1 PRESENTATION TO THE SELECT COMMITTEE ON FINANCE 14 NOVEMBER 2006

2 PRESENTATION OUTLINE Financing progress & pressures in provincial education funding Strategic considerations 2007 priority areas into process MTBPS on education

3 Good system performance in terms of coverage and access Negative assessments on quality –Weak performance on 2000 SACMEQ & 2003TIMMS –Other less “systematic” evidence Quality the key: Improving learning and teaching for learner achievements Range of recent developments to support this: –Improving non-personnel recurrent expenditure – no fee schools –Increased capital spending –Personnel grade progression, career pathing > Education System Assessment 1

4 Budgets continue to grow in real terms while learner numbers have stabilised Growth in the right places: –Particularly non-personnel recurrent spending (20% per year over MTEF) –Per learner spending becoming more equal between provinces –Funding norms also driving greater equity within provinces –Capital spending grew particularly rapidly between 2002/03 and 2005/06 –Personnel continue to decline as proportion of budgets in favour of complementary inputs

5 > Overall Budgets

6 > I nfrastructure growth

7 > Non-personnel recurrent

8 > Per learner spend: non-personnel recurrent

9 > Composition of budgets - shifting towards non- personnel

10 Previous bids underfunded –NPNC: No fee schools; Learner support material and curriculum –QIDS-UP –Universalising Grade R; Integrated ECD plan –HR Systems, capacity & monitoring (EMIS) Personnel –Accelerated pay progression & incentives No savings in 2005/06 to roll over for implementation In-year spending trends show pressures on implementation –Range of issues flowing from Education Capacity Assessment (Cluster): packages for principals; district staff; circuits, school support staff, office staff –Long-term supply position Infrastructure –Budgets leveling off –IDIP identified capacity constraints – both current and to provide for better planning, alignment of planning and budgeting cycles and oversight/monitoring –Backlogs remaining – even in most basic areas of sanitation, water, electricity > But significant pressures

11 > Current infrastructure needs & plans

12 Expenditure as at 30 September 2006 vs 2006 Adjusted Estimates MTEF Baseline 2006 (ENE) AEExp as at 30 Sept 2006 Deviation% Spent R ’ 000 National % Eastern Cape % Free State % Gauteng % KwaZulu-Natal % Limpopo % Mpumalanga % Northern Cape % North West % Western Cape %

13 WHAT IS NEEDED? “… the lessons that emerge [from the District Development Support Programme] confirm what much of worldwide literature on schooling improvement is beginning to show: that learner improvement requires a clear statement of learning goals and standards; accountability pressure to get actors to seek those standards, and plenty of support to help the actors (especially teachers) come to standard. Both pressure and support is needed” Crouch (2006) (the DDSP showed a 30% gain in learner achievement over the period 2000 to 2002 – implemented in 492 primary schools in KZN, Northern Cape, Limpopo and Eastern Cape)

14 Proposals for New Funding over the MTEF Department of Education Priorities FET: Preparation for examiners and setting of question papers for NCS examinations; IQMS; Systemic Evaluation; Macro funding needs – increase to baseline subsidy to HEIs; and Information Communication Technology. System priorities where funds must flow through the Department of Education (See System Priorities) FET Bursaries; Initial Supply of Teachers; and Adult Literacy.

15 FET: Preparation for examination and setting question papers for the NCS examination (Programme 4) The first NCS examination will be implemented in Preparations commenced in 2005; To ensure readiness question papers will be prepared over next three years i.e – Grade 10, 2007 – Grade 11 and 2008 – Grade12; Additional funds will mainly be utilised for translation and printing of question papers, remuneration of Examiners and Moderators and computer system.

16 IQMS (Programme 2) Improving and ensuring that proper and effective implementation of the teacher evaluation system takes place; Funds will be utilised for:  Setting up of system and management of procedures and processes  Data Collection, storage and analysis system  Monitoring and support of the provinces

17 SYSTEMIC EVALUATION (Programme 3) Only 2 system wide sample evaluations of learner performance have been done in the past 12 years; Participation in international assessments and evaluations needs to be intensified; and Additional funding will be used to expand scope of these evaluations in terms of frequency, sample size and grades covered.

18 Macro funding needs - Increase to baseline subsidy to HEIs (Programme 6) Joint Treasury/ Education investigation performed on macro-funding needs of higher education sector; The proposed increases addresses critical resource issues including capital funding, academic staffing levels and the abnormal increases of student tuition fees; A portion of the increased subsidy will also address the increased volumes of activity in the sector.

