PROGRESS ON DEVELOPMENT OF SCHOOL INFRASTRUCTURE AND RESOURCES Portfolio Committee on Education 19 June 2007

CONTENTS Legislative framework Overall Resourcing and Financing Trends Initiatives and Progress No fee schools and fee exemptions Qids-up Infrastructure Progress in 2006/07 National Education Infrastructure Management System Policy development and capital investment strategy IDIP Eradication of water and sanitation backlog

Legislative framework for school resourcing National Education Policy Act and South African Schools Act the overall framework to “fund public schools …on an equitable basis …to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in educational provision” South African Schools Act MEC to provide sufficient learning places Education Laws Amendment Bill, 2007 Section 5A – Norms and standards for basic infrastructure and capacity in public schools (mandates the minister to prescribe national norms and standards) School funding norms regulate More equitable allocation of non-personnel expenditure (pro-poor allocation) Managing of school allocations (cost centres) & greater autonomy where appropriate (S21 Schools) Removing barriers to learning through no fee schools and regulating fee exemptions

Overall Resourcing & Financing Trends – Provincial Edcuation (1) Increasing real spending Strong growth in real spending since late 80’s, early 90’s Some reversal between 1997 and 2000 Upward trend resumed after 2000 Doubling in total real spending between 1987 and 2008 Trend continues over medium term

Provincial Education Financing – Total Budgets Nominal values (not inflation adjusted) Source: Provincial Budget Statements

Provincial Education Financing – Growth Substantial real growth over medium term (5.1% per year) Note demarcation effect especially on Northern Cape, Mpumalanga, Gauteng, North West and Limpopo R13 billion real (2007 rand) added to sector over the MTEF

Broad Financing Trends (2) Change in composition of spending Very rapid growth in G&S, transfers & capital but slows down over MTEF; Compensation accelerates somewhat Significant change in composition: Personnel from 83.1% in 2003/04 to 76.6% in 2009/10 G&S from 8.6% to 12.2% Capital from 3.8% to 4.8%

Provincial Education Financing – Composition Nominal Figures Source: Provincial Budget Statements

Provincial Education Financing – Change in Composition of Spending

Provincial Education Financing – By Programme POS remains dominant & grow in real terms (5%+) ECD continues to grow very rapidly off low base – universal by 2010? FET growth slows down after recap Strong deceleration in inclusive education

Broad Financing Trends (3) Significant achievement in funding equalisation Between provinces and between schools (Concentration index for public schooling from 0.35 to 0.02 –negligible – Gustafsson & Patel 2006) 75% increase in in public spending per African learner between 1991 and 2005 (Gustafsson 2007) Gap continues to close over MTEF but remaining inequalities However, School fees included, still more being spent on learners in quintile 1

Provincial Education Spending – per learner Also upward trend Gap closing between provinces Significant remaining inequalities

Broad Financing Trends (4) Shrinking share of government expenditure and GDP (with regard to public spending) Recent trends somewhat erratic but continues downward Longer term comparisons & for all education spending tells the same story: From comfortably above 6% in mid 90’s to close to 5% by 08/09 (just above 4.5% for provincial spending) No sign of reversal 4.50% 4.52% 4.54% 4.56% 4.58% 4.60% 4.62% 4.64% 4.66% 4.68% 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 Prov Education Spend as % of GDP

No fee schools

Allocations per learner

Way forward on no fee schools Implementation issues: communication & adequacy; timing of transfers; flexibility in use of allocation; school ranking Poor learners in schools outside q1 and q2 Fee exemptions regulations Options for ensuring access Implementation for 2008 proceeding - critical decisions about way forward: Increasing no fee schools? Focus on increasing allocations across quintiles? Monitoring of implementation/compliance & impact critical; moving ahead with sample survey of schools Received positively

Qids-up: Key Focus Adequate resourcing for effective curriculum implementation; Support to schools for improved numeracy and literacy levels; Improving leadership, management and governance; Strengthening monitoring and evaluation of learner performance

Qids-up targeting 3 500 “no fee” primary schools serving over 1.2 million learners in 14 districts identified for targeted intervention Districts selected on a combination of criteria including being a presidential node, concentration of Q1-3/ ‘no fee’ schools, persistent unsatisfactory performance in Grade 12, and provincial advice.

Qids-up Progress to date Baseline data on learner achievement that will be used as yardstick to measure the impact of the project has been collected in all schools with grade 3 learners in two districts Instruments to evaluate impact of the programme on learner progress in reading - Early Grade Reading Assessment (EGRA) developed in 6 languages; Basic Resource package costing between R75 000 and R100 000 determined to ensure effective curriculum implementation

Qids-up Progress to date The following resources have been delivered to the schools: Three sets of 100 story books to all Q1 schools, for the Foundation Phase; All Q2 and 3 schools to receive at the beginning of 2008 academic year; Mobile library services provided to four districts where learners have very limited access to reading materials; Personal books and bags provided to new Grade R and 1 learners in three districts as part of “Drop all and Read” campaign, to inculcate love for reading; Reading Toolkit/guidelines also developed for teachers, to be in schools in 14 districts by May 2007.

