ATC221013: Report of the Portfolio Committee on Basic Education on the First Quarterly Report on the Performance of the Department of Basic Education in Meeting its Pre-Determined Objectives for 2022/23, dated 11 October 2022

Basic Education

Report of the Portfolio Committee on Basic Education on the First Quarterly Report on the Performance of the Department of Basic Education in Meeting its Pre-Determined Objectives for 2022/23, dated 11 October 2022

The Portfolio Committee on Basic Education, having considered the First Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre-determined objectives for 2022/23 reports as follows:

Introduction

The Portfolio Committee on Basic Education considered the First Quarterly Report on the performance of the Department of Basic Education (DBE) in meeting its pre-determined objectives for 2022/23 on 20 September 2022. Consideration of quarterly reports by committees is one of the established tools to fulfill Parliament’s oversight and accountability mandates in terms of the Constitution and under rules established by the two Houses. Quarterly reports are enablers for in-year monitoring since they provide information on the performance of the executive against pre-determined objectives set in the annual performance plans.

This report gives an overview of the presentations made by the Department, focusing mainly on its achievements, outputs in respect of the performance indicators and planned targets of the pre-determined objectives set for 2022/23 and its financial performance. The report also provides the Committee’s key deliberations and recommendations relating to the Department’s performance. The achievements and output of the Department presented in this report are preliminary since they have not yet been audited.

Performance Indicators and Targets

The Annual Performance Plan (APP) summarises the priorities of the Department of Basic Education (DBE) as aligned to the 2019-24 Medium Term Strategic Framework (MTSF) and the Action Plan to 2024: Towards the Realisation of Schooling 2030. The activities of the DBE have been structured into five programmes, namely:

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; and
Programme 5: Educational Enrichment Services.

Achievements for the First Quarter 2022/23

For the 2022/23 financial year, the Quarter One information indicated that the Department had a total of 70 indicators for all five programmes combined. Of the 2022/23 indicators, 59 were annual targets, nine (9) were quarterly targets, one (1) being a bi-annual target and one (1) being a bi-ennial target. As at the end of the First Quarter of the 2022/23 financial year, the Department had fully achieved six (6) targets (67 percent), partially achieved one (1) targets (11 percent) and did not achieve two (2) targets (22 percent).

2022/23 Quarterly Targets Not Achieved/Partially Achieved

Indicator Partially Achieved: Programme 1

“1.1.4 Number of Schedule 4, 5 and 6 Conditional Grants Quarterly Performance Reports submitted to National Treasury (NT) 45 days after the end of each quarter”

The ECD function shift (7th target) commenced in April 2022, and was not part of the Conditional Grants 2021/22 QPR4, the Department will start reporting on it in Q2.

Indicators Not Achieved: Programme 5

“5.1.3 Number of districts monitored in the implementation of the National School Safety Framework (NSSF), Social Cohesion, Sport and Enrichment Programmes” and

“5.1.5 Number of districts implementing the programme to end school-related gender-based violence”

The year 2022 was the year of full resumption of co-curricular programmes which affected resources allocation at provincial and district levels. The Eastern Cape Province could not be monitored. The 12 districts in the Eastern Cape will be monitored in the second quarter. To manage risk for future occurrence of this matter, line function will escalate the matter to Heads of Education Departments Committee (HEDCOM) for intervention.

Performance per Programme against Performance Indicators and Targets set for 2022/23

5.1 Programme 1: Administration - The purpose of the programme is to provide strategic leadership, management and support services to the Department. Within this programme, the Department had six (6) targets – two (2) annual and four (4) quarterly target.

Quarterly Target

Percentage of valid invoices paid within 30 days upon receipt by the Department - The Department’s quarterly target was set at 100 percent. The validated quarterly output stood at 100 percent (6 624/6 624). This target was achieved with no deviations.

Number of reports on misconduct cases resolved within 90 days - The quarterly target was set at one (1) reports and the validated output stood at one report. This target was achieved with no deviation.

Number of Schedule 4, 5 and 6 Conditional Grants Quarterly Performance Reports submitted to National Treasury (NT) 45 days after the end of each quarter – The quarterly target was set at seven (7) reports and the validated output stood at six (6) reports with a negative deviation of one (1) report. The ECD function shift (7th target) commenced in April 2022, and was not part of the Conditional Grants 2021/22 QPR4. Therefore, the expectation was that reporting had to be done on only 6 targets for Quarter 1 instead of 7. The reporting on all 7 targets would commence in Quarter 2. The target of 7 reports for the Quarter 1 is an inadvertent error on the part of the Department. The Department will report on all 7 Conditional Grants from Quarter 2 of 2022/23

Number of Quarterly Performance Reports submitted to National Treasury (NT) and the Department of Planning, Monitoring and Evaluation (DPME) 30 days after the end of each quarter - The quarterly target was one report and the validated output stood at one report. This target was achieved with no deviation.

4.1.2 Annual Targets

Number of capacity-building programmes offered to the DBE officials – Although this was a quarterly target, the validated output stood at three (3) programmes offered.

Annual Performance Plan approved by 31 March each financial year - The target was for the 2023/24 APP to be approved by March 2023. In this regard the Department achieved the development of the management plan for the 20223/24 APP.

The Department reported on further progress made in the key focus areas in Programme One for the First Quarter of 2022/23, which included the following, amongst others:

Human Resource Management and Administration;
Training and Social Responsibility;
Labour Relations;
Financial Management Services;
Supply Chain Management;
Donor Grant Management;
Legislative Services;
Security and Asset Management;
United Nations Education, Scientific and Cultural Organisation (UNESCO);
Coordination and Secretariat Support;
International Relations and Multilateral Affairs;
Parliamentary and Business Processes;
Internal and External Stakeholder Liaison;
Intergovernmental and Technical Support;
Partnerships;
Communications, Media Liaison and Intergovernmental Relations;
Communications and Research;
Internal Audit;
Strategic Planning and Reporting;
Research Co-ordination, Monitoring and Evaluation;
Project Management; and
Government Information and Technology Officer.

