DINALEDI CONDITIONAL GRANT: RD QUARTER PERFORMANCE

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field 2 DINALEDI CONDITIONAL GRANT: BACKGROUND INFORMATION Strategic goal: To increase the number of learners taking Mathematics and Physical Sciences to Grade 12 in line with the National Strategy for Mathematics, Sciences and Technology Education (NSMSTE 2002) Grant purpose: To improve the quality of learner performance in Mathematics, Physical Sciences and First Additional Language (FAL) English, in line with the Action Plan for 2014 To improve the content knowledge, pedagogies and didactic skills of Mathematics and Physical Sciences teachers.

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field 3 BACKGROUND INFORMATION Outcome statements: Continually increased performance of learners and teachers in schools presenting candidates in Grade 12 for the subjects Mathematics and Physical Sciences. Grant Size: Number of schools participating: 46 (All 8 Districts participating) Reporting: Quarterly and monthly reporting according to the financial year. YEARCONDITONAL GRANT ALLOCATIONTRANSFERS FROM DBE R All funds transferred R All funds transferred R Transfers yet to commence

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field 4 DELIBERATION In June 2012 a meeting was held with all Dinaledi schools at which the management of the Conditional Grant was discussed. Schools were informed that funds would be directly transferred into their dedicated Dinaledi Grant accounts. They had to procure goods and services according to their needs to achieve the outputs of the Conditional Grant as set out in the Conditional Grant Framework and approved in the Business Plan. Guidelines were discussed regarding procurement processes and the legal framework of the Supply Chain Management process. These are also contained in the Public Finance Management Act (PFMA) Act 29 of 1999 which is also stated in the Principals’ Manuals.

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field 5 DELIBERATION (continued) In July 2012 WCED EXCO decided to change to a more accountable procurement process based on recommendations by the Auditor General. This meant that the whole procurement process had to be started over again so as to fit in with the legal requirements of Supply Chain Management and this implied that:  A Procurement Item List had to be developed based on the outputs as set out in the Conditional Grant Framework.

© Western Cape Government 2012 | 6 Go to Insert > Header & Footer > Enter presentation name into footer field  Information meetings were held in each district to discuss central procurement requirements.  Schools had to procure goods and services according to their needs to achieve the outputs of the Conditional Grant as set out in the Conditional Grant Framework and approved in the Business Plan.  District Mathematics-Science Coordinators collated schools’ needs and submitted documents to head office for further processing.  Delays were incurred in schools, and subsequently districts, submitting documentation. DELIBERATION (continued)

© Western Cape Government 2012 | 7  The Item Lists had to be collated into various composite lists as well as schools’ distribution lists.  Special project plans for the installation of technology were developed.  Documentation was submitted to SCM/DITCOM and tenders were prepared and advertised.  Bids were received and order numbers/letters of acceptance issued.  In the case of infrastructure projects site meetings had to be organised for potential service providers. DELIBERATION (continued)

© Western Cape Government 2012 | 8 DELIBERATION The change in the manner of procurement caused delays and contributed to the low spending by the end of the third quarter. The differences between market prices obtained by schools earlier compared to much higher prices provided by procurement resulted in schools having to reprioritise their needs and hence further delays. At the end of the Third Quarter (Dec 2012) 4% of the allocated funds had been spent At the end of the Fourth Quarter of the financial year 48% of the allocated funds had been spent with a further 34% committed for which approval for a roll-over has been requested from the WC Provincial Treasury.

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field 9 DATA ON BUDGETS: ALLOCATIONS FOR 3 YEARS END 3 RD QUARTEREND 4 TH QUARTER ITEM DESCRIPTIONAMOUNTS% % % % BUDGET ALLOCATED 2012/13 R R R R FUNDS TRANSFERRED TO THE PROVINCE R R R R0O COMMITMENTS AS AT 31 MARCH 2013 (Orders placed – delivery in progress) R ACTUAL EXPENDITURE R ,5 R R R00 TOTAL XPENDITURE (COMM+ACTUAL) R FUNDS AVAILABLE/ BALANCE R R R

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field CAPACITY CONSTRAINTS The following capacity constraints contributed to the low-spending by the third quarter: Human resource challenges with regards to: - limited administrative support - small personnel to monitor and support schools in terms of conditional grant requirements. Lack of institutional experience and knowledge at WCED Head Office, District and school levels, of the intricacies regarding central procurement processes prior to its implementation resulted in delays. Execution of instructions not followed to the letter e.g. late return of documentation by schools and districts.

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field MONITORING CAPACITY HEAD OFFICE Responsible Personnel Chief Education Specialist (CES): FET Schools Deputy Chief Education Specialist Monitoring issues: Developing Procurement Item list and requisition documents Mediating requirements with District officials and schools.  Coordinating submission of Item Lists.  Adherence to budget allocations issued to schools.  Liaison with Supply Chain Management and the delivery of goods and services at schools  School-based monitoring.

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field MONITORING CAPACITY DISTRICTS  District Mathematics and Science Coordinator (not a special post – designated by districts – in some cases it is the Mathematics or Science advisor but in most cases it is the FET Coordinator) monitors Dinaledi schools’ compliance with WCED Head Office requirements in terms of issues pertaining to the conditional grant. PRINCIPALS  Accountable for identifying schools’ needs and complying with procurement of goods and services.  Monitor receipt and use of resources.

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field MONTHLY REPORTING A WCED Head Office Project Plan was developed to plan and monitor the procurement of goods and services process. Weekly reports are drawn up for the Directorate on the progress of Dinaledi Conditional Grant. Reports and information are received from schools by the Project staff and the District MS Coordinators and these are collated into a Monthly Report by the CES: Special Projects that are sent to the DBE. The Monthly reports comprise progress with regard to the receipt of goods and services to achieve the deliverables as set out in the Business Plan.

© Western Cape Government 2012 |Go to Insert > Header & Footer > Enter presentation name into footer field BUSINESS PLAN OUTPUTS CONDITIONAL GRANT FOR THE RECAPITALISATION OF DINALEDI SCHOOLS MEASURABLE OBJECTIVES AS PER BUSINESS PLAN Supply textbooks/Study Guides for each learner in Grades 8, 9, 10, 11 and 12 to address shortages Equip science laboratories at 10 Dinaledi schools without laboratories Provide ICT laboratories to 46 Dinaledi schools without ICT laboratories Install televisions sets in 46 Dinaledi schools that can receive education TV broadcasts Equip the 46 Dinaledi schools receiving ICT laboratories with 20 Computers in each room Provide 46 Dinaledi schools with Mathematics, Physical Sciences and English FAL teaching and learning software 150 teachers to be trained in content knowledge in Mathematics, Physical Sciences and English First Additional Language (FAL) Capacity development of principals in 10 Dinaledi schools achieving below 60% pass rate in the Mathematics and Sciences NSC examinations Grades 8, 9 and 10 learners in 46 Dinaledi schools to be trained and supported to improve participation in Mathematics and Science Olympiads