MEC Lesufi 5 year Plan Presentation Final

Report
The Five Year 10 Pillar Education
Programme
Presentation for the MEC’s Consultative
Meetings
4th Sept 2014
The Consultation Cycle
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Gauteng Executive Committee (Cabinet)
The Ruling Party
Gauteng Caucus
Legislature
Teacher Unions
Learner Formations
Non Governmental Organizations and Faith Based Org.
Opposition Parties
National Minister
National Minister and MEC’s
GDE Management and Staff
School Principals
School Governing Bodies
School Governing Body Associations
• Society
Our
Vision
Ensuring every learner does well at school and leaves our institutions
with the knowledge, skills and qualifications that will give them the best
chance of success in adult life.
Our Mission
To ensure quality learning and teaching take place in the
classroom every day
3
Situational Analysis
Growth in Enrolment: Public Schools - Gr 1 to 12
2 000 000
1 900 000
1 800 000
Learners Gr 1-12
1 700 000
1 600 000
1 500 000
1 400 000
1 300 000
1 200 000
1 100 000
1 000 000
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
900 000
Percentage Growth in public schools grades 1 to 12
15
10
5
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1996
1995
0
-5
-10
5
Size and Shape – Number of Learners
Numbers of learners
In ordinary schools
in grade R/pre-primary level
in primary level (grades 1 to 7)
in secondary level (grades 8 to 12)
in special or other grades
In special schools(2014)
In FET Institutions (2011)
In ABET centres (2013)
Public
1,944,486
102,020
1,139,336
696,884
6,246
41,279
97,953
88,498
Indep subs
1,02,268
5,683
58,364
38,200
21
489
-
Indep non-subs
144,721
17,731
78,017
48,350
623
2,081
2,808
Total
2,191,475
125,434
1,275,717
783,434
6,890
43,849
97,953
91,306
6
Size and Shape – Number of Educators
Numbers of educators
(including SGB paid)
In Ordinary Schools
Of which Primary Schools
Of which Secondary Schools
In Special Schools
In FET Institutions (2011)
In ABET centres (2013)
Public
State Pd
SGB Pd
54,803
30,300
24,503
3,059
1,663
2,355
Indep subs
5,979
3,922
2,057
159
410
2
5,043
928
4,115
36
-
Indep non-subs
11,440
2,364
9,076
296
73
Total
77,265
37,514
39,751
3,550
2,073
2,430
7
Overall Grade 12 Pass rate: 2003 - 2013
Provincial and National Grade 12 pass rates
90
85
% Pass Rate
80
75
70
65
60
55
50
45
40
94 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13
Year
8
Performance by Quality of Pass - Bachelors
45.0
38.9
40.0
34.4
35.0
30.0
25.0
20.0
13.6
15.0
10.0
Bachelors
2010
Diploma
2011
Higher
Certificate/NCS
2012
2013
- 5 655 learners passing with Bachelors than in 2012
- 3 294 learners passing with Diplomas than in 2012
9
Schools by Performance – 2009-13
400
375
Number of Schools
360
320
280
240
197
200
160
127
120
80
40
61
30
1
1
4
8
2
0
0-10
11-20
21-30
31-40
41-50
51-60
61-70
71-80
81-90
91-100
Deciles
2013 All Schools
2012 All Schools
2011 All Schools
2010 All Schools
2009 All Schools
10
Overall District Performance – Average Achievement
92
90
Pass Rate
88
86
90.7
90.1
89.6
88.6 88.2
88.1 87.9 87.9
87.5
87.0 86.8
86.4
84.7 84.6 84.5
84
82.9
82
80
78
SE GW JW GN EN JE TN TS GE GP JN TW JC
JS
ES SW
11
Performance by Fee Paying and No Fee Schools (1)

No Fee and Provincial Average
No Fee Status
No fee
Provincial Average
Gap

2009
60.1
71.8
11.8
2010
69.0
78.9
9.9
2011
71.4
81.1
9.7
2012
76.6
83.9
7.3
2013
81.4
87.0
5.5
No Fee and Fee Paying
No Fee Status
No fee
Fee Paying Average
Gap (Fee/No Fee)
2009
60.1
84.2
24.1
2010
69.0
87.0
18.0
2011
71.4
88.6
17.2
2012
76.6
88.8
12.2
2013
81.4
90.7
9.3
12
100.00
100.00
90.00
90.00
80.00
80.00
70.00
70.00
60.00
60.00
50.00
50.00
40.00
40.00
30.00
30.00
20.00
20.00
10.00
10.00
0.00
0.00
400335
132431
911084
400366
400396
400274
121715
231746
241315
220749
400325
131979
340406
400350
400355
331405
400330
140426
240960
359001
400395
110023
320556
340711
400271
310979
914251
161802
270025
152181
221192
311092
241779
400122
241232
240895
271528
230078
310870
350934
270934
311142
340323
911589
311431
260646
310029
110072
251892
311258
400263
400182
331660
120568
261305
910553
230318
400216
133249
121665
400186
321430
152694
400102
261420
400139
350686
321521
321307
330019
133074
221192
320515
321372
910253
359001
140137
111450
261362
341511
321638
400098
340752
121798
270595
400075
310862
320432
121491
331413
911709
139001
912064
132902
240507
140087
311589
920186
350843
350959
132043
111252
911556
251736
251991
312075
331876
141143
321430
341123
400055
350793
110320
251835
252262
232215
321554
911026
121665
913607
330043
Performance of SSIP Schools: 2009 and 2013
13
Learner Performance - Grade 3
• Grade 3 learners achieved a pass percentage of 55% in literacy, exceeding the annual target of 46% and
59% in mathematics exceeding the annual target of 57%.