19 INFORMATION COMMUNICATION TECHNOLOGY (ICT) (Programme 4) ICT is central to improving the competitiveness of South Africa, growing the economy, creating jobs and supporting social development; Through ICT learners will be able to participate in knowledge society before they leave school and be better equipped for workplace and higher education; and Funding will be utilised for conducting a feasibility study and to do research in ICT.

20 System Priorities (Provincial) Teacher Development; Systemic Evaluation; Qidsup; and Information Communication Technology (ICT).

21 > System Priorities 2007 – Systemic Evaluation > The Case Two drivers –Identify key factors in performance & prioritise interventions (core assessments) –Establish accountability (broader testing) Requires –Regular testing –More intensive utilisation of data, for analysis, research –Stronger base for support & intervention –Link with school based assessment –Wider spread of testing for accountability

22 > System Priorities 2007 – Teacher supply & development Additional funding for: –Increased supply of newly qualified teachers (looming shortage of teachers) –Increased in service training of existing teachers (to improve quality in the system) Key initiatives –Bursaries for teacher education to improve attractiveness, signal demand and attract some of the best –Improved coordination and management of in-service training –Increased training of educators in all phases

23 > System Priorities 2007 – Teacher supply & demand > Activities & targets Teacher development  Setting up Continuing Professional Development Systems & project management  Programme development with Higher Education Institutions  Aim for training of master teachers per year in each of Foundation, Intermediate & Senior phases; inclusive education, FET and ECD  Upgrade remaining under qualified teachers over next five years through National Professional Diploma in Education  Principals through Advanced Certificate in Principalship over the next five years

24 > System Priorities 2007 – Teacher supply & demand  Bursaries  Bursaries for 4-year B.Ed, 1-year Postgraduate certificate & upscaling unemployed, trained teachers  Intended starting with 1,800 bursaries in 2007/08 and build to greater numbers of bursary holders by 2010  Funding for systems, structure, recruitment

25 National Assessments (Core Evaluation) & activities –5% sample of 2 grades (3,6 & 9) every three years –Learning areas: language, mathematics –Managed & closely controlled by national department –National lead in development of instruments, resource banks, analysis & dissemination Provincial Assessments (Broad Evaluation) –Teachers & districts use materials similar to those in Core to gauge performance especially to measure progress on interventions such as no fee schools, QIDS-UP –Support drive for accountability Full cost of development, provincial pre-testing, testing 5%, analysis for say Grade 6, 2 learning areas Need situation where economies of scale and have become routine > System Priorities 2007 – Systemic Evaluation > Activities & targets

26 Qidsup Identify quintile 1 to 3 primary schools that will participate in the programme by March Develop Qidsup minimum resource package to be provided to poorly resourced primary schools that will participate in the programme. Develop Qidsup School Audit Checklist to assess whether quintile 1 to 3 primary schools have the basic minimum resources. Conduct baseline study on learner as well as school performance in 5% of the quintile 1 to 3 primary schools that are located in the districts that are under-performing in matric results. Use Quality Assurance database to monitor the implementation of the programme by recording Qidsup schools, resources they need, resources they already have as well as learner and school performance data.

27 > The E-Education case Digital divide widening within & between provinces; new inequalities opening up ICT is central to improving the competitiveness of South Africans, growing the economy (demand for skilled workers), creating jobs and supporting social development ICT supports larger systemic, pedagogical curricular and assessment reforms facilitating improved education Ensure that learners are equipped to participate in the knowledge society before they leave school or FET Colleges THEREFORE UNDISPUTED NEED FOR EDUCATION ICT STRATEGY & IMPLEMENTATION – DEBATE ABOUT PACE & FOCUS The strategy Targets Universal ICT capability by 2013 Explores range of delivery models (PPPs; Government, outsourced) Phased from secondary schools teaching Computer Applications Technology and Information Technology Focuses comprehensively on components and requirements

28 > E-Education vision Every South African manager, teacher and learner in GET & FET will be ICT capable by 2013 Detailed feasibility & financial models by mid 2007 (PPP registration by August 2006) Infrastructure in all schools and for all support personnel (including maintenance, sustainability, security, technical support & initial training) Broadband connectivity to all schools, FET colleges and district offices Ongoing professional development for teachers, principals and support personnel Human resources (National, Provincial and District) to drive, manage and support ICT in education Maintenance and further development of Education Portal and content (curriculum innovation) Research, monitoring and evaluation

