TABLE OF CONTENTS
Foreword
Executive summary

Progress with the development of school infrastructure
Progress with the Administration of Grade 12 Examinations
Progress with the procurement and distribution of learning support materials for the opening of schools in January 2003
Status regarding the filling of posts at Regional/District and school level
Conclusions

Foreword

President Thabo Mbeki
Union Building
Pretoria

Dear Mr President

The Seventh report presents four areas of service delivery in the education system. The first area reported on is progress that has been made in the development of school infrastructure. The report serves as a response to your State of the Nation Address in February 2000 that "no learners should attend classes under trees". It is the first time that I am reporting on the issue. Consequently, the section on the development of school infrastructure constitutes a major part of the report, particularly because it is quite an undertaking that can only be achieved over a number of years, requiring long-term commitment on the part of government. More important is the impact that this kind of service delivery has on the communities we serve.

The second issue reported on is the administration of Grade 12 examinations at the end of the 2002 school year. This is important, as members of the public have tended to measure the performance of the education system on the basis of Grade 12 results.

Closely linked to the Grade 12 results are tends are two other resource issues. The first is the preparedness of the provincial departments of education regarding the procurement and distribution of learning support materials. The second relates to the filling of posts at school level and at district level.

The report on all these issues gives assurance that the education system is improving form year to year despite the challenges that it faces. I should commend the Deputy Minister of Education and Members of the Executive Council responsible for education in the provinces for their cooperation and effort in handling this enormous task, their officials, and national officials without whose effort this work would not have been possible.

Professor Kader Asmal
Minister of Education

EXECUTIVE SUMMARY

The report gives an account of progress made by provincial departments of education in:
the development of infrastructure;
the administration of grade 12 Examinations;
the procurement and distribution of learning support materials for the opening of schools in January 2003; and
the filling of posts at Regional/District Level and school level.

Development of School Infrastructure

The report on the development of school infrastructure responds to your State of the Nation address at the opening of Parliament in February 2002. It presents an analysis of the Provincial Education Capital Investment over the period from 1998/99 to 2004/05 financial years. It also presents an analysis of the school infrastructure backlogs based on the School Register of Needs and then compares the MTEF budget allocations with the cost of providing absolute basics by province. The percentages by province are: Eastern Cape – 46%; Free State – 52%; Gauteng – 175%; KwaZulu-Natal – 61%; Limpopo – 30%; Mpumalanga – 35%; Nortern Cape – 38%; North West – 38% and Western Cape – 52%.

The report thereafter presents the information on the actual number of schools, toilets built and provision of water from 1999/00 to 2001/02 financial years. The number of classrooms built in the period is: 1999/00 – 1936, 2000/01 – 2267 and 2002/02 – 2660. In the same period the number of toilets built are: 1999/00 – 1345, 2000/01 – 1211 and 2002/02 – 4173. The number of schools provided with water in the same period is: 1999/00 – 252, 2000/01 – 253 and 2002/02 – 181.

After the State of the Nation Address the Minister of Education requested provincial departments of education to submit business plans for school infrastructure development for the next MTEF cycle. These have been analysed to give information for the period 2002/03 to 2004/05. According to the plans the rate at which the infrastructure will be improved has increased compared to the period 1999/00 to 2001/2. The number of classrooms that will be built in the period is: 2002/03 – 3750, 2003/04 – 4330 and 2004/05 – 4748. In the same period the number of toilets to be built is: 2002/03 – 6562, 2003/04 – 6909 and 2004/05 – 7473. The number of schools provided with water in the same period is: 2002/03 – 202, 2003/04 – 171 and 2004/05 – 182.

The definition of the situations where "learners receive education under trees" has been expanded to include:

Learners physically outside as a result of the absence or shortage of classrooms;
Learners receiving education under highly unacceptable conditions such as classes within passages, within toilet buildings, et cetera;
Learners within unacceptable structures such as shelters; and,
Learners within overcrowded classrooms.

Further analysis, based on information from the 2000 School Register of Needs, shows that a total of 2050 classrooms will be required to address the above situations. The numbers by province are: Eastern Cape – 223, Free State – 140, Gauteng – 279, KwaZulu-Natal – 430, Limpopo – 397, Mpumalanga – 231, Northern Cape – 53, North West – 193 and Western Cape 104. At an average cost of R100 000-00 for building a classroom and amount of R20,5 million will be required. From an analysis of provincial budgets it seems possible to eliminate situations where learners receive education under highly unacceptable conditions. The figures have recently been provided to the Council of Education Ministers with a request that they should prioritise the elimination of unacceptable conditions under which learners are receiving education.

The poverty alleviation programme, Thuba Makote, is making a substantial contribution to community development. Currently there are 11 facilities under development in the nine provinces. These are located at: Reaipela School, near Kuruman, Northern Cape; Zinyosi School, near Mount Frere, Eastern Cape; Jacob Mdhluli School in Makoko, Mpumalanga; Thulani Primary School in Mkhuhlu, Limpopo; Mogale City High School near Magaliesberg, Gauteng; Boitumelo Secondary School near Ficksburg, Free State; Dirang ka Natla School near Klerksdorp, North West Province; Bloekombos Secondary School near Cape Town, Western Province and Machibisa Primary School in Edendale, KwaZulu-Natal. The first of these facilities will be completed by March 2003 and the last by November 2003.

Each community was given a budget of R5.3 million to upgrade existing facilities and to develop new infrastructure. The programme is also making a contribution towards providing skills training to local communities through sub-programmes run by the Department of Labour and the Department of Agriculture. The Department of Health assists with HIV/AIDS training sub-programmes. It is envisaged that the school facilities will be used to continue the skills training sub-programmes.

The international community continues to make substantial contributions towards the development of school infrastructure.

Japanese Grant Aid Programme

The Japanese Grant Aid Programme built 370 new classrooms (45 schools) in the Eastern Cape during the first phase of support from 1998 to 2000. In the second phase the programme has been extended to four provinces, Eastern Cape, KwaZulu-Natal, Limpopo and Mpumalanga. An amount of R200 million to be divided equally between the provinces has been made available. The funds will be used to 179 new classrooms, 119 rainwater tanks and 287 toilets in 20 schools in the Eastern Cape, 215 new classrooms154 rainwater tanks and 1116 toilet booths in the 27 schools in KwaZulu-Natal. The construction of the Japanese funded schools in the two provinces should be complete by the end of 2002.

The basic design study for Mpumalanga has been completed and the agreement for the Japanese-funded Mpumalanga School Building Programme was signed on 11 December 2002. 232 new classrooms will be constructed in 20 schools. Construction is expected to be complete during 2003. In KwaZulu-Natal 32 schools are targeted to build 208 classrooms. Construction is expected to be complete in 2004.