• There was an increase in literacy from 2011 to 2012 but a slight decrease was noted in 2013. However, in
numeracy a constant increase was observed.
14
Learner Performance - Grade 6
• Grade 6, learners achieved a pass percentage of 61% for Home Language and 52% for First Additional
Language this exceeds the annual target of 51%
• 45% for Mathematics which exceeds the national average of 40%.
• In 2013, an increase is clearly evident in Eng FAL, Home Lang as well as in Mathematics when compared to
2011.
15
Learner Performance - Grade 9
50
45
% Average
40
35
30
25
20
15
10
5
0
Maths
2012_GP
HLang
2013_GP
FAL
2013_NatAve
• Grade 9 learners achieved a pass percentage of 44% for Home Language and 40% for First Additional
Language.
• Mathematics is a focal point for the coming academic year as learners achieved a pass percentage of 15%.
• A decrease in language is evident and an increase in Mathematics although the score for maths is extremely
low. However, the Gauteng Average is higher than National Average.
16
Learner Performance – Improvement in TIMSS
17
School Support
•
•
•
•
No-fee Schools
– The Department successfully increased the number of no-fee schools to
1310 schools, supporting 1 112 605 learners.
NSNP
– The Department successfully extended the NSNP to all no-fee schools in
the province.
– The Department provided nutrition to a total of 1 112 605 learners.
Scholar Transport
– The Department provides scholar transport to 70 207 learners in the
province.
School Safety
– Through the ESSP, 5887 patrollers were appointed at 1 300 schools.
– A total of 1 408 schools have been linked to Police Stations across the
province.
– Safety Committees have been established in all 1 408 schools.
18
Skills Development
•
Public Sector Training
– The Department has, since 2009, trained a total of 97 242 public servants across all
Gauteng Provincial Government (GPG) departments.
•
Learnerships and Internships
– 8133 learners benefitted from workplace experience facilitated by the Department.
– In 2012 and 2013, 11675 community members and unemployed youth were
employed as patrollers in schools
– 18 326 unemployed youth, that had completed matric, were provided with
employment opportunities to assist learners with homework and sports, arts and
culture afterschool activities.
– 22 567 unemployed youth applications have been scanned and captured on the
database.
•
Bursaries and Career Guidance
– Bursaries: 13 555 bursaries have been issued to learners from no-fee schools.
– Career Guidance: Since 2009 career guidance programmes was provided to more
than 284 000 learners.
19
KEY CHALLENGES
• Rapid urbanisation – sporadic growth
• Expansion in infrastructure – demand for classroom space,
laboratories, ICT infrastructure and administrative blocks
at schools.
• Improve quality learning outcome
– Language , mathematics and science for teaching and learning
– Introduction of African languages in schools
• Key budget shortfalls
–
–
–
–
–
–
–
Personnel
LTSM for universal access (including ICT in schools)
School funding for municipal services
School Sport, Arts and Culture activities
School Health
Quality improvement programmes into the District Model.
Scholar Transport
20
Overview of the 2014-19 Vision and Plan
Game-changers (1)
• Improving performance of township schools
– Improving quality of education – Grade 12 passrate 90%, increase bachelor
passes and improve ANA performance (75% of learners achieving the
required performance)
– Improve performance in mathematics and science - 75%
– Mainstreaming of SSIP and GPLMS
– Expand Grade R and strengthen ECD Services
• ICT – Building the Classroom of the Future
– Connectivity in each classroom, create an information hub, ensure
infrastructure , equipment and support to schools.
– Smart classrooms with access to computers and broadband internet
• Improve basic infrastructure making schools clean and safe
– Pilot the 21 Schools Model – improve performance, schools of the future
and development and support to schools (Model C ) to compete with the
Best Independent (private) schools.
• Provide to ensure a non-racial education system
– Twinning and acquisitions of schools so that all learners irrespective of their
background can share resources and experiences.
