1. BRIEFING TO PARLIAMENTARY PORTFOLIO COMMITTEE ON BASIC EDUCATION 05 APRIL 2016 DBE STRATEGIC AND ANNUAL PERFORMANCE PLANS 1

2. PRESENTATION OUTLINE PART A 1.Overview3 2.Background on Mandates4 3.MTSF Sub-outcomes5 4.Action Plan to 20197 5.Non-negotiables8 6.Strategic Outcome Oriented Goals of the Institution 9 7.Merged Priorities on Aligned Mandates 10 8.Key Focus Areas 14 9.Strategic Planning Process18 10.Programme Purpose19 11.Strategic Objectives, Indicators and Targets20 PART B 10. BUDGET37 2

3. 1. Overview The DBE has revised its Five-Year Strategic Plan tabled in March 2015 The revision was as a result of advice from the DBE Audit Committee of ensuring alignment between DBE Budget and Plans and in accordance to the Policy and Oversight role of DBE as contained in the (NEPA), 1996 (Act 27 of 1996) Strategic Objectives have been revised in order to ensure that they are Specific, Measurable, Attainable, Realistic and Time-bound (SMART). Indicators have been developed to measure and report mainly on DBE driven initiatives based on DBE budget This does not however, exempt the DBE from playing the role of oversight and monitoring the Provincial Education Departments (PEDs) The DBE will continue to ensure that plans reflect key sector mandates contained in the Action Plan to 2019: Towards Schooling 2030, the MTSF 2014-2019 and Government’s long term plan: the National Development Plan (NDP): Our future, Make it work 3

4. 2. Background on Mandates The DBE plans are 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 Programme of Action (PoA) for the sector and progress is reported to the DPME on a quarterly basis. The sector also has Non-negotiables to focus on other areas not covered in the MTSF The Department developed a costed Operation Phakisa Plan (Big Fast Results) focusing mainly on ICT as quick way of responding to the NDP in 2015 4

5. 3. MTSF 2014-2019 Basic Education priorities for the 2014-2019 MTSF are as follows: Improved quality of teaching and learning through development, supply and effective utilisation of teachers. Improved quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM). Improving assessment for learning to ensure quality and efficiency in academic achievement Expanded access to Early Childhood Development and improvement of the quality of Grade R, with support for pre- Grade R provision Strengthening, accountability and improving management at the school, community and district level. Partnerships for education reform and improved quality. 5

6. MTSF 2014 … The MTSF indicators and targets are part of the POA and progress is reported to the DPME on a quarterly basis. The MTSF 2014-2019 for Outcome 1 is the Basic Education Sector’s response to the National Development Plan: Vision 2030 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 and The Action Plan will give direction in the development of the Annual Performance Plans until the end 2019/20 6

7. 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 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

8. Non-negotiables The “Non- negotiables” form part of the key deliverables over the 2014 – 2019 MTSF 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. The programme is ending and the focus will be on Matric 2 nd Chance Programme 7. Library Services - focus on reading and heightened library resourcing in schools 8. Rural Schools (Multi-grade, Farm & non-viable schools) 9. Curriculum (Three stream schooling system, MST, History, IIAL, Reading, Inclusive Education, Technical Subjects) 10.Social Mobilisation, partnerships, learner well-being and safety 8

9. 6. Strategic Outcome Oriented Goals These strategic goals are linked to the five Budget Programmes of the Department 1.Effective and efficient governance and management. 2.Effective development, monitoring of curriculum implementation and support 3.Improved teacher supply, development and utilisation 4.Effective systems for planning, co-ordination, information management, assessment and district support. 5.Improved social cohesion in schools and wellbeing of learners 9

10. Merged Priorities from Aligned Mandates PRIORITYACTIONS Early Childhood Development (sub- outcome 4) Universal access to ECD ECD policy for a two-year pre-grade Training of the ECD Practitioners to a minimum NQF level (4, 5, and 6) Improve state funding on ECD Provisioning of LTSM Inclusive EducationEstablishment of Full Service schools Early identification of learners with disabilities Curriculum differentiation Implementation of the CAPS-aligned SASL for Blind learners Introducing skills programmes Reading1000 Libraries, reading corners or container libraries will be built or refurbished every year to ensure that by 2019 every school has access to adequate reading material, especially to encourage recreational reading LTSM (sub-outcome 2)Development of standardised textbooks Provide learners with Workbooks Centralised procurement Expanding the capacity to print own books: intellectual property 10

