DBE STRATEGIC AND ANNUAL PERFORMANCE PLANS

DBE STRATEGIC AND ANNUAL PERFORMANCE PLANS
BRIEFING TO SELECT COMMITTEE ON EDUCATION AND RECREATION 13 APRIL 2016

PRESENTATION OUTLINE PART A Introduction Size and Shape of the Sector
Progress in Learning Outcomes Sector Audit Profile Overview Background on Mandates MTSF Sub-outcomes Action Plan to 2019 Non-negotiables Strategic Outcome Oriented Goals of the Institution Merged Priorities on Aligned Mandates Key Focus Areas Strategic Planning Process Programme Purpose Strategic Objectives, Indicators and Targets PART B 16. BUDGET

SUSTAINABLE DEVELOPMENT GOALS (SDG4)
INTRODUCTION SUSTAINABLE DEVELOPMENT GOALS (SDG4) Towards inclusive and equitable quality education and promotion of lifelong learning opportunities for all 3

SIZE AND SHAPE OF THE SECTOR

BASIC EDUCATION SECTOR
Provincial Education Department (9) Education Districts (81) Circuit Offices Schools (± ) Public Schools (24 060) Independent (Private) Schools (1 681) Section 20 Public Schools Section 21 Public Schools (former Model C) Registered Independent Schools Unregistered Independent schools (illegal) Non-Subsidised Independent Schools Subsidised Independent schools Greater Financial Autonomy National Department of Basic Education

Education Statistics at a Glance, 2015
Size of the Schooling System: Learners: Educators: Schools: Official languages English, isiZulu, isiXhosa, isiNdebele, Afrikaans, siSwati, Sepedi Sesotho, Setswana, Tshivenda, Xitsonga Sector Learners Educators Schools Public 23 905 Independent 36 480 1 786 Total 25 691 Source: DBE, EMIS, School Realities, 2015

NUMBER OF LEARNERS, EDUCATORS AND SCHOOLS IN THE ORDINARY SCHOOL SECTOR, BY PROVINCE, IN 2015
Source: DBE, EMIS, School Realities, 2015

DBE own calculations using data from Filmer (2010)
AGE-SPECIFIC ENROLMENT RATES FOR 13-YEAR-OLDS IN A SELECTION OF COUNTRIES DBE own calculations using data from Filmer (2010)

NO FEE LEARNERS AND NO FEE SCHOOLS IN 2015
PROV No. of No Fee Learners % No Fee Learners No. of No Fee Schools % No Fee Schools EC 1,725,313 91.3% 5,320 95.8% FS 543,288 82.8% 1,147 87.8% GP 1,231,673 63.3% 1,376 66.5% KZN 1,965,951 69.4% 5,005 84.6% LP 1,603,765 96.3% 3,838 97.7% MP 884,993 85.6% 1,631 92.6% NC 200,287 70.3% 415 75.3% NW 701,971 89.5% 1,349 89.0% WC 599,874 58.4% 884 60.6% SA 9,457,115 78.6% 20,965 87.14%

PROGRESS IN LEARNING OUTCOMES

NATIONAL NSC 2014 VS NSC 2015 PERFORMANCE

NATIONAL ANA 2014 VS NSC 2015 PERFORMANCE

SECTOR AUDIT PROFILE

CONSOLIDATED AUDIT OUTCOMES FOR THE EDUCATION SECTOR
Auditee Outcomes (2014/15) Outcomes (2013/14) Movement Audit Opinion PDOs Non-compliance with laws and regulations Eastern Cape Qualified Yes Free State Unqualified with findings Gauteng No KwaZulu-Natal Limpopo Disclaimer Mpumalanga Northern Cape North West Western Cape Unqualified without findings Basic Education

AUDIT OUTCOMES – INSTITUTIONAL PERFORMANCE INDICATORS
Province Audit Outcome 2014/15 2013/14 2012/13 2011/12 2010/11 2009/10 2008/09 Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga Northern Cape North West Western Cape NOTES Unqualified Qualified Disclaimer Adverse

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 and Government’s long term plan: the National Development Plan (NDP): Our future, Make it work

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

MTSF Basic Education priorities for the 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.

