DBE ANNUAL PERFORMANCE PLANS AND BUDGET 2017/18

DBE ANNUAL PERFORMANCE PLANS AND BUDGET 2017/18
BRIEFING TO PARLIAMENTARY PORTFOLIO COMMITTEE ON BASIC EDUCATION 03 MAY 2017

PRESENTATION OUTLINE PART A Purpose 3 Introduction 4
Background/Contextual Factors 5 National Strategy for Learners Attainment (NSLA) 9 Programme, Planning and Monitoring Improvements 16 Medium Term Strategic Framework (MTSF) 19 Action Plan to Strategic Outcome Oriented Goals of the Institution 22 Programme Purpose Key Priorities Revisions in the Strategic Plan 25 Strategic Objectives, Indicators and Targets 26 Sector Customised Indicators Programme 44 PART B 2017 MTEF Allocation Conclusion Recommendations

PURPOSE To present to the Portfolio Committee the DBE 2017/18 Annual Performance Plans and Budget for discussion.

INTRODUCTION This Presentation focuses on the Budget Vote 14.
It is based on plans and activities that will be undertaken by the Department of Basic Education to implement its 2015 – 2020 Strategic Plan. It highlights contextual areas under which performance information takes place within a concurrent Department. It also contains some indicators relating to policy implementation and oversight monitoring of the sector.

BACKGROUND/CONTEXTUAL FACTORS
The DBE has prioritised efficiency and improved Institutional performance at all levels of the system. The monitoring of the system still shows a number of challenges across the country. Learner performance is still not optimal The sector is still beset with unacceptably high drop-out rates. Challenges relating to conducive school environment and infrastructure in some parts of the country are still persistent. Community protests that lead to disruption of schooling and vandalism of public property (school infrastructure). In the midst of all the challenges there are signs of quality and improvement in the sector.

ACCESS TO LANGUAGE AND MATHEMATICS WORKBOOKS 2015

CHANGE IN ACHIEVEMENT BETWEEN 2003 AND 2015 (TIMSS)

MANAGEMENT PERFORMANCE ASSESSMENT TOOL (MPAT)

2017 NATIONAL STRATEGY FOR LEARNER ATTAINMENT (NSLA) SCOPE
The NSLA is an overarching Integrated Framework used to address all issues that contribute to under-performance in the system and includes a reporting tool which informs provincial and district activities and programmes to improve overall learner performance in line with Action Plan to 2019 – Toward Schooling 2030.

NSLA OBJECTIVES Sustained improvement in learner outcomes or performance from Grade R - 12; Enhanced accountability at all levels of the system; Greater focus on basic functionality of schools; Protecting time for teaching and learning; Improved support for teaching and learning; Increased efforts on time on task; and Resource provisioning

FOCUS OF NSLA

2017 NSLA PILLARS Section 1: Management and Leadership; District Co-ordination Section 2: Early Childhood Development Section 3: Primary/GET Schools: Foundation Phase; Intermediate Phase; Senior Phase; Rural Education; Reading and Career Guidance. Section 4: High/FET Schools Section 5: Mathematics, Science and Technology Section 6: Comprehensive Teacher Development Programme Section 7: Resource provisioning Section 8: Inclusive Education: Special Schools; Full-service schools; Home Education Section 9: ICT Support to Curriculum

KEY MESSAGES AND RECOMMENDATIONS FROM THE NSLA LEKGOTLA
The President’s and the Minister’s address and the all the presentations generated substantive discussions, reflecting on the performance of the Sector. Key messages from the presentations focused on: Heightening accountability across all levels; Improving the quality of teaching and learning in the early grades Provision of conducive teaching and learning environment and strengthening of learner support programmes Improving the quality of professional development to cater for subject content knowledge, assessment and pedagogy needs of teachers; Drop-out rate and social ills need concerted collective action; Develop concrete plans to assist underperforming districts and schools Developing creative and cost-effective mechanisms of monitoring and evaluation of the impact of interventions; Benefits of using ICT for marking of the NSC examination papers; and Improving the quality of SBA tasks in most subjects and internal moderation processes.

KEY RECOMMENDATIONS FROM THE NSLA LEKGOTLA
NEXT STEPS Restore basic functionality at National, Provincial, District and School Levels. Ensure proper planning and provision of LTSM, provision of teachers, infrastructure, maintenance, and learner admission and registration etc. Implement effective monitoring and accountability systems at all levels in the Sector Assess and strengthen current monitoring and accountability systems Use data from the 2015 TIMSS and the 2016 NSC to plan for dedicated interventions Develop, monitor, support and report on data driven interventions; Evaluate impact of interventions ECD: Strengthen the implementation of the National Curriculum Framework (Birth-4) Advocacy for the NCF; Collaboration between departments and civil society to deal with the challenges facing ECD.

