Department of Basic Education Annual Performance Plan and Budget Review

Department of Basic Education ANNUAL PERFORMANCE PLAN 2012/13 & BUDGET REVIEW Presentation to the Select Committee on Education and Recreation CAPE TOWN 16 May 2012

Presentation Context • The Strategic and Annual Performance Plans reflect 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. • The performance information as part of the Strategic and Annual Performance Plans together 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. • 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 strengthen accountability within the Department. 22

Presentation Outline PART A Overview of the Department’s 2012/13 Strategic Priorities and Interventions. PART B 2012/2013 Sector Milestones (Action Plan to 2014) PART C Detailed presentation on Performance Indicators and Targets PART D Overview of the Budget and MTEF 33

PART A Overview of the Department’s 2012/13 Strategic Priorities and Interventions 44

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: • Deepening the focus on the 3Ts (Teachers, Texts and Time) • The implementation of a credible Literacy and Numeracy Strategy • The implementation of a Maths, Science and Technology Strategy • 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. 55

OVERVIEW OF STRATEGIC PRIORITIES FOR 2012/13 • The key interventions for 2012 include the following (continued): • Focus on the utilisation of workbooks and textbooks • 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. • 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 66

OVERVIEW OF STRATEGIC PRIORITIES FOR 2012/13 • The key interventions for 2012 include the following (continued): • Strengthening integrated Early Childhood Development approaches and multi-grade interventions. • 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. 77

Interventions in the sector to improve system performance focussing on improving learner performance. 88

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) 99

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. • 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. 1010

Explicit and compulsory focus on all districts in country that performed below 30% in Grade 12 or/and under a determined performance in ANAFor other districts PEDs will implement specific improvement plans based on current performanceWork with and through PEDs – use existing plans as basis • 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 1111

Deploy IQMS staff and explore using WSE people in PEDs to conduct detailed evaluation of all schools in the affected districtsDetailed School Improvement Plans to be ready by end March – with necessary intersection with IDPs at local levelGear and capacitate Districts to implement turnaround strategyEnsuring 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 • 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 1212

Improve inputs such as teachers, labs, LTSM.Intensive use of digital resources to compensate and supplement teacher capabilitiesMobilise NGOs, corporate & other stakeholders to participate in a focused turnaround programmeDBE will host all relevant stakeholders in pursuance of this objectiveRapidly address serious backlogs in provision of infrastructure as well as furniture and specialist roomsReview and address shortcomings in teacher provision and utilisation in these districtsUrgently address principal accountability and capacity development • 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 1313

PART B 2012/2013 Sector Milestones (Action Plan to 2014) 1414

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. • 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. 1515

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 releasedA 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. • 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. 1616

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. • 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. 1717

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. • 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. 1818

PART C Detailed presentation on Performance Indicators and Targets 1919

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 2020

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. 2121

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. 2222

PROGRAMME ONE OUTPUTS 2323

PROGRAMME ONE OUTPUTS 2424

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. 2525

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 2626

PROGRAMME TWO OUTPUTS 2727

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. 3232

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 providersTo establish the National Institute for Curriculum and Professional Development (NICPD) in order to promote best practices in classroom teaching and teacher developmentTo 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 youthsTo 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 realisableTo develop training strategies and materials aimed at parents that can bring parents more integrally into the new accountability mechanisms being established for schoolsTo 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 • 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 3333

PROGRAMME THREE OUTPUTS 3434

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. 3737

STRATEGIC OBJECTIVES • 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 3838

PROGRAMME FOUR OUTPUTS 3939

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. 4242

STRATEGIC OBJECTIVES • 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 Branch R 4343

PROGRAMME FIVE OUTPUTS 4444

PROGRAMME FIVE OUTPUTS 4545

PART C 2012 MTEF BUDGET REVIEW 4646

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) 4747

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) 4848

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 83 000 Additional 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 2012 MTEF Allocations 4949

Allocation per Programme for 2012/13 compared to 2011/12 The reduction is as a result of the R156.8 million cut from the Workbooks project due to the Cabinet approved baseline cuts. 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). Increased allocation towards the School Infrastructure Backlogs Indirect Grant as well as the Education Infrastructure Conditional Grant totaling R1.9 billion. The increase is mainly due to a higher allocation for the National School Nutrition Programme Conditional Grant of R327.7 million. 5050

Department of Basic Education Annual Performance Plan and Budget Review