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VOTE 14: EDUCATION

VOTE 14: EDUCATION. PRESENTATION TO THE JOINT BUDGET COMMITTEE FOR BRIEFING ON THE 2007 MEDIUM TERM BUDGET POLICY STATEMENT. Vote 14: Education: Medium Term Budget Policy Statement. Expenditure trends and audit outcomes for 2006/07 Mandate and medium-term policy priorities

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VOTE 14: EDUCATION

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  1. VOTE 14: EDUCATION PRESENTATION TO THE JOINT BUDGET COMMITTEE FOR BRIEFING ON THE 2007 MEDIUM TERM BUDGET POLICY STATEMENT

  2. Vote 14: Education: Medium Term Budget Policy Statement • Expenditure trends and audit outcomes for 2006/07 • Mandate and medium-term policy priorities • Significant MTEF allocations • Personnel establishment and vacancy ratios • Skills development and training programmes • Infrastructure and maintenance budgets • Transfer and grant management • Monitoring and evaluation systems

  3. Expenditure Trends and Audit Outcomes for 2006/07 • The Department received a clean audit report • The Department did not experience any delays during the audit due to the strike action during June 2007 • The spending rate for the Department for the 2006/07 financial year was at 99,7% (R14,250 billion) which is an improvement on 2005/06 • 2006/07 marks the first year of more detailed budget and financial monitoring of and support to provincial education departments

  4. 2006/07: ALLOCATION VS EXPENDITURE

  5. Expenditure Outcomes:2003/04 to 2006/07

  6. Mandate and Medium-term Policy Priorities • Dealing with poverty • No fee schools • NSNP • Enhanced Rural Education • Skills Development • Further Education and Training • Adult Basic Education and Training • Human Resource Development • Quality Improvement • Implementation of NCS – Grades R – 12 • Implementation of Integrated Quality Management System • Improvement of Infrastructure

  7. Mandate and Medium-term Policy Priorities (Cont) • Health and Education – Life Skills • Institutional Development • Merging of HEIs • Recapitalisation of FET Colleges • Clarification of roles and responsibiities of district management structures. • Higher Education

  8. Spending Proposals for new funding over the MTEF • National School Nutrition Programme • FET Connectivity • Inclusive Education • Grade R • Infrastructure and npnc expenditure • EPWP/ECD • Personnel Provisioning • Increase subsidies of Public Entities • National Procurement of Textbooks

  9. Selected Budget Bids2008 MTEF

  10. Significant MTEF AllocationsNSNP (Key objectives) • Expand the existing school nutrition programme to all deserving primary and secondary school learners • Increase average per learner feeding cost from the current R1,22 per learner per day to R1,50 • Feeding of learners for all school days (198 days) per annum of all quintile 1 and 2 schools

  11. Significant MTEF AllocationsNSNP (Key outcomes) • Contribute to enhanced learning capacity of learners of both primary and secondary schools • Provide learners with skills in producing their own food gardens • Promote healthy lifestyles within school communities • Phase in feeding of all no fee primary and secondary schools in quintiles 1 and 2

  12. Significant MTEF AllocationsNSNP (Risks) • Deserving primary and secondary school learners will not receive meals. • Learners will not have the benefit to receive a meal during each school day. • The positive effect of the programme on learner attendance cannot improve. • Learners in the same household in secondary schools will not receive the same benefit of a meal at school as those learners in primary schools.

  13. Significant MTEF AllocationsFET Colleges Connectivity (Key objective) • Improved access, management, production and utilisation of information • Broaden access and participation in quality vocational education

  14. Significant MTEF AllocationsFET Colleges Connectivity (Key outcome) • To create an IT platform for FET Colleges to support the implementation of their mandate of skills for the 21st Century

  15. Significant MTEF AllocationsFET Colleges Connectivity (Risks) • FET College Sector achieving the crucial capacity of information age skills could be minimised. • The current bandwidth costs, which are very high in comparison to international norms. This challenge can be overcome by implementing the solution within a single financial and project management framework. • The sustainability of operating costs. To deal with this is to: • Establish the sector as a major IT user and allow it to force market adjustments in pricing. • The baseline for this is the e-learning rate of a 50% discount for IT based services. • The funding norms for the FET Colleges includes a component for IT operating and capitalisation costs.