KEY RECOMMENDATIONS FROM THE NSLA LEKGOTLA
NEXT STEPS ECD: Address qualifications and conditions of service of Grade R practitioners Sector plan to upgrade qualifications; Establish a database of all Grade R practitioners in the district and ensure that they receive the requisite stipend Set performance targets and track learner performance from Grades 1-12, including all Languages Provide regular and vigorous support and monitoring for the achievement of targets; including support to progressed learners and poor performing districts and schools throughout the system Improve the quality of School Based Assessment Address the gaps identified by Umalusi to strengthen the implementation of School-Based Assessment

PROGRAMME, PLANNING AND MONITORING IMPROVEMENTS IN THE DBE
The DBE has undertaken the following activities to improve Performance Information Reporting: Regular engagements with the office of Auditor-General and Department of Planning Monitoring and Evaluation (DPME); Strengthening the capacity of the Internal Audit in the Department; Enriching internal operational planning and evidence based quarterly reporting that tracks achievements and milestones; The Quarterly Branch Reviews used to track progress and indicate potential risks; and Analysis of Provincial Education Departments and Public Entities’ plans and reports that will continue to strengthen the quality of plans and reports in the sector.

PROGRAMME, PLANNING AND MONITORING IMPROVEMENTS IN THE DBE ….
Ensuring the alignment and expression of MTSF Indicator and targets within the Annual Performance Plans. Sector progress received from various Provinces is reported through Programmes within DBE responsible for monitoring the implementation of the sector indicators at a Provincial level. The reported progress is received once signed off by the responsible HODs and submitted to the relevant Programmes within the DBE. Progress through the other supporting outcomes e.g. Outcome 13/14 is coordinated through Strategic Planning and Reporting and submitted to the relevant department.

PROGRAMME, PLANNING AND MONITORING IMPROVEMENTS IN THE DBE….
DBE has initiated a process of collaboration towards establishing a series of protocols with Departments such as Cooperative Governance ( DCOG), Human Settlements, Water Affairs, Energy and Rural Development to ensure: The necessary Spatial Development Frameworks (SDFs) are in place at both provincial and municipal levels to sensitise and inform detailed plans; NEIMS III Enhancement including update of the assessment form, GIS capabilities, electronic data uploads and integration with other systems. Integration of systems, i.e. NEIMS, EFMS, IRM and SASAMS to ensure that critical information is drawn from all these systems as and when needed. Monitoring addresses planning, budgeting, expenditure, procurement and project management

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 (ECD) 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 The Basic Education Sector plans to strengthen the monitoring of the MTSF by undertaking the following: Strengthen the monitoring systems on MTSF indicators; Development of Standardised Technical Indicator Descriptions (TIDs) for all Provincial Education Departments (PEDs); Inclusion of MTSF standardised indicators in the Sector Annual Performance Plans. This will allow all MTSF indicators to be subjected to audit processes; Strengthening the Outcome 1 report with provincially segregated information; and Validate information reported by the sector using the School Monitoring Survey (SMS).

ACTION PLAN TO 2019: TOWARDS THE REALISATION OF SCHOOLING 2030
Linked to the National Development Plan and MTSF is the Sector Plan: Action Plan to 2019: Towards the Realisation of schooling 2030 with 27 goals summarised as follows: Goals 1-13: Learner outputs at grade 3, 6, 9 and 12 Goal 14-17: Educators Goal 18: Curriculum completion Goal: 19: Textbooks Goal: 20: Computers, media Goal 21: Functionality of schools Goal 22: Community participation Goal 23: Minimum levels of funding schools Goal 24: Infrastructure Goal 25: Social cohesion and support services Goal 26: Inclusive Education Goal 27: School Monitoring

DBE STRATEGIC OUTCOME ORIENTED GOALS
These strategic goals are linked to the five Budget Programmes of the Department: Programme 1: Effective and efficient governance and management. Programme 2: Effective development, monitoring of curriculum implementation and support Programme 3: Improved teacher supply, development and utilisation Programme 4: Effective systems for planning, co-ordination, information management, assessment and district support. Programme 5: Improved social cohesion in schools and wellbeing of learners