Programme 2: Administration

The purpose of the programme is to develop Curriculum and Assessment policies and monitor and support their implementation. Within this programme, there were 31 performance indicators with 29 annual, one (1) quarterly and one (1) bi-annual target. The details of the Department ‘s performance are as follows:

Quarterly Targets:

Number of Technical schools monitored for implementation of Curriculum and Assessment Policy Statements (CAPS) - The quarterly target was set at six (6) schools and the validated output stood at six (6) schools. This target was achieved with no deviation.

Bi-Annual Targets:

Number of learners per year obtaining subject passes towards a National Senior Certificate (NSC) or extended Senior Certificate, included upgraded NSC per year through the Second Chance Matric Programme (SCMP) - The bi-annual target was set at 50 000 learners. The validated output indicated that seven (7) centres were monitored across five (5) provinces i.e. Eastern Cape, KwaZulu-Natal, Limpopo, Mpumalanga and Northern Cape.

Annual Targets:

Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the Learning Programme for C/LPID - The annual target was set at 3 927 learners. The validated output indicated process of the Term 2 Implementation Plan, Term 3 and 4 lesson plans and Register and Agenda with Grant Managers. Monitoring tools. An approved Director-General submission on the monitoring and support visits for Learners with Severe to Profound Intellectual Disability (LSPID) Conditional Grants
An Annual Sector Report is produced on monitoring of the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and intervention - The target was for an approved Annual National Report on monitoring of the implementation of the Policy on SIAS as a mechanism for early identification and intervention. The validated output indicated that the SIAS reporting template was developed.
An Annual National Report is produced on the development of a new funding models for ECD – The target was for an approved Annual National Report on the review of the subsidy payment mechanism. The validated output indicated that a Draft guideline was developed to support the administration of the ECD Subsidy.
An Annual National Report is produced on conducting an Early Childhood Development census to inform the integration of ECD into EMIS - The target was for an approved Annual National Report on the integration of ECD data into EMIS. The validated output indicated that training was conducted for the Vangasali Online ECD Registration System for the following PEDs: Northern Cape, Limpopo, Free State, Eastern Cape and KwaZulu-Natal.
An Annual National Report is produced on developing an ECD Human Resource Development (HRD) Plan – The target was for an approved National Report on the development of a new ECD service delivery model and its workforce implications. The validated output indicated a Draft Concept Note on the Human Resource Development Implementation Plan.
Number of districts monitored on implementation of the National Curriculum Statement (NCS) for Grades 10 – 12 – The annual target was set at eight (8) districts. The validated output stood at 18 districts. A positive deviation of 10 districts. The identification of districts is dictated by the NSC performance of the previous year. Subsequent to the release of the results, monitoring targets are affected by the following, among others:
- Subjects, such as Religion Studies, Arts Subjects (Music, Dramatic Arts, Design Studies, Visual Arts and Dance Studies), are only offered at selected schools and districts. Officials responsible for the subjects mentioned have to divert to the districts and provinces which offer these subjects, thus adding to the number of districts and provinces that are monitored.

Number of provinces monitored on extra-support classes to increase the number of learners achieving Bachelor level passes - The annual target was set at nine (9) provinces. The validated output indicated a total of three (3) PEDs were monitored to date.
Number of schools monitored for implementing compulsory entrepreneurship education - The annual target was set at 180 schools (20 per province). The validated output indicate a sample list of schools for nine (9) PEDs with the APP Management Plan and
monitoring tool template developed.
An Annual Sector Report is produced on the implementation of the General Education Certificate (GEC) - The target was an approved Annual Sector Report on the implementation of the GEC. The validated output indicated the 2022 GEC progress report was submitted. A training workshop was hosted from 20 – 22 May 2022 to solicit support for the 2022 field trial of the GEC as well as training officials that would cascade the training to 280 sampled schools across the country in their respective districts.
An Annual Sector Report is produced on schools that pilot and implement the Vocational Stream and Occupational Stream respectively - The target was an approved Annual Sector Report on schools that pilot and implement the Vocational Stream and Occupational Stream respectively. The validated output indicated Draft Training Manuals were developed for:

Number of schools monitored for piloting the Coding and Robotics Curriculum - The annual target was set at 18 schools (two per piloting province). The validated output indicated two schools monitored.
Number of schools monitored on the implementation of the reading norms - The annual target was set at 18 schools. The validated output indicates development of the monitoring schedule and instrument. Also and approved Director-General submission on the process of monitoring of schools.
Number of schools monitored on the implementation of the Incremental Introduction to African Languages (IIAL) - The annual target was set at 18 schools. The validated output indicates development of the monitoring schedule and instrument. Also approved is the Director-General submission on the process of monitoring of schools.
Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) - The annual target was set at 18 schools. The validated output indicates development of the monitoring schedule and instrument. Also approved is Director-General submission on the process of monitoring of schools.
Number of schools with Multi-grade classes monitored for implementing the Multi-grade toolkit - The annual target was set at 32 schools. The validated output indicates development of the monitoring schedule and instrument. Also and approved Director-General submission on the process of monitoring of schools.
An Annual Sector Report is produced on the implementation of the National Reading Plan – The target was an approved Annual Sector Report on the implementation of the National Reading Plan. The validated output indicated that the provincial reporting template has been revised.
An Annual Sector Report is produced on the number of public
schools monitored on the availability of readers – The target was an approved Annual Sector Report on the number of public schools monitored on the availability of readers. The validated output indicated that an inter-provincial meeting was held on 10 May 2022 and the DBE went through the reporting tool with the Provinces to familiarise them with the reporting requirements.
Number of schools per province monitored for utilisation of Information and Communications Technology (ICT) resources The annual target was set at 27 schools (three per province). The validated output indicated the development of a signed monitoring plan and schedule for dates of monitoring. The monitoring tool template developed.
Percentage of public schools provided with Home Language workbooks for learners in Grades 1 to 6 per year, after having placed an order - The annual target was set at 100 percent. Data from all nine (9) PEDs to inform printing and delivery for 2023.
Percentage of public schools with Mathematics workbooks for learners in Grades 1 to 9 per year, after having placed an order - The annual target was set at 100 percent. Data from all nine (9) PEDs to inform printing and delivery for 2023.
Percentage of public schools with workbooks for learners in Grades R per year, after having placed an order - The annual target was set at 100 percent. Data from all nine (9) PEDs to inform printing and delivery for 2023.
An Annual Sector Report is produced on the percentage of learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12 – The annual target was an approved Annual Sector Report on the percentage of learners provided with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3.6.9. and 12. The validated output indicate provincial reporting templates have been circulated to PEDs.
The number of schools monitored for home languages in which Literacy Grades 1-3 Lesson Plans have been developed for terms 1-4 - The annual target was set at 10 schools. The validated output indicates a signed monitoring plan with a monitoring schedule.
Number of special schools with access to electronic devices - The annual target was set at 70 special schools. The validated output indicates a total of 16 special schools achieved.
An Annual Sector Report is produced on the monitoring of procurement and distribution of ICT devices - The annual target was an approved Annual Sector Report on the monitoring of procurement and distribution of ICT devices. The validated output indicates development of the PED ICT Data Collection Tool.
An Annual Sector Report is produced on the number of teachers trained on inclusion – The annual target was an approved Annual Sector Report on the number of teachers trained on inclusion. The validated output indicates development of the Provincial reporting template.
An Annual Sector Report is produced on the number of learners in public special schools - The annual target was an approved Annual Sector Report on the number of learners in public special schools. The validated output indicates development of the Provincial reporting template.
An Annual Sector Report is produced on the percentage of public special schools serving as resource centres - The annual target was an approved Annual Sector Report on the percentage of public special schools serving as resource centres. The validated output indicates development of the Provincial reporting template.
An Annual Sector Report is produced on the establishment of Focus Schools per Provincial Education Department – The annual target was an approved Annual Sector Report on the establishment of Focus Schools per Provincial Education Department. The validated output indicates development of the Provincial reporting template.

The Department reported on further progress made in the key focus areas in Programme 2 for the First Quarter of 2022/23, which included the following, amongst others:

Early Childhood Development (ECD);
Mathematics, Science and Technology (MST) E-learning and Research;
Rural Education;
Enhancement Programmes and Evaluation of School Performance;
Reading;
Curriculum Implementation and Quality Improvement (GET and FET);
Inclusive Education; and
Second Chance Matric Programme (SCMP).

Programme 3: Teachers, Education Human Resources and Institutional Development

The purpose of the programme is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources. Within this programme, there was a total of 11 performance indicators, 10 annual indicators and one quarterly indicators. The details of the Department’s performance are as follows:

Quarterly Targets:

Number of quarterly monitoring reports tracking the percentage of Funza Lushaka graduates placed within six months upon confirmation that the bursar has completed studies – The target was set at one report per quarter. The validated output indicated an approved first quarter report on placement of Funza Lushaka graduates with no deviation.

Annual Targets:

Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of effectiveness - The target was set at 70 percent of 1 000 sampled schools. The validated output indicated the development of a SGB Functionality Survey Tool.
Percentage of schools producing the minimum set of management documents at a required standard - The target was set at 100 percent of 1 000 sampled schools. The validated output indicated the availability of management documents survey tool developed.
Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher Education per year – The target was set at 11 800 bursaries awarded. The validated output achieved a total of 11 012 bursaries awarded.
An Annual National Report is produced on the number of qualified teachers aged 30 and below entering the public service as teachers - The target was an approved Annual National Report on the number of qualified teachers aged 30 and below entering the public service as teachers. The validated output achieved an approved first quarter report on the number of qualified teachers aged 30 and below entering the public service as teachers.
An Annual Sector Report is produced on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres – The target was an approved Annual Sector Report on monitoring the functionality of Provincial Teacher Development Institutes and District Teacher Development Centres. The validated output indicates a total of 36 completed monitoring tools and nine PEDs quarterly reports submitted.
An Annual Sector Report is produced on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on Language, Mathematics, Physical Science and Accounting - The target was an approved Annual Sector Report on monitoring the implementation of Teacher Development Programmes by PEDs with special focus on EFAL, Mathematics, Physical Science and Accounting. The validated output indicates a Teacher Development monitoring tool developed and all nine PEDs submitted signed Quarter One reports.
Number of PEDs that had their post provisioning processes assessed for compliance with the post provisioning norms and standards - The target was set at nine (9) PEDs. The validated output indicates that letters signed by the Director-General was sent to PEDs on monitoring of the implementation of the post-provisioning norms.
An Annual Sector Report is produced on the number of Grade R practitioners with NQF level 6 and above qualifications produced – The target was an approved Annual Sector Report on Grade R practitioners at NQF Level 6 and above qualifications produced. The validated output indicates a Grade R data collection tool developed.
Number of PEDs monitored on the implementation of the Quality Management System (QMS) for school-based educators - The target was set at nine (9) PEDs. The validated output indicates that one (1) PED monitored (i.e. Gauteng).
Number of PEDs monitored on the implementation of the Education Management Service: Performance Management and Development System (EMS: PMDS) – The target was set at nine (9) PEDs. The validated output indicates that three (3) PED monitored (i.e. KwaZulu-Natal, Mpumalanga and Northern Cape).

