DBE STRATEGIC AND ANNUAL PERFORMANCE PLANS PALIAMENTARY PORTFOLIO COMMITTEE ON BASIC EDUCATION MEETING 17 MARCH

PRESENTATION OUTLINE PART A 1.Overview3 2.Strategic Focus on Mandates5 3.MTSF Sub-outcomes6 4.Action Plan to Non-negotiables8 6.Strategic Outcome Oriented Goals of the Institution 9 7.Key Focus Areas 10 8.Strategic Objectives, Indicators and targets13 9.Strategic Planning Process27 PART B 10. BUDGET28 2

1. Overview This is a new five year term after the 2014 elections. In terms of the government planning frameworks, departments must produce their five year strategic plans every five years corresponding to the electoral cycle. The planning function in the new term is now located with the Presidency in the Department of Planning, Monitoring and Evaluation (DPME). The Planning frameworks used are the ones developed by the National Treasury after the 2009 elections (but these are currently under review) 3

2. Overview… A: Strategic Overview The first part of the Strategic Plan comprises of the following: –Vision, Mission and Values: which have not changed –Legislative Mandates, which have not changed –An emphasis on new policy developments, to cater for all the priorities for this term –Relevant court rulings that may impact on service delivery have been covered 4

2. Strategic Focus on Mandates The DBE plans have been guided by the National Development Plan: Vision 2030: Our future – Make it work Since 2009, the focus of the education sector is on “Improved quality of basic education”: Outcome 1 In 2013/14 in preparation for the new term, a Medium Term Strategic Framework (MTSF 2014) was crafted, aligned to the National Development Plan The MTSF is also aligned to the Basic Education Long Term Sector Plan: Action Plan to 2019: Towards the Realisation of Schooling 2030 The MTSF indicators and targets form the PoA for the sector and progress is reported to the DPME on a quarterly basis. The department has developed a framework to be used to monitor progress on MTSF targets The sector also has Non-negotiables to focus on other areas not covered in the MTSF The Department will further embark on Operation Phakisa (Big Fast Results) focusing mainly on ICT as quick way of responding to the NDP 5

3. MTSF MTSF Sub-Outcomes: 1. Improved quality of teaching and learning through development, supply and effective utilisation of teachers. 2. Improved quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM). 3. Improving assessment for learning to ensure quality and efficiency in academic achievement 4. Expanded access to Early Childhood Development and improvement of the quality of Grade R, with support for pre-Grade R provision 5. Strengthening, accountability and improving management at the school, community and district level. 6. Partnerships for education reform and improved quality. 6

4. Action Plan to 2019 In 2011, the DBE, as part of finding its mandate after the split of education into two ministries, put together a sector plan, Action Plan to 2014: Towards Realising Schooling 2025, The aim of drawing all education efforts into synchrony with one another. In line with the NDP, the sector has also extended the sector plan to stretch to 2030, while keeping its original goals of quality improvement and adding emerging areas that need attention. Implementation of the sector plan and achievement of the targets therein will continue to find expression in school, district, provincial and DBE plans. 7

5. Non-Negotiables Key focus areas: The “Non- negotiables” form part of the key deliverables that will find expression in the DBE plans and in provincial plans in order to fast- track some of the key imperatives of government in the basic education sector: 1. LTSM - one text per grade per subject 2. Infrastructure – basic services, maintenance 3. Districts – monitoring, support, improvement 4. Teacher Deployment and Placement 5. ICT - Main focus area for Big Fast Results (Operation Phakisa) 6. Kha Ri Gude – advocacy, youth volunteers 7. Library Services - focus on reading and heightened library resourcing in schools 8. Rural Schools (Multi-grade, Farm & non-viable) 9. Curriculum (MST, History, IIAL, Reading, Inclusive Education) 10.Social Mobilisation, partnerships, learner well being and safety 8

6. Strategic Outcome Oriented Goals These strategic goals are linked to the five Budget programmes 1.Effective and efficient governance and management support. 2.Effective curriculum implementation and support. 3.Improved teacher supply and capacity. 4.Effective systems for planning, information, assessment and district support. 5.Expanded implementation of social cohesion and learner wellness programmes 9

7. Key focus areas: The sector will introduce an African language in schools that previously did not offer any African Language Work towards formalising the Grade R class Work towards the NDP’s objective that all schools meet minimum infrastructure standards for sanitation, classrooms and libraries by Continue the provision of high quality workbooks The Department will continue to use the ANA to influence classroom practices and to inform content- focused training for teachers Teacher skills for Foundation Phase and Grade R teachers Provision of Grade R workbooks and improved access 10

