1. DBE STRATEGIC AND ANNUAL PERFORMANCE PLANS PALIAMENTARY PORTFOLIO COMMITTEE ON BASIC EDUCATION MEETING 17 MARCH 2015 1

2. PRESENTATION OUTLINE PART A 1.Overview3 2.Strategic Focus on Mandates5 3.MTSF Sub-outcomes6 4.Action Plan to 20197 5.Non-negotiables8 6.Strategic Outcome Oriented Goals of the Institution 9 7.Key Focus Areas 10 8.Strategic Objectives, Indicators and targets13 9.Strategic Planning Process27 PART B 10. BUDGET28 2

3. 1. Overview This is a new five year term after the 2014 elections. In terms of the government planning frameworks, departments must produce their five year strategic plans every five years corresponding to the electoral cycle. The planning function in the new term is now located with the Presidency in the Department of Planning, Monitoring and Evaluation (DPME). The Planning frameworks used are the ones developed by the National Treasury after the 2009 elections (but these are currently under review) 3

4. 2. Overview… A: Strategic Overview The first part of the Strategic Plan comprises of the following: –Vision, Mission and Values: which have not changed –Legislative Mandates, which have not changed –An emphasis on new policy developments, to cater for all the priorities for this term –Relevant court rulings that may impact on service delivery have been covered 4

5. 2. Strategic Focus on Mandates The DBE plans have been 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 PoA for the sector and progress is reported to the DPME on a quarterly basis. The department has developed a framework to be used to monitor progress on MTSF targets The sector also has Non-negotiables to focus on other areas not covered in the MTSF The Department will further embark on Operation Phakisa (Big Fast Results) focusing mainly on ICT as quick way of responding to the NDP 5

6. 3. MTSF MTSF Sub-Outcomes: 1. Improved quality of teaching and learning through development, supply and effective utilisation of teachers. 2. Improved quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM). 3. Improving assessment for learning to ensure quality and efficiency in academic achievement 4. Expanded access to Early Childhood Development and improvement of the quality of Grade R, with support for pre-Grade R provision 5. Strengthening, accountability and improving management at the school, community and district level. 6. Partnerships for education reform and improved quality. 6

7. 4. Action Plan to 2019 In 2011, the DBE, as part of finding its mandate after the split of education into two ministries, put together a sector plan, Action Plan to 2014: Towards Realising Schooling 2025, The aim of drawing all education efforts into synchrony with one another. In line with the NDP, the sector has also extended the sector plan to stretch to 2030, while keeping its original goals of quality improvement and adding emerging areas that need attention. Implementation of the sector plan and achievement of the targets therein will continue to find expression in school, district, provincial and DBE plans. 7

8. 5. Non-Negotiables Key focus areas: The “Non- negotiables” form part of the key deliverables that will find expression in the DBE plans and in provincial plans in order to fast- track some of the key imperatives of government in the basic education sector: 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 7. Library Services - focus on reading and heightened library resourcing in schools 8. Rural Schools (Multi-grade, Farm & non-viable) 9. Curriculum (MST, History, IIAL, Reading, Inclusive Education) 10.Social Mobilisation, partnerships, learner well being and safety 8

9. 6. Strategic Outcome Oriented Goals These strategic goals are linked to the five Budget programmes 1.Effective and efficient governance and management support. 2.Effective curriculum implementation and support. 3.Improved teacher supply and capacity. 4.Effective systems for planning, information, assessment and district support. 5.Expanded implementation of social cohesion and learner wellness programmes 9

10. 7. Key focus areas: The sector will introduce an African language in schools that previously did not offer any African Language Work towards formalising the Grade R class Work towards the NDP’s objective that all schools meet minimum infrastructure standards for sanitation, classrooms and libraries by 2017. Continue the provision of high quality workbooks The Department will continue to use the ANA to influence classroom practices and to inform content- focused training for teachers Teacher skills for Foundation Phase and Grade R teachers Provision of Grade R workbooks and improved access 10

11. 7. Key focus areas… Maths, Science and Technology –a new conditional grant has been negotiated with the National Treasury to merge the Dinaledi Schools and Technical Secondary Schools Recapitalisation Grant –The purpose of this initiative is to promote 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 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. 11