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 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

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.

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 2nd 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

STRATEGIC OUTCOME ORIENTED GOALS
These strategic goals are linked to the five Budget Programmes of the Department Effective and efficient governance and management. Effective development, monitoring of curriculum implementation and support Improved teacher supply, development and utilisation Effective systems for planning, co-ordination, information management, assessment and district support. Improved social cohesion in schools and wellbeing of learners

MERGED PRIORITIES FROM ALIGNED MANDATES
PRIORITY ACTIONS 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 Education Establishment of Full Service schools Early identification of learners with disabilities Curriculum differentiation Implementation of the CAPS-aligned SASL for Blind learners Introducing skills programmes Reading 1000 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

MERGED PRIORITIES… PRIORITY ACTIONS 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 Schooling Focused dedicated service and support Training for multi-grade teachers Phasing out of Multi-grade schools in the long term Kha Ri Gude Final 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

MERGED PRIORITIES… PRIORITY ACTIONS
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

MERGED PRIORITIES… PRIORITY ACTIONS 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.)

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.

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.

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.

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), the iNkosi Albert Luthuli oral history and the national Schools Moot Court competitions, respectively.

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

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

STRATEGIC OBJECTIVE AND INDICATORS PROGRAMME 1
Strategic Objectives Indicators Medium-term targets 2016/17 2017/18 2018/19 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%

STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2
Medium-term targets 2016/17 2017/18 2018/19 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 12 15 Number of schools per province monitored for utilisation of ICT resources 27 (3 per province) Number of off-line digital content resources developed annually 4 6 8

Medium-term targets 2016/17 2017/18 2018/19 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 Percentage of public schools with workbooks for Grade R

Medium-term targets 2016/17 2017/18 2018/19 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 Number of schools monitored on the implementation of the Incremental Introduction to African languages nationally

Medium-term targets 2016/17 2017/18 2018/19 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 lesson plans developed Technology Gr 7-9 lesson plans developed Technical Maths and Science Gr 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 teacher guides developed Number of districts visited for monitoring the 1+4 strategy 9 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

Medium-term targets 2016/17 2017/18 2018/19 2.5 Deliver the Kha Ri Gude mass literacy programme to reduce the number of illiterate adults by 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

Medium-term targets 2016/17 2017/18 2018/19 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 sampled schools

Medium-term targets 2016/17 2017/18 2018/19 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. 14 000 13 000

Medium-term targets 2016/17 2017/18 2018/19 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 EFAL Number of teachers participating in the Mathematics diagnostic tests Mathematics teachers Number of teachers participating in the Accounting diagnostic tests - Accounting Number of teachers participating in the Physical Science diagnostic tests Physical Sciences

Medium-term targets 2016/17 2017/18 2018/19 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 Number of PEDs monitored on the implementation of PMDS 6 PEDs monitored annually

Medium-term targets 2016/17 2017/18 2018/19 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

Medium-term targets 2016/17 2017/18 2018/19 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 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

Medium-term targets 2016/17 2017/18 2018/19 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 59 60 - 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

Medium-term targets 2016/17 2017/18 2018/19 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%

Medium-term targets 2016/17 2017/18 2018/19 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%

Medium-term targets 2016/17 2017/18 2018/19 To monitor the provision of nutritious meals served in identified public schools annually to enhance learning capacity and wellbeing of learners Number of schools monitored for effective implementation of the National School Nutrition Programme (NSNP) 150 130 110 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. 5000 6 000 7 000

Medium-term targets 2016/17 2017/18 2018/19 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

2016 MTEF ALLOCATION

2016 ENE ALLOCATIONS FROM TREASURY
National Education 2016/17 2017/18 2018/19 R’000 2016 MTEF Allocation Less: Reprioritisation within Departmental budget (69 975) ( ) ( ) Kha Ri Gude (50 000) Reduction in vacant positions (13 174) (14 123) (15 416) School Infrastructure Backlog Indirect grant: Converted to EIG - ( ) ( ) Reduction in goods and services (6 801) (6 588) (7 143) Add: Reprioritisation within Departmental budget 71 932 National Senior Certificate Learner Retention (Second Chance) 50 000 Compensation of employees: 2015 public sector wage settlement 1 957 13 140 26 475 National Education Evaluation and Development Unit and carry through cost of upgrading 13 174 13 623 14 416