USAID

The USAID assistance of R35 million for the reconstruction of flood-damaged schools in Limpopo was completed in 2002. Through this assistance 30 flood-damaged schools were renovated and upgraded. The programme provided and repaired classrooms, administrative areas and teacher facilities. Schools were provided with furniture as well as adequate sanitation facilities.

Netherlands Assistance

The Netherlands support programme for flood-damaged schools in the Northern Province amounting to approximately R 15 million is being utilised to repair and reconstruct 11 schools. Completion of renovations and construction work on the Netherlands programme is expected by March 2003.

European Union School Building Programme

A total amount of R 105,71 million was received since 1998/1999 for this building programme. The European Union further funded Eastern Cape School Building programme, by approximately R 65 million for the remaining work to replace tornado-damaged mud-structure school facilities. Completion of the programme is expected by the end of December 2002.

The European Union has further made available a sum of E40 million for a National Department of Education led infrastructure development programme targeting primary and secondary schools in KwaZulu-Natal and Limpopo provinces. The allocation is flexible and makes provision for the appointment of a Project Manager, based in the Department of Education, to assist the provincial departments. Planning will commence in January 2002.

Administration of Grade 12 Examinations

The report describes the preparedness of the provinces to administer the Grade 12 examinations. A total of 472 362 full-time and 194 681 part-time candidates were registered for the examinations in 2002 compared to 477 955 full-time and 197 783 candidates in 2001. A noticeable decline in the learner numbers is still continuing. The Department is finalising a study of this phenomenon.

Some of the provinces have vacancies in sections that are responsible for this important task, resulting in officials working under pressure despite the provincial departments reporting that examinations proceeded according to plan. There were only six irregular incidents reported by provincial departments. These included:

Stolen examination papers in the Western Cape;
Opening of an incorrect question paper in the Western Cape;
Placing of water jugs and glasses in an examination room in the North West;
Non-delivery of a question paper in Mpumalanga;
Writing on behalf an absent candidate in Mpumalanga; and
Involvement of a delivery vehicle in an accident in KwaZulu-Natal.

None of these incidents compromised the integrity of the examinations. Provincial departments have handled the incidents appropriately. Plans to release the results on 27 December 2002 are proceeding according to schedule.

Procurement and distribution of learning support materials

Provincial departments of education are showing a continued commitment to make available financial resources for the procurement and distribution of learning support materials (textbooks and stationery). The budget for the learning support materials in preparation for the opening of schools in 2003 is R1.56 billion compared to R1.16 made available for the opening of schools in January 2002. The report also details the expenditure pattern for the past two financial years. Most provinces spend most of the funds and in some cases even more.

The only shortcoming relates to the distribution of the learning support materials. Service providers who either have no capacity to deliver the materials or do not honour the contracts cause delays. Despite this most provincial departments reported that they would have delivered most of the learning support materials before the opening of schools in January 2003.

Filling of management posts Regional/District and school level

All provincial departments have made progress with the filling of management posts at Regional/District level. However, it was only possible to estimate the percentage occupancy of management posts in the Eastern Cape, Gauteng, Northern Cape and Western Cape where all District Managers are in posts and 91% in the North West.

Eastern Cape reported only on the principals’ posts without indicating what the staff establishment was. This made it impossible to determine the percentage occupancy. Free State did not delineate the posts. Gauteng reported that all school-based managers occupied their posts by the second term in 2002. The percentage of principals reported to be in their posts in Mpumalanga is approximately 91% with 170 principals’ posts vacant. Northern Cape reported that it has currently 6.5% vacant principals posts and 5.6% vacant deputy principals posts. North West reported that it has 97% of the principals in their posts. Western Cape has 93% of the principals in their posts.

The situation in nodal areas has improved. Most of the principals are in posts. There are still vacancies to be filled.

Conclusion.

The report shows improvements in the areas reported on. The improvement of infrastructure will require commitment and dedication for a few years to come before all schools are adequately equipped. The education system is reaching maturity with respect to the administration of examinations. The budget for learning support materials continues to grow but further work is required to deal with the distribution of materials. The filling of posts will be an ongoing issue as personnel leave the system.

SECTION 1: PROGRESS WITH THE DEVELOPMENT OF SCHOOL INFRASTRUCTURE

1.1 Introduction

In his State of the Nation Address in February 2002, the President said:

"We must ensure that enough classrooms are built in the shortest possible time to ensure that no students have to learn under trees or in the open air. The provision of enough classrooms and basic furniture, equipment and learning materials and the availability of water and toilets at all our schools are necessary to bring about fairness to all students. It is also important that each teacher should have a classroom to ensure that no classes are held under trees or that learners are crammed into available classrooms. A shortage of classrooms makes it impossible for schools to use their teachers appropriately and it leads to unpleasant learning and teaching conditions, sometimes even conditions which makes learning and teaching almost impossible."

Immediately after the President’s State of the Nation Address in February 2002 in Parliament, Professor Kader Asmal, Minister of Education, MP, instructed Provinces that situations where children are learning under trees, in the open air or in unacceptable structures should be prioritised. The Minister’s instruction was that these situations should be eliminated within the shortest possible time. He requested Provincial Education Members of the Executive Council responsible for Education (MECs) to submit to him the business plans of their Departments for school infrastructure delivery for the next three years. The Minister specified that these business plans had to include a detailed plan with clear time frames to eliminate all instances where lessons are conducted under trees or in the open air because of a shortage of classrooms. These business plans were all received.

The report presents an analysis of the provincial capital investment business plans for the period 2002/03 to 2004/05, an analysis infrastructure backlogs, and highlights progress made in addressing school infrastructure backlogs.

1.2 Analysis of the Provincial Education Capital Investment Business Plans for the period 2002/03 to 2004/05

Whereas education capital budgets were on average R480 million during the period 1998/99 to 2000/01, drastic increases in allocations were made for the current MTEF period. These increases are evidence of Government’s commitment to improving school infrastructure delivery and to addressing school infrastructure backlogs. Table 1.1 and Figure 1.1 show the increases in education capital budgets from 1998/99 to 2004/05.

Table 1.1: Actual and Estimates of Education Capital Expenditure: 2001/02 - 2004/05 (R million)

The above information also shows a marked increase of the growth rates of the infrastructure budgets.



Figure 1.1: Actual and Estimates of Education Capital Expenditure: 2004/05 (R million)


1.3 Infrastructure backlog analysis

The Department of Education has done a crude backlog analysis based on the School Register of Needs 2000 database. All facilities provided since 2000 were deducted from the backlogs as recorded in 2000. The analysis is somewhat crude, since more detailed analyse should be done on a school-by-school basis. The estimated costs were based on the average costs to provide the various infrastructure components indicated in the Provincial Education Capital Business Plans for the 2002/03 to 2004/05 MTEF periods and are shown in Table 1.2.