11. Merged Priorities… PRIORITYACTIONS ICT (sub-outcome 2)Sector Plan on ICT (Operation Phakisa) ICT infrastructure provision Digitisation of content Appropriate training: expose teachers to ICT E-Administration across the system Connectivity and Broadband roll-out (DTPS) Multi-grade SchoolingFocused dedicated service and support Training for multi-grade teachers Phasing out of Multi-grade schools in the long term Kha Ri GudeFinal year of KRG Second chance matric Arts and Culture/Languages Promotion, development and Implementation of indigenous languages in schools Learners’ Home language must be used as a medium of instruction Mathematics and Science (Impact indicators) Increasing enrolments in MST subjects Improving Pass rates above 50% in MST subjects Increasing the number of schools offering Mathematics 11

12. Merged Priorities… PRIORITYACTIONS Teacher recruitment and Deployment (sub- outcome 1) Expand Funza Lushaka: No. of bursaries Improve Funza Lushaka placements in schools PPN: Deployment based on school needs and profile of teachers Review of Teacher remuneration Teacher Development and Professionalism (sub-outcome 1) Teacher development must focus on content and pedagogy Strengthen teacher development on Inclusive Education Implement a teacher testing system IQMS for teachers, deputies, principals Leadership and management development School Governance: SGBs Review SGB policies Continued training and additional support of SGBs Competency of Principals (sub- outcome 5) Appointment of principals on merit/ competency assessments Introduction of Performance contracts for Principals Strengthen school management Functionality of Districts and Schools (sub-outcome 5) Introduce an accountability chain Strengthen school management and promote functional schools Strengthen the capacity of districts 12

13. Merged Priorities… PRIORITYACTIONS Infrastructure (sub- outcome 2) Eradication of inappropriate infrastructures and provision of basic services (water, sanitation electricity) Comprehensive school building programme Implementation of Infrastructure Norms & Standards Assessments: ANA, NSC, International testing (sub-outcome 3) Improve ANA utilisation Improve performance of learners in Maths and Languages at Grades 3, 6 and 9 and 12 Improve the quality of NSC results Improve RSA position on international tests Partnerships (sub- outcome 6) Collaboration with NGOs and the private sector to deliver education Supporting the work of the NECT Ensuring that the DBE works with international and local partners bears good fruits Sports and Recreation Promotion of sports and physical education in schools Access to sporting facilities Access of sports activities to learner with disabilities Learner Wellness, Safety and Social Cohesion in Schools Eradication of drug and alcohol abuse Improving learner sexual reproductive health Improving nutrition in schools Promotion of social cohesion programmes (Spelling Bees, Music competitions, Oral History, etc.) 13

14. 7. Key focus areas: Programme 1: –Performance development and improvement, compliance, accountability and sound financial systems in the Department of Basic Education. Programme 2: –A three stream schooling system consisting of the academic, technical vocational and technical occupational currently piloted in 58 schools of skills. –Implementation of CAPS for Technical subjects. –Improving learner retention by supporting matriculants through the 2nd Chance Programme. –Supporting all schools that will be implementing the Incremental Introduction of African Languages (IIAL) in 2016. –Working towards formalising the Grade R class. –Continuing the provision of high quality workbooks. –Provisioning of Grade R workbooks and improved access to Maths, Science and Technology. 14

15. Key focus areas… –Promoting 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. Programme 3: –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. –Teacher skills for Foundation Phase and Grade R teachers. –Administration of the diagnostic self assessments to measure teachers’ pedagogical and content knowledge in the offering of Mathematics and English First Additional Language. 15

16. Key focus areas… Programme 4: –Working with stakeholders to ensure the remodeling of ANA. –Working towards the NDP’s objective that all schools meet minimum infrastructure standards for sanitation, classrooms and libraries by 2017. –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). –Strengthening the QLTC in education to become a catalyst for positive change, quality improvement and transformation by ensuring that communities participate fully in education. –Supporting education districts by strengthening the regulatory environment and the capacity of the district offices. 16

17. Key focus areas… Programme 5: –Building social capital and foster greater social cohesion in schools and communities. –The department continues to ensure that learners participate in co-curricular and enrichment activities such as the South African Schools’ Choral Eisteddfod (SASCE). 17