7. Key focus areas… Maths, Science and Technology –a new conditional grant has been negotiated with the National Treasury to merge the Dinaledi Schools and Technical Secondary Schools Recapitalisation Grant –The purpose of this initiative is to promote Mathematics and Physical Science teaching and learning and improve teachers’ content knowledge of Mathematics and Physical Science Technology. –The focus will be on improving learner numbers and performance in Mathematics and Physical Science; as recommended in the NDP and the Action Plan to 2019 Funza Lushaka bursary scheme is complemented by ensuring that all graduates are absorbed into the schooling system and deployed in areas of shortage such as Mathematics, Science and Technology as well as in the Foundation Phase (especially teaching in African languages), and to rural areas. 11

7. Key focus areas… Develop a supply and demand model to incorporate information about teacher recruitment, attrition, exit, utilisation and migration to inform planning and resourcing of the teaching workforce Change the process of appointing principals so that competent individuals are in schools to heighten school management and ensure that curriculum implementation takes place. The DBE has committed to participating in international testing programmes such as Trends in Mathematics and Science Studies (TIMSS), Progress in Reading and Literacy Study (PIRLS) and the Southern Africa Consortium for Monitoring Educational Quality (SACMEQ). 12

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 1 Strategic ObjectiveStrategic Indicator5 Year Target 1.1 To improve the capacity of the DBE Percentage of MPAT scores at level 3 and 4 85% APP INDICATORS1 Year Target Number of staff development opportunities offered to officials in the DBE. 15 Number of internships implemented in the Department 65 Signed Financial Disclosure forms for all DBE SMS members submitted every year by due date All SMS members Signed Performance Agreements by all DBE SMS members submitted every year by due date All SMS members 13

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.1 Improve the quality of Early Childhood Development Percentage of Grade 1 learners who have attended Grade R. 100% APP INDICATORS1 Year Target Percentage of qualifying public schools with workbooks for Grade R learners 97–100% Percentage of Grade R practitioners with NQF level 6 20% Percentage of Grade R Practitioners with at least NQF level 4. 50% 14

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.2 To increase the supply of high quality learning materials Percentage of learners supplied with workbooks 100% Grade R- 9 learners APP INDICATORS1 Year Target Percentage of public schools with Home Language workbooks for learners in Grades –100% Percentage of public schools with Mathematics workbooks for learners in Grades –100% 15

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.3 To increase learner completion rates 1.Percentage of learners completing the Kha Ri Gude programme 2. Percentage of learners who obtain a NSC 85% Kha ri Gude 82% NSC APP INDICATORS1 Year Target Number of learners completing the Kha Ri Gude programme Percentage of learners who obtain a National Senior Certificate 76% 16

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.4 To improve curriculum implementation in multi- grade schools An impact evaluation on multi-grade teacher training is conducted Impact evaluation report published APP INDICATORS1 Year Target Number of teachers trained in Multi-grade teaching

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic ObjectiveStrategic Indicator5 Year Target 3.1 Improve the recruitment and placement of educators into the education system Improve the placement rate of Funza Lushaka bursary holders 100% Placement APP INDICATORS1 Year Target Number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education Percentage of Funza Lushaka bursary recipients placed within 6 months of completion of their studies 85% Number of qualified teachers aged 30 and below, entering the public service as teachers during the financial year Percentage of principals appointed based on competency assessment processes 75% of advertised posts. 18

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic ObjectiveStrategic Indicator5 Year Target 3.2 To improve the capacity of teachers through diagnostic testing and implementation of a Quality Management System The average hours per year spent by teachers on professional development activities 70 APP INDICATORS1 Year Target Number of subject diagnostic tests developed for teachers English First Additional Language and Mathematics. EFAL: Maths:

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic ObjectiveStrategic Indicator5 Year Target 3.3To support districts in order to provide meaningful support to school for effective management of schools Percentage of schools producing a minimum set of management documents at a required standard 100% APP INDICATORS1 Year Target Percentage of SGBs that meet minimum criteria in terms of effectiveness (in sampled schools) 70% of sampled SGBs. Number of public schools visited to monitor the implementation of teacher performance management processes

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.1 Administer, monitor and report on all standardised national assessments NSC and ANA results published in Various Reports 3 ANA Reports 4 NSC Reports APP INDICATORS1 Year Target Valid and reliable data on learner results on performance in ANA National ANA report Diagnostic report Annual ANA district report Valid and reliable data on learner results on performance in NSC 4 National Exam Reports on learner performance in Grade 12: a)Technical Report; b)Detailed Schools statistics Report; c)Diagnostic report in selected subjects; and d)Report on schools statistics indicating 3-year performance in selected subjects 21

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.2 Provide schools with basic infrastructure to contribute towards quality learning Percentage of schools provided with Water, Sanitation, Electricity and inappropriate structures eradicated 100% APP INDICATORS1 Year Target Number of schools provided with sanitation facilities 99% Number of schools provided with water 98% Number of schools provided with electricity 96% 22