Table 1.2: Average cost per infrastructure component on which the backlog cost estimation is based

The calculated backlogs in infrastructure components and estimated cost to eliminate these backlogs are shown in Table 1.3 and Table 1.4.

Table 1.3: Estimated backlog costs at end of 2001/2002 financial year

Table 1.4: NUMBER OF INFRASTRUCTURE COMPONENTS NEEDED TO ELIMINATE EXISTING BACKLOGS

The cost of addressing all school infrastructure backlogs, which remained at the end of the 2001/02 financial year is shown according to Province in Figure 1.2.
Figure 1.2: Cost of addressing school infrastructure backlogs

The provincial percentage share of the MTEF education capital budget compared to the provincial share of the backlogs is shown in Figure 1.3.

Figure 1.3: Provincial percentage share of the MTEF capital budget versus percentage share of backlogs

Figure 1.3 shows that in all provinces except Limpopo, the allocations made for education capital developments and maintenance are in line with the share of the backlogs. In Limpopo the percentage share of the MTEF budget (11,4%) is much lower than Limpopo’s share of the backlogs (20,1%). There is thus room for improvement in the allocation made for education capital investments for the Limpopo Province. Gauteng made a very favourable allocation for education capital investments (19% of the total MTEF education capital budget) compared to their share of the backlogs (4,3%). This is largely influenced by Gauteng’s programme to install computers in all their schools.

In order to address very basic infrastructure backlogs including classrooms, water, sanitation as well as renovations of dilapidated school buildings, the budgets needed per province are given Table 1.5
5.

Table 1.5: School infrastructure backlog costs of absolute basics

Figure 1.4: School infrastructure backlog costs of absolute basics


Even if the full MTEF budgets were used to address these basic backlogs, only the Western Cape and Gauteng would be able to fully eliminate all these backlogs. The MTEF budgets of the other Provinces would only enable them to address a small percentage of their basic backlogs should they direct their full MTEF budgets to classrooms, water, sanitation and renovations. Selecting schools without electricity and then calculating backlog costs shown in Table 1.6 and Figure 1.5 illustrate the point.

Table 1.6: MTEF Budget as Percentage of Backlog Costs of Absolute Basics

Figure 1.5: MTEF Budget as Percentage of Backlog Costs of Absolute Basics


The percentages for the following provinces are worth noting: Eastern Cape – 46,8%; Free State – 52,1%; KwaZulu-Natal – 61,4 %; Limpopo – 30,3%; Mpumalanga – 35,5%; Northern Cape – 38,3%; and North West – 37,8%.

1.4 Provincial plans for reducing classroom backlogs in the next three years

At the end of the 2001/02 financial year: 42 933 classrooms; 7 848 schools needed water; 174 439 toilets; 10 276 administration blocks; 7 680 laboratories; 21 912 libraries; 12 232 schools needed minor repairs and renovations; 7 477 schools needed major repairs and renovations; 10 356 schools needed fencing; 12 246 schools needed electricity; and, 10 963 schools needed telephones. The total estimated cost to address all these backlogs is R 30 billion.

According to the Provincial Business Plans, an estimated total of 12 828 classrooms will be built during the period 2002/03 to 2004/05, if everything goes according to plan. The planned number of facilities (classrooms, toilets and water) that were built in the period 1999/00 to 2001/02 together with those to be built in the MTEF period 2002/03 to 2004/05 is shown in Table 1.7 and Figure 1.6.

Table 1.7: Numbers of Actual and Planned Delivery on Priorities: 1999/00 to 2004/05 financial year

Figure 1.6: Numbers of Actual and Planned Delivery on Priorities: 1999/00 to 2004/05

The planned number of classrooms that will be built during the MTEF period per province is shown in Table 1.8 and Figure 1.7.

Table 1.8: Planned classrooms and expected backlogs in MTEF period

Figure 1.7: Planned classrooms and expected backlogs in MTEF period

From the above information it appears that the Western Cape expects to have eliminated all backlogs while Gauteng will have reduced its backlog. The remaining provinces will still have significant backlogs compared to available classrooms. The Eastern Cape, KwaZulu-Natal, Limpopo Mpumalanga and the North West still have much work to plan for.

1.5 Addressing situations where learners are receiving education under trees or outside in the next three years

In the business plans, the Western Cape, Northern Cape, Gauteng, and North West Provinces indicated that they are not aware of any situations where a school was without a building. Mpumalanga provided the Minister with a list of schools experiencing overcrowding and where learners would receive education outside from time to time. Mpumalanga Province has 213 such schools. At 60 of these schools there is a total shortage of 404 classrooms. Mpumalanga reported that the remaining 153 schools with 1157 classrooms are housed in unacceptable structures. Mpumalanga Province indicated that they have prioritised these schools for immediate attention.

The Free State reported to the Minister that there was only one school where learners were receiving education under trees namely Caledonpark in Ficksburg. The Province erected two pre-fabricated classrooms, which solved the problem. The Free State reported that they had 30 schools, which are housed in unacceptable structures. These schools have been prioritised within the MTEF period. The total estimated cost to upgrade the facilities of these 30 schools to acceptable standards is R4 925 521,00. The Free State also indicated that the proposed 23 new schools and additional facilities at 21 schools planned for the current MTEF cycle 2002-2005 would not receive attention during the next financial year due to budget constraints.

KwaZulu-Natal, Eastern Cape and Limpopo Departments of Education submitted business plans with lists of planned projects to the Minister of Education. These schools have been prioritised according to the extent of overcrowding experienced at the schools.

Taking into account the huge numbers of classroom shortages it will not be possible to eliminate overcrowding at all schools in the country within the MTEF period, since Provincial MTEF allocations for school infrastructure development are still not adequate.

In terms of the current analysis of the business plans reported here and the size of the expected school infrastructure backlogs, Provinces will be able to eliminate situations where learners are physically outside, but they will not be able to eliminate all other situations of overcrowding. Provinces have been requested to address the most critical situations first. These would be where there are no facilities, where learners are physically outside and where learners are receiving education in absolutely unacceptable conditions such as in toilets

At the CEM meeting on 25 November 2002, held in Port Elizabeth the elimination of situations where learners are studying under trees or outside was discussed again. The following guidelines were presented:

It was recommended that the situations of "learners under trees" should be categorised in the following order of priority:
Learners physically outside as a result of the absence or shortage of classrooms;
Learners receiving education under highly unacceptable conditions such as classes within passages, within toilet buildings, et cetera;
Learners within unacceptable structures such as shelters; and,
Learners within overcrowded classrooms.

