1. EDUCATION PRIORITIES & THE MTBPS DEPARTMENT OF EDUCATION
1 November 2006

2. PRESENTATION OUTLINE
Financing progress & pressures in provincial education funding
Strategic considerations
2007 priority areas into process
MTBPS on education

3. Good system performance in terms of coverage and access
> Education System Assessment 1
Good system performance in terms of coverage and access
Negative assessments on quality
Weak performance on 2000 SACMEQ & 2003TIMMS
Other less “systematic” evidence
Quality the key: Improving learning and teaching for learner achievements
Range of recent developments to support this:
Improving non-personnel recurrent expenditure – no fee schools
Increased capital spending
Personnel grade progression, career pathing

4. Growth in the right places:
> Education System Assessment 1
Budgets continue to grow in real terms while learner numbers have stabilised
Growth in the right places:
Particularly non-personnel recurrent spending (20% per year over MTEF)
Per learner spending becoming more equal between provinces
Funding norms also driving greater equity within provinces
Capital spending grew particularly rapidly between 2002/03 and 2005/06
Personnel continue to decline as proportion of budgets in favour of complementary inputs

5. > Overall Budgets

6. > Infrastructure growth

7. > Non-personnel recurrent

8. > Per learner spend: non-personnel recurrent

9. > Composition of budgets - shifting towards non-personnel

10. > But significant pressures
Previous bids underfunded
NPNC: No fee schools; Learner support material and curriculum
QIDS-UP
Universalising Grade R; Integrated ECD plan
HR Systems, capacity & monitoring (EMIS)
Personnel
Accelerated pay progression & incentives
No savings in 2005/06 to roll over for implementation
In-year spending trends show pressures on implementation
Range of issues flowing from Education Capacity Assessment (Cluster): packages for principals; district staff; circuits, school support staff, office staff
Long-term supply position
Infrastructure
Budgets leveling off
IDIP identified capacity constraints – both current and to provide for better planning, alignment of planning and budgeting cycles and oversight/monitoring
Backlogs remaining – even in most basic areas of sanitation, water, electricity

11. > Current infrastructure needs & plans

12. Expenditure as at 30 September 2006 vs 2006 Adjusted Estimates
MTEF Baseline 2006 (ENE) AE
Exp as at 30 Sept 2006
Deviation
% Spent
R’000
National
72.13%
Eastern Cape
46.13%
Free State
48.26%
Gauteng
43.86%
KwaZulu-Natal
49.21%
Limpopo
45.00%
Mpumalanga
44.36%
Northern Cape
50.39%
North West
48.32%
Western Cape
45.62%

13. WHAT IS NEEDED?
“… the lessons that emerge [from the District Development Support Programme] confirm what much of worldwide literature on schooling improvement is beginning to show: that learner improvement requires a clear statement of learning goals and standards; accountability pressure to get actors to seek those standards, and plenty of support to help the actors (especially teachers) come to standard. Both pressure and support is needed”
Crouch (2006)
(the DDSP showed a 30% gain in learner achievement over the period 2000 to 2002 – implemented in 492 primary schools in KZN, Northern Cape, Limpopo and Eastern Cape)

14. Proposals for New Funding over the MTEF
Department of Education Priorities
FET: Preparation for examiners and setting of question papers for NCS examinations;
IQMS;
Systemic Evaluation;
Macro funding needs – increase to baseline subsidy to HEIs; and
Information Communication Technology.
System priorities where funds must flow through the Department of Education (See System Priorities)
FET Bursaries;
Initial Supply of Teachers; and
Adult Literacy.

15. FET: Preparation for examination and setting question papers for the NCS examination (Programme 4)
The first NCS examination will be implemented in Preparations commenced in 2005;
To ensure readiness question papers will be prepared over next three years i.e – Grade 10, 2007 – Grade 11 and 2008 – Grade12;
Additional funds will mainly be utilised for translation and printing of question papers, remuneration of Examiners and Moderators and computer system.

16. IQMS (Programme 2)
Improving and ensuring that proper and effective implementation of the teacher evaluation system takes place;
Funds will be utilised for:
Setting up of system and management of procedures and processes
Data Collection, storage and analysis system
Monitoring and support of the provinces

17. SYSTEMIC EVALUATION (Programme 3)
Only 2 system wide sample evaluations of learner performance have been done in the past 12 years;
Participation in international assessments and evaluations needs to be intensified; and
Additional funding will be used to expand scope of these evaluations in terms of frequency, sample size and grades covered.

