1. LDOE ROUND-TABLE PRESENTATION Portfolio Committee on Basic Education
February 6, 2018

2. PRESENTATION OUTLINE Purpose Strategic Goals
Alignment of NDP; MTSF and Priorities (Non-Negotiables)
Progress Report on Strategic Priorities
Inclusion of MTSF-aligned Indicators in the APP

3. PURPOSE OF THE PRESENTATION
Update the National Portfolio Committee on strides taken to
align and develop the APP in line with MTSF;
Confirm and outline MTSF Indicators that are not included in
APP;
Advance explanations for exclusion of some the MTSF Indicators
from the APP;
4. Outline Challenges facing inclusion of some MTSF Indicators to the
department, and
5. Indicate Strategies and Plans for overcoming the Challenges.

4. STRATEGIC GOALS
SG 2: “Improved capacity of the department to support delivery of quality education”.
SG 1: “Improved Delivery of quality Education”.
The quality of teaching and learning improved through training of 2,000 educators by 2019/2020 and providing resources and other interventions
A credible, outcomes-focused planning and accountability system inculcated in schools through strengthening of management and governance in all schools (3,915 in 2014/15) by 2019/2020.
All registered Independent Schools (147 in 2013) regulated and supported annually according to the funding policy.
The quality of Special School education improved through annual provision of support and resources to 34 schools by 2019/2020.
Provision of ECD (0-4years) improved from 37.3% to 40% in 2019/2020.
Administrative and management systems and procedures improved such that the audit opinion is improved from Disclaimer of Opinion in 2013/14 to Unqualified Audit Opinion by 2019/2020;
Job-specific education, training and development intervention provided to 12,000 employees (educators and administrators) by 2019/2020 to improve their capacity.

5. ALIGNMENT
NDP
MTSF
APP

6. ALIGNED NDP, MTSF AND NON-NEGOTIABLES
STRATEGIC DIRECTION & PRIORITIES
ALIGNED NDP, MTSF AND NON-NEGOTIABLES
NDP
MTSF (Strategic Direction)
NON-NEGOTIABLES
Improve the provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM).
MTSF Output 2: Improved quality of teaching and learning through provision of adequate, quality infrastructure and learning materials
LTSM
To provide core textbooks per learner, per subject and per grade
The need to centralize procurement of LTSM
Minimum standards progressively attained
Labs, computers, media centres
School Safety
ICT in education – mobile devices, broadband, connectivity
MTSF Output 2: Improved quality of teaching and learning through provision of adequate, quality infrastructure and learning materials
INFRASTRUCTURE
Reducing inappropriate school structures, by constructing new ones and maintaining existing ones
prioritizing the provision of basic services to schools (water, sanitation & electricity)

7. STRATEGIC DIRECTION & PRIORITIES
ALIGNED NDP, MTSF AND NON-NEGOTIABLES
NDP
MTSF ( Strategic Direction)
NON-NEGOTIABLES
Districts and institutional capacity
Appointment of principals will be based on competency assessments
Introduce performance contracts for principals
Introduce an education accountability chain, with lines of responsibility from state to classroom
MTSF Output 5: Strengthening accountability and improving management at the school, community and district level
DISTRICTS
Improving districts operations (planning, monitoring and evaluation, curriculum oversight,)
Improving schools capacity (curriculum monitoring, oversight roles of principals and SMTs)
Appointment of competent principals
Teacher development should build teacher subject knowledge
Addressing policy blockages that prevent the deployment of teachers
A formalised graduate recruitment scheme for the public service
Ensure that Funza Lushaka graduates are immediately absorbed into schools
MTSF Output 1: Improved quality of teaching and learning through development, supply and effective utilisation of teachers
TEACHERS PLACEMENT, DEPLOYMENT, AND DEVELOPMENT
Teacher recruitment, deployment and utilisation
Attracting young educators into the system
Absorption of Funza Lushaka bursary holders

8. STRATEGIC DIRECTION & PRIORITIES
ALIGNED NDP, MTSF AND NON-NEGOTIABLES
NDP
MTSF (Strategic Direction)
NON-NEGOTIABLES
Rewarding teaching excellence
Expose teachers to the use of technology in their own training and train them to use it in their teaching
MTSF Output 1: Improved quality of teaching and learning through development, supply and effective utilisation of teachers
ICT
Access and resource materials available
Providing teachers with ICT infrastructure
Utilisation of learners home language in schools
MTSF Output 2: Improved quality of teaching and learning through provision of adequate, quality infrastructure and learning materials
LIBRARY SERVICES
Focus of reading and library resourcing and resourcing libraries in schools