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

KEY PRIORITIES Improved learner performance across all grades
The Early Grade Reading Assessment (EGRA) to assist teachers to measure reading progress The Second Chance Programme has been given prominence (Kha Ri Gude Campaign ending) Information Communication Technology (ICT)- Operation Phakisa Teacher training IT support in schools Online learner and teacher support materials Connectivity Funza Lushaka Bursary National School Nutrition Programme Improving School Infrastructure through the Accelerated School Infrastructure Delivery Initiative (ASIDI) Improved monitoring and oversight of the sector

REVISIONS IN THE STRATEGIC PLAN
The Department has made minor revisions to the 2015/16 – 2019/20 Strategic Plan due to the discontinuation of the Kha Ri Gude Literacy Programme The Kha Ri Gude Literacy programme was started in 2008 and has reached the target that was set. A new focus for the Department over the medium term is the Second Chance Matric Programme intended to give learners an opportunity to rewrite the National Senior Certificate (NSC) examination. As a result, a new strategic objective and relevant Technical Indicator Description for Matric Second Chance programme was developed and is attached as Part D of the Annual Performance Plan 2017/18.

STRATEGIC OBJECTIVE AND INDICATORS PROGRAMME 1
Strategic Objectives Indicators Medium-term targets 2017/18 2018/19 2019/20 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% 90% Percentage of received grievances cases resolved within 30 days

STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2
Medium-term targets 2017/18 2018/19 2019/20 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 12 15 18 Number of schools per province monitored for utilisation of ICT resources 27 (3 per province) 27 (3 per province) Number of off-line digital content resources developed annually 6 8 10

Medium-term targets 2017/18 2018/19 2019/20 2.2 Develop print and distribute 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 2017/18 2018/19 2019/20 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) 50 75 100 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

Medium-term targets 2017/18 2018/19 2019/20 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 Further Education and training (FET) Phases Mathematics Grade 4-6, Natural Sciences & Technology Grade 4-6 Mathematics Grade lesson plans developed Technical Maths and Science Gr lesson plans developed Life Science Grade Mathematics Science and Technology teacher guides developed for the Senior and FET Phases Mathematics Grade 4-6 Technology Grade 4-6 Gr 7-9 teacher guides Developed Natural Sciences & Technology Grade 4-6 Technical Maths and Science Gr 10-12 teacher guides developed Life Science Grades10 -12

Medium-term targets 2017/18 2018/19 2019/20 2.4 Develop and review the Mathematics, Science and Technology (MST) Framework to support provinces in improving learner performance in MST subjects. Number of districts visited for monitoring the 1+4 strategy 9 Number of training centres of Curriculum and Assessment Policy Statements (CAPS) for Technical subjects visited during a training session 14 N/A Number of schools visited for monitoring CAPS implementation in technical schools 27 CAPS training for technical subjects is expected to be completed in 2018/19

Medium-term targets 2017/18 2018/19 2019/20 2.5 Provide support to learners who have not achieved all the requirements of the National Senior Certificate (NSC) and extended Senior Certificate (SC) through the Second Chance Matric Programme Number of learners obtaining subject passes towards a national senior certificate through the Second Chance programme per year 20 000 25 000 30 000

Medium-term targets 2017/18 2018/19 2019/20 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 School Governing Bodies (SGBs)that meet minimum criteria in terms of effectiveness in public ordinary schools 70% of sampled SGBs. 80% of sampled SGBs. 90% sampled SGBs. Percentage of schools producing the minimum set of management documents at a required standard 70% of the 2000 sampled schools 80% of the 2000 sampled schools 90% 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. 13 500

Medium-term targets 2017/18 2018/19 2019/20 3.3 Administer the diagnostic self-assessment tests to Mathematics, English First Additional Language (EFAL), Physical Sciences and Accounting teachers in order to determine their content training needs Number of teachers participating in the EFAL diagnostic tests 10 000 10 000 Number of teachers participating in the Mathematics diagnostic tests Number of teachers participating in the Accounting diagnostic tests 2 000 2 000 Number of teachers participating in the Physical Science diagnostic tests 2 000

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 of PEDs monitored on the implementation of Integrated Quality Management System (IQMS) 6 PEDs Number of PEDs monitored on the implementation of Performance Management and Development System (PMDS)

Medium-term targets 2017/18 2018/19 2019/20 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. 9