The provincial MECs were provided with a list of schools where the above-mentioned situations were recorded in the School Register of Needs database. Provinces were requested to indicate which schools have been dealt with since the School Register of Needs update in 2000 and to add any schools which were experiencing similar conditions, but which were not on the list. It was recommended that the revised list of schools need to move to the top of the priority list and that, all of these schools must be included in the provincial capital business plans for the 2003/04 financial year. The Minister would request quarterly reports on progress with addressing these situations. During the 2004/05 financial year provinces would deal with any outstanding or new situations which might have arisen.

Table 1.9 shows the number of classes per province where learners are taught in halls, offices, staff rooms, passages, outside, shelters, and in other structures (busses, toilet buildings, et cetera).

Table 1.9: Number of classes per province where learners are accommodated in structures other than classrooms.

To address the needs described by Table 1.9, a large number of classrooms have to be built. Figure 1.9 shows the number of classrooms needed to address the most critical situations. These are the number of classes currently being conducted in passages, outside or under trees and in structures such as toilet buildings, in busses, et cetera.

Figure 1.8: number of classrooms needed to address the most critical situations


According to the information obtained from the Schools Register of Needs database a total of 2050 classrooms are needed to eliminate the most critical situations. At an average cost of R100 000,00 for the building of a classroom, an amount of R20,5 million is needed to address these situations.

Figure 1.9 shows the percentage of the provincial budgets for the 2003/04 financial year which will be needed to address the most critical situations.

Figure 1.9: Percentage of 2003/04 Provincial Budgets needed to address the most Critical Situations

It will thus be possible for Provincial Departments of Education to achieve the objective of eliminating situations where learners are receiving education physically outside or where learners are receiving education under highly unacceptable conditions such as classes within passages, toilet buildings, et cetera.

1.8 Factors contributing to the apparent classroom shortages

Provincial Departments of Education report that in various instances unemployed teachers, who establish schools without following proper procedures, have aggravated the problem of learners studying outside. Learners are collected from nearby schools, and the media is then used to place pressure on Provincial Departments of Education to establish schools.

In some instances Provincial Departments of Education could address a portion of the problem by providing transport systems to take learners without adequate infrastructure to existing nearby under-utilised schools.

Another contributing factor to the apparent insufficient infrastructure is the rapid and increased migration and commuting of learners to other areas leaving more and more classrooms empty in especially rural and township areas and thereby increasing the shortage in urban areas. Figure 1.10 shows the estimated number of classrooms, which have become empty as a result of migration, commuting and declining enrollments:

Figure 1.10: Classrooms not utilized as a result of migration and commuting

It is interesting to observe that a total of 28 814 classrooms are estimated to be empty as a result of migration, commuting and declining enrollments. The estimated classroom backlog calculated on a school-by-school basis is 42 933.

Current Expenditure

The Department of Education monitors provincial expenditure on infrastructure development on a regular basis. Figure 1.11 shows the percentage actual expenditure of education capital budgets as reported by Provincial Departments of Education at the end of October 2002.

Figure 1.11: Percentage actual expenditure at end of October 2002



The reported expenditures for the Free State (20,6%) and for the Limpopo Province (28,2%) are very concerning. Both provinces claim that the low expenditures are the result of late implementation by the respective provincial Departments of Works. The average expenditure for all provinces was 42% at the end of October 2002, which is in line with the expected rate of expenditure at this point in time. Capital expenditure normally increases rapidly towards the end of the financial year. This is illustrated by the final audited expenditure figures for education capital investments for the 2001/02 financial year shown in Figure 1.12.



Challenges facing provincial departments of education

The following challenges with regard to school infrastructure delivery in the current financial year have been reported by some of the Provincial Departments of Education:
KwaZulu-Natal reported that the Provincial Treasury placed a moratorium on the awarding of tenders with a value of more than R200 000,00 from 1 June 2002. The Director-General followed this problem up with the Province. The moratorium was lifted recently, but it affected the awarding of tenders for capital projects, which are mostly more than R200 000,00 per project. According to the KwaZulu-Natal Department of Education, implementation of projects was proceeding much faster than expected before the moratorium, and a high expenditure of the education capital budget is still expected for the current financial year.
Gauteng reported on the poor quality of work and performance of emerging contractors. They reported that emerging contractors are delivering inferior projects, use inferior materials, do not complete projects, and, cannot provide financial guarantees. Some emerging contractors take a proportion of the fee once a project has been awarded and then sub-contract the work to other contractors. In some instances sub-contractors are then not paid by the emerging contractors and projects are abandoned. In order to improve delivery by emerging contractors, the Gauteng Department of Education has been on pre-screening contractors, as well as instituting a training programme on financial management for emerging contractors. A further challenge was that the existing capacity of the construction industry in Gauteng is saturated, leading to inflated construction costs.
Limpopo Department of Education complained that although projects for the current financial year were provided to the Limpopo Department of Works during November last year, implementation by the Works Department began very late. This is an ongoing problem in Limpopo Province.
Mpumalanga Department of Education experienced that in certain areas in Mpumalanga communities have mobilised to prevent contractors continuing with construction. These communities rejected contractors from outside the communities. The problem however is that there are no skilled emerging contractors in those communities.
The North West Department of Education also complained that the North West Department of Works is running late with implementation, an ongoing problem.

1.10 Sanitation

The Department of Water Affairs and Forestry and the Department of Education jointly initiated a process to develop a National School Sanitation Strategy. The Department of Water Affairs and Forestry is leading the process. A National School Sanitation Draft Discussion Document was developed. This draft document was tabled for review and discussion during a two day national workshop 26 and 27 November 2002. Representatives form the National and Provincial Government Departments, Local Government, Donors, Non-Government Organisations and service providers participated in the Workshop. Experience and insights were drawn from this wide range of stakeholders.

The draft document acknowledged the fact that approaches that focus exclusively on improving and delivering infrastructure are inadequate. A holistic approach to the improvement of sanitation in schools was recommended which includes strategies for long-term sustainability, health and hygiene education and community participation and ownership. Five models for sanitation improvement at schools were presented for discussion. Two models are currently in operation. The one model is the provision of water and sanitation facilities in new schools by Provincial Departments of Education. The second model refers to the provision of sanitation facilities in schools which are being refurbished by the Provincial Departments of Education. The third model refers to the community sanitation programme which is being implemented by the Department of Water Affairs and Forestry and which should include sanitation provision to schools where community sanitation programmes are being implemented. The fourth model refers to the provision of sanitation facilities by Local Government. The fifth model is currently not being implemented by any particular sphere of Government, other than provincial departments of education, and refers to the elimination of backlogs in sanitation provision to schools.