22
Game-changers (2)
• Strengthen educator recruitment and provisioning
• Intensify and promote skills for the economy
–
–
–
–
Manufacturing and related skills
Business and Financial Related Skills
Engineering Skills
Creative Industry and related skills
–
–
–
–
–
–
–
–
Investment in maths and science and related fields of study
Improve the quality of passes in all phases
Bursaries to deserving learners
Eradicate illiteracy through AET
Synergy between the Province and FET/HEI through GCRA
Investment in Technical High Schools
Massified career counselling and education intervention
Greater partnership between the education sector and industry to
build skills required for the economy
• Bridge between formal education/training and the work place Response of education to incubate skills:
23
2014 – 19 Education Plan for Gauteng
Key Principles
• Strategic Thrust
– Integrity, Honesty and Trust
– Activist Department
– Ensuring High Standard Service Delivery
• Mandate:
–
–
–
–
NDP
G2055
ANC Manifesto
Service Delivery Model/ Delivery Agreement, Education
Action Plan
25
1. Government’s Planning Framework
How the sector plan relates to other plans (and reports):
NATIONAL
DEVELOPMENT
PLAN
Medium Term
Strategic
Framework
Presidency
Key
documents
which should
become more
credible
Sector plan
Action Plan to 2019:
Towards the realisation
of Schooling 2030
DBE and PED
five-year
strategic
plans
DBE and PED
annual
performance
plans
Processes and formats
for these still not
sufficiently clear
Independent
analysis
conducted
by DBE
Periodic reports on
progress in the sector
(see e.g. 2011 and 2013
reports on DBE website)
DBE and PED
annual reports
PED quarterly
sector reports
2. The NDP
• Expanded access to ECD
• Provide inclusive education: all children with disabilities have
access to quality education
• Encourage sports and physical education
• Revitalise arts and culture in schools
• Learners’ home language should be used as a medium of
instruction for a longer period
• 90% of learners in grades 3, 6 and 9 must achieve 50% or more
in the ANA
• Increase the number of enrolments in Maths and Science
• 450 000 learners being eligible for a Bachelors programme with
Maths and Science
2. The NDP…
•
•
•
•
•
•
•
•
•
•
•
Introduce performance contracts for principals and deputy principals
Change the pay structure of teachers
Deployment of teachers to teach where they are needed
Teacher development: Expose teachers to the use of technology in their
training
Placement of Funza Lushaka graduates
Eradicating inappropriate infrastructure
Tracking of learner performance through ANA
Keeping curriculum changes to a minimum
Support to School Governing Bodies
Successful completion of grade 12
QLTC to be more focused
3. Mangaung Resolutions
•
•
Accelerate the implementation of the ECD programme through:
– Ensuring universal access for at least four (4) years of ECD; and Training of
qualified teachers for Grade R
Strengthen and implement policies and programmes on:
– Eradication of drug abuse and alcohol in use; Sexuality education in schools;
provision of Sexual and Reproductive Health Services and family planning for
the youth; and reduction of Learner Pregnancy; drop-out rates, gangsterism,
and vulnerability, including incidence of bullying
•
Promote school sport; focus on indigenous and grassroots sport development;
and ensure access to sport facilities by people with disabilities
•
•
Continue mainstreaming disabled people in schools and establishing full services
Development of an indigenous language policy
•
Improving the performance of learners in Maths and Science
3. Mangaung…
• Increase the number of Grade 12 and University entrance passes
• Accelerate the uptake and usage of the ICT tools
• Review the remuneration and conditions of employment of education
professionals
• Match teaching skills and competencies
• Develop post provisioning norms informed by socio-economic context and
curricula needs
• Profile all educators on the basis of their qualification and experience
• Establish a stable system to avoid yearly movements of teachers
• Adopt a centralized approach in the procurement of LTSM
• Expand the capacity to print text books and workbooks and own their
intellectual property
• Deal with school Infrastructure urgently and in an integrated manner
3. Mangaung…
• A rigorous monitoring and evaluation of performance in the education
sector
• Assess and evaluate all teachers, principals and deputy principals
• Refine, improve and enhance IQMS
• Address both content knowledge and methodology when training teachers
• Teachers, principals and all officials in the system must be held accountable
• The funding model is endorsed with special emphasis on a bias toward poor
communities
• Both government and unions to cooperate to stamp out ill-discipline
• Review of the matric pass requirements and the ANA results
• Review SGB’ policies and legislation to avoid exclusion
• Support must be provided to multi-grade schools
• Increase retention, progression, and completion rates in the sector
• Job Creation Initiatives
4. Manifesto 2014 Priorities
• We will work towards realising two years of compulsory pre-school
education and strive for fuller integration of Grade R educators in the
post and remuneration structure
• We will strengthen coordination between departments responsible for
early childhood development, and the non-profit and private sectors.
School safety programmes will be implemented to ensure learner wellbeing
• A phased-approach to the introduction of compulsory African languages
in schools will be adopted
• We will continue to work towards the eradication of illiteracy through
the Kha Ri Gude Mass Literacy programme
• We will introduce mobile devices like tablets into schools to distribute
learning content
• Connect all schools through broadband by 2020
4. Manifesto…
• We will introduce mobile devices like tablets into schools to
distribute learning content.
• We aim to ensure that every child has a textbook for every
learning area, and that the retrieval of textbooks is improved
• 1000 new schools will be built to expand access to education
• We will provide interventions, through curriculum and
assessment policies, to improve performance in our schools.
• We will continue our campaign to ensure good discipline and
accountability in our schools
• Teacher development will receive ongoing attention
• We will maintain the upward trend in the Mathematics pass rate
while improving the quality of those passes
• Access to an early learning stimulation programme before the
foundation phase of formal schooling for a million families
5. Sector Plan
• In early 2014 Action Plan to 2019: Towards the realisation of Schooling 2030
was completed
– (goals and targets kept the same or similar to those in the previous sector
plan).
Overall purpose of the plan:
• Take forward the goals and spirit of the NDP.
• Provide a coherent and evidence-based account of the challenges and
opportunities facing the sector, aimed at all stakeholders.
• Provide strategic guidance, drawing from the NDP, to provincial and DBE
planners, also non-government actors working with the sector.
• Provide evidence to South Africa and the world that we take the
development of the country’s human resources seriously, that we know what
it takes to build a prosperous and poverty-free future.
6. MTSF
• The MTSF is a strategic plan of national government for the
2014 – 2019 electoral term
• It reflects the actions outlined in the NDP, and key actions
from other government plans, such as the New Growth Path
(NGP), the Industrial Action Plan Policy (IPAP), and the
National Infrastructure Plan.
• The MTSF is a plan which links the five year strategic plans of
individual national and provincial departments, municipalities
and public entities, and aims to achieve a clear line of sight
between plans across all spheres.