  16. Significant MTEF AllocationsInclusive Education (Key Objectives) • Expand school places for disabled children • Improving access and equity for learners with special needs through providing • Increased number of appropriate places in public ordinary schools (or full service schools) for learners with special needs • Improving the standards and quality at current special schools • Putting in place the necessary support services (resource centres and district support) • Providing more choice for disabled learners and their parents through making available support in a range of appropriate settings (ordinary schools, full service schools and special schools) • Drive landscape change from exclusive focus on special schools to (1) improved special schools (2) full service schools and (3) district-based support

  17. Significant MTEF AllocationsInclusive Education (Key Outcomes) • Targets: • Maintain approximately 90 000 places at special schools but improve quality and strengthen role as resource centres; • Improved screening of learners for informed choices about attendance; • 20 000 quality places in public ordinary (full service) schools by 2010; • Appropriate support in all districts – psychosocial, learning and administration • Special schools/resource centres • Infrastructure upgrade @ 135 neglected schools @ R2 million plus increasing average expenditure (by about R3 500 per learner for 88 000 learners) • Full services schools • Learning support coordinator for every 12 learners; once-off allocation for infrastr & equipment of R30 000; top-up npnc of R2 225 per learner, increased transport • 2 000 learners in 2008, 10 000 in 2009 and 20 000 in 2010

  18. Significant MTEF AllocationsInclusive Education (Key Outcomes) • District based support team • 6 person DBST (psycho-social, therapeutic and learning support) in 30, 50, 80 districts at 2008/09 cost of around R1 million excluding setup • District strengthening for planning, implementation management & provisioning • Also: training, management, advocacy, monitoring and evaluation

  19. Significant MTEF AllocationsInclusive Education (Risks) • The screening tool implementation needs to be accelerated – and carries many inherent difficulties • Securing key inputs a challenge: qualified teachers, support staff (including specialist medical), management teams to drive change • Putting in place enabling support structures, e.g. district-based support teams • Funding framework needs to be further developed

  20. Significant MTEF AllocationsGrade R (Key Objectives) • To improve quality of education outcomes and efficiency of the system through improved school readiness and success rates • Ensure universal access to publicly funded, quality Grade R education by the end of 2011

  21. Significant MTEF AllocationsGrade R (Key Outcomes) • Target: 950 000 in publicly funded (poverty targeted) Grade R places by 2010/2011(predominantly in public schools) • Increase number of places available • 83 333 additional learners in system per year at 2008/9 cost of R3 475 per learner • Average NPNC of R724 per learner. Average remuneration of R85 258, and 30 learners per teacher • Improve funding & quality of current places (estimated 700 000) • From per learner exp of approx R1 900 to R3 475 per year (2008/09) • Training • 6 000, 3 400, 3 500 trained in MTEF yrs at starting cost of R12 000 per trainee

  22. Significant MTEF AllocationsGrade R (Key Outcomes) • Facilities • 1 705 classrooms each year at R220 000 per classroom • National management and research (including monitoring) • Provincial & district planning & implementation – including monitoring (5% of additional allocation)

  23. Significant MTEF AllocationsGrade R (Risks) • Securing key inputs a challenge: • Qualified teachers, appropriate support staff and teams to manage the envisaged fourfold expansion of the sector • Need improved planning for facilities, equipment and materials • Model focuses on lowering cost through school-governing board appointments, class sizes of 30: may impact on quality and ability to secure personnel • There are currently insufficient monitoring approaches and capacity in place to track progress, measure impact and take corrective steps • There needs to be significant improvement in the whole Foundation phase in order to derive benefits from Grade R investments

  24. Significant MTEF AllocationsInfrastructure and npnc expenditure (Key Objectives) • To move to funding levels that will ensure • An adequate supply of quality facilities at all schools • Appropriate facilities and equipment for modern environment (laboratories, libraries, ICT) • Security (fencing, lighting) • Sport fields (for soccer, rugby, cricket netball) & halls • learner access to a basic basket of non-personnel non-capital inputs (Qids-up) • To effectively deal with capacitation of both national and provincial infrastructure teams and to put support systems in place