9. STRATEGIC DIRECTION & PRIORITIES
ALIGNED NDP, MTSF AND NON-NEGOTIABLES
NDP
MTSF( Strategic Direction)
NON-NEGOTIABLES
Ensure that Funza Lushaka graduates are immediately absorbed into schools
Change the pay structure of teachers: Addressing policy blockages that prevent the deployment of teachers
A formalised graduate recruitment scheme for the public service
MTSF Output 1: Improved quality of teaching and learning through development, supply and effective utilisation of teachers
RURAL FOCUS
Rationalisation of non-viable schools, provision of scholar transport and hostel facilities; training teachers on Multi-grade teaching; Resourcing small schools
Curriculum stability –Keeping curriculum changes to a minimum
Inclusive education: Ensuring that all children with disabilities have access to quality education
Language – Home language, and English earlier in Foundation Phase
Universal access to two years of early childhood development
MTSF Output 3: Regular annual national assessments to track improvements in the quality of teaching and learning
MTSF Output 4: Improved Grade R and planning for extension of ECD
CURRICULUM
MST: Enrolments and performance
History: Introduction of History
IIAL: Piloting the introduction of African Languages
Testing: Improving assessments for improved teaching and learning

10. PROGRESS ON
PRIORITIES

11. PROGRESS REPORT ON Non-NEGOTIABLES
Challenges
Intervention/Mitigation
Curriculum Implementation & ICT
Curriculum implementation in line with CAPS
51 x schools are implementing IIAL in Grades 1 and 2
550 teachers from all ten education districts were inducted at Capricorn TVET College on ICT integration.
SBA has been monitored and moderated in schools
60% of SBST across the province not fully functional
Ensure resourcing of Districts and Circuit to support and monitor functionality of School Based Support Teams.

12. PROGRESS REPORT ON Non-NEGOTIABLES
Challenges
Intervention/Mitigation
Teacher Placement, Deployment and Development
2018 Post establishments have been consulted upon;
Placement into posts ongoing;
HR Plan was finalised
174 educators and 17 Subject Advisors trained on LoLT Framework
Delay in finalising the Post establishment.
Improve on stakeholder management.

13. PROGRESS REPORT ON Non-NEGOTIABLES
Challenges
Intervention/Mitigation
LTSM
Procurement and delivery of LTSM was completed during December 2017
Retrieval of Textbooks from learners still not satisfactory
Tightening Policy and training of schools on textbook retrieval

14. PROGRESS REPORT ON Non-NEGOTIABLES
Challenges
Intervention/Mitigation
Rural Focus
Small and non-viable schools are being rationalised
(school mergers)
Learner Transport is being provided to learners travelling >5km to access nearest public schools
Department is implementing Multi-grade teaching.
Merger Resistance by some communities
Capacity challenges to monitor Scholar Transport providers
Continued engagements with affected communities
Linking up with provincial Dept. of Transport to ensure that roadworthy vehicle are used for transporting learners

15. PROGRESS REPORT ON Non-NEGOTIABLES
Challenges
Intervention/Mitigation
Infrastructure
Department continues to provide infrastructure to schools (classrooms, specialist rooms, hostels) and offices (new district offices and Circuits)
Provisioning of water and sanitation was prioritised.
Inadequate funding given the huge backlog faced by the Province.
Recruitment and retention of requisite skills to manage the Programme
Engagements with both Prov. Treasury and DBE are ongoing for allocation of additional funds.
Collaboration with DBE for recruiting and appointing candidates with requisite skills and competencies to manage and monitor the programme

16. PROGRESS REPORT ON Non-NEGOTIABLES
Challenges
Intervention/Mitigation
Districts
District structure has been finalised and placements will be commencing soon
Circuit re-demarcation in line with 10-new districts completed
District directors have delegated authority to finalize school-based appointments
Lack of connectivity in some districts (mainly new districts) hampers efficiency of service delivery
Ensure connectivity for all Districts to improve efficiencies.

17. MTSF-aligned Indicators
2018 – 2019 APP
Inclusion of
MTSF-aligned Indicators
In the APP

18. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
Rate of utilization of SA-SAMS in public school
PPM101: Number of public schools that use schools administration and management systems to electronically provide data
Included
Yes
None
Percentage of schools visited at least twice a year by district officials for monitoring and support purposes
PPM104: Number of schools visited by district officials for monitoring and support purposes.
School visit being scaled down in line with budget.
Under-reporting by Programme Managers
Strengthen Reporting and accountability
The percentage of children who turned 9 in the previous year and who are currently enrolled in Grade 4 (or a higher grade).
PPM202: The percentage of children who turned 9 in the previous year and who are currently enrolled in Grade 4 (or a higher grade)

19. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
The percentage of children who turned 12 in the previous year and who are currently enrolled in Grade 7 (or a higher grade).
PPM 203: The percentage of children who turned 12 in the preceding year and who are currently enrolled in Grade 7 (or a higher grade)
Included
Yes
None
Percentage of teachers absent from school on an average day
PPM 206: Teacher absenteeism rate
Percentage of learners in schools with at least one educator with specialist training on inclusion
PPM 403: Number of therapists/specialist staff in special schools
Difficulty in filling vacancies due to non-response to adverts (absence of OSD in Education)
Collaboration with relevant sectors.

20. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
Percentage of Grade 1 learners who have received formal Grade R per year
PPM502: Percentage of Grade 1 learners who have received formal Grade R education.
Included
Yes
None
Number of ASIDI schools built and handed over against the target
PPM606: Number of new schools completed and ready for occupation (includes replacement schools)
The percentage of youths who obtained a National Senior Certificate from a school
PPM 701: Percentage of learners who passed National Senior Certificate (NSC)
Number of Grade 12 learners passing at bachelor level in the national senior certificate examinations per year
PPM 702: Percentage of Grade 12 learners passing at bachelor level.

21. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
Number of Grade 12 learners passing Mathematics at 50% or more in the national senior certificate examinations per year
PPM 703: Percentage of Grade 12 learners achieving 50% or above in Mathematics
Included
Yes
None
Number of Grade 12 learners passing Physical Science at 50% or more in the national senior certificate examinations per year
PPM 704: Percentage of Grade 12 learners achieving 50% or more in Physical Sciences
The average hours per year spent by teachers on professional development activities
PPM 210: Average hours per year spent by teachers on professional development activities.

22. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
Number of teachers self-assessed using knowledge testing system
PPM 211: Number of teachers who have written Self-Diagnostic Assessments.
Included
Yes
None
Percentage of teachers meeting required content knowledge levels after support
PPM 212: Percentage of teachers meeting required content knowledge levels after support.
Number and percentage of Funza Lushaka bursary holders placed by June of the year after qualifying
PPM 214: Number and (percentage) of Funza Lushaka bursary holders placed in schools within six months upon completion of studies or upon confirmation that the bursar has completed studies
Number of qualified Grade R-12 teachers aged 30 and below, entering the public service as teachers for the first time during the financial year.
PPM 215: Number of qualified Grade R-12 teachers aged 30 and below, entering the public service as teachers for the first time during the financial year.

23. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
Percentage of learners who are in classes with no more than 45 learners.
PPM 216: Percentage of learners who are in classes with not more than 45 learners
Included
Yes
None
Percentage of schools where allocated teaching posts are all filled
PPM 217: Percentage of schools where allocated teaching posts are all filled
Percentage of schools with adequate infrastructure in line with agreed norms and standards
N/A
Not Included No
Non-Standardised
To be included in 2019/2020
Percentage of learners having access to the required textbooks in all grades and in all subjects
PPM 218: Percentage of learners provided with required textbooks in all grades and in all subjects per annum

24. MTSF Performance Indicator Status Targeted Challenges Interventions
Percentage of learners having access to required workbooks per grade
N/A
Not Included No
Not provincial responsibility
Percentage of learners having access to broadband
PPM 106: Percentage of learners having access to information through
Connectivity other than Broadband; and
Broadband
Included
Yes
Budget Constraints
Provincial Administration rolling out Broadband through LEDET (Limpopo Connexion)
Percentage of Grade R practitioners with NQF level 6
PPM 503: Number and percentage of Grade R practitioners with NQF level 6 qualification and above
None
Percentage of Gr 1 entrants who attended Gr R that are school ready
PPM 502: Percentage of Grade 1 learners who have received formal Grade R education.

25. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
Proportion of principals appointed based on competency assessment processes per year
N/A
Not Included No
Policy (Collective Agreement) not yet finalised.
DBE
Proportion of principals who have signed performance agreements each year
Percentage of learners who complete the whole curriculum each year
PPM 219: Number and (percentage) of learners who complete the whole curriculum each year.
Included
Yes
Non
Percentage of schools producing a minimum set of management documents at a required standard
PPM 220: Percentage of schools producing a minimum set of management documents at a required standard.

26. Performance Indicator Status Targeted Challenges Interventions
MTSF
Performance Indicator
Status
Targeted
Challenges
Interventions
Percentage of schools where school governing body meets minimum criteria in terms of effectiveness
PPM 221: Number and Percentage of SGBs in sampled schools that meet minimum criteria in terms of effectiveness every year.
Included
Yes
None No
Percentage of learners in schools that are funded at a minimum level
PPM 223: Percentage of learners in schools that are funded at a minimum level.
Percentage of schools with full set of financial management responsibilities on the basis of assessment
PPM 222: Percentage of schools with more than one financial responsibility on the basis of assessment.
Percentage of school principals rating the support services of districts as being satisfactory
PPM 107: Percentage of school principals rating the support services of districts as being satisfactory.

27. MTSF Performance Indicator Status Targeted Challenges Interventions
5.10. Percentage of district managers whose competency has been assessed against criteria
5.14. Clear roles and functions for district offices and minimum competencies for district officials
N/A
Not Included No
DBE Responsibility
DBE
Percentage of 7 to 15 year olds attending education institutions.
PPM’s 202: Percentage of children who turned 9 in the previous year and who are currently enrolled in Grade 4 (or a higher grade)
& 203: Percentage of children who turned 12 in the preceding year and who are currently enrolled in Grade 7 (or a higher grade)
Included
Yes
None

28. RECOMMENDATION
That the Round-Table on basic Education notes and discuss the presentation from LDoE.

29. Thank you