12. 7. Key focus areas… Develop a supply and demand model to incorporate information about teacher recruitment, attrition, exit, utilisation and migration to inform planning and resourcing of the teaching workforce Change the process of appointing principals so that competent individuals are in schools to heighten school management and ensure that curriculum implementation takes place. 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). 12

13. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 1 Strategic ObjectiveStrategic Indicator5 Year Target 1.1 To improve the capacity of the DBE Percentage of MPAT scores at level 3 and 4 85% APP INDICATORS1 Year Target Number of staff development opportunities offered to officials in the DBE. 15 Number of internships implemented in the Department 65 Signed Financial Disclosure forms for all DBE SMS members submitted every year by due date All SMS members Signed Performance Agreements by all DBE SMS members submitted every year by due date All SMS members 13

14. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.1 Improve the quality of Early Childhood Development Percentage of Grade 1 learners who have attended Grade R. 100% APP INDICATORS1 Year Target Percentage of qualifying public schools with workbooks for Grade R learners 97–100% Percentage of Grade R practitioners with NQF level 6 20% Percentage of Grade R Practitioners with at least NQF level 4. 50% 14

15. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.2 To increase the supply of high quality learning materials Percentage of learners supplied with workbooks 100% Grade R- 9 learners APP INDICATORS1 Year Target Percentage of public schools with Home Language workbooks for learners in Grades 1-6 97–100% Percentage of public schools with Mathematics workbooks for learners in Grades 1- 9 97–100% 15

16. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.3 To increase learner completion rates 1.Percentage of learners completing the Kha Ri Gude programme 2. Percentage of learners who obtain a NSC 85% Kha ri Gude 82% NSC APP INDICATORS1 Year Target Number of learners completing the Kha Ri Gude programme 430 441 Percentage of learners who obtain a National Senior Certificate 76% 16

17. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 2 Strategic ObjectiveStrategic Indicator5 Year Target 2.4 To improve curriculum implementation in multi- grade schools An impact evaluation on multi-grade teacher training is conducted Impact evaluation report published APP INDICATORS1 Year Target Number of teachers trained in Multi-grade teaching 500 17

18. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic ObjectiveStrategic Indicator5 Year Target 3.1 Improve the recruitment and placement of educators into the education system Improve the placement rate of Funza Lushaka bursary holders 100% Placement APP INDICATORS1 Year Target Number of Funza Lushaka bursaries awarded to students enrolled for initial teacher education 13 000 Percentage of Funza Lushaka bursary recipients placed within 6 months of completion of their studies 85% Number of qualified teachers aged 30 and below, entering the public service as teachers during the financial year 8 600 Percentage of principals appointed based on competency assessment processes 75% of advertised posts. 18

19. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic ObjectiveStrategic Indicator5 Year Target 3.2 To improve the capacity of teachers through diagnostic testing and implementation of a Quality Management System The average hours per year spent by teachers on professional development activities 70 APP INDICATORS1 Year Target Number of subject diagnostic tests developed for teachers English First Additional Language and Mathematics. EFAL: 20 000 Maths: 20 000 19

20. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 3 Strategic ObjectiveStrategic Indicator5 Year Target 3.3To support districts in order to provide meaningful support to school for effective management of schools Percentage of schools producing a minimum set of management documents at a required standard 100% APP INDICATORS1 Year Target Percentage of SGBs that meet minimum criteria in terms of effectiveness (in sampled schools) 70% of sampled SGBs. Number of public schools visited to monitor the implementation of teacher performance management processes 6000 20

21. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.1 Administer, monitor and report on all standardised national assessments NSC and ANA results published in Various Reports 3 ANA Reports 4 NSC Reports APP INDICATORS1 Year Target Valid and reliable data on learner results on performance in ANA National ANA report Diagnostic report Annual ANA district report Valid and reliable data on learner results on performance in NSC 4 National Exam Reports on learner performance in Grade 12: a)Technical Report; b)Detailed Schools statistics Report; c)Diagnostic report in selected subjects; and d)Report on schools statistics indicating 3-year performance in selected subjects 21

22. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.2 Provide schools with basic infrastructure to contribute towards quality learning Percentage of schools provided with Water, Sanitation, Electricity and inappropriate structures eradicated 100% APP INDICATORS1 Year Target Number of schools provided with sanitation facilities 99% Number of schools provided with water 98% Number of schools provided with electricity 96% 22

23. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.3 Strengthen the utilization of information systems available in schools for management purpose Percentage of public schools that use the schools administration and management systems to electronically provide data to the national learner tracking system 100% APP INDICATORS1 Year Target Percentage of public schools that use the schools administration and management systems to electronically provide data to the national learner tracking system 60% 23

24. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 4 Strategic ObjectiveStrategic Indicator5 Year Target 4.4 Strengthen the capacity of district offices to support schools Percentage of schools visited at least twice a year by district officials for monitoring and support purposes 100% APP INDICATORS1 Year Target Number of officials from districts that achieved less than 65% in the NSC participating in a mentoring programme 24 Percentage of principals rating the support of district offices as satisfactory 65% Percentage of district managers assessed against developed criteria 60 % 24

25. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 5 Strategic ObjectiveStrategic Indicator5 Year Target 5.1 Promote co-curricular activities, social cohesion programmes and safe school environments for holistic development of learners to enhance their learning experience and maximise their performance. Number of educators, officials and learners participating in DBE organised activities on social cohesion, nation building, citizenship, rights and responsibilities, and constitutional values 20 500 APP INDICATORS1 Year Target Number of educators, officials and learners participating in DBE organised activities on social cohesion, nation building, citizenship, rights & responsibilities and constitutional values 5 000 25

26. 8. STRATEGIC OBJECTIVES AND INDICATORS PROGRAMME 5 Strategic ObjectiveStrategic Indicator5 Year Target 5.2 To address intrinsic (physical, mental and health-related) and societal (poverty, violence, alcohol and drug use) barriers within a larger collaborative and multifaceted response towards the multiple barriers to learning faced by vulnerable children 1.Number of schools providing learners with daily nutritious meals 2.Number of schools that administered the de-worming programme (19 998) All Quintile 1 - 3 Schools Grades R- 7 targeting (5 597 956 learners) APP INDICATORS1 Year Target Number of schools that provide daily nutritious meals to learners 19 800 26

27. 9. Strategic Planning Process The first and second drafts were submitted to National Treasury and the Department of Performance Monitoring and Evaluation for comments and to check alignment to the NDP and MTSF. The plans have also been subjected to scrutiny by: –Internal auditors –Feedback from National Treasury –DPME –Auditor-General 27

28. PART B: 2015 MTEF ALLOCATION 28

29. 2015 ENE ALLOCATIONS FROM TREASURY 2015/162016/172017/18 R’000 2015 MTEF Allocation21 890 21823 097 49624 258 441 Less: Baseline Reduction:(433 559)(315 116)(325 886) School Infrastructure Backlog Indirect Grant: Alignment of plans (120 595)(176 328)(116 637) School Infrastructure Backlog Indirect Grant: shift to ASIDI to EIG (262 049)(55 000)- Kha Ri Gude(20 000)(30 000)(150 000) Goods and services(30 642)(53 309)(58 721) Payments for capital assets(273)(479)(528) Less: Adjustment to Conditional Grant:29 481(288 962)(227 729) Technical Secondary Schools Recapitalisation grant (244 222)(257 166)(270 024) 29

30. 2015 ENE ALLOCATION (cont ) R’000 Dinaledi Schools Grant(116 296)(122 460)(128 583) Education Infrastructure Grant48 147(264 269)(209 297 Maths, Science and Technology Grant 347 185362 444385 145 HIV and AIDS (Life Skills Education)Grant (5 333)(7 511)(4 979) Add: Baseline Increases25 00035 220155 547 National Education Collaboration Framework 20 00030 000150 000 Oversight of Maths, Science and Technology 5 0005 2205 547 2015 ENE ALLOCATIONS21 511 14022 528 63823 860 373 30