  25. Significant MTEF AllocationsInfrastructure and npnc expenditure (Key Outcomes) • Schools, especially the poor, have good school facilities (through new facilities but also increased maintenance) • Equity in education provision • Enhance quality through better environment & appropriate inputs • Increased capacity of National and Provincial infrastructure teams • Improved NPNC inputs to enhance quality • Enhanced systems for accurate information for monitoring and planning

  26. Significant MTEF AllocationsInfrastructure and npnc expenditure (Risks) • Currently limited capacity in physical planning function in provinces/Skilled personnel scarce • Improvement in mechanisms for infrastructure delivery, including relationships and capacity of current implementing agents as well as setting up special mechanisms and vehicles – complex processes. • Key underlying work recently completed or ongoing • Education infrastructure policy framework and norms and standards not complete • National Education Infrastructure Management System delivered and full operationalisation being planned • Broader construction industry trends: • Capacity constraints • High and growing demand • Escalating costs

  27. Significant MTEF AllocationsEPWP/ECD (Key Objectives) • To train ECD practitioners, parents and caregivers in registered ECD sites. • To pay the stipends for those practitioners, parents and caregivers whilst they are on the training programme. • To develop and distribute stimulation programmes in all official languages. • To increase the capacity to manage the programme at national, provincial and district level. • To manage and conduct ongoing research for programme delivery.

  28. Significant MTEF AllocationsEPWP/ECD (Key Outcomes) • Target: Train 55 884 practitioners at level 1 and 4 as well as 32 484 parents and caregivers at approx 23 638 registered ECD sites. • 5 850 level 1 practitioners ONLY in 2008/09 @ R8 000,00 p.a • 50 034 level 4 practitioners over MTEF @R10 000,00 p.a • Payment of stipends to: - 5 850 level 1 practitioners ONLY in 2008/09 @ R500,00 per month • 50 034 level 4 practitioners over MTEF @R1 000,00 per month • 32 484 parents and care givers over MTEF @R500,00 per month • Develop and distribute stimulation programmes (100 000 p.a in all official languages) @ R1,6 million over MTEF • National, provincial and district personnel (DCES level) @R132 million over MTEF • Management and research @R9 million over MTEF

  29. Significant MTEF AllocationsEPWP/ECD (Risks) • Integration & inter-sectoral collaboration:Implications for planning, financial and human resources. • Regulation of child minding: Not regulated by the current Child Care Act of 1983. • Lack of human resources: There is no dedicated ECD unit at national level impacting on services delivery. • National database: There is no national database of registered and unregistered sites and the absence of the implementation of a monitoring tool.

  30. Significant MTEF AllocationsEPWP/ECD (Risks) • Alignment: Lack of alignment between ECD national and provincial targets. • Lack of awareness amongst the general publicthat it is compulsory to register as an ECD facility when caring for more than six children away from their parents. • Existing resources do not match the objectives of the National Integrated Plan for ECD.

  31. Significant MTEF AllocationsPersonnel Provisioning (Key Objectives) • Improvement of remuneration in a number of areas and also increasing numbers of staff in previously neglected areas impacting on equity and quality of education

  32. Significant MTEF AllocationsPersonnel Provisioning (Key Outcomes) • The bid addresses a range of staff necessary to enhance the quality of the system • upgrade district manager posts • remove principals from school establishment. • curriculum expansion in priority learning areas. • additional Mathematics and Science educators. • substitute educators for educators who would be temporarily incapacitated – due to sickness. • teacher assistants to support foundation phase. • additional personnel for sports coordination at district level.

  33. Significant MTEF AllocationsPersonnel Provisioning (Risks) • Turn around time is slow in filling posts (advertisement, recruitment and appointment of candidates). • Capacity in provinces to retain personnel. • Grievances arising from promotional measures take longer to resolve. • Mandating and related bargaining processes sometimes stall progress. • Potential overlaps with OSD.

  34. Significant MTEF AllocationsPublic Entities (Key Objectives) • To improve the existing level of funding of Umalusi, SACE and SAQA • The additional resources required for the performance of the required responsibilities are as follows: • Umalusi: R8 million for 2008/09 (Evaluation and Accreditation - R4 million; Research and Development - R3 million; Quality Assurance of Assessment - R1 million) escalated with 4,5% for the two outer years. • SACE: R10 million for 2008/09; R10,6 million for 2009/10 and R11,1 million for 2010/11. • SAQA: R8 million for 2008/09 escalated with 4,5% for the two outer years.