29 > System priorities 2007: Adult education and training Background and Status Quo  4.7 million South African have never been to school (totally illiterate)  4.9 million South Africans left school before Grade 7 (functionally illiterate)  (Census 1996, 2001 and NHTS 2003) Current :  270,000 Abet learners in 2,339 institutions in 2004  Perhaps 50,000 in literacy programmes  Perhaps doing FET type programmes (Gr 10 – 12)

30 > Adult education and training : Proposed Solutions Eradicate illiteracy (4.7 million with no schooling) –Extensive plan from Ministerial Committee on Literacy, June 2006 –Five-year strategy to eradicate illiteracy –To be pursued through National Department vote Review and Rebuild Adult Basic Education and training System (4.9 million functionally illiterate) –Review, development and design: Demand assessment, Curriculum assessment, institutional alternatives, Conditions of service –Programme systems improvement: Learner registration and management, monitoring system, funding norms & standards, educator administration system –Learner numbers and quality: enrolments, educator numbers and numeration, phasing of norms & standards, learner support material

31 “Progress has been made in expanding access to education, including the phasing in of no-fee schools in This funding reform is targeted at 40 per cent of pupils by Funding to the National Student Financial Aid Scheme has steadily increased, contributing to better access of disadvantaged students to higher education. Last year considerable allocations were made for recapitalisation of FET colleges. The 2007 Budget will allocate funding for an FET bursary and student loan programme to support access of disadvantaged students to vocational education opportunities.” “Funding for no-fee schooling proposed for 40 per cent of learners by Upgrading the competence and professional qualifications of teachers is crucial to education and human development over the longer term. A teacher development programme is under way, aimed at upgrading the qualifications of existing teachers to meet the requirements of the new curriculum – especially mathematics literacy and life orientation – as well as leadership and management skills of school principals. Additional allocations are also anticipated for learning support materials and improved school facilities in provincial education budgets, targeted at the poorest 60 per cent of schools.” > MTBPS on Social Services

32 > MTBPS on Social Services “Large proportion of additional allocations to provinces to improve quality & access to education, health & social development - including investments in personnel, in-service training & development programmes especially mathematics, science and life orientation.” “In-service training and development programmes, especially in relation to mathematics, science and life orientation, will be an integral part of these programmes.” R13,1 billion allocated to social services sector over the MTEF to improve remuneration packages of selected personnel, employ professional staff in health & social dev. and boost training & development –Further R5,5 billion targeted at improving quality of social services - increased transfers to provincial government to among others: improve quality of education through evaluating school performance & physical infrastructure (school libraries & laboratories) and equipment

33 SKILLS FOR ECONOMIC DEVELOPMENT “Education remains the key to sustaining long-run growth and reducing inequality. The uneven quality of schooling, weaknesses in education administration, differentiated qualifications and salaries of teachers, and inadequacies in skills development programmes have to be addressed.” “Initiatives in progress are focused on expanding the resources allocated to schools and further education institutions, and on addressing institutional and managerial challenges, along with curriculum reform.” > MTBPS on Education

34 > MTBPS on Education “The provincial equitable share is projected to grow by an annual average rate of 7 per cent in real terms.” Provincial baseline R28,2bn of which R18.6bn equitable share and R9.6bn for conditional grants. R9.6bn for conditional grants no increase to health. Of R18.6bn for equitable share R13.1bn for improvement in personnel remuneration for selected personnel, increase in expertise and training and development mainly in health. The remaining R5.5bn for education, health, social development and other such as roads. Education policy priorities “Improving the quality of education through evaluating school performance and investing in physical infrastructure and equipment, with particular emphasis on school libraries and laboratories. (Quality Improvement & Development Strategy for uplifting public schools)” Teacher upgrading & curriculum development (especially mathematics literacy, life orientation & leadership and management skills of school principals) Additional allocations anticipated for learning support materials and improved school facilities

35 Way forward Communication to PEDs and MECs on priorities Provincial visits to PEDS by DoE – First week of November 2007 Provincial visits to PT and PEDS by DoE and NT – second November 2007 Analyses of Provincial Education estimates in terms of priorities – January 2007

36 THANK YOU.