Presentation on theme: "PORTFOLIO COMMITTEE ON BASIC EDUCATION PROVISION OF LEARNING AND TEACHING SUPPORT MATERIAL 29 OCTOBER 2013 1."— Presentation transcript:
PORTFOLIO COMMITTEE ON BASIC EDUCATION PROVISION OF LEARNING AND TEACHING SUPPORT MATERIAL 29 OCTOBER 2013 1
OUTLINE Purpose Introduction Basic Education Sector Plan Development on National Catalogues Modality of Procurement and Delivery of textbooks Progress on delivery of Textbooks Provision for Top Ups Progress on delivery of Workbooks Progress on delivery of Stationery Challenges Monitoring Retention and retrieval Conclusion 2
PURPOSE To provide a report on the progress of the procurement and delivery of LTSM
INTRODUCTION Reporting on the delivery of textbooks for CAPS grades 7-9 and 12 Reporting on delivery of textbooks for the CAPS addendum catalogue for grades 4-6 and 11 Workbooks Stationery Top ups for grades 1- 6 and 10,11 Strengthening LTSM retention and textbook retrieval systems 4
BASIC EDUCATION SECTOR MANAGEMENT PLAN FOR THE PROCUREMENT AND DELIVERY OF LTSM 2013 The DBE developed a the Sector Plan for LTSM which states that 31 October 2013 is the deadline for all schools to receive textbooks and stationery in all provinces. Provinces were requested to align their Management Plans to that of the DBE’s. All provinces have complied The DBE and provinces agreed that monthly reports on the procurement and delivery of textbooks and stationery will be submitted to DBE on or before the 5 th of every month. The DBE monitors progress against provincial plans and reports on progress.
PROVINCIAL RESPONSIBILITIES The major responsibilities of the provinces for procurement and delivery for 2014: – develop the Provincial Sector Plans aligned to the DBE Sector Plan to guide provincial procurement of LTSM – manage the activities as per the sector plan to ensure the delivery of LTSM to schools according to the agreed timeframes – report monthly to DBE on progress in procurement and delivery of LTSM – monitor and support of procurement of LTSM (requisitioning by schools; placing of orders with publishers; warehousing processes; delivery to schools)
DEVELOPMENT OF THE NATIONAL CATALOGUE National catalogues of CAPS-aligned textbooks have been developed to support implementation of CAPS The National Catalogue for Grades 7-9 and 12 has finalised and published and disseminated to provinces.. The Addendum Catalogue for Grades 4-6 and 11 were developed and released. Provinces were required to customize the catalogues and send to schools for orders to be placed. Provincial procurement processes and deliveries have ensued in alignment with the provincial LTSM plan and sector plan.
MODALITY FOR PROCUREMNT AND DELIVERY OF TEXTBOOKS 8
EASTERN CAPE PROCUREMENT MODEL The province outsources the management and delivery of textbooks to publishers who appoint a managing agent to manage the distribution. Local SMMEs are contracted for distribution to schools to stimulate local economy. Textbooks for implementing grades are procured centrally by the province for all the schools regardless of whether the school has neither a Section 21.1.c function nor its quintile. Schools submit their requisitions for stationery to the province and the same distribution model is used to distribute to schools. Province pays publishers on submission of PODs.
FREE STATE PROCUREMENT MODEL The Province has outsourced distribution of LTSM to District Based Distributors. The department provides warehousing in all districts. Schools submit their orders online and these are sent to the regions The province consolidates quantities and places orders with publishers. A service provider has been appointed to provide stationery over a period of three years. Requisitions for stationery are sent to the service provider in July every year.
GAUTENG PROCUREMENT MODEL The province has appointed a managing agent to manage the procurement and delivery of both textbooks and stationery to schools. The managing agent manages the warehousing and distribution of LTSM to schools. Section 21.1c schools are expected to submit proof of requisitioning to the provincial office. Only 10% of schools are Non-Section 21. 300 of the 2000 schools opted for central procurement. The managing agent consolidates quantities and places orders with publishers. Section 21 schools buy through booksellers. Booksellers place orders with publishers. Schools pay booksellers who then pay publishers.
KWAZULU-NATAL PROCUREMENT MODEL The province had appointed a managing agent to manage the procurement, warehousing and delivery of both textbooks and stationery to schools.
LIMPOPO PROCUREMENT MODEL The province procures textbooks and stationery centrally for all schools. The province invites publishers to submit their lowest price. The province selects the three cheapest books on the revised catalogue and buys in descending order. The provincial department places orders with publishers. Publishers deliver books to one central warehouse. SAPO has been contracted by the department to deliver to schools. The publishers invoice the department.
MPUMALANGA PROCUREMENT MODEL The province has appointed a managing agent to manage the procurement, warehousing and delivery of both textbooks and stationery to schools. All schools submit their requisitions for textbooks and stationery which are then verified and approved by Circuit Managers. The managing agent consolidates the quantities and places orders with publishers. Publishers deliver a central warehouse. The province pays managing agent who in turn pays the publishers.
NORTHERN CAPE PROCUREMENT MODEL Schools place orders electronically. The province consolidates and places orders with publishers. The Post Office has been appointed as a managing agent to provide warehousing and manage distribution to schools. Schools receive funds from the department and they order their own stationery.
NORTH WEST PROCUREMENT MODEL The province utilises the services of book-sellers / distributors who provide warehousing and distribute LTSM to schools. Schools get requisitions from regions. Schools complete requisitions according to a prescribed paper budget and return to the region Completed requisitions are submitted to regions that place orders with publishers. The regions allocate schools to distributors. The regions process orders and send documentation to the province for payment.