  35. Significant MTEF AllocationsPublic Entities (Key Outcomes) • To enable the entities to perform all required responsibilities within their legal frameworks and mandates • Umalusi: Evaluation and accreditation of independent schools, private ABET centres and private FET colleges Roll out of CTA in Grade 9 for which moderators need to be appointed and trained

  36. Significant MTEF AllocationsPublic Entities (Key Outcomes - Cont) • SACE: Development of Continuing Professional Teacher Development (CPTD) system • SAQA: Increased funding requirement due to loss of EU sponsorship

  37. Significant MTEF AllocationsPublic Entities (Risks) • Private and independent bodies will not be accredited. • Verification of sites for adequacy for teaching and learning will not take place. • Courses will not be quality assured. • Question papers for the NSC will not be moderated, monitored and standardised.

  38. Significant MTEF AllocationsPublic Entities (Risks - Cont) • The CPTD system is a fresh approach to address the current situation of under-skilled teachers as a mechanism to decrease the low learner performance of learners. If the approach is not followed, it will severely limit the contribution that schooling can make to national development generally, particularly to the economy and social cohesion and the growing problem of inequality in our country. • It is difficult to determine the extent of the consultations and the transition period for the revised NQF framework.

  39. Significant MTEF AllocationsNational Procurement of LTSM (Key Objectives) • To conduct a pilot for 3 years for the provisioning of LTSM for the cohort of the Grade 10 learners of 2009 as follows: 2009 – Grade 10 2010 – Grade 11 2011 – Grade 12

  40. Significant MTEF AllocationsNational Procurement of LTSM (Key Outcomes) • Bulk purchasing of best available books per subject to ensure best possible economies of scale • Distribution of books to all learners in all provinces • Ensure that every learner has the prescribed books at the start of the academic year

  41. Significant MTEF AllocationsNational Procurement of LTSM (Risks) • Bulk buying requires considerable lead time and timeous delivery will depend on the capacity of publishers to print the quantity required within the stipulated timeframes.

  42. Personnel Establishment and Vacancy Ratios

  43. Skills Development and Training Programmes • Internship Programme • Skills Development and Training Programmes • Bursaries • ABET for General Workers such as the Cleaners/Tea Ladies/Maintenance Team and Messengers)

  44. Skills Development and Training Programmes: Internship • Internship was introduced in DoE in 2004 • Purpose • To help unemployed graduates to gain workplace experience • Currently the Department has 163 Interns (Quota 74) • Since inception: • 83 Interns were appointed permanently in the Department • 53 Interns were appointed in other Departments and in the Private Sector

  45. Skills Development and Training Programmes • In 2006/07: 580 Officials were trained • 417 = Permanent • 163 = Contract • Trained on: • Project Management • Finance for non-financial managers • Advanced Management Development Programme (Middle Managers) • Presidential Strategic Leadership Development Programme (Senior Managers) • Business Writing Skills • Report Writing • Computer Training • Internal Auditing • Asset Management

  46. Skills Development and Training Programmes: Bursaries • 2007/08: 51 Employees to study towards: Post Matric (50) and Matric (1) Qualifications. • 2006/07: 41 Employees to study towards Post Matric Qualifications.

  47. Skills Development and Training: ABET • Training for General Workers such as cleaners/tea ladies/maintenance team/messengers • 10 ABET Learners • 36 Skills Programme • 11 Matric • 70 Basic Computer Skills

  48. Infrastructure and Maintenance Budget • The concession agreement for the new head office building of the Department was signed in 2007/08. • The projected date for occupying the new head office building is 1 April 2009. • Projected shortage of R10 million per year on current allocation for the New Head Office Building.

  49. Transfer and Grant Management:Transfers

  50. Transfer and Grant ManagementHigher Education Institutions (HEIs) • Subsidies are paid to 23 HEIs. • Monitor transfer payments to HEIs on a monthly basis by ensuring that the transfers are in line with the allocations. • Expenditure is monitored on an annual basis on receipt of audited annual financial statements. • Actual student numbers are measured against the student numbers used to determine the block grants to institutions. • Should it happen that the actual numbers are less than the initial numbers used, the block grants are adjusted accordingly for future years. • HEIs are only funded at a level of approximately 60% of actual expenditure.

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