1.
Education sector audit outcomes
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2.
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Reputation promise
The Auditor-General of South Africa (AGSA) has a constitutional mandate and, as the Supreme Audit Institution (SAI) of South Africa, it exists to strengthen our country’s democracy by enabling oversight, accountability and governance in the public sector through auditing, thereby building public confidence.

3. Sector Focus Areas Education and training infrastructure
PFMA
Education and training infrastructure
Procurement of Learner-Teacher Support Materials (LTSM)
Management of school finances
Education district curriculum support and monitoring
Implementation of Information Technology and E-Education
Teacher professional development
DHET – Skills Development
TVET Colleges infrastructure

4.
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Education and training infrastructure 1

5. Key findings on Demand Management (Infrastructure planning)
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Key findings on Demand Management (Infrastructure planning) 1

6. Key findings on project management
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Key findings on project management 1

7. Key findings on project management
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9. Infrastructure maintenance: Key findings on maintenance
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10. 2 Procurement of Learner-Teacher Support Materials (LTSM) 2 2015-16
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Procurement of Learner-Teacher Support Materials (LTSM) 2

11. Findings on identifying the needs and planning for LTSM
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12. Findings on identifying the needs and planning for LTSM
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13. Findings on procuring LTSM according to National Treasury and SCM regulations
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14.
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Management of school finances 3

15. What we found: Management of school finance
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16. What we found: Management of school finance
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17.
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Education district curriculum support and monitoring 4

18.
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19. Education district sizes compared to the national norm - 2016
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20. Average education circuit sizes compared to the average national norm - 2016
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NOTE: The Gauteng PED has implemented a district office model that functions in circuits as well as school clusters. Transversal teams, led by a cluster leader and consisting of curriculum, human resource and financial specialists support and monitor schools at a school cluster level.

21. Uneven allocation of curriculum resources
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22. Subject adviser vacancies per district - 2016
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23. Deficiencies on-site curriculum support and learner performance improvement strategies - 2014
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24. Key findings on monitoring and evaluation by PEDs over education districts
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25. 5 Implementation of Information Technology and E-Education 5 2015-16
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Implementation of Information Technology and E-Education 5

26. Education management information system: Summary of findings
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Status of IT focus areas in Education Sector 5

27. Education management information system: Summary of findings
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28.
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Teacher Professional Development 6

29.
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30. Monitoring and evaluation of teacher development interventions30
Identifying and addressing teacher development needs by school
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Monitoring and evaluation of teacher development interventions

31. Department of Higher Education (Skills Development)
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Department of Higher Education (Skills Development) 7

32. Finding 1: Uploading research reports in the repository
Needs driven systems – Demand management (Skills development)
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Finding 1: Uploading research reports in the repository
Research done and uploaded in the repository
Research reports not uploaded in repository
Fasset, Merseta, Chieta, Sasseta
FoodBev, Services, Cathsseta, LGSeta, FP&M Seta, ETDP, HWSeta, EWSeta, Agriseta, MICT, Inseta, Bankseta, MQA, W&RSeta, Teta, Ceta, PSeta. 7
Programme evaluations – Commissioning and utilisation (Skills development)
Finding 2: Assessed the effectiveness of skills development (impact and tracer study)
Conducted tracer or impact studies
Made commitment to conduct tracer or impact studies
Did not conduct tracer or impact studies and commitments not made
Fasset, Merseta, Chieta, LGSeta, FP&MSeta, ETDPSeta, HWSeta, MICT, Bankseta, MQA, W&RSeta, Teta, PSeta.
Sasseta, CathsSeta.
FoodBev, Services, EWSeta, Agriseta, Inseta, Ceta,

33. TVET Colleges infrastructure
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TVET Colleges infrastructure

34. 8 Needs driven systems – Demand management
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At the Thabazimbi TVET campus in Limpopo, a new college with a double-storey classroom block, administration block, library, workshops, student centre and maintenance facilities is under construction. Since construction began, the scope of work has changed. A single-storey classroom block was changed to a double-storey block with a computer laboratory. Two refuse areas were added, earth retaining was added for the slope gradient, water storage was added, and board facilities were removed from the plan. 8

35. 8 Implementation and monitoring – Project management
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At the Bhambana TVET in Jozini in KwaZulu-Natal, the lack of proper site supervision caused problems. The pictures show a steel column which is off-centre of the plinth, poor brickwork of internal walls, skew door frames and stress cracks in walls. 8

36. 8 Implementation and monitoring – Project management (Cont…)
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At the Nkandla TVET in KwaZulu-Natal, poor quality workmanship has resulted in walls not being square, poor bricklaying, steel columns dangling above their plinths and cement dumped outside being exposed to the weather (see the pictures below). 8

37.
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