REPORT TO THE SELECT COMMITTEE ON FINANCE:

REPORT TO THE SELECT COMMITTEE ON FINANCE:
CONDITIONAL GRANT: LIFE SKILLS: HIV/AIDS

· CRITERIA USED FOR ALLOCATION OF GRANT:
The Education component used for the equitable share formula is used to allocate amongst provinces. which targets primary and secondary school schooling, which accounts for S06{ of provincial spending. Both the school-age population (ages 6-7 and enrolment numbers are used to reflect the demand for education services.
For the purpose of this grant certain age groups (12-15 year olds in grade 7-9) were identified as the primary intervention group to start preventative Lit c skills: I{f\'/AIDS sexuality education.
Taking account of factors as set out in the Constitution:
National interest and division of resources: HIV/AIDS poses a threat to the stability of the national macroeconomic environment. strong economic growth and efficient public services in general. As such a 5 year national HIV/AIDS strategy lead by Health Department.. was developed which includes the provision of Life Skills: HIV/AIDS and sexuality education in ~l primary and secondary schools. This in order to mitigate the impact of the HIV infection rates in the country and to provide care and support to infected and affected learners and educators.
National Government's needs and interests: The prevention of HIV/AIDS related illnesses is a national government priority hence the escalating allocations to preventative and support programmes.
Provincial and local government basic services: Provinces are assigned to deliver key delivery functions such as school education and the grant enables provinces to deliver

HIV/AIDS preventative programmes to all learners and educators and school communities.
Economic disparities: Economic and geographic disparities between and within provinces are addressed by the equitable share formulae which are re-distributive towards poorer provinces. The current and future allocations will also prioritise allocation in the identified nodal areas.
Obligations in terms of national legislation: The National Department of Education determines the key areas of implementation and percentage allocated to these that provinces should utilised and also monitors the implementation of the Life Skills:
HIV/AIDS programme in provinces and schools.
Predictability and stability: The past and present MTEF baseline allocations ensure that Education could start forward planning on the Life Skills programme. Also scheduled transfers of allocations ensure that activities are not delayed.

Flexibility in responding emergencies: The condition of the grant makes provision for flexibility in the utilisation of allocated funds.
2. DATA ON TREND IN ALLOCATIONS TRANSFER AND ACTUAL EXPENDITURE.

PROVINCE	WEIGHTED SHARE	REVISES ALLOCATION FOR 2002/3 R'000	MTEF ALLOCATION FOR 2004/5 R'000	MTEF ALLOCATION FOR 2005/6 R'000	MTEF ALLOCATION FOR 2005/6 R'000
EASTERN CAPE	18.4	27.238	22.288	23.787	25.215
FREE STATE	6.30	9.072	7.560	8.100	8.586
GAUTENG	12.60	17.712	14.818	15.816	16.765
KWAZULU- NATAL	22.0	31.824	26.624	28.416	30.120
LIMPOPO	15.40	22.613	18.915	20.187	21.398
MPUMALANGA	7.30	10.512	8.794	9.386	9.949
NORTHERN CAPE	1.90	2.738	2.289	2.443	2.589
NORHT WEST	8.00	11.520	9.638	10.286	10.904
WESTERN CAPE	8.00	11.376	9.518	10.158	10.767

3. MONITORING:
Since the grant is part of an integrated strategy' regular inter-departmental Education. Health. Social development) and inter-provincial meetings are scheduled A HEDCO3I subcommittee was established to meet at least every six weeks to discuss financial expenditure and progress on the implementation of the grant. Similar monthly meetings are also held in provinces. This has contributed '30 an increase in spending; and expansion of activities as reflected in total expenditure in 2000/1: 23% : 2001/2 74% Provinces are reminded on a monthly basis to submit financial and progress reports as required by DORA. Improved timeous submission of reports been noted.
A national coordinator and provincial Life Skills coordinators have been appointed to monitor and support conditional grant in provinces.
In some instances where low expenditure patterns are noted transfers of finds have been withheld until provinces could give reason for low expenditure (Eastern Cape, Limpopo)

4. QUALITATIVE & QUANTITATIVE PERFORMANCE (2001/2):
· Approximately 35.800 Life Skills educators from Grades 1-12 and 6:~3 Master trainers trained. Educators expected to deliver age-appropriate sexual it education base Life skills: HIV/AIDS learning programmes to learners. Other learning areas educators to be targeted in next financial years.
· Appropriate learner support materials learner activity books and teacher guides also catering for learners with disabilities e.g. Braille) have been developed and printed for the use of Gr.l-12 educators and learners. This has been distributed to more than 80 % of schools.
· Provinces procured First AIDS kits for schools and trained educators on basic First Aids to assist with the implementation of Universal Precautions.
· Life Skills coordinators and finance administrator appointed/seconded to monitor and support provinces in implementing- Life Skills programme in schools.
· Parent resource guides on communicating sexuality issues to their children developed and printed in all official languages
· Advocacy and information workshops for SGBs and other stakeholders (traditional leaders. community leaders. NGOs and faith-based organisation) were held. These events usually preceded the implementation of the Life Skills programme in schools in order to inform parents of content and methodology of programme.
· Various school-based activities were held during Life Skills Week in September where schools actively participate in provincial. district events focusing on child abuse. substance abuse. STIs etc.
5 CONTINUATION OF GRANT
It is strongly' recommended that the grant should continue focusing more on the care and support aspects of the pandemic. It will also give provinces time in setting up HIV/AIDS units to ensure full integration and coordination of HIV/AIDS activities within and across the system.