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.3 Strengthen the utilization of information systems available in schools for management purpose Percentage of public schools that use the schools administration and management systems to electronically provide data to the national learner tracking system 100% APP INDICATORS1 Year Target Percentage of public schools that use the schools administration and management systems to electronically provide data to the national learner tracking system 60% 23

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.4 Strengthen the capacity of district offices to support schools Percentage of schools visited at least twice a year by district officials for monitoring and support purposes 100% APP INDICATORS1 Year Target Number of officials from districts that achieved less than 65% in the NSC participating in a mentoring programme 24 Percentage of principals rating the support of district offices as satisfactory 65% Percentage of district managers assessed against developed criteria 60 % 24

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 5 Strategic ObjectiveStrategic Indicator5 Year Target 5.1 Promote co-curricular activities, social cohesion programmes and safe school environments for holistic development of learners to enhance their learning experience and maximise their performance. Number of educators, officials and learners participating in DBE organised activities on social cohesion, nation building, citizenship, rights and responsibilities, and constitutional values APP INDICATORS1 Year Target Number of educators, officials and learners participating in DBE organised activities on social cohesion, nation building, citizenship, rights & responsibilities and constitutional values

8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 5 Strategic ObjectiveStrategic Indicator5 Year Target 5.2 To address intrinsic (physical, mental and health-related) and societal (poverty, violence, alcohol and drug use) barriers within a larger collaborative and multifaceted response towards the multiple barriers to learning faced by vulnerable children 1.Number of schools providing learners with daily nutritious meals 2.Number of schools that administered the de-worming programme (19 998) All Quintile Schools Grades R- 7 targeting ( learners) APP INDICATORS1 Year Target Number of schools that provide daily nutritious meals to learners

9. Strategic Planning Process The first and second drafts were submitted to National Treasury and the Department of Performance Monitoring and Evaluation for comments and to check alignment to the NDP and MTSF. The plans have also been subjected to scrutiny by: –Internal auditors –Feedback from National Treasury –DPME –Auditor-General 27

PART B: 2015 MTEF ALLOCATION 28

2015 ENE ALLOCATIONS FROM TREASURY 2015/162016/172017/18 R’ MTEF Allocation Less: Baseline Reduction:( )( )( ) School Infrastructure Backlog Indirect Grant: Alignment of plans ( )( )( ) School Infrastructure Backlog Indirect Grant: shift to ASIDI to EIG ( )(55 000)- Kha Ri Gude(20 000)(30 000)( ) Goods and services(30 642)(53 309)(58 721) Payments for capital assets(273)(479)(528) Less: Adjustment to Conditional Grant:29 481( )( ) Technical Secondary Schools Recapitalisation grant ( )( )( ) 29

2015 ENE ALLOCATION (cont ) R’000 Dinaledi Schools Grant( )( )( ) Education Infrastructure Grant48 147( )( Maths, Science and Technology Grant HIV and AIDS (Life Skills Education)Grant (5 333)(7 511)(4 979) Add: Baseline Increases National Education Collaboration Framework Oversight of Maths, Science and Technology ENE ALLOCATIONS

Baseline Reduction Cabinet approved budget reductions and reprioritisation were made on the following:  R120.6 million in 2015/16, R176.3 million in 2016/17 and R116.6 million in 2017/18 from the Infrastructure Backlog Indirect Grant.  R30.6 million in 2015/16, R53.3 million in 2016/17 and R58.7 million in 2017/18 to be effected through implementing efficiency measures on expenditure on goods and services.  R in 2015/16, R in 2016/17 and R million in 2017/18 from the payments for capital assets.  R5.3 million in 2015/16, R7.5 million in 2016/17 and R5 million 2017/18 from the HIV and AIDS (Life Skills Education) grant.  R213.9 million in 2015/16, R319.3 million in 2016/17 and R209.3 million from the Education Infrastructure grant. The funds reprioritised towards the Departmental budget amount to R200 million over the MTEF (R20 million for 2015/16, R30 million for 2016/17 and R150 million for 2017/18) to be added to the transfer of National Education Collaboration Trust from the Kha Ri Gude mass literacy programme. 31

Allocation per Programme for 2015/16 compared to 2014/15 PROGRAMMES2014/152015/16 Percentage increase/ decrease Administration % Curriculum Policy, Support and Monitoring (3.0)% Teachers, Education Human Resources and Institutional Development (7.6)% Planning, Information and Assessment % Educational Enrichment Service % 2015 ENE ALLOCATIONS % 32

Allocation per Programme over the 2015 MTEF 2015/162016/172017/18 Programme R’000 Administration Curriculum Policy, Support and Monitoring Teachers, Education Human Resources and Institutional Development Planning, Information and Assessment Educational Enrichment Services TOTAL