Medium-term targets 2017/18 2018/19 2019/20 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 National Assessment (NA) reports produced. N/A 1 Systemic Assessment Report A bank of Language and Mathematics test items for grade 3,6 & 9 developed 150 items developed per grade and subject 200 items developed per grade and subject 250 items developed per grade and subject Number of NSC reports produced 4 Reports Number of question papers set annually for NSC and SC 348 The National Assessments will be written once in three years in accordance with the National Integrated Assessment Framework (NIAF)

Medium-term targets 2017/18 2018/19 2019/20 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 4.2.1Number of new schools built and completed through ASIDI 115 N/A 4.2.2 Number of schools provided with sanitation facilities through ASIDI. 257 4.2.3 Number of schools provided with water through ASIDI. 344 4.2.4 Number of schools provided with electricity through ASIDI. 134 ASIDI programme ends in 2017/18. The funds will shift to Education Infrastructure Grant as from 2018/19

Medium-term targets 2017/18 2018/19 2019/20 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 South African School Administration and Management System (SA- SAMS) for reporting 98% 100% Percentage of learners from public schools that are successfully uploaded onto Learner Unit Record Information and Tracking System (LURITS). 99%

Medium-term targets 2017/18 2018/19 2019/20 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 25 4.4.2 An Improvement Plan for districts offices on areas that were rated unsatisfactory by school Principals Improvement Plan N/A 4.4.3 Percentage of district managers assessed against developed criteria. 85% 90% 92% The improvement plan for the districts that were rated as unsatisfactory by schools is produced for the first year and districts must implement the plan and the survey is conducted again after two years.

Medium-term targets 2017/18 2018/19 2019/20 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) 130 110 90 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 South African Schools Chorale Eisteddfod (SASCE) programme 900 Number of learners, teachers, officials and SGBs participating in social cohesion and gender equity 6 000 7 000 7 500

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 National School Safety Framework (NSSF) 46 47

SECTOR CUSTOMISED INDICATORS PROGRAMME 1
PPM 101: Number of public schools that use schools administration and management systems to electronically provide data PPM 102: Number of public schools that can be contacted electronically ( ) PPM 103: Percentage of education expenditure going towards non-personnel items PPM 104: Number of schools visited by district officials for monitoring and support purposes

PPM 201: Number of full service schools servicing learners with learning barriers PPM 202: The percentage of children who turned 9 in the previous year and who are currently enrolled in Grade 4 (or a higher grade PPM 203: The percentage of children who turned 12 in the preceding year and who are currently enrolled in Grade 7 (or a higher grade) PPM 204: Number of schools provided with multi-media resources PPM 205: Learner absenteeism rate

SECTOR CUSTOMISED INDICATORS PROGRAMME 2….
PPM 207: Number of learners in public ordinary schools benefiting from the “No Fee Schools” policy PPM 208: Number of educators trained in Literacy/Language content and methodology PPM 209: Number of educators trained in Numeracy/Mathematics content and methodology

PPM 301: Percentage of registered independent schools receiving subsidies PPM 302: Number of learners at subsidized registered independent schools PPM 303: Percentage of registered independent schools visited for monitoring and support

PPM 401: Percentage of special schools serving as Resource Centres PPM 402: Number of learners in public special schools PPM 403: Number of therapists/specialist staff in special schools

PPM 501: Number of public schools that offer Grade R PPM 502: Percentage of Grade 1 learners who have received formal Grade R education in public ordinary and/or special schools and registered independent schools/ECD sites.

PPM 601: Number of public ordinary schools provided with water supply PPM 602: Number of public ordinary schools provided with electricity supply PPM 603: Number of public ordinary schools supplied with sanitation facilities PPM 604: Number of additional classrooms built in, or provided for, existing public ordinary schools PPM 605: Number of additional specialist rooms built in public ordinary schools (includes replacement schools).

SECTOR CUSTOMISED INDICATORS PROGRAMME 6…
PPM 606: Number of new schools completed and ready for occupation (includes replacement schools PPM 607:Number of new schools under construction (includes replacement schools) PPM 608: Number of new or additional Grade R classrooms built (includes those in replacement schools). PPM 609: Number of hostels built PPM 610: Number of schools in which scheduled maintenance projects were completed

PPM 701: Percentage of learners who passed National Senior Certificate (NSC) PPM 702: Percentage of Grade 12 learners passing at bachelor level PPM 703: Percentage of Grade 12 learners achieving 50% or above in Mathematics PPM 704: Percentage of Grade 12 learners achieving 50% or more in Physical Sciences PPM 705: Number of secondary schools with National Senior Certificate (NSC) pass rate of 60% and above