The workshop recommended that:

The Department of Education continues with the provision of sanitation and water to new schools and schools which are being refurbished.
The Department of Water Affairs and Forestry and the Department of Education continues to work together towards improving water and sanitation in schools. The Department of Education should take the leading role for this initiative.
Dedicated funding is made available and ring-fenced by Treasury to address community and stand alone models on an annual basis. The Department of Education should be in charge of and control this funding.
District and Provincial Sanitation Task Teams (DSTT & PSTT) capacities must be strengthened.
The management levels of the Departments of Education and the Department of Water Affairs and Forestry must be brought on board.
The Department of Education and the Department of Water Affairs and Forestry must jointly drive and champion this process.
The Department of Water Affairs and Forestry will review the draft document in line with the above-mentioned recommendations, and will present the revised document to all stakeholders.

The implementation of the strategy and delivery is envisaged to commence in the new financial year (2003/2004). The stakeholders acknowledged the need for integrated planning to carry out the mandates of Government. It was acknowledged that school sanitation is more than just an infrastructure problem. It is also a health issue, which requires a political commitment at National and Provincial level to give it greater priority.

1.11: Electrification of Schools

Based on the National Electrification Strategy, the Department of Minerals and Energy has taken responsibility for the elimination of backlogs in school electrification. ESKOM has been appointed as the implementing agency and works in close collaboration with the national and provincial Departments of Education to ensure the successful implementation of the programme.

The number of schools according to urban/rural classifications electrified until the end of October during the 2002/03 financial year is shown in Table1.10.

Table 1.10: Number of schools electrified by end of October 2002

The Minister of Education requested the Minister of Minerals and Energy earlier this year to investigate the possibility of special tariffs for schools. Following this request a task team with representatives from the Department of Education and the Department of Minerals and Energy has been established to investigate the feasibility of the request

As a result a proposal was submitted to ESKOM management which recommended that all single phase 60 Amp school and clinic customers be converted from Landrate 4 to Homelight 1.The implications are that the monthly basic charges of R107,00 will no longer be applicable. Tariffs will only increase form 42,10c/kWh to 45,10c/kWh. No deposit would be required if a pre-paid meter is installed. The above-mentioned conversion will have no cost implications for the Departments of Education. If approved by ESKOM, this will have huge cost savings for schools supplied with electricity by ESKOM, including most rural schools. Similar recommendations will be made to Local Government for consideration for schools supplied with electricity by municipalities and metropolitan councils.

1.11 Poverty Relief, Infrastructure Investment and Jobs Summit Project: Thuba Makote (Schools for Community Development)

During April 2002, the Department of Education embarked on the Thuba Makote Programme, a project funded from the Poverty Relief, Infrastructure Investment and Jobs Summit Projects Fund and targeted at poor communities. Through this programme 20 multi-functional schools are being developed. A new approach is being developed through this programme that aims to achieve a good school education while making a substantial contribution to community development.

This approach is within a framework that ensures that capital and ongoing resources are stretched by working with partners and by placing structures into place that ensure the sustainability of projects. The programme includes job opportunities for local people in the areas selected for the development of the schools and gives preference to the employment of women, the youth (younger than 25 years) and the disabled. Skills training and skills transfer to the local people and capacity building of the school community for the effective maintenance and management of the facilities forms part of the programme. Existing infrastructure is upgraded and new infrastructure is designed in such a way that it can be used more efficiently and effectively for education as well as catering for community needs and development.

The first nine schools that are currently under construction are shown in Table 1.12.

Table 1.12: List of schools under construction under the Thuba-Makote programme

Each community has been allocated a budget of R5.3 million. The design phase of the multi-functional schools has been completed and construction of 8 of the nine schools commenced in October 2002. The first school will be completed in March 2003, at which point the programme will be officially launched.

The programme has delivered outstanding dividends in terms of integrated delivery. The Department of Labour is providing skills training for unemployed people in the communities to enable them to participate in the construction of the schools. The school facilities will also be used in future after school hours for skills training programmes by the Department of Labour for community members. SETA funding can be accessed for training unskilled people to enable them to participate in the construction of the schools. The Department of Agriculture participates in the programme by offering training to the school and community members in establishing vegetable gardens at the schools to supplement the learners’ nutrition. The Department of Health assists by providing HIV/AIDS training sub-programmes.

Various partnerships with the private sector have developed through this programme. Corobrick donated bricks to some of the schools. Communities in the Northern Cape and Eastern Cape are manufacturing bricks for the building their multi-functional schools.

Community involvement throughout the programme, beginning with the planning and design phase of each of the multi-functional schools, ensures community ownership of the schools. At each school facilities such as workshops, sewing centres, Information Communication Technology Centres, media centres, catering facilities, communication hubs, and craft centres are included which can be used by community members for income generating activities. These schools are built according to new designs, which facilitate outcomes-based education; and with larger sick bays to cater for HIV/AIDS affected learners. In addition to skills training, training is provided for school management, financial management, caring for HIV/AIDS affected community members, SMME development and facility management.

Learners are also involved in the design of these facilities. The design of the Zinyosi School, near Mount Frere in the Eastern Cape is based on design innovations put forward by a competition for the learners of the school. A picture of the scale model of this school is in Figure 1.13.



Figure 1.13: Scale model of Zinyosi Primary School, Mt Frere. Eastern Cape


1.13 Donor-funded school building programmes

1.13.1 Japanese Grant Aid

The Department of Education has made remarkable progress with the implementation of the Japanese Grant Aid for School construction. The Japanese Programme involves the building of school infrastructure to the value of approximately R 200 million, which has been divided equally amongst four provinces namely Eastern Cape, KwaZulu-Natal, Limpopo and Mpumalanga.

The basic design studies for the Japanese Grant Aid Programme in the Eastern Cape and KwaZulu-Natal have been completed. The agreements between the two countries for these two provinces were signed in Cape Town on 13 September 2001. The tenders for the actual construction work in the Eastern Cape and KwaZulu-Natal were awarded in Tokyo in January 2002 and actual construction commenced in April 2002. The schools under construction in the two provinces are listed in Table 1.13.

Table 1.13: Schools under construction under the Japanese Grant Aid in Eastern Cape

The construction of the Japanese-funded schools in these two provinces will be completed before the end of March 2003.