The Department reported on further progress made in the key focus areas in Programme 3 for the First Quarter of 2022/23, which included the following, amongst others:

Education Labour Relations and Conditions of Service;
Education Human Resource Planning, Provisioning and Monitoring;
Educator Performance Management and Development and Whole School Evaluation;
Placement of Funza Lushaka Graduates;
Continuing Professional Teacher Development;
Initial Teacher Education;
Curriculum Research;
Teacher Development Implementation; and
Education Management and Governance Development.

Programme 4: Planning, Information and Assessment

This programme is responsible for promoting quality and effective service delivery in the basic education system through planning, implementation and assessment. The programme had a total of 16 performance indicators made up of 15 annual and one (1) bi-ennial target. The details of the Department’s performance are as follows:

Annual Targets:

Number of new schools built and completed through Accelerated Schools Infrastructure Delivery Initiative (ASIDI) – The annual target was set at 30 new schools built and completed. The validated output stood at zero schools achieved to date.
Number of schools provided with sanitation facilities - The target was set at 450 schools. The validated output stood at 45 school.
Number of schools provided with water facilities through ASIDI - The target was set at 50 schools. The validated output stood at zero schools achieved to date.
Number of General Education and Training (GET) test items developed in Language and Mathematics for Grades 3, 6 and 9 - The target was set at 500 test items developed. The validated output indicates the test panels for the setting of the test items are being reviewed.
Number of NSC reports produced - The target was four (4) NSC Reports. The validated output indicates that candidates have been registered for the examination.
Number of question papers set for June and November examinations – The target was set at 320 question papers. The validated output indicates that the list of internal moderators appointed for November 2022 and June 2023 examinations.
Percentage of public schools using the South African School Administration and Management System (SA-SAMS) for reporting - The target was set at 98 percent. The validated output indicates the EMIS 2022 calendar with submission dates for reporting on the schools using SA-SAMS was communicated to the Provinces via DBE letters dated 9 April 2022.
An Annual National Report is produced on the number of provinces monitored for implementation of Learner Unit Record Information and Tracking System (LURITS) and EMIS priorities – The target was an approved Annual National Report on the number of provinces monitored for implementation of LURITS and EMIS priorities. The validated output indicates the Department drafted the scheduled plan on the 2022 monitoring of the implementation of LURITS and EMIS priorities.
An Annual National Report is produced on learning outcomes linked to the National Assessment Framework (NAF) – The target was an approved Annual National Report on the learner performance linked to the NAF. The validated output indicates signed progress reports on the International Reading Literacy Study with signed progress reports for the 2021 systemic evaluation.
An Annual National Report is produced on the Early Learning National Assessment (ELNA) to determine school readiness - The target was an approved Annual National Report on the second Early Learning National Assessment (ELNA). The validated output indicates production of the 2022 Early Learning National Assessment Progress Report.
Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme - The target was set at 60 officials. The validated output indicates an approved Director-General submission for new mentors’ cohort recruitment.
Percentage of of District Directors that have undergone competency assessment prior to their appointment - The target was set at 97 percent. The validated output indicates baseline data on District Directors information.
Number of underperforming secondary schools monitored at least twice a year by sector officials - The target was set at 1 000 secondary schools. The validated output indicates a list of underperforming secondary schools per province (1 756) had been provided by the PEDs and the monitoring instrument has been developed.
Number of districts in which teacher development has been conducted as per district improvement plans - The target was set at 65 districts. The validated output indicates a Draft District Improvement Plans guiding template developed.
Number of District Director forums held – The target was set at three (3) forums. The validated output indicate one forum achieved.

Biennial Targets:

Percentage of school principals rating the support services of districts as being satisfactory – The target was set at 75 percent of school principals. The validated output indicates that the school principal’s satisfaction survey implementation plan for the 2022/23 cycle was approved and letters were sent to provinces notifying them of the survey.

The Department reported on further progress made in the key focus areas in Programme 4 for the First Quarter of 2022/23, which included the following, amongst others:

Education Management Information System (EMIS);
Public Examinations;
Examination and Assessment System Administration;
National Assessment;
Provincial Budget and Monitoring;
Provincial and District Planning and Implementation Support;
School Level Planning and Implementation Support;
National Education Evaluation and Development Unit (NEEDU);
Quality Learning and Teaching Campaign (QLTC); and
Education Infrastructure Grant (EIG).

Programme 5: Educational Enrichment Services

The purpose of the programme is to develop policies and programmes to improve the quality of learning in schools. Within this programme, there was six (6) performance indicators with three (3) annual and three (3) quarterly targets. The details of the Department’s performance in this programme are as follows:

Quarterly Targets:

Number of districts monitored in the implementation of the National School Safety Framework (NSSF), Social Cohesion, Sport and Enrichment Programmes - The target for was set at 22 districts monitored. The validated output stood at 10 districts – a negative deviation of 12. The deviation was due to 2022 being the year of full resumption of co-curricular programmes which affected resources allocation at provincial and district levels. The Eastern Cape Province could not be monitored. The 12 districts in the Eastern Cape will be monitored in the second quarter. To manage risk for future occurrence of this matter, line function will escalate the matter to HEDCOM for intervention.
Number of learners, educators, parents, SGBs and other educations stakeholders reached through social cohesion programmes – The target was set at 1 000 and the validated output indicated a total of 2 172 achieved. This was a positive deviation of 1 172. The positive deviation was due to strengthened collaboration with external stakeholders being beneficial in advocating for Social Cohesion and Equity programmes
Number of districts implementing the programme to end school-related gender-based violence – The target was set at 22 districts. The validated output stood at 10 districts – a negative deviation of 12 districts. The deviation was due to 2022 being the year of full resumption of co-curricular programmes which affected resources allocation at provincial and district levels. The Eastern Cape Province could not be monitored. The 12 districts in the Eastern Cape will be monitored in the second quarter. To manage risk for future occurrence of this matter, line function will escalate the matter to HEDCOM for intervention.

