2014/15 ANNUAL PERFORMANCE PLAN AND BUDGET

1. 2014/15 ANNUAL PERFORMANCE PLAN AND BUDGET PORTFOLIO COMMITTEE ON BASIC EDUCATION Cape Town 01 JULY 2014

2. Presentation Outline PART A DBE 2011 – 2014 Strategic Plan and Action Plan to 2014 PART B MTSF and Strategic Priorities PART C Performance Indicators and Targets in the 2014/15 Annual Performance Plan PART D Overview of the Budget and MTEF

3. PART A DBE 2011 – 2014 Strategic Plan and Action Plan to 2014

4. 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 the previous Delivery Agreement were outcomes of consultation with stakeholders – 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 2011 – 2014 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 not optimal The Annual Performance Plans contain annual strategies to deal with the above challenges through clear and measurable performance

5. ACTION PLAN TO 2014: TOWARDS THE REALISATION OF SCHOOLING 2025 • Was developed in response to the key challenges identified in the sector • To ensure seamless and co-ordinated long term planning in the sector • Based on 27 goals. Goals 1 – 13 on outputs we want to achieve and 14 – 27 on how the outputs are to be achieved • These goals were encapsulated as priority in the Minister’s Delivery Agreement signed with President in the previous cycle

6. Summary of the previous Delivery Agreement

7. DBE Strategic Plan 2015/16 – 2019/20 • The DBE is currently developing the new 5 year Strategic Plan which will be tabled in March 2015 • The 2015/16 – 2019/20 Strategic Plan will factor in priorities highlighted in the MTSF 2014 – 2019 • Will also include the new Delivery Agreement priorities that the Minister will sign on behalf of the basic education sector • The education long term sector plan has been revised to ensure further alignment with the NDP • The Action Plan to 2019: Towards the Realisation of Schooling 2030 has been finalised and will inform all DBE medium and short term plans

8. PART B MTSF and DBE Strategic Priorities

9. MTSF priorities – BASIC EDUCATION • NDP output priorities to achieve the Vision: Following the NDP and building on key sector plans, critical activities are focused on the following outputs in the next five years: • Improved quality of teaching and learning through development, supply and effective utilisation of teachers. • Improved quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM). • Improving assessment for learning to ensure quality and efficiency in academic achievement • Expanded access to Early Childhood Development and improvement of the quality of Grade R, with support for pre-Grade R provision • Strengthening, accountability and improving management at the school, community and district level. • Partnerships for education reform and improved quality.

10. Strategic Priorities for 2014 (1) • Curriculum • 2014 school year is the final year of phasing in CAPS • Focus is on monitoring maximum utilisation teaching time • Curriculum planning, management, oversight ,coverage and delivery by teachers • Responding to content gaps • Continue with teacher development initiatives based on identified gaps in the Annual National Assessment(ANA) and National Senior Certificate (NSC • Monitor training on curriculum differentiation to ensure inclusivity • Assessments • Further consolidation of our assessment systems • Strengthen quality assurance processes of the NSC through Umalusi • International Benchmarking of critical papers • Strengthen quality assurance processes of the NSC. • International Benchmarking of critical question papers

11. Strategic Priorities for 2014 (2) • Learning and Teacher Support Materials • The DBE will monitor access to textbooks and workbooks by learners • Work with districts to monitor the extent to which resources are utilised at classroom level • Continue the provision of high quality workbooks and other supplementary resources • Infrastructure • Continue to monitor provincial spending on infrastructure • The replacement of mud and unsafe school structures through the Accelerated School Infrastructure Development Initiative (ASIDI) is still on course • Ensure that our targets for provision of water, electricity and sanitation facilities are met

12. Strategic Priorities for 2014 (3) • Accountability • Emphasis still on teacher time-on-task, teachers’ attendance and content knowledge • Improve the frequency and quality of monitoring and support services provided by district offices • Analyse District Improvement Plans and provide feedback as part DBE monitoring and oversight function • Develop and mediate the South African Standards for the appointment of principals, circuit managers and subject advisors • Comprehensive Plan to improve conditions of services for Grade R practitioners • Preparation for the 2015 SGB elections

13. PART C Detailed presentation on Performance Indicators and Targets

14. 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

15. 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.