• This five years’ focus will be built around the MTSF outputs
6. MTSF…
• The MTSF therefore includes measures to:
-
-
Improve capacity in government in key areas of weakness.
Strengthen coordination within government and to make
sure that government policies and programmes are better
aligned.
Strengthen performance management.
Improve implementation-level planning, including using
the Malaysian Big Fast Results methodology.
7. MTSF: Performance Management
• The President will enter into new Performance Agreements
with each Minister.
• These will contain the key indicators and targets from the
MTSF relevant to each Minister.
• The same indictors and targets will be put into the
performance agreements of DGs and senior officials.
• Performance assessments of Ministers and senior officials will
be based on the degree to which these targets have been
achieved.
• The Minister and MECs will sign a Delivery Agreement for
the sector.
6. MTSF Outputs in the next five years
•
Output 1: Improved quality of teaching and learning through development, supply
and effective utilisation of teachers.
•
Output 2: Improved quality of teaching and learning through provision of
adequate, quality infrastructure and Learning and Teaching Support Materials
(LTSM).
•
Output 3: Improving assessment for learning to ensure quality and efficiency in
academic achievement
•
Output 4: Expanded access to Early Childhood Development and improvement of
the quality of Grade R, with support for pre-Grade R provision
•
Output 5: Strengthening accountability and improving management at the
school, community and district level.
•
Output 6: Partnerships for education reform and improved quality.
GDE Strategic Drivers
•
•
•
•
•
•
•
•
Pillar 1: Curriculum and Assessment Development
Pillar 2: Teacher Provision and Support
Pillar 3: Leadership and Management
Pillar 4: Infrastructure Development and maintenance
Pillar 5: Planning, finance and resourcing
Pillar 6: ICT in Education
Pillar 7: Social Cohesion
Pillar 8: School functionality including community
involvement
• Pillar 9: Skills Development
• Pillar 10: Access to quality Early Child Development (ECD)
39
Strategic Framework for 2014-2019
Planning, finance and resources
Social
Cohesion
Support
from
Parents
Curriculum and Assessment
Development
Post
Schooling
Training
and
Education
Teacher Provision and Support
Leadership and Management
Make Schools
Attractive
Effective
classroom
Practice
School functionality including
community involvement
ICT in Education
Partnerships
Infrastructure
Development and
maintenance
Learner
Performance
grades 3, 6, 9, 12
Improved
Learner
Attainment
Access to quality
Early Child
Development
(ECD)
40
Pillar 1: Curriculum and Assessment Development
• Core pillar and priority of the Department - Oversight and
support in the delivery of curriculum in the classroom.
• The Department will consolidate the achievements made but
ensure that there is consistency and progress.
– Improve on learner performance in Grade 12 (90% pass rate)
– Improve in all ANA scores – 75% of learners performing at the
required level)
– Improve performance in mathematics and science
– Accountability sessions with school management
• Strengthened Subject Advisors to support schools.
41
Pillar 2: Teacher Provisioning and Support
• It’s to strengthen and solidify the direct support to teachers, by using
coaches.
• Enhance Teacher Development – in realising the goals of the
curriculum and improving learner attainment.
• Recruitment policy that ensures the Best Teachers are in Gauteng.
• We will make certain that teachers are in attendance.
• Take swift action against teachers who have been absent for a long
time, for disciplinary issues, etc.
– Create Permanent Labour Dispute Office.
– 90 Day turnaround on all labour dispute matters.
• Personnel in excess will be resolved and cleared.
• Fill vacant posts, especially in Finance, HR and ICT.
• Appointment on merit – competence, trust and integrity.
– Panel for Appointments – selection process and monitoring:
• monitor principal posts
• Appointment of all Deputy Director and Chief Education Specialist posts
42
Pillar 3: Leadership and Management
• Virtual Districts: The district office/support will be repositioned to give
deepened support to school management:
– Good District Management as districts are solely responsible for
curriculum and core issues in support of schools.
– The role of HR and Finance should be a central function enhanced
by ICT
• Managers take responsibility of their functions in supporting schools –
resources to schools are provided timeously.
• Work with integrity and honesty – in all aspects including recruitment,
appointments, procurement.
– Any unsavoury involvement in appointments needs to be
confronted and action taken against the perpetrators.
• Statutory and policy compliance are non negotiable.
43
Pillar 4: Infrastructure Development
•
Ensure that the Basics are available and functioning in all schools in Gauteng.
–
–
–
•
•
A change of focus is required on how Infrastructure Development and Maintenance is
rolled and prioritised, that includes the former Model C schools so that they can compete
with successful Independent Schools but critically ensuring that all parents and learners
have access to these schools.
21 Schools Model - Prove necessary resources and support:
–
–
–
–
•
•
•
Functional Toilets - will ensure that all block toilets are cleared with immediate effect,
All schools have running water and electricity,
development and maintenance.
11 Dysfunctional Schools – in 9 focus areas are provided the support, resources and model to
achieve high learner attainment
6 Schools: Becoming the Model School of the Future
6 Schools with high admission enrolment - that competes with and performs better than the top
Independent Schools
These public schools in the suburbs with high application will be given the necessary resources to
admit more learners and compete effectively.
Model all new schools on this Smart Model School design.
Prioritisation and addressing backlogs such as classrooms and laboratories .
Norms and standards for infrastructure is implemented and monitored.
GDE Plan v4
44
Pillar 5: Planning, Finance and Resourcing
• The Department will reprioritise the NPNC
budget and resourcing to schools to ensure that
80% of the budget and resourcing go to schools
and 20% at office level.