Annual Targets:

An Annual Sector Report is produced on the provision of nutritious meals and compliance with feeding requirements - The target was for an approved Annual Sector Report on the provision of nutritious meals and compliance with feeding requirements. The validated output indicates and approved Annual Sector Report on the provision of nutritious meals and compliance with feeding requirements.
Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education Programme – The Annual Target was set at nine (9) PEDs. The validated output indicates inter-provincial virtual meetings held with Gauteng, Limpopo and Mpumalanga.
Number of professionals trained in SASCE programmes - The Annual Target was set at 900 professionals trained. The validated output indicates a total of two workshops were conducted in the Eastern Cape and Western Cape with 142 participants.

The Department reported on further progress made in the key focus areas in Programme 5 for the First Quarter of 2022/23, which included the following, amongst others:

Safety in Education;
Sport and Enrichment in Education;
Health Promotion;
School Nutrition;
Psycho-Social Support; and
Social Cohesion and Equity in Education.

Quarter One: Budget and Expenditure

5.1 Introduction

The total appropriation budget of the Department for the 2022/23 financial year amounted to R29.560 billion. A total of 82 percent of the budget amounting to R24.663 billion is allocated to transfer payments as follows:

Conditional Grants: R23.008 billion;
Transfers to Public Entities: R178.0 million; and
Other Transfers: R1.447 billion.

The remainder of the budget (R4.897 billion) is allocated to the following:

Compensation of Employees: R503.3 million;
Examiners and Moderators: R21.7 million;
Earmarked Funds: R1.300 billion;
Office Accommodation: R175.0 million;
Specifically, and Exclusively Appropriated: R2.403 billion;
Departmental Operations: R180.6 million; and
Departmental Projects: R314.3 million.

The total actual expenditure of the Department for the 2022/23 financial year First Quarter amounts to R8.328 billion. Expenditure amounting to R8.571 billion was made up of transfer payments as follows:

Conditional Grants: R7.116 billion;
Transfers to Public Entities: R85.7 million; and
Other Transfers: R1.369 billion.

The remainder of the expenditure (R757 million) is made up as follows:

Compensation of Employees: R128.5 million;
Examiners and Moderators: R5.6 million;
Earmarked Funds: R31.3 million;

Office Accommodation: R43.6 million;
Specifically, and Exclusively Appropriated: R472 million;
Departmental Operations: R44 million; and
Departmental Projects: R32 million.

				Percentage Spent
Administration	535 184	130 624	404 560	24.41%
Curriculum Policy, Support and Monitoring	3 280 768	471 692	2 809 076	14.38%
Teachers, Education Human Resources and Institutional Development	1 501 105	1 356 207	144 898	90.35%
Planning ,Information and Assessment	15 416 997	4 375 028	11 041 969	28.38%
Educational Enrichment Services	8 826 113	2 994 101	5 832 012	33.92%
Total	29 560 167	9 327 652	20 232 515	31.55%

Challenges/Deviation – The bulk of the allocation on this programme is in respect of the Workbooks and Conditional grants.
Mitigatory Measures/Progress – Workbooks: The low expenditure in Programme 2 is mainly attributed to the fact that the printing of Workbooks Volume1 for the 2023 academic year is in progress.
1. .1.2 Programme 3: Teachers, Education Human Resources Development and Institutional Development –
Challenges/Deviation – The high expenditure in this programme is due to the once-off transfer payment for Funza Lushaka Bursaries.
Mitigatory Measures/Progress – The once-off transfer for Funza Lushaka Bursaries was made to NSFAS on 1 April 2022

Economic Classification				Percentage Spent
Compensation of Employees	549 328	137 802	411 526	25.09%
Goods and Services	2 246 887	187 789	2 059 098	8.36%
Interest on Rent and Land	40 553	10 072	30 481	24.84%
Transfers and Subsidies	24 662 313	8 570 578	16 091 735	34.75%
Payments of Capital Assets	2 061 086	421 403	1 639 683	20.45%
Payments of Financial Assets		8	-8	-
Total	29 560 167	9 327 652	20 232 515	31.55%

Challenges/Deviation – Included in this item is mostly the workbooks budget.
Mitigatory Measures/Progress – Workbooks: The low expenditure is mainly attributed to the fact that printing of Workbooks Volume 1 for 2023 academic year is in progress.
1. .3.1.2 Payment for Capital Assets
Challenges/Deviation – The bulk of the allocation on this item is in respect of the ASIDI project.
Mitigatory Measures/Progress – During the first quarter of this current year (2022/23) the Implementing Agents have reported work done with a total certified value of R352 142 885.42. This expenditure will reflect in the second quarter once normal verification of invoices received has been done before invoices can be processed.

Other Transfers				Percentage Spent
Compensation of Employees	503 362	128 466	374 896	25.52%
Examiners and Moderators	21 661	5 616	16 045	25.93%
Transfers to Public Entities	178 031	85 664	92 367	48.12%
Other Transfers	1 476 605	1 369 273	107 332	92.73%
Conditional Grants	23 007 677	7 115 640	15 892 037	30.93%
Schools Infrastructure Backlogs Indirect Grant	2 403 119	472 171	1 930 948	19.65%
Earmarked Funds	1 299 828	31 264	1 268 564	2.41%
Departmental Operations	180 645	44 409	136 236	24.58%
Office Accommodation	174 987	43 609	131 288	24.93%
Projects	314 342	31 540	282 802	10.03%
Total	29 560 167	9 327 652	20 232 515	31.55%

Transfer to Public Entities: Transfers to public entities are processed based on projections submitted to National Treasury

Other Transfers: The high expenditure is due to the once-off transfer payment for Funza Lushaka bursary in April 2022

Earmarked Funds (Workbooks): The low expenditure is mainly attributed to the fact that printing of Workbooks Volume 1 for 2023 academic year is still in progress.