18. Macro funding needs - Increase to baseline subsidy to HEIs (Programme 6)
Joint Treasury/ Education investigation performed on macro-funding needs of higher education sector;
The proposed increases addresses critical resource issues including capital funding, academic staffing levels and the abnormal increases of student tuition fees;
A portion of the increased subsidy will also address the increased volumes of activity in the sector.

19. INFORMATION COMMUNICATION TECHNOLOGY (ICT) (Programme 4)
ICT is central to improving the competitiveness of South Africa, growing the economy, creating jobs and supporting social development;
Through ICT learners will be able to participate in knowledge society before they leave school and be better equipped for workplace and higher education; and
Funding will be utilised for conducting a feasibility study and to do research in ICT.

20. System Priorities (Provincial)
Teacher Development;
Systemic Evaluation;
Qidsup; and
Information Communication Technology (ICT).

21. > System Priorities 2007 – Systemic Evaluation
> The Case
Two drivers
Identify key factors in performance & prioritise interventions (core assessments)
Establish accountability (broader testing)
Requires
Regular testing
More intensive utilisation of data, for analysis, research
Stronger base for support & intervention
Link with school based assessment
Wider spread of testing for accountability

22. Additional funding for:
> System Priorities 2007 – Teacher supply & development
Additional funding for:
Increased supply of newly qualified teachers (looming shortage of teachers)
Increased in service training of existing teachers (to improve quality in the system)
Key initiatives
Bursaries for teacher education to improve attractiveness, signal demand and attract some of the best
Improved coordination and management of in-service training
Increased training of educators in all phases

23. > System Priorities 2007 – Teacher supply & demand
> Activities & targets
Teacher development
Setting up Continuing Professional Development Systems & project management
Programme development with Higher Education Institutions
Aim for training of master teachers per year in each of Foundation, Intermediate & Senior phases; inclusive education, FET and ECD
Upgrade remaining under qualified teachers over next five years through National Professional Diploma in Education
Principals through Advanced Certificate in Principalship over the next five years

24. > System Priorities 2007 – Teacher supply & demand
Bursaries
Bursaries for 4-year B.Ed, 1-year Postgraduate certificate & upscaling unemployed, trained teachers
Intended starting with 1,800 bursaries in 2007/08 and build to greater numbers of bursary holders by 2010
Funding for systems, structure, recruitment

25. > System Priorities 2007 – Systemic Evaluation
> Activities & targets
National Assessments (Core Evaluation) & activities
5% sample of 2 grades (3,6 & 9) every three years
Learning areas: language, mathematics
Managed & closely controlled by national department
National lead in development of instruments, resource banks, analysis & dissemination
Provincial Assessments (Broad Evaluation)
Teachers & districts use materials similar to those in Core to gauge performance especially to measure progress on interventions such as no fee schools, QIDS-UP
Support drive for accountability
Full cost of development, provincial pre-testing, testing 5%, analysis for say Grade 6, 2 learning areas
Need situation where economies of scale and have become routine

26. Qidsup
Identify quintile 1 to 3 primary schools that will participate in the programme by March 2011.
Develop Qidsup minimum resource package to be provided to poorly resourced primary schools that will participate in the programme.
Develop Qidsup School Audit Checklist to assess whether quintile 1 to 3 primary schools have the basic minimum resources.
Conduct baseline study on learner as well as school performance in 5% of the quintile 1 to 3 primary schools that are located in the districts that are under-performing in matric results.
Use Quality Assurance database to monitor the implementation of the programme by recording Qidsup schools, resources they need, resources they already have as well as learner and school performance data.

27. > The E-Education case
Digital divide widening within & between provinces; new inequalities opening up
ICT is central to improving the competitiveness of South Africans, growing the economy (demand for skilled workers), creating jobs and supporting social development
ICT supports larger systemic, pedagogical curricular and assessment reforms facilitating improved education
Ensure that learners are equipped to participate in the knowledge society before they leave school or FET Colleges
THEREFORE UNDISPUTED NEED FOR EDUCATION ICT STRATEGY & IMPLEMENTATION – DEBATE ABOUT PACE & FOCUS
The strategy
Targets Universal ICT capability by 2013
Explores range of delivery models (PPPs; Government, outsourced)
Phased from secondary schools teaching Computer Applications Technology and Information Technology
Focuses comprehensively on components and requirements

28. > E-Education vision
Every South African manager, teacher and learner in GET & FET will be ICT capable by 2013
Detailed feasibility & financial models by mid 2007 (PPP registration by August 2006)
Infrastructure in all schools and for all support personnel (including maintenance, sustainability, security, technical support & initial training)
Broadband connectivity to all schools, FET colleges and district offices
Ongoing professional development for teachers, principals and support personnel
Human resources (National, Provincial and District) to drive, manage and support ICT in education
Maintenance and further development of Education Portal and content (curriculum innovation)
Research, monitoring and evaluation

29. > System priorities 2007: Adult education and training
Background and Status Quo
4.7 million South African have never been to school (totally illiterate)
4.9 million South Africans left school before Grade 7 (functionally illiterate)
(Census 1996, 2001 and NHTS 2003)
Current :
270,000 Abet learners in 2,339 institutions in 2004
Perhaps 50,000 in literacy programmes
Perhaps doing FET type programmes (Gr 10 – 12)
Tirisano aimed to have eliminated adult illiteracy by 2005!