• The department will ensure that it provides
resources where it is needed.
• Information for planning and decision making Data Systems responsiveness and sufficiently
supportive of business processes, provisioning
needs and planning.
• Strengthened the 30 Day payment process.
45
Pillar 6: ICT in Education
Implement an ICT in Education Solution:
1. Connectivity – All schools have connectivity through State
Infrastructure at the classroom level – all learners in the
classroom have access to connectivity.
2. eLearning Solution – create a hub of information,
–
–
Content knowledge that will assist teachers in curriculum
delivery
Learners have access to learning material, workbooks and other
subject matter.
3. ICT Infrastructure and Equipment to schools, namely iPads/
Tablets/ Desktops that will be utilised by learners in the
classroom.
4. Support of equipment/procurement will be done by a
centralised procurement agency to ensure the smooth and
efficient process of support to schools.
5. Teacher Development in the ICT sphere – Training of educators
in the use of the equipment .
46
Pillar 7: Social Cohesion
• The need to ensure a non-racial education system, not two quasi
systems. It is a fundamental driver that all learners have equal and fair
access to any public school in the province
– There will be twinning and acquisitions of schools so that all learners irrespective of
their background can share resources and experiences.
• School Sports – Prioritise Soccer, Rugby, Cricket and Netball – however
athletics and other sporting codes will still be given the necessary
support.
– Gauteng School Sports league
– Agreement with municipalities to maintain playing fields.
• School Psych-Social Support – Introduce Medical Wednesdays at
schools – social workers/nurses at schools to assist learners.
– The HIV/AIDS Grant must respond to these challenges.
– All learners in Q1-3 school have access to dignity packs.
• NSNP – explore the possibility of providing learners with Nutrition in
non contact time feeding (weekend/school holidays)
• School Safety – introduce a Direct Line for emergency calls that will
direct the Rapid Response Team to address emergency issues.
47
Pillar 8: School Functionality including community Involvement
• School Functionality will deal with
stakeholders, especially SGBs and support from
community.
• A proposal that every Executive Member to be
linked (adopt) to a school for year.
• Strengthen the stakeholder and community
involvement in education and their support to
schools.
• Partnerships with various organisations and
stakeholders to strengthen education in the
province.
48
Pillar 9: Skills Development
• The Plan is to significantly upscale skills development in the
province in partnership with the Gauteng Department of
Economic Development, SETAs and the private sectors in line with
the Gauteng Economic Development Strategy. This will be
undertaken through:
• The Master Skills Plan, FET and AET Sectors and the technical high schools .
• The department will develop management and leadership competencies in the
provincial government departments to ensure skilled public servants who are
committed to public good and prioritise national development and therefore
realising the Gauteng City Region, e.g. partnering with CELAP (China) to realise
this.
• Delivering priority skills programmes, to respond to the skills needs of
Government in Gauteng and the economy.
• Provide bursaries to the top learners from poor backgrounds and intensify career
counselling through Life Orientation lessons.
• Ensure capacity and skills strengthened that adressed the skill
needs of the economy
49
Pillar 10: Access to quality Early Child Development (ECD)
The priority will focus on:
• All learners have access to Grade R.
• Increasing access to quality Grade R and work with the
Department of Social Development to introduce PreGrade R
• Social Development to maintain and expand on Pre Grade R
• Improving the quality and effectiveness of Grade R and
pre-Grade R practitioners.
• The Department will strive to ensure that ECD services
within the province are effectively planned, managed and
coordinated.
50
2014/15 MTEF
Budget Priorities
Our
Vision
Ensuring every learner does well at school and leaves our institutions
with the knowledge, skills and qualifications that will give them the best
chance of success in adult life.
Our Mission
To ensure quality learning and teaching take place in the
classroom every day
52
GDE Goals
Current 2014/15 APP Goals
Pillars
Goal 1: Ensuring that Gauteng has
effective schools and learning
institutions
Pillar 1: Curriculum and Assessment
Pillar 2: Teacher provisioning and support
Pillar 6: ICT in Education
Pillar 10: Access to quality Early Child
Development
Goal 2: Ensuring that GDE Head and
District Offices –provide relevant,
coordinated and effective support.
Pillar 3: Leadership and Management
Pillar 4: Infrastructure Development and
Maintenance
Pillar 5: Planning Finance and Resourcing
Pillar 7: Social Cohesion
Goal 3: Enabling young people to make
the transition from school to further
education and/or work that provides
Pillar 9: Skills Development
further training opportunities
.
Goal 4: Strengthening partnerships
with all stakeholders, resulting in
education becoming a societal priority.
Pillar 8: School functionality including community
involvement
Key impacts to be achieved – 2014/15
• Quality Basic Education
– Improve quality of learning:
•
•
•
•
•
Literacy and Numeracy (Grades 1-3)
Language and Mathematics (Grade 4 -9)
mathematics and science (Grades 10-12)
Increase the number of passes in Grade 12
Increase the number of passes with Bachelors
54
Goal 1: Ensuring that Gauteng has effective schools and learning institutions.
