2015-16 Education sector audit outcomes PFMA

2015-16 PFMA Reputation promise The Auditor-General of South Africa (AGSA) has a constitutional mandate and, as the Supreme Audit Institution (SAI) of South Africa, it exists to strengthen our country’s democracy by enabling oversight, accountability and governance in the public sector through auditing, thereby building public confidence.

Sector Focus Areas Education and training infrastructure 2015-16 PFMA Education and training infrastructure Procurement of Learner-Teacher Support Materials (LTSM) Management of school finances Education district curriculum support and monitoring Implementation of Information Technology and E-Education Teacher professional development DHET – Skills Development TVET Colleges infrastructure

2015-16 PFMA 1 Education and training infrastructure 1

Key findings on Demand Management (Infrastructure planning) 2015-16 PFMA Key findings on Demand Management (Infrastructure planning) 1

Key findings on project management 2015-16 PFMA Key findings on project management 1

Key findings on project management 2015-16 PFMA 1

Infrastructure maintenance: Key findings on maintenance 2015-16 PFMA 1

2 Procurement of Learner-Teacher Support Materials (LTSM) 2 2015-16 PFMA 2 Procurement of Learner-Teacher Support Materials (LTSM) 2

Findings on identifying the needs and planning for LTSM 2015-16 PFMA 2

Findings on identifying the needs and planning for LTSM 2015-16 PFMA 2

Findings on procuring LTSM according to National Treasury and SCM regulations 2015-16 PFMA 2

2015-16 PFMA 3 Management of school finances 3

What we found: Management of school finance 2015-16 PFMA 3

What we found: Management of school finance 2015-16 PFMA 3

2015-16 PFMA 4 Education district curriculum support and monitoring 4

2015-16 PFMA 4

Education district sizes compared to the national norm - 2016 2015-16 PFMA 4

Average education circuit sizes compared to the average national norm - 2016 2015-16 PFMA 4 NOTE: The Gauteng PED has implemented a district office model that functions in circuits as well as school clusters. Transversal teams, led by a cluster leader and consisting of curriculum, human resource and financial specialists support and monitor schools at a school cluster level.

Uneven allocation of curriculum resources 2015-16 PFMA 4

Subject adviser vacancies per district - 2016 2015-16 PFMA 4

Deficiencies on-site curriculum support and learner performance improvement strategies - 2014 2015-16 PFMA 4

Key findings on monitoring and evaluation by PEDs over education districts 2015-16 PFMA 4

5 Implementation of Information Technology and E-Education 5 2015-16 PFMA 5 Implementation of Information Technology and E-Education 5

Education management information system: Summary of findings 2015-16 PFMA Status of IT focus areas in Education Sector 5

Education management information system: Summary of findings 2015-16 PFMA 5

2015-16 PFMA 6 Teacher Professional Development 6

2015-16 PFMA 6

Monitoring and evaluation of teacher development interventions 30 Identifying and addressing teacher development needs by school 2015-16 PFMA 6 Monitoring and evaluation of teacher development interventions

Department of Higher Education (Skills Development) 2014-15 PFMA 7 Department of Higher Education (Skills Development) 7

Finding 1: Uploading research reports in the repository Needs driven systems – Demand management (Skills development) 2015-16 PFMA Finding 1: Uploading research reports in the repository Research done and uploaded in the repository Research reports not uploaded in repository Fasset, Merseta, Chieta, Sasseta FoodBev, Services, Cathsseta, LGSeta, FP&M Seta, ETDP, HWSeta, EWSeta, Agriseta, MICT, Inseta, Bankseta, MQA, W&RSeta, Teta, Ceta, PSeta. 7 Programme evaluations – Commissioning and utilisation (Skills development) Finding 2: Assessed the effectiveness of skills development (impact and tracer study) Conducted tracer or impact studies Made commitment to conduct tracer or impact studies Did not conduct tracer or impact studies and commitments not made Fasset, Merseta, Chieta, LGSeta, FP&MSeta, ETDPSeta, HWSeta, MICT, Bankseta, MQA, W&RSeta, Teta, PSeta. Sasseta, CathsSeta. FoodBev, Services, EWSeta, Agriseta, Inseta, Ceta,

TVET Colleges infrastructure 2015-16 PFMA 8 8 TVET Colleges infrastructure

8 Needs driven systems – Demand management 2015-16 PFMA At the Thabazimbi TVET campus in Limpopo, a new college with a double-storey classroom block, administration block, library, workshops, student centre and maintenance facilities is under construction. Since construction began, the scope of work has changed. A single-storey classroom block was changed to a double-storey block with a computer laboratory. Two refuse areas were added, earth retaining was added for the slope gradient, water storage was added, and board facilities were removed from the plan. 8

8 Implementation and monitoring – Project management 2015-16 PFMA At the Bhambana TVET in Jozini in KwaZulu-Natal, the lack of proper site supervision caused problems. The pictures show a steel column which is off-centre of the plinth, poor brickwork of internal walls, skew door frames and stress cracks in walls. 8

8 Implementation and monitoring – Project management (Cont…) 2015-16 PFMA At the Nkandla TVET in KwaZulu-Natal, poor quality workmanship has resulted in walls not being square, poor bricklaying, steel columns dangling above their plinths and cement dumped outside being exposed to the weather (see the pictures below). 8

2015-16 PFMA