1. Presentation to the Portfolio Committee on Basic Education
STRATEGIC PLAN
&
2011 MTEF BUDGET REVIEW
VOTE 15: BASIC EDUCATION
Presentation to the Portfolio Committee on Basic Education
29 and 30 March 2011

2. Presentation Outline PART A High level overview of the Department’s
2011 – 2014 Strategic Plan
PART B
Detailed presentation on Strategic Objectives
PART C
2011 MTEF Budget Review

3. High level overview of the Department’s 2011 – 2014 Strategic Plan
Part A:
High level overview of the Department’s 2011 – 2014 Strategic Plan

4. Basic Education’s Goal & Vision
The over-arching goal of the Department is to improve the
quality of learning and learner achievement.
MINISTRY’S VISION
That all learners in South African schools have access to quality
teaching and learning

5. Education – the Apex priority
Outcome 1: Improved quality of basic education is central to the Strategic Plan.
The Strategic Plan is informed by:
Government’s Programme of Action
The Delivery Agreement
Action Plan 2014: Towards the Realisation of Schooling 2025
Key challenges identified by Government’s review of the state of education:
Quality learner outcomes are not optimal across all grades
The quality and quantity of learner and teacher support materials are not adequate to support quality learning
The quality of school-based tests and examinations is not of the required standard and is not being moderated or benchmarked
The quality of support from districts and specifically school support personnel has not been constructive nor responsive to the needs of the schools’ management

6. Education – the Apex priority
The Strategic Plan reflects the commitment of the Department to undertake
activities effectively and on time to produce the agreed-upon outputs that
will in turn contribute to achieving Outcome 1, ‘improved quality of basic
education’
To ensure effective teaching and learning, the focus of all strategies will be geared towards:
Learners (and the quality of learning attained for effective and lifelong growth, development and well-being)
Teachers (accountability, incentives, support and resources)
Schools (fully functional for effective teaching and learning)
Provinces (including district management)

7. Education – the Apex priority: what we will do
In response to the President’s call in the 2011 State of the Nation Address
emphasising the need for more focus on the Triple T– Teachers, Text and
Time, the Department of Basic Education has identified the following key
interventions:
Focus on literacy and numeracy and increasing access to, and performance in, mathematics and science. This entails increasing access to quality materials and providing competent and professional teachers.
Use standardised assessments and systemic evaluations to measure whether learners are achieving the curriculum outcomes and to identify the key areas in the curriculum that require improvement.

8. Education – the Apex priority: what we will do
Ensure that access to Grade R is universalised and that Grade R provides quality programmes to compensate for socio-economic deprivation and low family literacy.
Turn around dysfunctional and poorly performing schools by improving systems of accountability and service delivery at district, provincial and national level.
Accelerated Schools Infrastructure Delivery Initiative (ASIDI) to ensure the provision of sound infrastructure. The main goal is to eradicate mud and unsafe structures and to provide improved resources, such as laboratories, libraries and administration blocks to existing schools.

9. How we will work differently
The cornerstones of our strategy shall be:
To involve all key stakeholders, including the citizens, in making education a societal matter (QLTC, Stakeholders participation)
To ensure more synergy between the national and provincial spheres of government; and
To safeguard the well-being of learners and educators.

10. Detailed presentation on Strategic Objectives
Part B:
Detailed presentation on Strategic Objectives

11. Strategic Outcome Oriented Outputs
Basic Education Sector
Framework of outcomes, outputs and sub-outputs
Outcome 1: Improved quality of basic education
Output
Sub-outputs
Output 1: Improve the quality of teaching and learning
Improve teacher capacity and practices
Increase access to high-quality learning materials
Output 2: Undertake regular assessment to track progress
Establish a world-class system of standardised national assessments
Extract key lessons from ongoing participation in international assessments
Output 3: Improve early childhood development
Universalise access to Grade R
Improve the quality of early childhood development
Output 4: Ensure a credible outcomes-focused planning and accountability system
Strengthen school management and promote functional schools
Strengthen the capacity of district offices