•
•
•
•
•
•
•
•
•
•
•
Gauteng Primary Language and Mathematics Strategy
Grade R expansion
Improving Literacy and Numeracy in the Foundation Phase
Improving Language in the Intermediate Phase
Improving Mathematics in the Intermediate Phase
Improving Language in the Senior Phase
Improving Mathematics in the Senior Phase
Improve Mathematics and Science in the FET Phase
Improve the Grade 12 pass rate
Annual National Assessment
Teacher Development
o Pillar 1: Advocacy and support of Pre-Service Education and Training
o Pillar 2: Teacher development through In- Service Education and Training
o Pillar 3: Teacher Development through Communities of Practice (COP)
o Pillar 4: Teacher development through Circuit Support Teams and Teacher
Development Centres
55
Goal 2: GDE Head Office and Districts – Providing relevant, coordinated and effective support.
•
•
•
•
•
•
•
•
•
•
•
Improving Nutrition
Increasing access to schooling
Improving the condition of learning
Extra School Support Programme
School Safety Programme
School Sport
Access to LTSM
E-Learning
The integrated strategy outlines GDE’s endeavours to upgrade its ICT capacity to:
o Improve curriculum delivery in classrooms
o Improve school management
o Build teacher capacity to use ICT
o Improve digital literacy and ICT skills in all school leavers
o Embed a strong and integrated ICT System
Inclusive Education
o Early identification and support provisioning
o Teacher and staff development
o School Management and governance development
o Stakeholder participation
Improved school infrastructure
56
Goal 3: Enabling young people to make the transition from school to further education...
The Master Skills Plan is covered as follows:
• Strengthen the Capacity of the Education System in Gauteng
• Develop targeted interventions for responding to the skills
needs of Government in Gauteng.
• Enable the Economic Growth of the Province through
education, training and skills development.
• Partner with sector organisations to respond to the skills
needs and provide access to work experience
57
Goal 4: Strengthening partnerships with all stakeholders, resulting in education becoming
a societal priority.
•
•
•
The Quality Learning and Teaching Campaign (QLTC)
o The Quality Learning and Teaching Campaign (QLTC) will continue to call on individuals
and organisations to assume responsibility for improving the quality of education.
SGB and RCL development
o The Department will continue to support and develop elected SGBs and RCLs with the
emphasis on improving management and leadership capacity in schools across the
province.
Extra School Support Programme
o The Department is extending the Extra School Support Programme with the intention of
maximizing learner participation, as well as access and development in sports, especially
in codes that schools were not previously exposed to.
58
Gauteng’s Quality Education Improvement Programmes
• Four targeted intervention programmes:
o
o
o
o
Foundation phase
Senior primary phase
Transition from primary to secondary school
Senior secondary intervention programme
• Focus is on aligning the whole system to support these interventions
and to ensure that we use our scarce resources in a targeted school
based-approach that supports classroom practice.
• The interventions of the Department commits it to ensure that schools
become centres of excellence through the building of a social compact
for quality learning and to improve the quality of the public schooling
system through training and skills development.
• This includes a strong focus on Early Childhood Development (ECD),
creating universal access to Grade R, to improving learner performance
through the promotion of SSIP, including Maths, Science, Technology
and Languages (GPLMS) as well as improving human resources, increase
skills development and closing the skills gap.
59
Pillars underpinning delivery of quality education
• Improving Teaching – We must make the teacher the focus of
sustainable education change.
• Improving Resources – We must focus on the role of resources in
improving the quality of learning.
• Improving Learner Achievement – We must focus on Learners
and by implementing a sustainable strategy for improving Learner
Achievement.
• Improving Curriculum and School Management through building
the capacity of the system, schools, districts and head office, to
ensure the learning if effectively managed to ensure quality
learning takes place optimally.
• Standardised testing for grades 3, 6, 9 so that we are all clear of
the standard and how we are doing
• Parental support to assist with homework
60
Strategies to support quality education
•
The Gauteng Primary Language and Mathematics Strategy
o The Gauteng Primary Language and Mathematics Strategy trains teachers to improve
their delivery in the classrooms. Schools are provided with graded readers,
workbooks and phonic programmes. Teachers also receive on-site support from
coaches and mentors. Provide library services and library books to the
underperforming schools in support of the strategies.
•
The Secondary School Improvement Programme
o The SSIP programmes provides Grade 10, 11 and 12 learners in underperforming
schools with supplementary tuition in ten subjects. over Saturdays and Holidays. We
support Grade 10,11 and 12 learners in priority secondary schools. In addition, we are
providing teachers from these underperforming schools with in-service training in
subject areas where learners perform poorly. The SSIP programme also incorporates
the Maths, Science and Technology Strategy which is designed to improve learner
performance in MST subjects across all phases, especially in the FET phase.
•
Grade R Strategy
o The Strategy is a major breakthrough in improving the health, well-being and life
opportunities of the children of our province. This strategy will ensure well targeted
interventions to address social inequality that will give poorest children a better start
in life. This will ensure that Grade R programmes benefit all children
61
Strategies to support interventions
•
•
•
School Safety Strategy
o We have put into place preventative programmes to ensure that all school are safe
and conducive for learning . The programmes focuses on standardising school
policies and procedures for dealing with threats, installation of adequate fencing
and preventative programmes dealing with bullying and substance abuse . In
collaboration with other security agencies ,we are closing illegal sheebeen near
schools and undertaking search and seizure programmes in schools to control for
weapons and drugs.
Teacher Development
o The strategy addresses the need to leverage Teacher development to effect
qualitative improvements in MST, Literacy, School Safety, Inclusion and Grade R
whilst not detracting from long range policy obligations such as IQMS, PMDS and
the WSP.
Parental and Community Support
o Creating a supportive environment at home through the Parent/family support
programme in underperforming primary and secondary schools. We are increasing
after-school support for learning through the Extra School Support Programme in
the underperforming primary schools. The aim is to create a supporting the holistic
development of children through the by involving learners across the province with
emphasis on highly depressed communities.