Qids-up: Planned Outputs in 2007/08 Baseline data on learner performance in Numeracy and Literacy in 11 districts not yet assessed; Providing all reading teachers with and training them in the use of EGRA to help them monitor reading progress in own classrooms; Providing all targeted schools with Basic Resource pack, according to school needs; Developing and providing key protocols to all school managers to improve running and management of schools.

Infrastructure funding overview After very rapid growth to 2006/07 in all provinces, leveling off. Declining in some provinces (Western Cape; North West) Spending peformance much increased: 74% by February 2007; around 80% in most provinces with exception of Free State and Western Cape Significant delivery in terms of classrooms, water & sanitation: However provincial targets will not eradicate backlogs; capacity & funding constraints

Infrastructure needs - toilets

Infrastructure needs - Water

Infrastructure needs - electricity NUMBER OF SCHOOLS WITHOUT ELECTRICITY BY PROVINCE (Data for 2006 and prior not adjusted for redemarcation) Province 1996 2004 Monthly March 2006 Monthly March 2007 Eastern Cape 4,563 1,924 1,888 1,172 Free State 1,670 588 522 191 Gauteng 297 3 KwaZulu-Natal 3,221 275 184 109 Limpopo 3,272 1,600 995 263 Mpumalanga 923 642 240 236 Northern Cape 101 50 44 8 North West 1,312 151 160 82 Western Cape 201 National 15,560 5,233 4,036 2,064

Infrastructure needs – Inappropriate Structures NUMBER OF SCHOOLS IN INAPPROPRIATED STRUCTURES BY PROVINCE (note that demarcation will have impact on the number of schools these are mud schools and other structures used) Province 1996 2004 Monthly March 2006 Monthly March 2007 Eastern Cape 1,230 572 223 206 Free State 59 61 36 21 Gauteng 35 10 4 3 KwaZulu-Natal 224 201 19 Limpopo 33 336 417 89 Mpumalanga 140 666 56 Northern Cape 25 1 North West 26 2 156 129 Western Cape 5 28 National 1,762 1,901 942 524

Infrastructure progress

NEIMS: Improved Information & tools Deliverables SQL Server Database (“Property Register”) & condition assessment Site infrastructure & related information on 30,405 sites Executive summary & detailed report Provinces accessing through service provider for individual reports & for planning Utilisation: web access to school reports; provincial copies of database for management purposes; centrally maintained Infrastructure Management Query Station (IMQS) Software data interrogation & reporting tool, GIS enabled (E.g. identify relevant sites through query, map report & can then go to individual site reports through the map) Utilisation: managers for queries, drawing of planning information and reporting Costing model Compare current state by institution to set of norms and cost Space gap Standard gap Condition gap Cost the gap per institution and aggregate National Assessment Report Key information by province and total; comparison to SRN 1996 & 2000 where possible Nine Provincial Assessment Report Queries as per national report, by district municipality Process ahead: Provincial data verification & analysis of report Reporting to Cabinet Utilisation for planning in provinces and other Government Departments General release Operationalisation

Other infrastructure processes Infrastructure Delivery Improvement Programme and cooperation with DPW Assessment of obstacles to deliver Technical capacity (PTAT Teams) Alignment of infrastructure planning and budgeting cycles Significantly improved spending patterns Eradication of water and sanitation backlog Additional allocation to DWAF for schools and clinics (R665m) Clinics prioritised in 2007/08 DWAF to implement in coordination with DoE and PEDs Implementing agents being appointed Development of policy framework, norms and standards & capital investment strategy – work progressing with support of the World Bank

Overall resourcing Positive trends but key remaining gaps: Management and system improvement will require capacity: Initiatives on principals, district and school support not fully funded Information management and infrastructure planning will require additional resources Start on teacher supply and quality but significant challenges on teacher training, also in specific areas (Grade R, inclusive education) NEIMS confirm progress but remaining lack of adequate facilities: water & sanitation, laboratories, libraries, large class sizes, security (fences); ICT challenge very large to catch up to 21st century Per learner allocation in poor schools not yet at target levels in majority of provinces, many backlogs Efficiencies to be improved in key areas: Teacher utilisation Management & systems for npnc & infrastructure

Conclusions Strides in terms of equity and positive developments in terms of funding Quality will not automatically follow Range of initiatives that need to be funded adequately in order to impact

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