12. Five strategic goals
The outputs and sub-outputs of the Delivery Agreement have
been aligned to the budget programmes (including key
departmental improvement strategies). The five strategic goals:
Improve the quality of Teaching and Learning, Curriculum Policy, Support and Monitoring
Undertake regular assessment to track progress
Improve early childhood development
Ensure a credible, outcomes-focused planning and accountability system
Improvements in the capacity of the Department of Basic Education

13. Programmes in the ENE Administration
Curriculum Policy, Support and Monitoring
Teachers, Education Human Resources Development and Institutional Development
Planning, Information and Assessment
Educational Enrichment Services

14. Programme 1: Administration
To improve the capacity of the Department of Basic Education
To ensure that the basic education sector and the country benefit from bilateral and multi-lateral co-operation agreements. Enter into co-operation agreements that are targeted to support education development in South Africa and share experience with other developing countries
To improve inter-governmental coordination of policy and education delivery especially with provincial education departments

15. Programme 2: Curriculum Policy, Support and Monitoring
To incentivise teacher adoption of e-Education by means of a substantial increase in the availability of learning and teaching resources, including through the internet
To bring about stability and coherence with respect to the national school curriculum
To pay special attention to improvements in mathematics, physical science and technical subjects at the FET band in schools through national programmes such as Dinaledi and the Technical Secondary Schools Recapitalisation Grant
To promote adequate access to quality learning materials by means of better national specifications on what every learner requires and a more proactive approach towards the cost-effective development, reproduction and distribution of materials such as workbooks and textbooks
To establish national norms for school libraries
To create a sound basis for quality pre-Grade 1 education through the promotion of quality learning and teaching materials at this level
To finalise and promote national screening guidelines that provide for an equitable system of access to special needs support amongst learners

16. Programme 3: Teachers, Education Human Resources and Institutional Development
To ensure the new teacher development plan is translated into a wide range of teacher training materials, collaborative professional development activities within the schooling system and agreements with the relevant service providers
To establish the National Institute for Curriculum and Professional Development (NICPD) in order to promote best practices in classroom teaching and teacher development
To establish an ongoing national campaign for choosing teaching as a career, based on research into who becomes a good teacher and focusing on giving the necessary information and bursaries to interested youths
To bring about a set of planning, management and accountability tools at the school level that cater for South African needs and make quality education more realisable
To develop training strategies and materials aimed at parents that can bring parents more integrally into the new accountability mechanisms being established for schools
To establish better and evidence-based practices and procedures for the country’s 82 education district offices, including models for school interventions designed to tackle specific school shortcomings

17. Programme 4: Planning, Information and Assessment
To establish a quality system of standardised and benchmarked learner assessments
To ensure that all children complete a quality readiness programme in Grade R before they enter formal education in Grade 1
To put into place support systems for provinces and schools to improve the physical environs of the school and create enabling conditions for successful teaching and learning
To ensure that districts can use quality information and data about the level and quality of learning in schools to plan and implement school-based improvement programmes

18. Programme 5: Educational Enrichment Services
To enhance the current basket of education support services to learners from poor communities
To ensure the involvement of stakeholders in exercising involvement in schools in a manner that adds value to the attainment of the core outcomes

19. Part C
2011 MTEF BUDGET REVIEW

20. Focus over the medium term for the Department and distribution of the budget
The integrated quality management system:
Contributes towards the improvement of the quality of teaching and learning, by assessing educators on an annual basis and identifying areas in need of development.
Appropriate allocation of educator posts to schools:
The educator post provisioning model, which is used to allocate a specific number of teachers to a school, has been revised and is currently being tested to assess its impact on the quality of teaching and learning in schools before implementation in 2013.
System for tracking patterns of learner enrolment, completion and dropping out:
The learner unit record information and tracking system will track changes in the patterns of enrolment, completion, retention and dropouts among learners, thus contributing to a credible outcomes focused planning and accountability system.