PART B 2017 MTEF ALLOCATION

2017 ENE ALLOCATIONS National Education 2017/18 2018/19 2019/20 R’000
2016 MTEF Allocation Less: Baseline Reduction ( ) ( ) ( ) Kha Ri Gude (98 843) ( ) ( ) Compensation of Employees (5 302) (5 670) (5 984) Goods and Services (16 942) (15 466) (19 066) Payments for capital assets - (131) (164) School Infrastructure Backlog Grant: Capital (25 175) Adjustment to Conditional Grants to Provincial Government ( ) Educational Infrastructure Grant ( ) ( ) ( ) Learners with Profound Intellectual Disabilities 72 000

2017 ENE ALLOCATION … 2017/18 R’000 2018/19 2019/20 Maths, Science and Technology Grant (20 000) (21 000) (22 000) National School Nutrition Programme Add: Reprioritisation within Department baseline budget School Infrastructure Backlog grant - Matric Second Chance 50 000 82 500 Early Grade Reading Assessment 4 100 11 000 15 000 Learners with Profound Intellectual Disabilities 6 000 5 000 3 000 South African Council for Educators 9 743 16 000 20 000 Reprioritisation towards goods and services 10 382 12 625 Operation Phakisa 7 000 19 000 2017 ENE ALLOCATIONS

REPRIORITISATION ON THE BASELINE
In 2017/18 an amount of R2.6 billion was shifted to School Infrastructure backlog Grant for the completion of outstanding ASIDI projects. Kha Ri Gude was reduced by R765.6 million over the MTEF to fund the National Senior Certificate Learner Retention programme (second chance) and the new conditional grant. An amount of R45.7 was allocated from the Department to South African Council for Educators (SACE) to fund the CPTD programme. An amount of R42 million was allocated for Operation Phakisa over the MTEF period. A new conditional grant for Learners with Profound Intellectual Disabilities was allocated an amount of R478.3 million over the MTEF period. An additional R390 million was allocated for the National School Nutrition Programme over the MTEF period to ensure that the grant can continue to provide meals as specified in the light of the high food inflation.

BASELINE REDUCTION Cabinet approved budget reductions as follows:
For 2017/18 financial year an amount of R2.6 billion was shifted from Education Infrastructure Grant to the School Infrastructure Backlog Grant for the completion of outstanding ASIDI projects. Compensation of Employees (CoE) was reduced as follows: R5.3 million in 2017/18; R5.7 million in 2018/19 and R5.98 million in 2019/20 financial years. Education Infrastructure Grant – An additional R364 million has been taken away from the Education Infrastructure Grant over the MTEF years. R115 million in 2017/18, R122 million in 2018/19 and R127 million in 2019/20. Kha Ri Gude - R765.6 million was reallocated to other activities over the MTEF period due to the phasing out of the programme in 2016/17. R98.8 million in 2017/18, R293.9 million in 2018/19 and R372.9 million in 2019/20. Goods and Services amounting to R51.5 million was reduced as follows, R16.9 million in 2017/18, R15.5 million in 2018/19 and R19.1 million in 2019/20 financial years over the MTEF period. Capital Assets were reduced by R over the MTEF period, R in 2018/19 and R in 2019/20.

ALLOCATION PER PROGRAMME FOR 2017/18 COMPARED TO 2016/17
PROGRAMMES 2016/17 R’000 2017/18 Percentage increase/ decrease Administration 10.2% Curriculum Policy, Support and Monitoring -6.9% Teachers, Education Human Resources and Institutional Development 4.4% Planning, Information and Assessment 6.0% Educational Enrichment Service 6.9% 2017 ENE ALLOCATIONS 5.1%

ALLOCATION PER PROGRAMME OVER THE 2017 MTEF
2017/18 2018/19 2019/20 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
The increase over the medium term is mainly due to the increase to the allocation of office accommodation. Programme 2: The budget for this programme increases over the 2017 MTEF period. The increase is mainly due to inflationary adjustments, Matric Second Chance Programme and the introduction of the new conditional grant for Learners with Profound Intellectual Disabilities Grant. Programme 3: The budget for this programme increases over the 2017 MTEF period. The increase in 2017/18 is mainly due the new transfer to South African Council for Educators (SACE) for the CPTD programme.

REASONS FOR DEVIATIONS ON PROGRAMMES…
The budget for this programme increases over the 2017 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 2017 MTEF period. The increase is mainly due to the increase on the allocation of the NSNP and the main item of spending will be on transfers and subsidies to PEDs.

