1. STRATEGIC PLAN 2011-14 & 2011 MTEF BUDGET REVIEW VOTE 15: BASIC EDUCATION Presentation to the Select Committee on Education and Recreation 20 APRIL 2011 1

2. 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 2 Presentation Outline

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

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

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

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: a.Learners (and the quality of learning attained for effective and lifelong growth, development and well-being) b.Teachers (accountability, incentives, support and resources) c.Schools (fully functional for effective teaching and learning) d.Provinces (including district management) 6

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: 1.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. 2.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. 7

8. Education – the Apex priority: what we will do 3.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. 4.Turn around dysfunctional and poorly performing schools by improving systems of accountability and service delivery at district, provincial and national level. 5.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. 8

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

10. Part B: Detailed presentation on Strategic Objectives

11. Strategic Outcome Oriented Outputs 11 Basic Education Sector Framework of outcomes, outputs and sub-outputs Outcome 1: Improved quality of basic education OutputSub-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 developmentUniversalise 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. 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: 1.Improve the quality of Teaching and Learning, Curriculum Policy, Support and Monitoring 2.Undertake regular assessment to track progress 3.Improve early childhood development 4.Ensure a credible, outcomes-focused planning and accountability system 5.Improvements in the capacity of the Department of Basic Education 12 Five strategic goals

13. Programmes in the ENE 1.Administration 2.Curriculum Policy, Support and Monitoring 3.Teachers, Education Human Resources Development and Institutional Development 4.Planning, Information and Assessment 5.Educational Enrichment Services 13

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 14

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 15

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 16

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 17

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 18

19. Part C 2011 MTEF BUDGET REVIEW

20. 20 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. Focus over the medium term for the Department and distribution of the budget

21. 21 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. Focus over the medium term for the Department and distribution of the budget (cont.)

22. 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 million in 2010/11 and is expected to continue growing over the medium term to reach R20.4 billion in 2013/14. 22 Focus over the medium term for the Department and distribution of the budget (cont.)

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 23

24. 2011 ENE ALLOCATIONS FROM TREASURY 2011/122012/132013/14 R'000 Baseline allocation7 549 8128 099 3168 544 778 Additions to baseline:6 368 6788 510 54111 919 186 Funza Lushaka Bursaries-200 000396 000 Curriculum Review80 000-- Attaining full functionality in newly established department20 00026 00029 000 Improved conditions of service9 2009 5009 800 National Curriculum Statement: examinations and assessment14 19718 85719 854 Curriculum and Professional Development Unit3 0005 0006 000 School Infrastructure Backlogs Indirect Grant700 0002 315 0005 189 000 Expanded Public Works Programme: Kha Ri Gude43 98153 01362 787 Educational Infrastructure Conditional Grant5 498 3005 883 1716 206 745 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 13 868 13416 557 93620 409 624 24 2011 MTEF Allocations

25. Allocation per Programme for 2011/12 compared to 2010/11 PROGRAMMES 2010/112011/12Percentage R’000 increase/ decrease Administration244 390301 740 23.5% Curriculum Policy, Support and Monitoring (1) 1 355 932 1 835 137 35.3% Teachers, Education Human Resources and Institutional Development505 223 521 989 3.3% Planning, Information and Assessment (2) 163 597 6 387 529 3 804.4% Educational Enrichment Services (3) 3 897 058 4 821 739 23.7% Total6 166 20013 868 134 (1)Introduction of EPWP: Kha Ri Gude (R43.981 million), Curriculum Review project (R80 million), Dinaledi Schools Conditional Grant (R70 million) as well as increase for Workbooks project (R149.435 million) and Technical Schools Recapitalisation Conditional Grant (R120 million) (2)Allocation for School Infrastructure Backlogs Indirect Grant (R700 million) and the allocation for the Education Infrastructure Conditional Grant (R5 498.300 million) (3)Increase of the National School Nutrition Programme Conditional Grant mainly to implement feeding in Quintile 3 Secondary Schools (R915.224 million) 25

26. Programme 2011/12 R’000 2012/13 R’000 2013/14 R’000 Administration301 740320 787339 977 Curriculum Policy, Support and Monitoring1 835 1371 901 3472 013 482 Teachers, Education Human Resources and Institutional Development 521 989747 195973 163 Planning, Information and Assessment6 387 5298 405 34211 614 737 Educational Enrichment Services4 821 7395 183 2655 468 265 TOTAL13 868 13416 557 93620 409 624 26 Allocation per Programme over the 2011 MTEF