21. Focus over the medium term for the Department and distribution of the budget (cont.)
Infrastructure:
Despite substantial investments in school infrastructure over the years, there are still schools that are housed in unsafe and inappropriate structures and that do not have basic facilities like water and sanitation. The eradication of these structures and the provision of basic facilities to all schools is a priority over the medium term.
Annual national assessments:
Annual national assessments that focus on literacy/language and numeracy/mathematics in grades 3, 6 and 9 will be conducted each year from 2010, to provide regular, valid and credible data on levels and quality of measurable educational outcomes achieved nationally.
The national curriculum statement:
The national curriculum statement for grades R to 12 is integral to the achievement of the goals of the 2014 action plan in terms of improving the quality of teaching and thus learner performance.

22. Focus over the medium term for the Department and distribution of the budget (cont.)
Enrichment programmes:
A number of guidelines and programmes are in place to assist schools in addressing discrimination and promoting social cohesion, such as the integration and anti-discrimination strategy and the Bill of Responsibilities, which, though not a legal document, is taught to learners as part of the life skills curriculum.
Expenditure increased from R4.8 billion in 2007/08 to R10.9 billion in 2010/11 and is expected to continue growing over the medium term to reach R20.4 billion in 2013/14.

23. Additional allocations over the MTEF period
The budget provides additional allocations over the MTEF period of R6.3 billion in 2011/12, R8.5 billion in 2012/13 and R11.9 billion for the following priority areas:
Funza Lushaka teacher bursaries
National curriculum statement review including printing and distributing documents
Attaining full functionality in the newly established Department
Improving conditions of service
National curriculum statement examinations and assessment function
Curriculum and professional development unit
Expanded public works programme: social sector incentive grant: Kha Ri Gude
School infrastructure backlogs indirect grant
Education infrastructure conditional grant

24. 2011 ENE ALLOCATIONS FROM TREASURY
2011 MTEF Allocations
2011 ENE ALLOCATIONS FROM TREASURY
2011/12
2012/13
2013/14
R'000
Baseline allocation
Additions to baseline:
Funza Lushaka Bursaries -
Curriculum Review
80 000
Attaining full functionality in newly established department
20 000
26 000
29 000
Improved conditions of service
9 200
9 500
9 800
National Curriculum Statement: examinations and assessment
14 197
18 857
19 854
Curriculum and Professional Development Unit
3 000
5 000
6 000
School Infrastructure Backlogs Indirect Grant
Expanded Public Works Programme: Kha Ri Gude
43 981
53 013
62 787
Educational Infrastructure Conditional Grant
Less:
(50 356)
(51 921)
(54 340)
Baseline efficiency savings
(9 197)
(7 857)
(7 854)
Further savings effected by Cabinet
(39 144)
(41 948)
(44 254)
Function shift to Department of Higher Education and Training: Commonwealth of Learning transfer
(2 015)
(2 116)
(2 232)
2011 ENE ALLOCATIONS

25. Allocation per Programme for 2011/12 compared to 2010/11
PROGRAMMES
2010/11
2011/12
Percentage
R’000
increase/ decrease
Administration
23.5%
Curriculum Policy, Support and Monitoring (1)
35.3%
Teachers, Education Human Resources and Institutional Development
3.3%
Planning, Information and Assessment (2) %
Educational Enrichment Services (3)
23.7%
Total
Introduction of EPWP: Kha Ri Gude (R million), Curriculum Review project (R80 million), Dinaledi Schools Conditional Grant (R70 million) as well as increase for Workbooks project (R million) and Technical Schools Recapitalisation Conditional Grant (R120 million)
Allocation for School Infrastructure Backlogs Indirect Grant (R700 million) and the allocation for the Education Infrastructure Conditional Grant (R million)
Increase of the National School Nutrition Programme Conditional Grant mainly to implement feeding in Quintile 3 Secondary Schools (R million)

26. Allocation per Programme over the 2011 MTEF
2011/12
R’000
2012/13
2013/14
Administration
Curriculum Policy, Support and Monitoring
Teachers, Education Human Resources and Institutional Development
Planning, Information and Assessment
Educational Enrichment Services
TOTAL