During the period 1998 to 2000, 370 new classrooms (45 schools) were built in the Eastern Region of the Eastern Cape through the assistance of the first Japanese Grant Aid programme. Under the second phase of the Japanese Grant Aid programme, 179 new classrooms and 287 toilet booths have been built in the Eastern Cape. 119 rainwater tanks are installed. The schools are also fully equipped, furnished and fenced through the programme. The second phase of the programme targets 20 schools in the districts of Mt Ayliff, Tabankulu, Mt Frere, Maluti, Mt Fletcher, Bizana, Flagstaff and Lusikisiki. In KwaZulu-Natal 27 schools in the Ubombo and Ingwavuma districts.

215 new classrooms and 347 toilet booths have been built. 154 Rainwater tanks have been installed at the 27 schools. The schools are also fully equipped, furnished and fenced by the programme. Each school delivered to the communities by the Japanese Government receives a maintenance manual as well as training for minor maintenance work. The progress as well as expenditure is according to planning.

The basic design study for Mpumalanga has been completed and the agreement for the Japanese-funded Mpumalanga School Building Programme was signed on 11 December 2002. The schools in Mpumalanga will be constructed during 2003. The Basic Design Study for the Japanese School Building Programme in Limpopo has been completed. Construction of the Limpopo schools will be completed in 2004.

The schools, which will be upgraded and/or constructed under the Japanese Grant Aid in Mpumalanga and Limpopo, are given in Table 1.13.

Table 1.15: Schools that will be upgraded and/or constructed under the Japanese Grant Aid in Mpumalanga

In Mpumalanga, 20 schools will be upgraded and/or constructed through the Japanese Grant Aid Programme. 232 new classrooms, 20 administrative areas, 5 laboratories, and 240 toilet booths will be constructed in the Eesrstehoek, Malelane, Groblersdal, KwaMhlanga, Moretele and Standerton Regions

Table 1.16(a): Schools that will be upgraded and/or constructed under the Japanese Grant Aid in Limpopo

In Limpopo, 32 schools will be upgraded and/or constructed. 208 new classrooms, 32 administration areas and 350 toilet booths will be constructed in The Bochum, Konekwena, and, Bakenberg Districts.

1.13.2 USAID

The USAID assistance of R35 million for the reconstruction of flood-damaged schools in Limpopo was completed in 2002. Through this assistance 30 flood-damaged schools were renovated and upgraded. The programme provided and repaired classrooms, administrative areas and teacher facilities. Schools were provided with furniture as well as adequate sanitation facilities.

1.13.3 Netherlands Assistance

The Netherlands support programme for flood-damaged schools in the Northern Province amounting to approximately R 15 million is being utilised to repair and reconstruct 11 schools. Completion of renovations and construction work on the Netherlands programme is expected by March 2003.

1.13.4 European Union School Building Programme

The European Union funded Eastern Cape School Building programme, amounting to assistance of approximately R 65 million for the remaining work to be done under the programme, is being utilised to replace tornado-damaged mud-structure school facilities in the Eastern Cape. Completion of the programme is expected by the end of December 2002. A total amount of R 105,71 million has been received since 1998/1999 for this building programme. The remaining R65 million is currently being spent. There has however been a deviation from the financing agreement with the last phase of the school building programme in the Eastern Cape. This has necessitated an audit of the programme to establish the extent of the deviation and to seek mechanisms to preserve its integrity.

The European Union has made available a further sum of E40 million for a National Department of Education led infrastructure development programme targeting primary and secondary schools in KwaZulu-Natal and Limpopo provinces. The allocation is flexible and makes provision for the appointment of a Project Manager, based in the Department of Education, to assist the provincial departments. Planning will commence in January 2002.

In order to monitor and improve capital investment expenditure in provinces, a system was established for regular reporting of expenditure on capital projects as well as any problem experienced by Provincial Departments of Education to the Department of Education.

1.14 Conclusion
The information presented above clearly illustrates the backlogs caused by government neglect of schools in rural areas and in townships prior to 1994. It indicates progress with the development of infrastructure during the past MTEF period, and gives an indication of what the plans are for further developments for the three years during the 2002/03 to 2004/05 financial years. The task is enormous but it is not insurmountable.

The contribution of the Poverty Alleviation Programme, Thuba-Makote, as well as the contribution of the international community is outlined. These interventions complement government’s plans to eliminate unacceptable conditions under which learners in under-privileged learners receive education.

SECTION2: THE STATE OF READINESS OF PROVINCES TO ADMINISTER THE 2002 EXAMINATIONS

Introduction

This section of the report is based on the Department’s observations and contributions received form provincial education departments. It covers both the provincial education departments’ success in preparing for the 2002 Grade 12 examinations and the actual administration of these examinations

In line with the Minister’s responsibilities, the national Department of Education’s Monitoring Team visited all provincial departments of education between May and September 2002 to monitor their state of readiness to administer the 2002 senior certificate examinations. Subsequent to these visits the Monitoring Team visited the provincial departments of education again between 14 October 2002 and 29 November 2002 to monitor the actual progress of the examinations.

The Monitoring Team of the Department of Education visited provincial education departments to:
Establish the level of preparedness of the provincial department of educations to conduct the 2002 Senior Certificate Examination; and
Identify particular needs of each province with a view to providing support, so as to ensure that provinces are fully prepared for the 2002 Senior Certificate Examination.
In addition to the provincial visits by the Monitoring Team, provincial departments of education were requested to supply more information pertaining to the administration of the examinations

The aim of the monitoring exercise that was conducted between May and October/November was to ensure that any shortcomings observed during these visits are followed-up and rectified. A number of issues relating to examinations were discussed under the following headings:
Organogram/staffing
Registration/enrollment
Question papers
Details with regard to question papers
Distribution and storage of question papers
Security
Conducting of the examinations
Invigilation
Timetables
Examination Centres
Irregularities
Marking Process
Appointment of Markers
Marking Centres
Remuneration/Norm time
Irregularities
Capture Processing, and Release of Results

One day was set aside for monitoring each of the provinces. Senior members of provincial departments of education attached to the various examination directorates/sub-directorates were interviewed and also accompanied the Monitoring Team to inspect examination facilities.

2.2 Staffing

Unlike previous years, the staff establishments in most provinces were in place. There were however examinations sections in some of the provincial departments that were understaffed. In three of the provinces there were staff shortages.

In Eastern Cape, the organogram for the examination directorate made provision for 90 posts. Only 57 were occupied and 33 were vacant. Permission had not been granted to advertise the posts. The post of Systems Administrator, which is critical to the effective administration of the computer system, was vacant.

In the Limpopo Province there was a serious shortage of staff editors in the examination unit. The staff in the unit were concerned that no efforts were being made to improve the staff situation.

In Mpumalanga, the organogram indicated a staff component of 62. A Chief Education Specialist was holding the post of Director. Key posts were vacant such as language editors and data capturers. The total staff complement at provincial level was 20 with 42 vacancies. Staff in these provinces were working under tremendous pressure. There was a critical staff shortage in the entire examination directorate.