62
Educational Priorities and Improvement Programmes
2014/15
Goal 1 : Ensuring that Gauteng has effective schools and learning institutions.
2015/16
2016/17
GPLMS
239 193
251 653
265 048
SSIP including MST
298 512
443 715
467 549
Intersen Strategy
141 395
147 900
150 739
73 110
76 473
80 526
304 156
165 690
342 952
173 312
361 666
35 217
37 083
Educational Inputs – LTSM and Other Support
Grade R
Teacher Development
ABET
33 668
182 498
Goal 2: GDE Head Office and Districts - Providing relevant, coordinated and effective support.
School Safety
120 612
126 160
132 846
Scholar Transport
338 255
69 355
461 206
166 927
485 896
175 915
120 946
126 510
133 215
1 711
1 790
1 885
After School Services, Psycho-social Services & Parental Involvement
Homework Programme
In School Sport
Inclusive Education
34 506
36 093
38 007
Goal 3: Enabling young people to make the transition from school to further education and or work that provides further
training
GCRA opportunities.
326 455
381 612
382 095
Goal 4: Strengthen partnerships with all stakeholders, resulting in education becoming a societal priority.
Parental Involvement
21 945
22 955
63
24 172
Overview of the Education Sector
Budget Summary
Provincial Education Sector - Key Trends
Financial Year
Total Payments and Receipts
Audited
2010/11
22,250,711
2011/12
26,119,954
Main
Appropriation
2012/13
28,500,824
Medium-Term Estimates
2013/14
2014/15
2015/16
2016/17
29,275,841 32,845,229 36,360,639 37,444,016
• The projected spending on the total education budget in the last financial year
was R29.2 billion, and this has increased to R32.8 billion for the 2014/15
financial year.
• The education budget is projected to grow at a real average rate of 8.6 percent
between 2014/15 and 2016/17. By the end of the 2014/15 MTEF, the
education budget is projected to increase to R37.4 billion.
65
Growth in Budget
Growth in Budget Allocation from 2010/11 to 2016/17
40,000,000
Allocation in R'000
35,000,000
30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
2010/11
Budget Allocation
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
Financial Year
The graph shows an over-all analysis of the precise flow of educational Budget
from 2010/11 to 2016/17 providing a comparative overview of the expansion of
education expenditure over a series of 7 years.
Overview of 2014/15 Budget and MTEF Estimates
Provincial Education Sector - Key Trends
Financial Year
2010/11
ADMINISTRATION
1,791,245
PUBLIC ORDIRNARY SCHOOL EDUCATION 16,246,553
INDEPENDENT SCHOOL SUBSIDIES
353,036
PUBLIC SPECIAL SCHOOL EDUCATION
1,278,410
FURTHER EDUCATION AND TRAINING
785,196
ADULT BASIC EDUCATION AND TRAINING
261,225
EARLY CHILDHOOD DEVELOPMENT
161,056
INFRASTRUCTURE DEVELOPMENT
726,055
AUXILIARY AND ASSOCIATED SERVICES
647,935
Total
22,250,711
Payments by Economic Classification (R'000)
Current payments
19,450,070
Compensation of employees
17,355,058
Salaries and wages
14,829,668
Social contributions
2,525,390
Goods and services
2,091,820
Transfers and subsidies
2,055,298
Payments for capital assets
726,580
Payments for financial assets
18,763
Total economic classification
22,250,711
Main
Appropriation
Audited
Medium-Term Estimates
2011/12
2012/13
2,138,930 2,411,136
18,037,942 19,510,720
409,004
461,757
1,290,621 1,458,767
1,113,444 1,133,245
347,706
379,875
340,828
410,093
1,529,609 1,588,422
911,870 1,146,809
26,119,954 28,500,824
2013/14
2014/15
2015/16
2016/17
2,422,979 2,516,919 2,608,055 2,743,066
20,379,583 22,912,346 25,574,344 27,026,145
490,304
514,329
537,988
566,502
1,612,043 1,817,476 1,873,716 1,948,443
673,887
725,809
777,452
820,320
388,983
403,471
421,962
444,326
635,631
733,958
923,212
972,835
1,259,194 1,686,635 1,967,442 1,175,416
1,413,237 1,534,286 1,676,468 1,746,964
29,275,841 32,845,229 36,360,639 37,444,016
21,919,296
19,370,174
16,575,496
2,794,678
2,548,975
2,814,261
1,378,981
7,416
26,119,954
25,198,224
22,082,190
19,019,170
3,063,020
3,116,034
3,033,264
1,044,353
29,275,841
23,983,594
21,074,297
18,154,550
2,919,747
2,909,287
3,051,078
1,466,152
28,500,824
27,619,627
24,703,031
21,329,354
3,373,677
2,916,596
3,724,634
1,500,968
32,845,229
30,686,442
27,291,025
23,576,812
3,714,213
3,395,417
3,863,161
1,811,036
36,360,639
32,497,643
28,801,339
24,887,526
3,913,812
3,696,304
4,060,185
886,188
37,444,016
67
Budget by programmes 2014/15
ADULT BASIC
EDUCATION AND
TRAINING,
403,471 ,
1%
EARLY CHILDHOOD
DEVELOPMENT,
733,958 ,
2%
FURTHER EDUCATION
AND TRAINING, 725,809
,
2%
INFRASTRUCTURE
DEVELOPMENT,
1,686,635 ,
5%
AUXILIARY AND
ASSOCIATED SERVICES,
1,534,286 ,
5%
ADMINISTRATION,
2,516,919 ,
8%
PUBLIC SPECIAL
SCHOOL EDUCATION,
1,817,476 ,
5%
INDEPENDENT SCHOOL
SUBSIDIES,
514,329 ,
2%
PUBLIC ORDIRNARY
SCHOOL EDUCATION,
22,912,346 ,
70%
68
Budget by Economic Classification 2014/15
Transfers and
Subsidies,
3,724,634 ,
11%
Payments for
Capital Assets,
1,500,968 ,
5%
Goods and
Services, 2,916,596
,
9%
Compensation of
Employees,
24,703,031 ,
75%
69
Overview of 2014/15 Budget and MTEF Estimates
•
The projected spending on the total education budget in the last financial year was R29.2 billion,
and this has increased to R32.8 billion for the 2014/15 financial year. The education budget is
projected to grow at a real average rate of 8.6 percent between 2014/15 and 2016/17.