18. Strategic Planning Process The DBE revised the 2015/16 – 2019/20 Five-Year Strategic Plan. The 2016/17 Annual Performance Plan (APP) was also developed with a new set of measurable indicators and targets that are aligned to the new Strategic Objectives. The draft plans were submitted to National Treasury, Department of Performance Monitoring and Evaluation and the Auditor-General for comments Comments received were incorporated in the final documents 18

19. DBE Strategic Plan (Programme Purpose ) Programme 1: Administration Programme purpose: To manage the Department and provide strategic and administrative support services. Programme 2: Curriculum Policy, Support and Monitoring Programme purpose: To develop curriculum and assessment policies and monitor and support their implementation Programme 3: Teachers, Education Human Resources and Institutional Development Programme purpose: To promote accountability, quality teaching and institutional performance through the effective supply, development and utilisation of human resources Programme 4: Planning, Information and Assessment Programme purpose: To promote quality and effective service delivery in the basic education system through planning, implementation and assessment Programme 5: Educational Enrichment Services Programme purpose: To develop policies and programmes to improve the quality of learning in schools 19

20. STRATEGIC OBJECTIVE AND INDICATORS PROGRAMME 1 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 1.1 To improve administrative and governance systems through efficient corporate services in order to support the delivery of education and to strengthen compliance and accountability Percentage of service providers within the procurement unit paid within 30 days. 100% Percentage of received misconduct cases resolved within 90 days 80%85% Percentage of received grievances cases resolved within 30 days 75%80% 20

21. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 2.1 Develop and distribute digital content annually to promote e- learning in schools Number of off-line digital content packaged and distributed to provinces 10 1215 Number of schools per province monitored for utilisation of ICT resources 27 (3 per province) Number of off-line digital content resources developed annually 468 21

22. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 2.2 Develop printing and distribution workbooks to schools annually for grades R to 9 in order to support teaching and learning monitoring of LTSM provisioning in provinces Percentage of public schools with Home Language workbooks for learners in Grades 1-6 100% Percentage of public schools with Mathematics workbooks for learners in Grades 1-9 100% Percentage of public schools with workbooks for Grade R 100% 22

23. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 2.3 Monitor and support the implementation of the National Curriculum Statements (NCS) on Reading in Grades R-9 each year in order to improve teaching and learning Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA) 20 Number of schools monitored on the implementation of the reading norms 20 Number of schools monitored on the implementation of the Incremental Introduction to African languages nationally 20 23

24. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 2.4 Develop and review the Mathematics, Science and Technology (MST) Framework to support provinces in improving learner performance in MST subjects. Mathematics Science and Technology lesson plans developed for the Senior and FET Phases Mathematics GR 7, Natural Sciences Gr 7- 9 and Physical Science Gr 10- 12 lesson plans developed Technology Gr 7-9 lesson plans developed Technical Maths and Science Gr 10- 12 lesson plans developed Mathematics Science and Technology teacher guides developed for the Senior and FET Phases Mathematics and Science teacher guides developed for the Senior and FET Phase Technology Gr 7-9 teacher guides developed Technical Maths and Science Gr 10- 12 teacher guides developed Number of districts visited for monitoring the 1+4 strategy 999 Number of training centres of CAPS for Technical subjects visited during a training session 14 - Number of schools visited for monitoring CAPS implementation in technical schools 27 24

25. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 2.5 Deliver the Kha Ri Gude mass literacy programme to reduce the number of illiterate adults by 4.7 million Number of learners enrolled in the Kha Ri Gude programme in 2016/17 561 722-- Number of learners obtaining a National Senior Certificate (NSC) through the Second Chance Programme 10 000 20 000 25

26. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 3.1 Monitor the basic functionality of schools and school governing bodies on an annual basis in order to improve school effectiveness and accountability. Percentage of SGBs that meet minimum criteria in terms of effectiveness in public ordinary schools 70% of sampled SGBs. 80% sampled SGBs. Percentage of schools producing the minimum set of management documents at a required standard 60% of the 2000 sampled schools 70% of the 2000 sampled schools 80% of the 2000 sampled schools 26

27. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 3.2 Identify and recruit the youth from all provinces for the Funza Lushaka bursary in order to increase the supply of young teachers in the education system Number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education. 14 00013 000 27

28. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 3.3 Administer the diagnostic self- assessment tests to Mathematics, English First Additional Language, Physical Sciences and Accounting teachers in order to determine their content training needs Number of teachers participating in the EFAL diagnostic tests 10 000 EFAL 10 000 EFAL 10 000 EFAL Number of teachers participating in the Mathematics diagnostic tests 10 000 Mathematics teachers 10 000 Mathematics teachers 10 000 Mathematics teachers Number of teachers participating in the Accounting diagnostic tests - 10 000 Accounting 10 000 Accounting Number of teachers participating in the Physical Science diagnostic tests - 10 000 Physical Sciences 28

29. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 3.4 To monitor the implementation of performance management systems in Provincial Education Departments (PEDs) annually in order to strengthen accountability of schools and office based educators Number schools monitored on the implementation of IQMS 3 schools in 6 PEDs monitored annually 3 schools in 6 PEDs monitored annually 3 schools in 6 PEDs monitored annually Number of PEDs monitored on the implementation of PMDS 6 PEDs monitored annually 29

30. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 3.5 Monitor the implementation of the post provision policy and the model annually per province to ensure that there is an equitable distribution of teachers Number of PEDs that had their post provisioning process assessed for compliance with the post provisioning norms and standards. All nine (9)PEDs 30

31. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 4.1 Provide data on learner performance through the setting of question papers, administering the examinations and data analysis of the national Examinations and assessments conducted periodically Number of ANA reports produced. 2 Reports 2 Reports 2 Reports A bank of Language and Mathematics test items for grade 3,6 & 9 developed 100 items developed per grade and subject 150 items developed per grade and subject 200 items developed per grade and subject Number of NSC and SC reports produced 5 Reports Number of question papers set annually for NSC and SC 358 question 31

32. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 4.2 Provide basic infrastructure services (water, sanitation, electricity) and replace schools built using inappropriate materials on an annual basis in order to improve the conditions under which learners are taught Number of new schools built and completed through ASIDI 5960 - 4.2.1 Number of schools provided with sanitation facilities through ASIDI. 265 -- 4.2.2 Number of schools provided with water through ASIDI. 280 -- 4.2.3 Number of schools provided with electricity through ASIDI. 620 -- 32

33. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 4.3 To promote the functionality of schools through institutionalizing a standardized school administration system, designed to assist with school management and reporting to a national information system Percentage of public schools using the standardized school administration system, SA-SAMS for reporting 98%100% Percentage of learners from public schools that are successfully uploaded onto LURITS. 99%100% 33

34. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 4.4 Mentor and assess the performance of districts on an annual basis in order to strengthen the capacity of districts to support schools 4.4.1 Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme. 30 4.4.2 Percentage of principals rating the support of district offices as satisfactory. 63 %67 %71% 4.4.3 Percentage of district managers assessed against developed criteria. 75%85%90% 34

35. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 5 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 5.1 To monitor the provision of nutritious meals served in identified public schools annually to enhance learning capacity and well- being of learners Number of schools monitored for effective implementation of the National School Nutrition Programme (NSNP) 150 130 110 5.2 Promote the participation of learners in enrichment and co- curricular activities in order to make a positive impact on learning Number of adjudicators, data capturers and school conductors trained in SASCE programmes 900 Number of learners participating in social cohesion programmes. 50006 0007 000 35

36. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 5 Strategic Objectives Indicators Medium-term targets 2016/172017/182018/19 5.3 Monitor the implementation of the NSSF in 185 Hot Spot Schools by 2019/20 in order to attain safe, caring and violence-free school environments No of Hot Spot Schools monitored towards Implementation of the NSSF 46 47 36

37. 2015 MTEF ALLOCATION 37

38. 2016 ENE ALLOCATIONS FROM TREASURY National Education2016/172017/182018/19 R’000 2016 MTEF Allocation22 528 63823 860 37325 244 274 Less: Reprioritisation within Departmental budget (69 975)(2 690 584)(2 844 385) Kha Ri Gude(50 000) Reduction in vacant positions(13 174)(14 123)(15 416) School Infrastructure Backlog Indirect grant: Converted to EIG -(2 619 873)(2 771 826) Reduction in goods and services(6 801)(6 588)(7 143) Add: Reprioritisation within Departmental budget 71 9322 703 7242 870 860 National Senior Certificate Learner Retention (Second Chance) 50 000 Compensation of employees: 2015 public sector wage settlement 1 95713 14026 475 National Education Evaluation and Development Unit and carry through cost of upgrading 13 17413 62314 416 38