ALLOCATION PER ECONOMIC CLASSIFICATION FOR 2017/18 COMPARED TO 2016/17
Percentage increase/ decrease Compensation of Employees 1.00% Goods and Services -5.40% Computer Services 59 563 40 598 -31.80% Consumables: Stationery, printing and office supplies 33 463 -70.70% Inventory: LTSM(b) -1.90% Property payments 4.90% Operating expenditure(b) -55.40% Travel and subsistence 30.30% Other 70.30% Interest and rent on land 46 321 48 637 5.00%

ALLOCATION PER ECONOMIC CLASSIFICATION FOR 2017/18 COMPARED TO 2016/17…
Percentage increase/ decrease Transfers and Subsidies 5.90% Payments for Capital Assets 9.00% Total 5.10%

REASONS FOR DEVIATIONS ON ECONOMIC CLASSIFICATIONS
The increase on compensation of employees is due to improvements on the conditions of services and the inflation rate. The decrease on goods and services from 2016/17 financial year to 2017/18 is due to the following items: Consumables: Stationery, printing and office supplies decrease is due to the re- design of the National Assessment in the 2016/17 financial year. Decrease on Inventory LTSM is due to the phasing out of Kha Ri Gude which came to an end in 2016/17 financial year. There will no longer be procurement of Kha Ri Gude books. The increase in the payment for capital assets between the 2016/17 and 2017/18 financial years is mainly due School Infrastructure Backlogs Indirect Grant and the payments for capital assets.

ALLOCATION SUMMARY OVER THE 2017 MTEF
SERVICE 2017/18 R’000 2018/19 2019/20 Compensation of Employees Examiners and Moderators (COE) 23 167 24 511 25 884 Goods and Services Interest and rent on land 48 637 51 458 54 340 Transfers to Public Entities Other Transfers Conditional Grants Infrastructure Backlog grant - Capital Assets 17 639 24 041 41 924 Earmarked Funds TOTAL

DETAIL OF EARMARKED ALLOCATIONS OVER THE 2017 MTEF
SERVICE 2016/17 R’000 2017/18 2018/19 Earmarked Funds Workbooks National School Nutrition Programme: National 18 017 19 062 20 129 Learners with Profound Intellectual Disabilities 6 000 5 000 3 000 Oversight-Maths, Science and Technology 5 547 5 869 6 197 National Senior Certificate Learner Retention Programme (Second Chance) 45 000 94 500 TOTAL: EARMARKED FUNDS

DETAIL OF CONDITIONAL GRANTS OVER THE 2017 MTEF
2017/18 R’000 2018/19 2019/20 Education Infrastructure Conditional Grant HIV and Aids Conditional Grant National School Nutrition Programme Conditional Grant Maths, Science and Technology Grant Learners with Profound Intellectual Disabilities 72 000 TOTAL CONDITIONAL GRANTS

REASONS FOR DEVIATIONS ON CONDITIONAL GRANTS TO PROVINCES
Education Infrastructure Grant In the 2017 MTEF, EIG was reduced by R2.619 million in 2017/18 for completion of outstanding ASIDI projects. Learners with Profound Intellectual Disabilities A new conditional grant for Learners with Profound Intellectual Disabilities was allocated R478.3 million over the MTEF period.

DETAIL OF OTHER TRANSFERS OVER THE 2017 MTEF
2017/18 R’000 2018/19 2019/20 SETA 405 417 429 Unesco Membership Fees 14 585 15 431 16 295 ADEA 146 148 150 Guidance Counselling: Malawi 170 178 186 Childine South Africa 61 65 69 NECT 99 413 SACMEQ 3 571 3 295 3 480 TOTAL: Other transfers NSFAS: Funza Lushaka Umalusi South African Council for Educators 9 743 16 000 20 000 TOTAL: Transfers to Public Entities

CONCLUSION The DBE is confident that it will deliver on it 2017/18 APP
It has adequate personnel and sufficient financial resources to deliver on the plan It will support, monitor and oversee the sector to strengthen accountability at all levels of the system Continuously seek to improve and implement ways to make the system more efficient. Continue to place improved learner performance and quality basic education at the centre of all that we do

RECOMMENDATIONS It is recommended that the Portfolio Committee discusses the presentation on DBE 2017/18 Annual Performance Plan and 2017 MTEF allocation.

DBE ANNUAL PERFORMANCE PLANS AND BUDGET 2017/18

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