Earmarked Funds (Matric Second Chance Programme): The Programme has three (3) major cost drivers i.e.
payment of teachers’ stipend,
printing of Learning and Teaching Support Material (LTSM) and
hosting of workshops to develop the study guides.

The process of paying teachers is underway and expenditure will reflect in the second and third quarters of the year. The printing of LTSM will commence as soon as the tender is finalised, and expenditure will show subsequently. Hosting of workshops is underway and the first one started on 21 July 2022 and will end on 1 August 2022.

Projects: Most of the Departmental projects are seasonal and processing of payments will reflect in the second quarter of the year. For example, projects such as the South African School Choral Eisteddfod take places at the end of June and payments will reflect in the second quarter of the financial year.

Economic Classification				Percentage Spent
Learners with Profound Disability Grant	255 521	81 198	174 323	31.78%
Maths Science and Technology Grant	424 793	42 477	382 316	10.00%
Early Childhood Development Grant	1 192 682	298 173	894 509	25.00%
Education Infrastructure Grant	12 384 085	3 715 226	8 668 859	30.00%
National School Nutrition Programme	8 508 321	2 954 340	5 553 981	34.72%
HIV and AIDS Life Skills Education Grants	242 275	24 226	218 049	10.00%
Total	23 007 677	7 115 640	15 892 037	30.93%

Challenges/Deviation – The conditional grants transfers were made according to the approved payment schedule.
Mitigatory Measures/Progress – The transfers for the conditional grants were processed as per the approved payment schedules.

Other Transfers				Percentage Spent
UNESCO Membership fees	17 773	-	17 773	-
ADEA	1 000	-	1 000	-
Guidance Counselling and Youth Development Centre: Malawi	204	-	204	-
Childline South Africa	82	-	82	-
National Education Collaboration Trust	120 738	40 246	80 492	33.33%
Households		74	-74	-
Southern and Eastern Africa Consortium for Monitoring Educational Quality	3 816	-	3 816	-
Uhambo Foundation ECD	2 130	-	2 130	-
SA Congress for ECD	826	-	826	-
Ntataise	1 083	-	1 083	-
NSFAS: Funza Lushaka	1 328 953	1 328 953	-	100%
Total Other Transfers	1 476 605	1 369 273	107 332	92.73%
Umalusi	162 031	81 016	81 015	50.00%
ETDP SETA	472	472	-	100%
South African Council for Educators	15 528	4 176	11 352	26.89%
Total Public Entities	178 031	85 664	92 367	48.12%

Challenges/Deviation – The transfers on Households are made to employees that have exited the system.
Mitigatory Measures/Progress – Due to uncertainty and materiality, this item is not budgeted for during the Estimates of National Expenditure(ENE). However, the overspending is covered during the Adjustment period.

5.6.1.2 ETDP SETA

Challenges/Deviation – The transfer to ETDP SETA is for skills development for the employees of the Department
Mitigatory Measures/Progress – Once-off transfer payment which is made annually.

Economic Classification				Percentage Spent
Compensation of Employees	6 712	2 458	4 254	36.62%
Goods and Services	358 735	53 052	305 683	14.79%
Building and Other Fixed Structures	2 037 672	416 661	1 621 011	20.45%
Total	2 403 119	472 171	1 930 948	19.65%

The COE budget excess will be monitored throughout the financial year, and any excess that may result will be recouped from other items within the SIBG budget.
1. Goods and Services
The low spending is as a result from Management fee which still needs to be processed on BAS, as soon as invoices are received from the Implementing Agent.

Portfolio Committee Observations and Questions

The Portfolio Committee raised the following with the Department of Basic Education in respect of the First Quarterly Report for 2022/23:

In respect of the Funza Lushaka Bursary programme and placement of graduates, Members queried the following:
- Members noted that the Department reported that only 49 percent of graduates had been placed and queried how the Department was addressing the placement of Funza Lushaka graduates
- Members also raised concern with the priority placement of Funza Lushaka graduates over National Student Financial Aid Scheme (NSFAS) and other graduates. Member felt it was unfair and discriminatory to prioritize the Funza Lushaka Graduates. Members urged that the Department addressed the problem with a possible review and revision of the placement policy so as to ensure fairness and equity.
- What steps had the Department taken to ensure one plan for one government for student bursaries – and had such a plan been tabled to Cabinet to resolve this challenge.
Members requested that the Department submit the Early Childhood Development (ECD) socio-environmental impact assessment as requested at a previous meeting – but not yet received. A Member indicated that she would submit a detailed list of questions to the Department via the Committee Secretary for detailed written responses on, amongst others:
- Home-schooling capacity building and registration;
- Comprehensive Sexuality Education roll-out;
- Update on figures for school closures nationally;
- ECD registration;
- NASCA certification;
- School drop-outs;
- Research; and
- Donors and sponsorship to support DBE.
Members queried whether the country still had schools with Learning and Teaching Support Material (LTSM) shortages and needed details on the schools, districts and provinces where shortages were reported.
Regarding schools that frequently underperformed, Members queried whether principals were held accountable for such underperformance, including district and circuit officials.
Members also queried whether there were enough educators within the system currently – it was noted that the Department was losing educators due to old-age and other factors. Members queried the Department’s plans to address and mitigate such challenges of possible educator shortages and whether there is succession plans in place.
With Maths Science and Technology (MST) Schools, Members queried the collaboration with Higher Education regarding plans and progress in ensuring that an adequate number of MST learners were produced to enter University studies in the MST field.
Members also sought clarity on the performance of the various programmes and sought more detail on those programmes that were not performing adequately.
In respect of the 3-Stream Curriculum Model, there seemed to be a disjointed understanding of Schools-of-Skills and where they were located within the system. It is reported that learners from these schools were not certificated and recognised. Members queried whether Schools-of-Skills formed part of the Curriculum models – and queried how the Department was addressing issues of certification/recognition. How was Umalusi being included in the discussions around the matter.
Regarding ECD funding, Members queried whether the Department was engaging with National Treasury around ECD funding model, budget and resource allocation to assist with the full implementation of Grade R and ECD.
Violent behaviour in schools was increasing and Members queried whether the Department was looking to establish District Safety Plans; especially in hot-spot areas. Members also requested the Department to consider placement of social worker and psychology students in high-risk schools.
It was noted that the Department was dealing with cases of non-payment to be processed through courts. Members queried the circumstances for non-payment, the amount of money this entailed and whether there was consequence management against errand officials found guilty of wrong-doing.
With the use of Implementing Agents for DBE projects, Members sought a full analysis and report on work of the IAs, the spending on projects and effectiveness of IAs.
Members sought clarity on how the Special Purpose Vehicle for Infrastructure would assist the Department – and whether this would exclude the Accelerated Schools Infrastructures Delivery Initiative (ASIDI) and Sanitation Appropriate for Education (SAFE) programmes currently in motion.
Members also queried how the previous Auditor General of South Africa (AGSA) audit findings assisted the Department towards improved performance. Members also queried whether the Department was able to implement previous recommendations from the Auditor-General.
Members queried whether the Department was able to do adequate monitoring for the uptake of the various Curriculum Streams being offered.
A Member was of the view that the DBE First Quarterly Report should not be adopted – as her party would reserve their rights with the adoption.
Members queried what guided the Department in choosing certain provinces and districts for projects identified
With History as a learning area, Member queried how the Department was ensuring the subject was offered as a compulsory subject in schools.
Pertaining school sports and extra-mural sporting activities, Members congratulated those schools that were able to practice various sporting codes and urged the Department to encourage and ensure schools were assisted with re-establishment of sporting co- including collaboration with local municipalities.
Members also queried whether the Department received plans prior to funds being allocated and transferred to recipients. Did the Department also have Quarterly Spending plans in place – and how were Provincial Education Departments (PEDs) supported i.r.o planning, budgeting, grant allocation and spending.
Members queried how the Department ensured that PEDs were able to cooperate with National Treasury in respect of accountability and compliance.
Members queried the extent to which the Department was able to eradicate pit-latrines that are still in use by schools.
With the rise in GBV, sexual harassment and bullying, Members queried the effectiveness of the implementation of current policies in place to mitigate these challenges.
Members requested that the Department also shared their highlights in respect of the management and utilisation of funds during the 1st Quarter 2022/23.
Regarding recent floods as reported during (April- May 2022), Members sought clarity on the provinces, districts and school that may have been affected. On the aspect of flood donations received, Members sought clarity on who the donors were – and in what form the donations were received.
With Coding and Robotics, Members queried the number of PEDs that were implementing and offering the subjects. What was meant with the risk-register mentioned.
Regarding the Memorandum of Understanding (MOU) with Kenya, Members sought more details in respect of the MOU.

Responses from the Department of Basic Education

Deputy Minister, Dr R Mhaule – Dr Mhaule thanked Members for their questions and requested that Members, as indicated, forwarded their detailed questions via the Committee Secretary for more detailed written responses from the Department. She alluded to the work of the Care and Support Branch and their work in respect of school sport and extra-mural activities amongst others. This was also integrated and collaborated with various sister departments e.g. Health, Security, COGTA, QLTC and other relevant stakeholders. Dr Mhaule also gave some background to the establishment of the Funza Lushaka Bursary Scheme where the Department decided on a dedicated bursary to attract more students to study teaching. The NSFAS was more of a general bursary offered to any student who qualified – but the Funza Lushaka was specifically for student studying teaching. The Department absorbed all and any graduate, not only Funza Lushaka graduates. The Deputy Minister also touched on issues pertaining to the age-cohort of the teachers within the system and mentioned that there was a large proportion who were still a young (she indicated that the Department would supply the Portfolio Committee with the necessary figures). The Department was responding to the economic needs of the country and hence the 3-Stream Curriculum Model was adopted by the Department. The Department continued collaborate with the Department of Higher Education to respond to the current student dynamics and produce adequate and relevant teachers into the system.

Director-General, Mr H Mweli – Mr Mweli indicated that the Department no longer prioritised the placement of Funza Lushaka graduates over other graduates. Members need to alert the Department where they encounter this practice for them to address it. Regarding the underperformance of schools, the Department ensured that such schools were monitored in respect of the provisions in the relevant legislation. The focus remained to support underperforming schools and the Department applied consequence management and accountability measures for principals and officials. It has been reported that the Department had adequate provision of teachers – there was not an absolute shortage but a relative shortage in certain subject areas. Mr Mweli requested the Portfolio Committee to consider having the Department present on the Curriculum Road Map of the Department which covered Curriculum-related matters as well as the various Curriculum streams.

Deputy Director-General, Mr S Padayachee – In respect of the Lamarp project, Mr Padayachee explained the original agreement with the provinces involved in the project. The agreements were based on available budget when specific under-resourced districts were chosen. Mr Padayachee also touched on the current attrition rate which stood at around 4-5 percent, whereby around 20 000 teachers were leaving the profession for various reasons. The Department needed to employ around 20 000 teachers on an annual basis and utilised various methods e.g. Funza Lushaka and NSFAS graduates, Foreign Educators etc. Although Higher Education Institutions produced considerable number of teacher graduates, not all entered the teaching profession. The teacher vacancy rate in provinces varied considerably.

