Address to Select Committee on on Education and Recreation – section 100(1)(b) intervention in the Eastern Cape and Limpopo Minister Angie Motshekga, MP 11 Sept

Presentation outline  This presentation is in two parts, on our intervention in two provincial education department.  The first part is on the Eastern Cape Education Department – the first to be placed under administration; and  The second part is on Limpopo Department of Education

Introduction  Reasons for the section 100(1)(b) intervention in the two province:  Eastern Cape – total collapse in the service delivery of the follow areas – Recruitment and appointment of teachers; Provisioning of learner transport; Procurement and delivery of LTSMs; Provisioning of NSNP; Development and provisioning of infrastructure; Financial and cashflow administration and management; Poor learner performance and learning outcomes

Introduction (cont.)  Limpopo – the main reason for the intervention were related to financial and cashflow management, which adverse effects on the following – Procurement and delivery of LTSMs Training for the roll-out of CAPS; Bloated CoE; Roll-out of learner transport and infrastructure programme; Transfer of funds to schools ito the Norms and Standards; Administration of ANA and the NSC; and Management and inability to meet contractual obligations.

Cabinet intervention  On realising the magnitude of the challenges faced by the two provinces –  Cabinet intervened in the Eastern Cape Education Department on 02 March 2011; and in five departments in Limpopo (Provincial Treasury, Departments of Education, Roads and Transport, Public Works as well as Health) on 05 December 2011

PROGRESS TO DATE

1. EASTERN CAPE DEPARTMENT OF EDUCATION 7

ACHIEVEMENTS  The 2012/2013 Audit outcome has improved from a Disclaimer to a Qualified audit opinion.  This is a major achievement that had eluded the Eastern Cape Department of Education since  Special focus on an audit rectification strategy, strengthening of Internal Audit functions and detailed attention to improved internal controls has paid off remarkably well.

ACHIEVEMENTS  The 2013/2014 post basket was declared in time as required by law.  This is an improvement from the performance of previous years.  The Department is on course to declare the 2014/2015 post basket in time this year.  This has been greatly facilitated by the improvement of labour relations in the Province, and better managed relations between the Department and labour organisations.  A point of Concern is a marked decline in learner numbers over the last three years in the Province that holds implications for sustainability of the current post basket and funding levels.

ACHIEVEMENTS …  The delivery of learning and teaching support materials (LTSMs) to schools has improved greatly, with a 100% delivery by end of January  This achievement represents a marked improvement from the previous academic years.  A great deal of work on improved procurement and management systems is underway, and that includes efficiency gains and cost effective delivery strategies, as part of a long term turnaround strategy.

 Scholar transport is back in full operation, with learners from Quintiles 1-3 benefiting from the service.  Management of the scholar transport resides with the Department of Transport in the Province, and Education remains with data management and targeting of the service. All efforts are now focusing on improving data veracity and reliability. 11 ACHIEVEMENTS…

 Infrastructure delivery and expenditure have improved commendably well with a budget expenditure of 98% by the end of 2012/13 financial year  The institutional capacity building efforts by DBE and National Treasury have paid off, and the newly.  Approved organisational structure has been operationalised with 90% of critical posts for technical support functions filled by 31 March ACHIEVEMENTS…

 Budget stabilisation efforts have paid off, with under-expenditure at 2% by close of the financial year.  This is a remarkable improvement from a R2 billion over-expenditure in the 2010/2011 financial year. However, close monitoring of expenditure trends is still required, and the ECED has a standing Finance Committee that monitors on a monthly basis. 13 ACHIEVEMENTS…

 Payment of teachers has made progress as well, with 4347 of 5195 cases submitted to Treasury paid by end of July  Only 29 cases were outstanding by end of August due to incomplete documentation, and these are presently under consideration. 14 ACHIEVEMENTS…

PROVINCEHOME LANG (not FAL)MATHEMATICS GR 3GR 6GR 9GR 3GR 6GR 9 EC50,338,442,640,524,914,6 FS56,352,248,944,728,414,0 GP54,849,350,346,930,914,7 KZN53,540,937,742,228,112,0 LP47,928,231,234,421,48,5 MP48,033,440,335,623,411,9 NC49,439,044,337,923,813,2 NW46,433,139,334,123,611,2 WC57,149,748,447,432,716,7 NATIONAL5242,843,441,226,712,7 PROVINCIAL RESULTS TABLES 15

PREPIRLS 2011 PERFORMANCE BY TEST LANGUAGE International Centre point

PROVINCIAL SCIENCE PERFORMANCE 17

NSC Eastern Cape 18 (Pass at 30%) Subjects2011 (%)2012 (%) Accounting Afrikaans FAL Agricultural Sciences Business Studies Economics English FAL Geography History Life Sciences Mathematical Literacy Mathematics Physical Sciences