31. Baseline Reduction Cabinet approved budget reductions and reprioritisation were made on the following:  R120.6 million in 2015/16, R176.3 million in 2016/17 and R116.6 million in 2017/18 from the Infrastructure Backlog Indirect Grant.  R30.6 million in 2015/16, R53.3 million in 2016/17 and R58.7 million in 2017/18 to be effected through implementing efficiency measures on expenditure on goods and services.  R273 000 in 2015/16, R479 000 in 2016/17 and R528 000 million in 2017/18 from the payments for capital assets.  R5.3 million in 2015/16, R7.5 million in 2016/17 and R5 million 2017/18 from the HIV and AIDS (Life Skills Education) grant.  R213.9 million in 2015/16, R319.3 million in 2016/17 and R209.3 million from the Education Infrastructure grant. The funds reprioritised towards the Departmental budget amount to R200 million over the MTEF (R20 million for 2015/16, R30 million for 2016/17 and R150 million for 2017/18) to be added to the transfer of National Education Collaboration Trust from the Kha Ri Gude mass literacy programme. 31

32. Allocation per Programme for 2015/16 compared to 2014/15 PROGRAMMES2014/152015/16 Percentage increase/ decrease Administration347 448357 697 2.9% Curriculum Policy, Support and Monitoring 1 954 9271 895 927 (3.0)% Teachers, Education Human Resources and Institutional Development 1 268 2471 171 484(7.6)% Planning, Information and Assessment 10 379 36912 129 73816.9% Educational Enrichment Service 5 730 155 5 974 456 4.3% 2015 ENE ALLOCATIONS19 680 14621 511 1409.3% 32

33. Allocation per Programme over the 2015 MTEF 2015/162016/172017/18 Programme R’000 Administration 357 697376 449396 320 Curriculum Policy, Support and Monitoring 1 877 7651 944 1811 926 617 Teachers, Education Human Resources and Institutional Development 1 171 4841 163 9861 223 247 Planning, Information and Assessment 12 129 73812 754 32313 706 603 Educational Enrichment Services 5 974 4566 289 6996 607 586 TOTAL21 511 14022 528 63823 860 373 33

34. Reasons for Deviations on Programmes Programme1: The increase over the medium term is due mainly to increases for the office accommodation. The main item of spending will be on property payments for the office accommodation for the public private partnership unitary fee. Programme 2: The budget for this programme decreases over the 2015 MTEF period. The decrease is on Kha Ri Gude through Cabinet reprioritisation implemented. Programme 3: The budget for this programme decrease over the 2015 MTEF period. The decrease in 2015/16 is mainly due to baseline reduction effected by Treasury through Cabinet. Programme 4: The budget for this programme increases over the 2015 MTEF period. The main item of spending will be on transfers to provincial education departments followed by buildings and other fixed structures. Programme 5: The budget for this programme increases over the 2015 MTEF period. The increase is due mainly to inflationary adjustments and the main item of spending will be on transfers and subsidies to provincial education departments. 34

35. Allocation per Economic Classification for 2015/16 compared to 2014/15 ECONOMIC CLASSIFICATION 2014/15 R’000 2015/16 R’000 Percentage increase/ decrease Compensation of employees414 738 440 9456.3% Goods and Services2 016 503 1 943 407(3.6)% Computer Services 74 357 55 170(25.8)% Agency and support/outsourced Services 47 764 32 736(31.5)% Inventory Stationery and printing 205 447205 350(0.1)% Property payments 90 699 99 97510.23% Operating expenditure 1 415 066 732 358(48.3)% Travel and subsistence 90 616101 13611.6% Other 92 554716 682674.3% Interest and rent on land48 98247 524(3.0)% 35

36. Allocation per Programme for 2015/16 compared to 2014/15 (cont) R’000 Transfers and Subsidies14 267 38717 033 85619.4% Payments for Capital Assets2 932 5362 045 408(30.3)% Total19 680 14621 511 1409.3% 36

37. 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 decrease on goods and services is due to budget cuts through Cabinet. The increase in Transfers and Subsidies over the medium-term is mainly attributable to funds allocated to the National Education Collaboration Trust amounting to R200 million over the 2015 MTEF period, with R20 million in 2015/16,R30 million in 2016/17 and R150 million in 2017/18. The sharp decrease in the payment for capital assets between the 2015/16 to 2017/18 financial years is mainly due to budget cuts on the School Infrastructure Backlogs Indirect Grant and the payments for capital assets which was introduced during 2015 Estimates of National Expenditure. 37