30. > Adult education and training : Proposed Solutions
Eradicate illiteracy (4.7 million with no schooling)
Extensive plan from Ministerial Committee on Literacy, June 2006
Five-year strategy to eradicate illiteracy
To be pursued through National Department vote
Review and Rebuild Adult Basic Education and training System (4.9 million functionally illiterate)
Review, development and design: Demand assessment, Curriculum assessment, institutional alternatives, Conditions of service
Programme systems improvement: Learner registration and management, monitoring system, funding norms & standards, educator administration system
Learner numbers and quality: enrolments, educator numbers and numeration, phasing of norms & standards, learner support material
Maybe use this slide to emphasise how we need to read our EMIS enrolment figures for ABET with much caution. EMIS reports enrolment around five times higher than General Household Survey. There are some logical reasons for this, in particular GHS asks whether respondents are currently attending AET classes (which could be public or private, however). What is perhaps most notable is that EMIS relative to GHS is different in different provinces. On the basis of the EMIS figures, FS and NW emerge as the high enrollers, whilst according to the GHS, FS, LP and MP emerge as the high enrollers.
There could be sample representativity issues as well with the GHS data, given how few people overall are enrolled in AET. Bottom line is actually that our grasp of AET coverage (and quality) is rather tenuous. We need much better information on this sub-sector.

31. > MTBPS on Social Services
“Progress has been made in expanding access to education, including the phasing in of no-fee schools in This funding reform is targeted at 40 per cent of pupils by Funding to the National Student Financial Aid Scheme has steadily increased, contributing to better access of disadvantaged students to higher education. Last year considerable allocations were made for recapitalisation of FET colleges. The 2007 Budget will allocate funding for an FET bursary and student loan programme to support access of disadvantaged students to vocational education opportunities.”
“Funding for no-fee schooling proposed for 40 per cent of learners by Upgrading the competence and professional qualifications of teachers is crucial to education and human development over the longer term. A teacher development programme is under way, aimed at upgrading the qualifications of existing teachers to meet the requirements of the new curriculum – especially mathematics literacy and life orientation – as well as leadership and management skills of school principals. Additional allocations are also anticipated for learning support materials and improved school facilities in provincial education budgets, targeted at the poorest 60 per cent of schools.”

32. > MTBPS on Social Services
“Large proportion of additional allocations to provinces to improve quality & access to education, health & social development - including investments in personnel, in-service training & development programmes especially mathematics, science and life orientation.”
“In-service training and development programmes, especially in relation to mathematics, science and life orientation, will be an integral part of these programmes.”
R13,1 billion allocated to social services sector over the MTEF to improve remuneration packages of selected personnel, employ professional staff in health & social dev. and boost training & development
Further R5,5 billion targeted at improving quality of social services - increased transfers to provincial government to among others: improve quality of education through evaluating school performance & physical infrastructure (school libraries & laboratories) and equipment

33. SKILLS FOR ECONOMIC DEVELOPMENT
> MTBPS on Education
SKILLS FOR ECONOMIC DEVELOPMENT
“Education remains the key to sustaining long-run growth and reducing inequality. The uneven quality of schooling, weaknesses in education administration, differentiated qualifications and salaries of teachers, and inadequacies in skills development programmes have to be addressed.”
“Initiatives in progress are focused on expanding the resources allocated to schools and further education institutions, and on addressing institutional and managerial challenges, along with curriculum reform.”