WESTERN CAPE PROCUREMENT MODEL The province procures textbooks for all CAPS implementing grades centrally. Schools receive their norms and standards allocations to purchase textbooks that fall outside central procurement. The province issues a multiple-source tender for the supply of these textbooks directly to schools. Schools complete requisitions and send them to the province Quantities are consolidated at the province. The province sends indicative quantities to publishers for quotation (including distribution). Province places orders with publishers and they deliver directly to schools.
PLAN FOR DELIVERY OF TEXTBOOKS TO SCHOOLS PROVINCETIME FRAMES Eastern CapeSeptember - November 2013 Free StateSeptember – November 2013 GautengSeptember - November 2013 KwaZulu-NatalOctober – November 2013 LimpopoOctober- November 2013 MpumalangaJune – October 2013 Northern CapeSeptember 2013 North WestAugust – September 2013 Western CapeSeptember – October 2013
PROGRESS ON DELIVERY OF TEXTBOOKS BY PUBLISHERSAS AT 24/10/13 NB: Please note that this report changes daily PROVINCEWAREHOUSE DELIVERIES EASTERN CAPE 99.5% FREE STATE 98% GAUTENG 95% KWAZULU-NATAL 59% LIMPOPO 97% MPUMALANGA 99.99% NORTHERN CAPE 99% NORTH WEST 99.9% Booksellers WESTERN CAPE No warehousing
PROGRESS ON DELIVERY OF TEXTBOOKS TO SCHOOLS AS AT 24/10/13 NB: Please note that this report changes daily PROVINCESCHOOL DELIVERIES EASTERN CAPE 100% FREE STATE 38% GAUTENG 97% KWAZULU-NATAL 53% LIMPOPO 72% MPUMALANGA 91% NORTHERN CAPE 76% NORTH WEST 99.81% WESTERN CAPE 98%
TOP UPS Provinces are at different levels for providing of top ups for FP, IP and grades 10 and 11 Statistics in this regards is still being collected and will only be available end of March 2014 Provinces have been advised through CEM and HEDCOM to approach Treasury to consider shifting the allocation of 2014/15 to be made available in 2013/14 for top ups The Minister of Basic Education has also taken the matter up with the Minister of Finance to allow the movement of funds from the outer year of 2014/15 to 2013/14 to ensure that every le arner has a textbook in every grade for every subject. 22
2014 WORKBOOKS Workbooks to be delivered to public schools: Grade R Workbooks; Literacy/language Gr 1 – 6 in 11 languages; Numeracy Grades 1-3 in eleven languages; Mathematics Gr 4 – 9 English and Afrikaans; Life Skills Gr 1 – 3 in 11 languages; and English FAL Grades 1-6;
2014 WORKBOOK 1 DELIVERY STATUS % of Total Workbook Volume 1 2014 Distribution Total SchoolsTotal BooksSchools DeliveredBooks DeliveredVerified PODs 22%18%74%76%54% 5%6%81%76%59% 9%16%76%77%67% 25%22%75%76%60% 17%13%75%85%62% 7%8%83%89%66% 2%3%87%91%66% 6%7%80%81%65% 6%9%85%82%63% 100% 77%80%62%
PRINTING AND DELIVERY OF BRAILLE WORKBOOKS Terms 1&2 Gr. R workbooks in English and Afrikaans and Grades1-6 Mathematics Braille workbooks have been printed and delivered to all 22 special schools Large Print editing for Grades 1, 3 and 4 Mathematics in all languages and Grade 1 – 5 Home Language in all languages have been completed. Provinces are submitting plans for provision of ICT for visually impaired learners 27
STATIONERY Provinces are at different levels of delivery for stationery. DBE is collecting data and a full picture on this will emerge by the end of November 2013. This is in view of the fact that provinces tend to first focus on procurement and delivery of textbooks, given the intensity and challenges involved, and then move to stationery which has less intensity and complexity. Provinces also employ different modalities for procurement and delivery of stationery 28
CHALLENGES Disruption of process by service delivery protests – service providers not afforded access for delivery to schools; Litigation which causes delay in delivery by publishers /service providers; Delay by some service providers who either deliver late or abandon orders placed. Printing time-frames and publisher capacity, e.g. shortage of paper, printing materials and infrastructure; Packing errors by publishers & suppliers. Delay in reporting incorrect deliveries and delivery shortages by school principals; Inaccessible roads due to inclement weather 29
MONITORING Inter Provincial Forum CEM HEDCOM HEDCOM Sub Committee Reports from Publishers Weekly reports from PEDs 31
RETENTION AND RETREVIAL The long-term plan is to address LTSM retention through a comprehensive LTSM national policy that the DBE is developing. In the meantime, there is a need to strengthening monitoring of implementation of LTSM retention systems by Provincial Education Departments (PEDs) to promote attainment of a 100% textbook retrieval rate by schools and accountability for non-retention. PEDS have been alerted to the need for retention and retrieval and provincial plans have been requested and for reports to be submitted by end of January. Schools with the oversight of District Directors should will be held accountable for reporting on timeously on LTSM retrieval.
CONCLUSION By strengthening the Basic Education Sector Plan which provides milestones and detailed business processes for procurement and delivery of LTSM as well as bringing delivery dates forward, the DBE has succeeded in getting books to schools much earlier than the previous years. Mop up processes to deal with shortages occasioned by inward and outward migration is expected to be completed by end of March 2014. 33