39. 2016 ENE ALLOCATION (cont ) 2016/17 R’000 2017/18 R’000 2018/19 R’000 Reprioritisation towards goods and services6 8017 0888 143 Educational Infrastructure Grant-2 619 8732 771 826 Less: Baseline reduction away from the Departmental budget (261 000)371 800)(392 600) Annual National Assessment(100 000) National Education Collaboration Framework -(100 000) Reduction on Goods and Services(1 000)(1 800)(2 600) Reduction on Education Infrastructure Grant to provinces (160 000)(170 000)(190 000) Additional reduction on compensation of employees -(30 674)(48 553) 2016 ENE ALLOCATIONS22 269 59523 471 03924 829 596 39

40. Reprioritisation on the baseline Kha Ri Gude was reduced by R150 million over the MTEF to fund the National Senior Certificate Learner Retention programme (second chance). IQMS compensation of employees was reduced by R41.213 million over the MTEF to cover the shortfall for NEEDU compensation of employees. ASIDI was converted to EIG in the 2017/18 and 2018/19 financial years. For Goods and Services funds were shifted within the Department to cover Audit Fees, Legal Services and IT infrastructure in the Department (GITO). 40

41. Baseline Reduction Cabinet approved budget reductions as follows: The total budget reduction over the MTEF amounts to R1.025 billion (R261 million in 2016/17, R371.8 million in 2017/18 and R392.6 million in 2018/19. Compensation of Employees (CoE) was reduced as follows: R30.674 million in 2017/18 and R48.553 million in 2018/19 financial years. Annual National Assessment - R300 million over the MTEF years is taken away from the Annual National Assessment. R100 million in 2016/17, R100 million in 2017/18 and R100 million in 2018/19. Goods and Services which amounts to R5.4 million was reduced over the MTEF. National Education Collaboration Trust (NECT) - R100 million in 2017/18 and R100 million in 2018/19, which totals to R200 million over the MTEF years. Education Infrastructure Grant - R160 million in 2016/17, R170 million in 2017/18 and R190 million in 2018/19 which amounts to R520 million over the MTEF years. 41

42. Allocation per Programme for 2016/17 compared to 2015/16 PROGRAMMES2015/162016/17 Percentage increase/ decrease Administration357 697377 893 5.3% Curriculum Policy, Support and Monitoring 1 877 7651 936 100 3.0% Teachers, Education Human Resources and Institutional Development 1 171 4841 163 742 (0.7)% Planning, Information and Assessment 12 129 73812 500 1763.0% Educational Enrichment Service 5 974 456 6 291 684 5.0% 2016 ENE ALLOCATIONS21 511 14022 269 5953.4% 42

43. Allocation per Programme over the 2016 MTEF 2016/172017/182018/19 Programmes R’000 Administration 377 893396 603418 553 Curriculum Policy, Support and Monitoring 1 936 1001 909 6482 019 006 Teachers, Education Human Resources and Institutional Development 1 163 7421 219 2841 290 555 Planning, Information and Assessment 12 500 17613 334 17514 106 751 Educational Enrichment Services 6 291 6846 611 3296 994 731 TOTAL22 269 59523 471 03924 829 596 43

44. Reasons for Deviations on Programmes Programme 1: The increase over the medium term is mainly due to increases for the allocation of the office accommodation. Programme 2: The budget for this programme increases over the 2016 MTEF period. The increase is mainly due to inflationary adjustments. Programme 3: The budget for this programme decreases over the 2016 MTEF period. The decrease in 2016/17 is mainly due to baseline reduction effected by Treasury through Cabinet as well as reprioritisation of Compensation of Employees from Integrated Quality Management Systems to NEEDU. 44

45. Reasons for Deviations on Programmes Programme 4: The budget for this programme increases over the 2016 MTEF period. The main item of spending will be on transfers to Provincial Education Departments (PEDs) for the Education Infrastructure Grant (EIG). Programme 5: The budget for this programme increases over the 2016 MTEF period. The increase is mainly due to inflationary adjustments and the main item of spending will be on transfers and subsidies to PEDs. 45