27. (1)Increase due to attaining full functionality in the newly established department (2)Efficiency savings over the MTEF (3)Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools Nutrition Programme Conditional Grant (4)Introduction of the School Infrastructure Backlogs Indirect Grant of R700 million ECONOMIC CLASSIFICATION 2010/112011/12Percentage R’000 increase/ decrease Compensation of employees (1) 255 401325 55427.5% Goods and Services:1 521 6801 811 32419.0% Computer Services42 56552 81124.1% Outsourced Services33 73857 51170.5% Stationery and printing80 020110 08837.6% Property payments127 575131 0052.7% Operating expenditure1 130 6611 355 50119.9% Travel and subsistence46 47556 43921.4% Other (2) 60 64647 969(20.9%) Transfers and Subsidies (3) 4 385 06911 025 277151.4% Payments for Capital Assets (4) 4 050705 97917 331.6% Total6 166 20013 868 134 27 Allocation per Economic Classification for 2011/12 compared to 2010/11

28. ECONOMIC CLASSIFICATION 2011/122012/132013/14 R’000 Compensation of employees325 554349 313371 730 Goods and Services1 811 3241 854 4141 962 477 Transfers and Subsidies11 025 27712 033 39212 880 225 Payments for Capital Assets705 9792 320 8175 195 192 Total13 868 13416 557 93620 409 624 28 Allocation per Economic Classification over the 2011 MTEF

29. SERVICE 2010/112011/12Percentage R’000 increase/ decrease Compensation of Employees199 910245 53222.8% Examiners and Moderators 13 83016 66020.5% Transfers to Public Entities441 350467 8316.0% Other Transfers (1) 12 34811 066(10.4%) Conditional Grants (2) 3 931 37110 546 380168.3% Earmarked Funds1 454 3141 601 82810.1% Departmental Operations (3) 65 119928 3611 325.6% Projects47 95850 4765.3% Total6 166 20013 868 134 Allocation Summary for 2011/12 compared to 2010/11 (1)Decrease as a result of the shift of the Commonwealth of Learning transfer to the Department of Higher Education and Training (2)Introduction of the Education Infrastructure Conditional Grant and increase in the National Schools Nutrition Programme Conditional Grant (3)Includes allocation of R700 million in respect of the schools infrastructure backlog indirect grant as well as R134.712 million for office accommodation including the monthly unitary fee payment 29

30. SERVICE 2011/12 R’000 2012/13 R’000 2013/14 R’000 Compensation of Employees245 532264 975282 525 Examiners and Moderators16 66017 49018 440 Transfers to Public Entities 467 831 691 223914 240 Other Transfers 11 066 11 61412 250 Conditional Grants 10 546 380 11 330 55511 953 735 Earmarked Funds 1 601 828 1 628 0851 724 642 Departmental Operations 928 361 2 559 2635 446 286 Projects 50 476 54 73157 506 Total 13 868 13416 557 93620 409 624 30 Allocation Summary over the 2011 MTEF

31. 2011/12 R’000 2012/13 R’000 2013/14 R’000 Earmarked Funds Kha Ri Gude Literacy Project496 082520 886549 535 EPWP: Kha Ri Gude43 98153 01362 787 Workbooks899 435967 7401 021 120 Curriculum Review80 000-- IQMS35 25937 02239 057 Systemic Evaluation20 65721 69022 883 National Education Evaluation and Development Unit11 94712 54413 234 National School Nutrition Programme: National14 46715 19016 026 TOTAL: EARMARKED FUNDS1 601 8281 628 0851 724 642 Conditional Grants Technical Secondary Schools Recapitalisation Conditional Grant200 000210 000221 550 Dinaledi Schools Conditional Grant70 000100 000105 500 Education Infrastructure Conditional Grant5 498 3005 883 1716 206 745 HIV and Aids Conditional Grant199 328209 294220 805 National School Nutrition Programme Conditional Grant4 578 7524 928 0905 199 135 TOTAL: CONDITIONAL GRANTS10 546 38011 330 55511 953 735 Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF 31

32. Other Transfers SETA150158167 Unesco Membership Fees10 73911 27611 896 ADEA272930 Guidance Counselling and Youth Development Centre: Malawi100101107 Childine South Africa50 TOTAL: OTHER TRANSFERS11 06611 61412 250 Transfers to Public Entities NSFAS: Funza Lushaka Bursaries449 440671 912893 867 Umalusi18 39119 31120 373 TOTAL: TRANSFERS TO PUBLIC ENTITIES467 831691 223914 240 32 Detail of earmarked allocations/transfers (R’000) over the 2011 MTEF

33. 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.