2. LIMPOPO DEPARTMENT OF EDUCATION 19

SOME OF THE SUCCESSES OF THE INTERVENTION  Some of the successes of the section 100(1)(b) intervention include but not limited to –  an innovative and cost-effective system and strategy for the procurement and delivery of learning and teaching support materials (LTSMs) has been developed and implemented;  the budget process has been stabilised. The CFO’s Branch is in the process of being restructured in line with the generic structures recommended by the Accountant-General’s Office;  the Compensation of Employees (CoE) budget was reduced by R327 million in 2012/13; and fully funded in 2013/14;  the budget for the per capita transfers to schools in terms of the Norms and Standards has been improved from 62% in 2012 to 76.2% in 2013 of the national norm;  all education information management systems (EMIS, SA-SAMS and LURITS) have been integrated and customised. 134 SA-SAMS coordinators have been appointed (though on contract) to collect data from schools in the 134 Circuits;

SOME OF THE SUCCESSES OF THE INTERVENTION (cont.)  the organisational structure of the Department has been realigned, guided by the organisational development (OD) principles, the outcomes of the Organisational Functionality Assessment (OFA) conducted in collaboration with the Department of Public Service and Administration (DPSA), and the service delivery model of the Department;  the PERSAL transversal system has been cleaned-up with the assistance of the DPSA. This resulted in the abolition of more than unfunded post;  Stats-SA has recently completed the physical headcount of learners and educators to ensure credible and reliable datasets for strategic planning, credible budgeting, and pointed provisioning;  The temporary educators in substantive vacant posts have been permanently absorbed in terms of the PELRC Collective Agreement 02 of 2012; and the ad hoc educators substantially reduced.

SOME OF THE SUCCESSES OF THE INTERVENTION (cont.)  suitably qualified educators have been and are in the process of being appointed in promotional posts (principals, deputy principals and subject heads of departments); and vacant Circuit managers’ posts have been and are being filled;  a team of technical experts have been appointed by the Provincial Treasury to assist the Department in addressing financial, supply chain, asset, contract, document, and human resource management challenges, including audit processes outcomes;  credible movable and immovable asset registers have been compiled and verified;  completed immovable assets are in the process of being transferred to the Limpopo Department of Public Works in terms of section 42 of the PFMA, 1999;  learners benefitted from the scholar transport programme in 2012/13. The number has increased to in this year. These learners travel kms/day in 290 routes.  308 schools are in the process of being merged because these schools are not educationally and economically viable.

2011 & 2012 ANA RESULTS  Grade 3 –  Literacy improved from 35% in 2011 to 52% in 2012; and  Numeracy improved from 28% in 2011 to 41% in  Grade 6 –  Languages improved from 36% in 2011 to 43% in 2012; and  Mathematics decreased from 30% in 2011 to 28% in  Grade 9 –  Performance in Home Language was 31%; FAL was 32%; and Mathematics was 9% in

PERFORMANCE IN THE 2011 & 2012 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATIONS 24 (Pass at 30%) Subjects2011 (%)2012 (%)% Difference Accounting Afrikaans FAL Agricultural Sciences Business Studies Economics English FAL Geography History Life Sciences Mathematical Literacy Mathematics Physical Sciences

PERFORMANCE IN THE NSC EXAMINATIONS (cont.)  We have seen over the 2009 – 2012 MTEF period, a steady improvement from 48.9% in 2009 to 66.9% in 2012 in the performance of the Grade 12 class in the NSC examinations.  More gratifying was the additional 3.9% attained by the Grade 12 Class of 2012 during the 2013 supplementary NSC examinations (the highest pass mark in the country).  This improved the overall performance of the Province to 70.8% – the highest pass rate ever achieved by the Province since the emergence of our democratic dispensation.

PERFORMANCE IN THE NSC EXAMINATIONS (cont.)  More exhilarating was the quality of the passes achieved by candidates from our schools, especially our ordinary public schools.  the number of Limpopo candidates who obtained Bachelor passes increased from in 2011 to in 2012 – the highest Bachelor passes recorded in the country;  the icing of the cake was when the Minister of Basic Education announced that the best 2012 Grade 12 learner in the entire country, came from Limpopo – a girl child from a Quintile 3 ordinary public schools in the Province;  the Grade 12 Class of 2012 in Limpopo also obtained the top marks in the country in a number of subjects – mathematics and science in particular.

PERFORMANCE IN THE NSC EXAMINATIONS (cont.)  Another telling observation was that the top performer in the 2012 NSC examination from all independent schools in Limpopo, had a performance comparable to that of a candidate placed 27 th in Limpopo ordinary public schools; and  Such an outcome demystifies the notion that our ordinary public schooling system is inferior to its counterpart independent schooling system.  With the full implementation of the CAPS in all Grades, it is envisaged that the performance of learners through the system, particularly in the NSC examinations, will show a steady improvement.

PERFORMANCE IN THE NSC EXAMINATIONS (cont.)  More than 97% of the schools in Limpopo are “no fee” schools (Quintiles 1, 2, and 3); and that more than 96% of the Limpopo learners are enrolled in “no fee” schools – thus making basic education provisioning in Limpopo almost “free”.  More than 1.6 million learners in the “no fee” primary and secondary schools do participate in the National School Nutrition Programme (NSNP). This is an important programme as it guarantees a nutritious meal to every leaner per day. The programme also generates some form of economic activities for the communities surrounding these “no fee” schools – as service providers, food handlers and monitors in the main, come from the school’s neighbouring communities.

THANK YOU 29