Reasons for Deviations on Programmes Programme1: The increase over the medium term is due mainly to increases for the office accommodation. The main item of spending will be on property payments for the office accommodation for the public private partnership unitary fee. Programme 2: The budget for this programme decreases over the 2015 MTEF period. The decrease is on Kha Ri Gude through Cabinet reprioritisation implemented. Programme 3: The budget for this programme decrease over the 2015 MTEF period. The decrease in 2015/16 is mainly due to baseline reduction effected by Treasury through Cabinet. Programme 4: The budget for this programme increases over the 2015 MTEF period. The main item of spending will be on transfers to provincial education departments followed by buildings and other fixed structures. Programme 5: The budget for this programme increases over the 2015 MTEF period. The increase is due mainly to inflationary adjustments and the main item of spending will be on transfers and subsidies to provincial education departments. 34

Allocation per Economic Classification for 2015/16 compared to 2014/15 ECONOMIC CLASSIFICATION 2014/15 R’ /16 R’000 Percentage increase/ decrease Compensation of employees % Goods and Services (3.6)% Computer Services (25.8)% Agency and support/outsourced Services (31.5)% Inventory Stationery and printing (0.1)% Property payments % Operating expenditure (48.3)% Travel and subsistence % Other % Interest and rent on land (3.0)% 35

Allocation per Programme for 2015/16 compared to 2014/15 (cont) R’000 Transfers and Subsidies % Payments for Capital Assets (30.3)% Total % 36

Reasons for Deviations on Economic Classifications The increase on compensation of employees is due to improvements made on the conditions of services and the inflation rate. The decrease on goods and services is due to budget cuts through Cabinet. The increase in Transfers and Subsidies over the medium-term is mainly attributable to funds allocated to the National Education Collaboration Trust amounting to R200 million over the 2015 MTEF period, with R20 million in 2015/16,R30 million in 2016/17 and R150 million in 2017/18. The sharp decrease in the payment for capital assets between the 2015/16 to 2017/18 financial years is mainly due to budget cuts on the School Infrastructure Backlogs Indirect Grant and the payments for capital assets which was introduced during 2015 Estimates of National Expenditure. 37

Allocation Summary over the 2015 MTEF SERVICE 2015/16 R’ /17 R’ /18 R’000 Compensation of Employees Examiners and Moderators Transfers to Public Entities Other Transfers Conditional Grants Specially and exclusively appropriated Earmarked Funds

Detail of earmarked allocations/transfers (R’000) over the 2015 MTEF SERVICE 2015/16 R’ /17 R’ /18 R’000 Earmarked Funds Kha Ri Gude Literacy Project EPWP: Kha Ri Gude Workbooks National School Nutrition Programme: National National Assessment Earmarked Funds National Education Evaluation and Development Unit Oversight-Maths, Science and Technology TOTAL: EARMARKED FUNDS

Detail of earmarked allocations/transfers (R’000) over the 2015 MTEF Conditional Grants 2015/16 R’ /17 R’ /18 R’000 Education Infrastructure Conditional Grant HIV and Aids Conditional Grant National School Nutrition Programme Conditional Grant Occupation Specific Dispensation for Therapist Maths, Science and Technology Grant TOTAL CONDITIONAL GRANTS

Reasons for Deviations on Conditional Grants to Provinces Occupation Specific Dispensation The 2014 Budget includes Cabinet approved additional allocation of R213 million for 2014/15 and R67 million for 2015/16 for the new conditional grant for the occupation specific dispensation for therapist in the education sector. The R67 million will be transferred in 2015/16 financial year to Provincial Education Departments for payment of OSD approved not paid in 2013/14 financial year. This grant will be included in Provinces equitable share from 2016/17 financial year. Maths, Science and Technology Grant The Maths, Science and Technology conditional grant to provinces is introduced from 2015/16 financial year with a total allocation of R1.1 billion over the 2015 MTEF (R352.2 million in 2015/16,R367.7 million in 2016/17 and R390.7 million in 2017/18).This allocation is taken from the Technical Secondary Schools Recapitalisation grant (R771.4 million over MTEF) and the Dinaledi School grant of R367 million over MTEF which have been consolidated into a single grant to focus on Maths, Science and Technology. The purpose of the grant is to strengthen the implementation of the National Development Plan and the Action Plan 2019 by increasing the number of learners taking Mathematics, Science and Technology subjects, improving the success rate in the subjects and improving the teacher’s capabilities. The grant will achieve its purpose through the provision of support and resources to schools. 41

Detail of earmarked allocations/transfers (R’000) over the 2015 MTEF Other Transfers 2015/16 R’ /17 R’ /18 R’000 SETA Unesco Membership Fees ADEA Guidance Counselling and Youth Development Centre: Malawi Childine South Africa National Education Collaboration Trust TOTAL: OTHER TRANSFERS Transfers to Public Entities NSFAS: Funza Lushaka Bursaries Umalusi

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