In Gauteng the staff establishment made provision for 191 staff members. At the time of the visit the staff complement of the directorate was being restructured.

In the Western Cape the total staff complement was 107. The directorate is centralised and does not have regional/district/circuit offices.

Registration/enrolment

The schooling system has been experiencing a decline in the number of learners entering for the Grade 12 examinations over the past few years. Table 2.1 and Figure 2.1 show a comparison of the number of candidates for 2001 and 2002.

Table 2.1: Enrolment for 2001 and 2002 both part-time and full-time candidates:

Overall there is a decline in enrolment for both part-time and full-time candidates. Whereas there were 477 955 full-time candidates in 2001, there were 472 783 in 2002. The situation is similar for part-time candidates. Out of 197 783 candidates in 2001, 194 681 candidates are registered 2002. In this case the difference is 3102.

Question Papers, examination centers and personnel

A total of 1 513 examiners and 513 moderators were appointed countrywide. A total of 477 955 question papers were set for full-time candidates and 197 783 for part-time candidates for the 2002 examination.

Most of the question papers were printed, packed and stored under security at the provincial offices for distribution to the regional and/or district offices shortly before the commencement of the examinations.

A total of 5 814 examination centres were registered with the provincial departments of education. Arrangements regarding invigilation were finalised to the satisfaction of the provincial departments of education and in accordance with the National Policy on the Conduct of the Senior Certificate Examinations. The National Monitoring Team in collaboration with SAFCERT and the Provincial Monitoring Teams monitored the writing of the examination.

A total of 28 046 markers were appointed in terms of the Education Labour Relations Act countrywide and a total of 65 marking centres were established countrywide. The National Monitoring Team, in collaboration with SAFCERT and the Provincial Monitoring Teams, also monitored the marking and capturing processes.

2.4 Distribution and storage of question papers

The Eastern Cape contracted a security company to undertake the delivery of the question papers to regional offices and the collection of scripts from the marking centres. Security in the building in which the examination section is housed was a major problem.

In Gauteng the question papers were delivered to district offices on Sundays by 15 trucks from the South African Police Services. The papers were guarded 24 hours a day by a private armed response security company. The provincial department assured the Monitoring Team of very tight security.

Security companies were employed in KwaZulu-Natal to deliver question papers to the regional offices. From the regional offices they were then taken to the nodal collection points.

In Mpumalanga a good storage system was in place with security guards (24 hours) at head office. Storage at district level was addressed by imposing tight security measures. Security companies, contracted by the department, were to be present during the distribution of all scripts to the districts.

In the Limpopo Province the question papers were to be distributed to the 7 regional offices by a private security company. Armed security personnel accompanied officials who were responsible for the distribution of question papers. Security around the building in the examination section at head office had been put into place.

In the Western Cape, as a normal practice, question papers were distributed to the examination centres 10 days in advance. They were sent daily from the provincial office to the examination centre. A courier service was used to deliver the question papers.

The ABET centres in the Western Cape did not have proper security measures and therefore their question papers were stored at the provincial office and they were collected on a daily basis.

2.5 The administration of the examinations

Subsequent to the monitoring of the state of readiness of provincial department of educations to administer the 2002 senior certificate examinations, the national Department of Education’s Monitoring Team visited the provincial departments of education again to monitor the actual conducting of the examinations. Provincial Education Departments were also requested to submit regular reports of progress they were making with regard to conducting the examinations. The examination schedule is shown in Table2.2

Table 2 2: Commencement and termination of examinations in each province

It was necessary and important for provincial departments to adhere to the schedule in Table 2.2 as all candidates registered for Grade 12 wrote national examinations.

2.6 Marking Process
In the Eastern Cape the selection of markers took place in accordance with regulations. Tenders had been invited for the establishment of marking centres. In Gauteng, the markers’ appointment system was working well. There was one marking centre for Computer Studies Practical and only seven different marking centres for other subjects. In KwaZulu-Natal 16 marking centres were established. In Mpumalanga seven marking venues had been identified. In Limpopo 13 marking centres had been identified. In the Western Cape marking was centralised.

2.7 Capture, processing and release of results

Permission to outsource the capture/verification of the marks in all provinces was granted. It is expected that the results will be released on 27 December 2002 in accordance with the decision of the Council of Education Ministers.



Progress in nodal areas

Provinces reported that the situation in schools that are situated in nodal areas was not different from that of other schools. Examinations were reported to have been smooth. The Gauteng Department of Education reported a marked difference that occurred in the administration of the Senior Certificate Examination 2002 in all 5 Alexandra Schools where such examinations were conducted.

A definite and increasingly positive attitude was adopted by schools in respect of the monitoring of the examinations is undertaken by departmental officials. All Chief Invigilators were conscientious and cooperated fully with District Officials to ensure that the correct sessions for the writing of the examinations are adhered to and ensured that the correct numbers of question boxes are distributed.

The only centre that required the direct intervention of the GDE was the Alexandra Adult Education Centre where an extraordinarily large number of learners were enrolled. Various classes were and continued to be maximally utilized and this resulted in the failure of the centre to prepare adequately to ensure the smooth running of the exam. To this end, 5 District Officials together with the Deputy Director were strategically placed at the centre during "busy" days to ensure the overall success of the examination.

In the nodal area of Ivory Park, a definite enhancement in the awareness of Examination procedures by both District Officials and Chief Invigilators was observed. Both parties continued to administer tight control over all examinations processes that they are responsible for. At Umqhele Secondary, invigilators who were initially unsure and insecure became positive, co-operative and more confident after the intervention and motivation by the Team Leader. This resulted in a marked changed in the attitudes of the invigilators.

On a more general note, Ivory Park has experienced an accelerated rate in learner growth and enrolment. Eqinisweni Secondary School that had 92 Senior Certificate candidates in 2001 suddenly reflected a candidate roll of 206 learners for the 2002 examination. This situation was also repeated at Umqhele Secondary School where 177 enrolments were recorded in 2001, however the 2002 candidate numbers increased to 219 candidates. These net candidate enrolment increases were noted by the GDE and the necessary assistance and support has been rendered to schools in this nodal area to accommodate the increases.

In Katlehong and Thokoza, the Grade 12 Examinations proceeded without any interruptions. The schools were been prompt in the collection of examination papers prior to each session. It was noted that the planning and organisation by schools in anticipation of the Senior Certificate Examinations improved when compared to the 2001. The accuracy of documentation when submitting answer scripts also improved as compared to 2001.