27. Allocation per Economic Classification for 2011/12 compared to 2010/11
Percentage
R’000
increase/ decrease
Compensation of employees (1)
27.5%
Goods and Services:
19.0%
Computer Services
42 565
52 811
24.1%
Outsourced Services
33 738
57 511
70.5%
Stationery and printing
80 020
37.6%
Property payments
2.7%
Operating expenditure
19.9%
Travel and subsistence
46 475
56 439
21.4%
Other (2)
60 646
47 969
(20.9%)
Transfers and Subsidies (3)
151.4%
Payments for Capital Assets (4)
4 050 %
Total
Increase due to attaining full functionality in the newly established department
Efficiency savings over the MTEF
Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools Nutrition Programme Conditional Grant
Introduction of the School Infrastructure Backlogs Indirect Grant of R700 million

28. Allocation per Economic Classification over the 2011 MTEF
2011/12
2012/13
2013/14
R’000
Compensation of employees
Goods and Services
Transfers and Subsidies
Payments for Capital Assets
Total

29. Allocation Summary for 2011/12 compared to 2010/11
SERVICE
2010/11
2011/12
Percentage
R’000
increase/ decrease
Compensation of Employees
22.8%
Examiners and Moderators
13 830
16 660
20.5%
Transfers to Public Entities
6.0%
Other Transfers (1)
12 348
11 066
(10.4%)
Conditional Grants (2)
168.3%
Earmarked Funds
10.1%
Departmental Operations (3)
65 119 %
Projects
47 958
50 476
5.3%
Total
Decrease as a result of the shift of the Commonwealth of Learning transfer to the Department of Higher Education and Training
Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools Nutrition Programme Conditional Grant
Includes allocation of R700 million in respect of the schools infrastructure backlog indirect grant as well as R million for office accommodation including the monthly unitary fee payment

30. Allocation Summary over the 2011 MTEF
SERVICE
2011/12
R’000
2012/13
2013/14
Compensation of Employees
Examiners and Moderators
16 660
17 490
18 440
Transfers to Public Entities
Other Transfers
11 066
11 614
12 250
Conditional Grants
Earmarked Funds
Departmental Operations
Projects
50 476
54 731
57 506
Total

31. Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF
2011/12
R’000
2012/13
2013/14
Earmarked Funds
Kha Ri Gude Literacy Project
EPWP: Kha Ri Gude
43 981
53 013
62 787
Workbooks
Curriculum Review
80 000 -
IQMS
35 259
37 022
39 057
Systemic Evaluation
20 657
21 690
22 883
National Education Evaluation and Development Unit
11 947
12 544
13 234
National School Nutrition Programme: National
14 467
15 190
16 026
TOTAL: EARMARKED FUNDS
Conditional Grants
Technical Secondary Schools Recapitalisation Conditional Grant
Dinaledi Schools Conditional Grant
70 000
Education Infrastructure Conditional Grant
HIV and Aids Conditional Grant
National School Nutrition Programme Conditional Grant
TOTAL: CONDITIONAL GRANTS

32. Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF
Other Transfers
SETA
150
158
167
Unesco Membership Fees
10 739
11 276
11 896
ADEA 27 29 30
Guidance Counselling and Youth Development Centre: Malawi
100
101
107
Childine South Africa 50
TOTAL: OTHER TRANSFERS
11 066
11 614
12 250
Transfers to Public Entities
NSFAS: Funza Lushaka Bursaries
Umalusi
18 391
19 311
20 373
TOTAL: TRANSFERS TO PUBLIC ENTITIES

33. CONCLUSION
The Action Plan to 2014 and the Delivery Agreement have served as useful instruments to improve the credibility of our Strategic Plan.
The link between planning, budgeting, implementation and monitoring and evaluation is improving progressively accross the system.
The Strategic Plan (including budget allocation decisions) reflects how the DBE has concretely operationalised its role in the sector as contemplated in the Action Plan and Delivery Agreement.
While the challenges remain great, there are reassuring indicators that the system is responding positively to the outcomes-based approach.