46. Allocation per Economic Classification for 2016/17 compared to 2015/16 ECONOMIC CLASSIFICATION 2015/16 R’000 2016/17 R’000 Percentage increase/ decrease Compensation of Employees440 945 472 1436.6% Goods and Services1 943 407 2 030 0334.3% Computer Services 55 170 59 5637.4% Agency and support/outsourced Services(a) 32 736 10 703(205.9)% Inventory: LTSM(b) 642 9601 037 85638.0% Property payments 99 975 119 19416.1% Operating expenditure(b) 732 358 349 945(109.3)% Travel and subsistence 101 136116 61113.3% Other 279 072336 16117.0% Interest and rent on land47 52446 321(2.6)% 46

47. Allocation per Programme for 2015/16 compared to 2014/15 (cont) R’000 Transfers and Subsidies 17 033 85617 464 9732.5% Payments for Capital Assets 2 045 4082 256 1259.3% Total21 511 140 22 269 595 3.4% 47

48. 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 increase on goods and services from 2015/16 financial year to 2016/17 is due to the following items: – Agency and support/outsourced decreased due to the Department refrained form utilising the agency due to cost containment measures implemented within the Department. – Inventory: Learner Teacher Support Materials(LTSM) – Previously payments relating to this item were classified under operating payments, due reclassification of Standard Chart of Accounts the payments are now classified under LTSM hence the decrease in Operating payments and increase in Inventory LTSM. Other - The growth on this item is due to payments relating to Professional Services unit for the ASIDI which were previously capitalised and were reclassified as goods and services due to nature of their service. The increase in the payment for capital assets between the 2015/16 to 2016/17 financial years is mainly due School Infrastructure Backlogs Indirect Grant and the payments for capital assets. 48

49. Allocation Summary over the 2016 MTEF SERVICE 2016/17 R’000 2017/18 R’000 2018/19 R’000 Compensation of Employees 472 143481 996505 953 Examiners and Moderators 21 79423 16724 511 Transfers to Public Entities 1 162 2891 183 4751 291 187 Other Transfers 89 687112 814124 675 Conditional Grants 16 212 99719 717 20120 850 658 Specially and exclusively appropriated 2 374 867-- Earmarked Funds 1 171 5541 156 5591 219 970 49

50. Detail of earmarked allocations/transfers (R’000) over the 2016 MTEF SERVICE 2016/17 R’000 2017/18 R’000 2018/19 R’000 Earmarked Funds EPWP: Kha Ri Gude 68 549-- Workbooks 1 008 4411 058 8631 120 277 National School Nutrition Programme: National 17 01418 01719 062 National Education Evaluation and Development Unit 22 33024 13224 762 Oversight-Maths, Science and Technology 5 2205 5475 869 National Senior Certificate Learner Retention Programme (Second Chance) 50 000 TOTAL: EARMARKED FUNDS 1 171 5541 156 5591 219 970 50

51. Detail of earmarked allocations/transfers (R’000) over the 2016 MTEF Conditional Grants 2016/17 R’000 2017/18 R’000 2018/19 R’000 Education Infrastructure Conditional Grant 9 613 69212 780 43513 511 560 HIV and Aids Conditional Grant 230 849245 308259 536 National School Nutrition Programme Conditional Grant 6 006 0126 306 3136 672 079 Maths, Science and Technology Grant 362 444385 145407 483 TOTAL CONDITIONAL GRANTS 16 212 99719 717 20120 850 658 51

52. Reasons for Deviations on Conditional Grants to Provinces Education Infrastructure Grant In the 2016 MTEF, EIG was increased by R2.450 million in 2017/18 and R2.582 million in 2018/19 which is a conversion of ASIDI projects to EIG grant. 52

53. Detail of earmarked allocations/transfers (R’000) over the 2016 MTEF Other Transfers 2016/17 R’000 2017/18 R’000 2018/19 R’000 SETA 195205217 Unesco Membership Fees 13 89014 58515 431 ADEA 353638 Guidance Counselling and Youth Development Centre: Malawi 124130138 Childine South Africa 586165 National Education Collaboration Trust 72 12094 226105 491 Southern & Eastern Africa Consortium for Monitoring Educational Quality 3 2653 5713 295 TOTAL: OTHER TRANSFERS 89 687112 814124 675 Transfers to Public Entities 1 162 2891 183 4751 291 187 NSFAS: Funza Lushaka Bursaries 1043 6111 058 8631 159 348 Umalusi 118 678124 612131 839 53

54. KE A LEBOGA THANK YOU 54