2.9 Irregular incidents reported

The Department received a few reports of irregular incidents which include following:

Stolen examination papers in the Western Cape.
Opening of an incorrect question paper in the Western Cape.
Placing of water jugs and glasses in an examination room in the North West.
Non-delivery of a question paper in Mpumalanga.
Writing on behalf an absent candidate in Mpumalanga
Involvement of a delivery vehicle in an accident in KwaZulu-Natal

2.9.1 Stolen examination papers in the Western Cape

It was reported that the Strand Police received a tip-off that the Mathematics Standard Grade Paper 2 examination question paper had been leaked. The investigation that followed revealed that the Chief Invigilator at Khanyolwethu Secondary School had removed a pack of two Mathematics SG Paper 2, two Biology SG Paper 1 and one Geography SG Paper 1 papers from the school safe. She reportedly offered the Mathematics SG Paper 1 paper to an Adult Basic Education and Training learner and the rest to one learner’s mother.
All question papers were recovered and the Western Cape Education Department (WCED) is satisfied that, other than the Mathematics SG Paper 2, the question papers had neither been shared nor distributed. The mother of learner to whom the Chief Invigilator had given the other question papers had not returned from work when the papers were recovered and therefore had not seen them. The Mathematics SG Paper 2 was replaced Khanyolwethu Secondary School and three other examination centres in the area as a precautionary measure. Unexpected results would be monitored for further investigation, if necessary.
The Chief Invigilator was found guilty of theft in the Strand Magistrates Court and was sentenced to twelve months imprisonment and her contract with the WCED was terminated. The WCED will also charge the school principal with misconduct and negligence in accordance with the Employment of Educators Act, 1996.

2.9.2 Opening of an incorrect question paper in the Western Cape

A Business Economics SG question paper was opened and distributed to candidates instead of Economics SG at Nelson Mandela Secondary School. One learner hid the question paper and later photocopied it and it was distributed and shared among other learners. The incident was investigated and all invigilators were immediately replaced. The Business Economics SG question paper was replaced. Investigations are continuing.

2.9.3 Placing of water jugs and glasses in an examination room in the North West

Invigilators at the Kebonang Secondary School, which is a new examination centre, placed water jugs and glasses in an examination venue for consumption by candidates. Upon entering the examination venue the Chief Invigilator, who is also the school principal, took offence to candidates consuming water in the examination venue and removed the five candidates who had admitted to drinking the water.
This resulted in candidates losing approximately 25 minutes of their writing time and no additional time was given to them to complete their Business Economics (SG) question paper. The Irregularities Committee of the North West Education Department (NWED) investigated the matter and a written warning was given to the Chief Invigilator. It was recommended that the principal should not be suspended since he acknowledged his error and since this was the first year that the Senior Certificate examination was being written at his school. Learners who lost writing time are to be compensated. The NWED will determine how this is to be done.

2.9.4 Non-delivery of a question paper in Mpumalanga

On 16 October 2002, 385 candidates sat to write the Typing (SG) question paper, which comprises a speed test and a section on theory. Upon opening the question paper, the invigilators at the different examination venues discovered that the theory section of the question paper was missing. The Mpumalanga Education Department was alerted and immediate measures were taken to ensure that the affected examination centres receive the missing section of the examination paper. The starting time of the examination was delayed to allow for the distribution of the question papers.

2.9.5 Writing on behalf an absent candidate in Mpumalanga

The Department of Education’s monitoring team monitored the afternoon session of the Senior Certificate Examination in the Eastvaal Region. The team visited Phakama Adult Education Centre, where Afrikaans Second Language HG Paper 3 was to be written by the part-time candidates.
The team discovered that twelve candidates were busy writing instead of thirteen as reflected in the registers. The invigilators revealed one candidate was sent home to fetch an Identity Document after having written section A of the Afrikaans Second Language HG Paper 3. The team noted that the candidate in question was not accompanied. Upon further enquiry, the Chief Invigilator indicated he had no knowledge of the candidate being sent home. The team visited the candidate's home after realising that it was becoming late for her to return. Her sister indicated she had never returned to the house since she left for writing at the centre.

The monitoring team decided to check the number of question papers present in the examination centre as against the question papers delivered. One question paper was missing. This really raised serious suspicion about the alleged missing candidate.

One member of the monitoring team went back to the candidate's house alone and the sister confirmed that she had never came back. By the end of the session, the candidate had not returned to the centre. After the scripts for those who wrote, including this candidate's script, were sealed, the monitoring team decided to search the Chief Invigilator's documents, which were on the table in the control room. To everybody's surprise, a completed script in a different handwriting bearing the same examination number, as that of the missing candidate was found in the envelope, which the Chief Invigilator accepted as his and had initially refused that it be searched. The Chief Invigilator subsequently confessed that he knew about the script and that he was supposed to include it when packing the rest of the scripts for dispatch. The Chief Invigilator was immediately suspended and the Mpumalanga Education Department will be charging him accordingly.

2.9.6 Involvement of a delivery vehicle in an accident in KZN

The KwaZulu-Natal Education Department reported that on the evening of 24 November 2002, the delivery vehicle, which was delivering scripts from Northern KwaZulu-Natal, was involved in an accident. Damage to the truck was severe. However, the integrity and safety of the scripts was intact as officials from the Port Shepstone Region, and the Manager of the security company were on hand to salvage the situation. All scripts and packages were accounted for and were removed to the Port Shepstone Region for safekeeping. Alternate arrangements were made for the delivery of these scripts to the designated marking centre in Newcastle. This was followed by an on-site visit at the marking centre to ensure that all scripts have been accounted for.

2.10 Conclusion

Provinces reported that the writing of the examination went relatively well without major problems. The examination timetable was adhered to and provinces engaged the services of private security companies to safeguard the smooth running of the examinations, especially with the transportation of examination question papers and answer scripts.

The overall impression of the 2002 Senior Certificate Examination is that provinces were better prepared to manage these examinations. The few incidents of irregularities were dealt with accordingly and they did not constitute a threat to the credibility and authenticity of the results.

SECTION 3: PROCUREMENT AND DELIVERY OF LEARNING SUPPORT MATERIALS IN JANUARY 2003

Introduction

In August 2002, three monitoring teams from the Department of Education visited eight of the nine departments for the purpose of monitoring:

Expenditure on learning support materials for the financial year 2001/2002;
Actual budgeted funds for textbooks and stationery in the 2002/2003 financial year;
Plans for the procurement of learning support material for January 2003; and
Book retrieval systems.

3.2 Budget Allocations reported over the past five financial years
Table 3.1 and Figure 3.1 reflect a comparison of the budget allocations for 2002/2003 with the allocations over the past four financial years.

Table 3.1: LSM budget allocations for the past five financial years.