2016 ENE ALLOCATION (cont) 2016/17 R’000 2017/18 2018/19
Reprioritisation towards goods and services 6 801 7 088 8 143 Educational Infrastructure Grant - Less: Baseline reduction away from the Departmental budget ( ) ) ( ) Annual National Assessment ( ) National Education Collaboration Framework Reduction on Goods and Services (1 000) (1 800) (2 600) Reduction on Education Infrastructure Grant to provinces ( ) ( ) ( ) Additional reduction on compensation of employees (30 674) (48 553) 2016 ENE ALLOCATIONS

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 R 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).

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: R million in 2017/18 and R 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.

ALLOCATION PER PROGRAMME FOR 2016/17 COMPARED TO 2015/16
PROGRAMMES 2015/16 2016/17 Percentage increase/ decrease Administration 5.3% Curriculum Policy, Support and Monitoring 3.0% Teachers, Education Human Resources and Institutional Development (0.7)% Planning, Information and Assessment Educational Enrichment Service 5.0% 2016 ENE ALLOCATIONS 3.4%

ALLOCATION PER PROGRAMME OVER THE 2016 MTEF
2016/17 2017/18 2018/19 Programmes 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
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.

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.

ALLOCATION PER ECONOMIC CLASSIFICATION FOR 2016/17 COMPARED TO 2015/16
Percentage increase/ decrease Compensation of Employees 6.6% Goods and Services 4.3% Computer Services 55 170 59 563 7.4% Agency and support/outsourced Services(a) 32 736 10 703 (205.9)% Inventory: LTSM(b) 38.0% Property payments 99 975 16.1% Operating expenditure(b) (109.3)% Travel and subsistence 13.3% Other 17.0% Interest and rent on land 47 524 46 321 (2.6)%

ALLOCATION PER PROGRAMME FOR 2015/16 COMPARED TO 2014/15 (CONT)
Transfers and Subsidies 2.5% Payments for Capital Assets 9.3% Total 3.4%

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.

ALLOCATION SUMMARY OVER THE 2016 MTEF
SERVICE 2016/17 R’000 2017/18 2018/19 Compensation of Employees Examiners and Moderators 21 794 23 167 24 511 Transfers to Public Entities Other Transfers 89 687 Conditional Grants Specially and exclusively appropriated - Earmarked Funds

DETAIL OF EARMARKED ALLOCATIONS/TRANSFERS (R’000) OVER THE 2016 MTEF
SERVICE 2016/17 R’000 2017/18 2018/19 Earmarked Funds EPWP: Kha Ri Gude 68 549 - Workbooks National School Nutrition Programme: National 17 014 18 017 19 062 National Education Evaluation and Development Unit 22 330 24 132 24 762 Oversight-Maths, Science and Technology 5 220 5 547 5 869 National Senior Certificate Learner Retention Programme (Second Chance) 50 000 TOTAL: EARMARKED FUNDS

Conditional Grants 2016/17 R’000 2017/18 2018/19 Education Infrastructure Conditional Grant HIV and Aids Conditional Grant National School Nutrition Programme Conditional Grant Maths, Science and Technology Grant TOTAL CONDITIONAL GRANTS

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.

Other Transfers 2016/17 R’000 2017/18 2018/19 SETA 195 205 217 Unesco Membership Fees 13 890 14 585 15 431 ADEA 35 36 38 Guidance Counselling and Youth Development Centre: Malawi 124 130 138 Childine South Africa 58 61 65 National Education Collaboration Trust 72 120 94 226 Southern & Eastern Africa Consortium for Monitoring Educational Quality 3 265 3 571 3 295 TOTAL: OTHER TRANSFERS 89 687 Transfers to Public Entities NSFAS: Funza Lushaka Bursaries Umalusi

KE A LEBOGA THANK YOU

DBE STRATEGIC AND ANNUAL PERFORMANCE PLANS

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