Deputy Director-General, Mr D Van der Westhuizen – The Department was adequately monitoring and in control of all projects as they related to time-frames and costing. It was noted that all projects with Implementing Agents went through a process of formal contracts – with a penalties regime in place to ensure projects adhered to time and budget. The Department was also addressing issues of payments within stipulated timeframes with some historic cases currently being completed with the necessary consequence management in place. Regarding the Special Purpose Vehicle for Infrastructure, the Department mentioned that this was run in the Presidency.

Deputy Director-General, Ms C Nogoduka – Ms Nogoduka answered on issues pertaining to Comprehensive Sexuality Education Curriculum and the initial pilot in seven provinces, reaching a total of 3 000 schools. Currently the Curriculum will be rolled-out to all nine provinces by the end of the financial year. The Department was also collaborating with relevant sister departments in this regard.

Deputy Director-General, Dr M Simelane – Dr Simelane was also of the view that a presentation to the Portfolio Committee on Basic Education around the Curriculum Road Map would assist with many of the questions on the 3-Stream Model. The Schools-of-Skills was the first set of schools that piloted the 3-stream model to prepare learners for the job-market. Regarding the certification/recognition, the Department was in the process of finalizing the General Education Certificate (GEC) provisionally approved. In the interim, the Department was considering a design of a report card for learners at Schools-of-Skills after completion of their education. The Department was collaborating with Umalusi in this regard.

Deputy Director-General, Mr P Khunou – Mr Khunou alluded to programmes that were not doing well in the 1st Quarter – but were being addressed. He further explained issues around the Quarterly Expenditure Plans and the differences with financial and non-financial budgeting. The Department had regular meetings to discuss budgets and expenditure planning. He further alluded to past and present audit opinions and how these assisted the Department in further improvements on audit opinions moving forward. He also alluded to the AGSA Report on issues of Material Irregularities (MIs) which the Department was addressing.

Director-General, Mr H Mweli – Mr Mweli explained the MOU with Kenya which covered a host of areas – he promised a report to be made available to the Portfolio Committee on the matter. With Coding and Robotics, the Department piloted around 200 school prior to the disruptions of the Covid-19 pandemic – all nine provinces were represented in the pilot programme (a report will be made available to the Portfolio Committee). Mr Mweli agreed that issues of school sports were not at a desirable level and was collaborating with the Department of Sport and Recreation to assist with increasing school sport/extra-mural activities.

Mr Mweli also touched on the Lamark Project where, due to budget and funds allocation, only five provinces and five districts participated. The Department also needed to work with municipalities in respect of District Development Models to assist with municipal infrastructure grants for sporting facilities. The Department had received reports on all grants received for each province – and these were being monitored by the Department.

There was a Ministerial Task Team established to focus on issues of Social Cohesion implementation. The Team is working to ensure History was considered a compulsory for all learners. The Department will share this report with the Portfolio Committee.

Mr Mweli agreed that LTSM was a quality driver and indicated that there were some areas that experienced shortages in some grades – but no shortages in Grade 12. Where shortages were reported, PEDs were addressing the matter.

With ablution facilities, Mr Mweli indicated that not all localities would be able to offer water-borne sanitation due to water shortages. However, the Department ensured that these schools were provided with appropriate, approved and safe sanitation facilities.

Regarding projects, the Department continued with engagement with National Treasury regarding projects to be completed in the current financial year as well and further and outer financial years. The Department was confident that it would receive the necessary funding to complete all projects.

Mr Mweli would ensure the Portfolio Committee received further reports on ECD implementation highlights as well as flood-affected schools in certain provinces.

There was a need to bring funding of Grade-R to the same level as all other grades. There was a need for a new ECD delivery model and the Department was in discussion with National Treasury on full funding for the new ECD delivery model.

Deputy Minister, Dr R Mhaule – Dr Mhaule alluded to issues pertaining to the donor-funding and support from UNESCO with learner dignity packs for those affected by the recent floods. Further to this, the Global Fund assisted school in collaboration with Social Development with school uniforms through funds made available.

Portfolio Committee Recommendations

Based on the observations made above, the Portfolio Committee requests that the Minister of Basic Education ensure that the Department of Basic Education consider these recommendations:

The Department should review any policy or practice that prioritises placement of Funza Lushaka graduates above other graduates. Further to ensure adequate placement of all graduates as per the needs of the provincial departments.
The Department should submit written reports on the following:
- A detailed report on breakdown of the teachers’ cohort in the system (figures for attrition, retirements, resignations, teacher shortages, age-analysis)
- Submit a report on the breakdown of teachers in the employment of the department whose services are utilized for respective MST subjects from Funza Lushaka, NSFAS graduates, Foreign Educators etc.
- Report on Kenya MOU/Bilateral
- Report on Coding and Robotics implementation of pilot study
- Report of Ministerial Task Team on Social Cohesion and compulsory History Subject offering.
- Report on ECD implementation highlights
- Report on flood-affected schools in certain provinces
- Report on the ECD socio-environmental impact assessment.

Ensure that all LTSM shortages are urgently addressed before the end of academic year 2022.
Ensure consequence management for principals and departmental officials where schools continue to underperform.
Strengthen collaboration with Umalusi to finalise the General Education Certificate so-as to ensure learners at Schools-of-Skills are adequately recognised and certificated.
Ensure finalisation of engagements with National Treasury regarding the ECD funding model, budget and resource allocation to assist with the full implementation of Grade R and ECD.
The department should consider the establishment of District Safety Plans and possible placement of social worker and psychology students to support high-risk schools that are prone to violence.
The department must ensure consequence management of errand officials found guilty of wrong-doing in respect of timeous payments of service providers
The department should ensure adequate monitoring on the uptake of the various Curriculum Streams being offered.
In collaboration with sister departments, ensure that schools are assisted with re-establishment of sporting codes and extra-mural activities.
Ensure PEDs are able to cooperate with National Treasury in respect of accountability and compliance.

Report to be considered.

Documents