16. 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.

17. PROGRAMME ONE OUTPUTS

18. PROGRAMME ONE OUTPUTS

19. PROGRAMME ONE OUTPUTS

20. 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.

21. 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

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. PROGRAMME TWO OUTPUTS

24. PROGRAMME TWO OUTPUTS

25. 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.

26. 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

27. PROGRAMME THREE OUTPUTS

28. 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.

29. 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

30. PROGRAMME 4 : Sector Goals The Programme: Planning, Information and Assessment is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The indicators in this programme are fundamentally directed towards quality improvements, assessments and physical and financial planning as captured in the Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goals : Action Plan Goals on Physical and Financial Planning • Goal 23 : Ensure that all schools are funded at least at the minimum per learner levels determined nationally and that funds are utilised transparently and effectively. • Goal 24 : Ensure that the physical infrastructure and environment of every school inspires learners to want to come to school and learn, and teachers to come and teach.

31. PROGRAMME FOUR OUTPUTS

32. PROGRAMME FOUR OUTPUTS

33. PROGRAMME FOUR OUTPUTS

34. 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.

35. 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

36. PROGRAMME 5 : Sector Goals The Programme: Educational Enrichment Services is responsible for developing programmes and policies to improve the quality of learning in the basic education sector. Schools have an important role to play in promoting the overall wellbeing of learners because they contribute to better learning and also because physical and psychological health are important in themselves. In this regard, schools are used as vehicles for promoting access to a range of public services for learners in areas such as health, poverty alleviation, psycho-social support, sport and culture as per Action Plan to 2014: Towards the Realisation of Schooling 2025. The Programme contributes to the following sector goal on learner well-being: Action Plan Goals on Physical and Financial Planning • Goal 25 : Use schools as vehicles for promoting access to a range of public services amongst learners in areas such as health, poverty alleviation, sport and culture.

37. PROGRAMME FIVE OUTPUTS

38. PART D Overview of the Budget and MTEF

39. EXPENDITURES TRENDS 2010 -2014

40. Actual Expenditure per programme for 2010-2014

41. Explanation on deviation 1. The increase spending in this programme is in respect of for Grade R 9 workbooks printed and distribution to schools in all provinces as well as KhaRiGude Mass Literacy Campaign. 2. The increased spending on this programme was due to the introduction of the Education Infrastructure Conditional Grant School and the Infrastructure Backlogs Indirect Grant. 3. The bulk of the allocation on this programme is in respect of transfers of the conditional grant. The NSNP transfer increase due to the expansion of feeding to secondary schools in Q1 to Q3.

42. Actual Expenditure per economic classification for 2010-2014

43. Explanation on deviation The increased spending is mainly due to the Department’s intensive monitoring of implementation of policies in provinces. The increase spending on transfers is in respect of Conditional grants. Increase in spending is due to the Infrastructure Backlog grant for the provision of basic services to schools in the form of water and sanitation as well as eradication of inappropriate school infrastructure including mud schools.

44. Detailed Actual Expenditure on Earmarked funds and Conditional grants 2010 - 2014

45. Actual Expenditure for 2010 - 2014

46. Detailed Actual Expenditure on Transfers 2010 - 2014

47. 2014 MTEF ALLOCATION

48. 2014 ENE ALLOCATIONS

49. Allocation per Programme for 2014/15 compared to 2013/14 • The increase is due project allocation towards the Expanded Public Works Incentive grant and the establishment of the e-learning unit and development of e-learning resources in the Mathematics and Sciences which will promote and increase the participation of learners in theses subjects. • The increase is due to the transfer to National Student Financial Aid Scheme for the Funza Lushaka bursaries which aims to address the shortage of teachers in specific areas/subjects such as Mathematics, Science and Technology. • The increase is due to School Infrastructure Backlog Grant which aims to eradicate schools built with inappropriate material, provide water, sanitation and electricity to Schools.

50. Allocation per Programme over the 2014 MTEF