38. Allocation Summary over the 2015 MTEF SERVICE 2015/16 R’000 2016/17 R’000 2017/18 R’000 Compensation of Employees 368 715393 034417 831 Examiners and Moderators 20 44521 79423 167 Transfers to Public Entities 1 103 7821 162 2891 183 475 Other Transfers 73 58286 422209 243 Conditional Grants 15 856 48516 372 99717 267 328 Specially and exclusively appropriated 2 046 8252 374 8672 619 873 Earmarked Funds 1 665 6531 723 1811 689 109 38

39. Detail of earmarked allocations/transfers (R’000) over the 2015 MTEF SERVICE 2015/16 R’000 2016/17 R’000 2017/18 R’000 Earmarked Funds Kha Ri Gude Literacy Project 439 584431 996333 146 EPWP: Kha Ri Gude 65 09968 54971 977 Workbooks 957 6841 008 4411 058 863 National School Nutrition Programme: National 15 98717 01418 017 National Assessment Earmarked Funds 167 360176 230185 042 National Education Evaluation and Development Unit 14 93915 73116 517 Oversight-Maths, Science and Technology 5 0005 2205 547 TOTAL: EARMARKED FUNDS 1 665 6531 723 1811 689 109 39

40. Detail of earmarked allocations/transfers (R’000) over the 2015 MTEF Conditional Grants 2015/16 R’000 2016/17 R’000 2017/18 R’000 Education Infrastructure Conditional Grant 9 517 5559 773 69210 330 562 HIV and Aids Conditional Grant 221 030230 849245 308 National School Nutrition Programme Conditional Grant 5 703 7156 006 0126 306 313 Occupation Specific Dispensation for Therapist 67 000-- Maths, Science and Technology Grant 347 185362 444385 145 TOTAL CONDITIONAL GRANTS15 856 48516 372 99717 267 328 40

41. Reasons for Deviations on Conditional Grants to Provinces Occupation Specific Dispensation The 2014 Budget includes Cabinet approved additional allocation of R213 million for 2014/15 and R67 million for 2015/16 for the new conditional grant for the occupation specific dispensation for therapist in the education sector. The R67 million will be transferred in 2015/16 financial year to Provincial Education Departments for payment of OSD approved not paid in 2013/14 financial year. This grant will be included in Provinces equitable share from 2016/17 financial year. Maths, Science and Technology Grant The Maths, Science and Technology conditional grant to provinces is introduced from 2015/16 financial year with a total allocation of R1.1 billion over the 2015 MTEF (R352.2 million in 2015/16,R367.7 million in 2016/17 and R390.7 million in 2017/18).This allocation is taken from the Technical Secondary Schools Recapitalisation grant (R771.4 million over MTEF) and the Dinaledi School grant of R367 million over MTEF which have been consolidated into a single grant to focus on Maths, Science and Technology. The purpose of the grant is to strengthen the implementation of the National Development Plan and the Action Plan 2019 by increasing the number of learners taking Mathematics, Science and Technology subjects, improving the success rate in the subjects and improving the teacher’s capabilities. The grant will achieve its purpose through the provision of support and resources to schools. 41

42. Detail of earmarked allocations/transfers (R’000) over the 2015 MTEF Other Transfers 2015/16 R’000 2016/17 R’000 2017/18 R’000 SETA 185195205 Unesco Membership Fees 13 19113 89014 585 ADEA 333536 Guidance Counselling and Youth Development Centre: Malawi 118124130 Childine South Africa 555861 National Education Collaboration Trust 60 00072 120194 226 TOTAL: OTHER TRANSFERS 73 58286 422209 243 Transfers to Public Entities 1 103 7891 162 2891 183 475 NSFAS: Funza Lushaka Bursaries 991 0841 043 6111 058 863 Umalusi 112 705118 678124 612 42

43. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA KE A LEBOGA THANK YOU 43