34. > MTBPS on Education
“The provincial equitable share is projected to grow by an annual average rate of 7 per cent in real terms.”
Provincial baseline R28,2bn of which R18.6bn equitable share and R9.6bn for conditional grants.
R9.6bn for conditional grants no increase to health.
Of R18.6bn for equitable share R13.1bn for improvement in personnel remuneration for selected personnel, increase in expertise and training and development mainly in health.
The remaining R5.5bn for education, health, social development and other such as roads.
Education policy priorities
“Improving the quality of education through evaluating school performance and investing in physical infrastructure and equipment, with particular emphasis on school libraries and laboratories. (Quality Improvement & Development Strategy for uplifting public schools)”
Teacher upgrading & curriculum development (especially mathematics literacy, life orientation & leadership and management skills of school principals)
Additional allocations anticipated for learning support materials and improved school facilities

35. > MTBPS on Education
“The provincial infrastructure grant is increased by R4,3 bn over the next three years.The bulk of the additional allocation to the provincial infrastructure grant will strengthen the expanded public works programme in roads, boosting employment and skills acquisition.”.
DOE Vote 15 – R3.7bn over MTEF
R700 million for new bursary programme for trainee teachers (target 1800 student teachers) in mathematics, science, technology and foundation phase.
Expansion of Adult literacy programme through partnerships with NGOs, adult basic education centres and volunteers.
Higher Education subsidy
Additional funding for FET bursary & student loan programme (access to vocational education)

36. Summary of priorities indicated by the Minister of Finance on 25 October 2006
Adult Literacy;
Skills Development;
Higher Education (Including resources for infrastructure investment at universities);
Bursary programmes to attract young people in the teaching profession, for teachers to improve their skills through post-graduate education in maths, science and life skills; and
Bursary programmes for deserving entrants into FET Colleges.

37. Proposed additional funding for the 2007 MTEF
Average annual growth 2006/07 – 2009/10 = 10,3% which is well above the inflation rate;
Real growth for 2007 MTEF 5,55%;
R3,7 billion for higher education, teacher development and further education;
New bursary scheme for prospective educators – R700 million;
Funding for no-fee schooling – 40% of pupils by 2007; and
Additional funding for LTSM and improved school facilities in provincial education budgets, targeted at the poorest 60 per cent of schools.

38. > MTBPS Specifics

39. Way forward Communication to PEDs and MECs on priorities
Provincial visits to PEDS by DoE – First week of November 2007
Provincial visits to PT and PEDS by DoE and NT – second November 2007
Analyses of Provincial Education estimates in terms of priorities – January 2007

40. THANK YOU.

41. Detail of Specific Key Performance Areas at National Level EMIS (Programme 2)
A provincial roll-out project plan has been developed and provided to provincial education departments for inputs;
Roll-out of the SA-SAMS system in all public schools as a first phase of unit record collection is in progress;
Design and develop a unit record system and tracking system for implementation by provinces over the next 3 to 5 years;
Develop and implement Business Intelligence/Decision Support Systems: Pilot testing has commenced;
Improve quality of data through data quality audits, standards implementation, enhancement of systems and training: Tender for sample survey has been awarded and work started during September 2006;
During July/August the Department distributed licenses according to provincial request;

42. Ensuring a credible IQMS (Programme 2)
Personnel expenditure is the education sector’s highest spending item at around 80%. A system of measuring teacher performance is therefore of high importance.
IQMS has been developed and implemented in provinces, however, provinces require support and monitoring;
The Department has introduced an audit and monitoring tool;
The Department has developed a creative moderation tool which will ensure that scores are not inflated and that they are a true reflection of the teachers worth.

43. Monitoring and Support for NCS Implementation (Programmes 3 and 4)
Training workshops;
Teaching guides;
Assessment guidelines;
Analysis and distribution of Grade systemic
assessment results;
Increased visits by subject advisers;
TV broadcasts of new subjects and concepts;
Textbook and reading book guidance and provision; and
Teachers in the classroom, and textbooks for all learners.

44. Recapitalisation of FET Colleges (Programme 4)
New Programmes: New qualifications framework gazetted; curricula for 11 programmes aligned to ASGI-SA;
Lecturer Training: R per lecturer for professional development; lecturers to receive training during October/November 2007;
Funding: New funding norms developed - programme-based, encourage efficiency and quality, output bonus (throughput rates/examination results), pro-poor;
Audit of FET college programmes and staff establishment norms was carried out; Guidelines for the management of multi-campus institutions were developed;
Infrastructure and Equipment audit: Development and acquisition for new programmes in progress; and
FET College Bill: Address governance, management, staffing and funding norms, is currently going through Parliamentary process.

45. Higher Education: Brief Sector Overview (Including Enrolment Planning) (Programme 6)
The Higher Education Branch conducted an assessment of the performance of the public higher education system over the 10-year period ;
Assessment was performed in terms of the 18 goals of the 1997 White Paper on Higher Education Transformation;
Result showed that the higher education system had met most, but not all, of the White Paper’s transformation targets;
Unsatisfactory targets related to:
(a) The fields of study in which students are enrolled; and
(b) Student success and graduation rates.