aligned to the Curriculum and Assessment Policy Statement (CAPS) to support the implementation in the Foundation Phase.

  33. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS INCLUSIVE EDUCATION • The HRD Strategy for Inclusive Education was approved and made available to PEDs and Higher Education Institutions. The strategy makes provision for Continuing Professional Teacher Development (CPTD) and targets educators, school managers as well as district officials so as to ensure that the necessary capacity exists at all levels to support the implementation of Inclusive Education up to 2014. • The key areas of training outlined are the Strategy on Screening, Identification, Assessment and Support (SIAS), Operationalising Full-Service/Inclusive Schools, Quality Education and Support in Special Schools and Special School Resource Centres, Curriculum Differentiation, Quality Curriculum Delivery in Schools for the Blind and Schools for the Deaf. • The final revision of the SIAS has been completed and once it has been approved, national training will commence. However, PEDs have continued to train schools and district offices on the existing version of the Strategy.

  34. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS CURRICULUM INNOVATION AND e-LEARNING Connectivity • A total of 18 schools were connected to the education network in the Proof of Concept district. • The Vodacom Foundation was provided with the online reporting tool to be hosted on the digital classroom website. • Ten schools in the Western Cape were identified for connectivity for Maths and Science. • The DBE evaluated the Telkom Pilot of the 3G and ADSL connectivity solution in Limpopo. Access to ICT infrastructure • The DBE distributed 2 400 copies of the schools ICT Hardware and software specifications to 5 PEDs (Western Cape, Limpopo, Eastern Cape, KwaZulu Natal & Northern Cape). Each province received 400 copies. This concludes the distribution of the Hardware specifications document to all the 9 provinces.

  35. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS CURRICULUM INNOVATION AND e-LEARNING • THUTONG : Thutong is an online community developed to help and support South African teachers. Portal user statistics for the quarter are as follows:

  36. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS LEARNING AND TEACHING SUPPORT MATERIALS : • The development of the National Catalogue of Textbooks for Grades 7-9 and 12 commenced in November 2012 and was completed on 23 March 2013. The catalogue was released to provinces by the end of March 2013. The monitoring of the implementation of the key activities relating to warehousing, learner data; allocation of funding began in this quarter to ensure readiness for the procurement and delivery of LTSM for the 2014 academic year. • An implementation plan for improving access to library and information services was developed in collaboration with provinces as part of ongoing efforts to improve access to library services.

  37. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS LEARNING AND TEACHING SUPPORT MATERIALS : WORKBOOKS- The report on the delivery of workbooks is generated from the captured PoDs as at 13 February 2013. The table below indicates the breakdown of the verified number of schools per province that received WORKBOOK - VOLUME 1

  38. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS LEARNING AND TEACHING SUPPORT MATERIALS : • WORKBOOKS- The delivery of workbook 2 commenced on 28 January and was completed by 7th March 2012. The table below indicates the workbook volume 2 delivery captured as at 23 February 2013:

  39. PROGRAMME 2: HIGHLIGHTS & ACHIEVEMENTS LEARNING AND TEACHING SUPPORT MATERIALS : WORKBOOKS - 2014 PROCESSES • For 2014 academic year, the Department Basic Education has planned to provide the same workbooks provided in 2013 as well as English First Additional Language being extended to Grades 7-9. DATA FOR PRINTING AND DELIVERY OF 2014 WORKBOOKS • Datasets on CD will be prepared for each PED to verify and confirm information on schools, languages and learner enrolment before printing process commences. • DBE will visit provinces and districts to advocate on the need for schools to provide correct data especially in terms of learner numbers and languages. • Provincial offices will be requested to provide DBE with the signed off data by 30 April 2013. Printing for workbook 1 will be completed by June 2013. • A Meeting of Development Team and Subjects specialist took place on 28 February 2013 to quality assure the 2014 workbooks.











  50. 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.