•
The Department’s total allocated budget for the 2014/15 financial year amounts to R32.8 billion.
The budget grew by 12.2 percent from a main appropriation of R29.2 billion in 2013/14; the
percentage growth translates to a nominal rand value increase of R3.5 billion.
•
A large portion of the recurrent expenditure is committed to employee compensation which
amounts to R24.7 billion, an increase of 11.9 percent in payments for compensation.
•
Transfers and subsidies to schools and other educational institutions amount to R3.7 billion
whereas payments for capital assets increased from R1 billion in 2013/14 to R1.5 billion in
2014/15.
•
Expenditure on goods and services decreased by 6.4 percent and still remains the second largest
classification in the total allocated budget. The decrease in goods and services translates to a rand
value of R199 million, from R3.1 billion to R2.9 billion.
Conditional Grants - Budgets
Department Conditional Grants
Financial Year
Basic Education
Dinaledi Schools Grant
Education Disaster Management Grant
Education Infrastructure Grant
HIV and Aids (Life Skills Education) Grant
National School Nutrition Programme Grant
Technical Secondary Schools Recapitalisation Grant
EXPANDED PUBLIC WORKS PROGRAMME INCENTIVE GRANT
Higher Education and Training
Further Education and Training College Sector Grant
Total National Conditional Grants
Conditional Grants as % of Total Budget
Audited
2010/11
2011/12
2012/13
Main
Appropriation
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
14,140
16,112
21,244
22,458
23,491
24,736
181,466
26,202
388,884
17,944
461,011
28,175
509,798
30,596
384,649
23,318
411,789
15,000
1,129
537,892
30,012
585,157
26,375
25,674
30,195
640,541
27,958
30,611
678,974
28,627
33,388
714,960
30,144
894,567
1,509,063
4.8
1,023,222
2,066,942
7.8
1,015,946
1,867,943
6.9
673,887
1,900,241
6.4
725,809
1,446,961
4.4
777,452
1,539,155
4.2
820,320
1,623,548
4.3
71
Conditional Grant Budget as part of the Budget
Conditional
Grant,
4%
Education
Budget,
96%
72
Personnel Expenditure - Including Conditional Grants
Financial Year
Total Budget
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
Personnel Cost
20,050,701
22,250,711
26,119,954
28,500,824
29,275,841
32,845,229
Non - Personnel Cost
15,278,559
17,355,058
19,370,174
21,074,297
22,082,190
24,703,031
Personnel Cost %
4,772,142
4,895,653
6,749,780
7,426,527
7,193,651
8,142,198
76.2
78.0
74.2
73.9
75.4
75.2
Non - Personnel Personnel Cost %
Cost %
Growth Flow
23.8
20.4
22.0
13.6
25.8
11.6
26.1
8.8
24.6
4.8
24.8
11.9
Personnel and non-personnel expenditure (inluding Conditional Grants)
120.0
% Expenditure
100.0
80.0
60.0
40.0
20.0
0.0
2009/10
Non-Personnel Expenditure
2010/11
2011/12
2012/13
2013/14
2014/15
Personnel Expenditure
73
Personnel Expenditure - Excluding Conditional Grants
Financial Year
Total Budget
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
Personnel Cost
19,447,377
21,332,423
24,212,455
26,135,764
27,375,600
30,642,601
Non - Personnel Cost
15,278,559
17,355,058
19,370,174
21,074,297
22,082,190
24,703,031
Personnel Cost %
4,168,818
3,977,365
4,842,281
5,061,467
5,293,410
5,939,570
78.6
81.4
80.0
80.6
80.7
80.6
Non - Personnel Personnel Cost %
Cost %
Growth Flow
21.4
20.4
18.6
13.6
20.0
11.6
19.4
8.8
19.3
4.8
19.4
11.9
Personnel and non-personnel expenditure (exluding Conditional Grants)
120.0
% Expenditure
100.0
80.0
60.0
40.0
20.0
0.0
2009/10
Non-Personnel Cost
2010/11
2011/12
2012/13
2013/14
2014/15
Personnel Cost
74
DETAIL PROGRAMME BUDGET
Programme 1: Administration
Key outputs and activities
Strategic and Operational Planning
•
Facilitate the macro education planning; Monitoring and Evaluation of the
2009 – 2014 Plans and Performance Reviews; Evaluate the Quality of
Education and Service Delivery; Provide decision support to the Executive
Management; Knowledge Management
Financial Management
• Ensuring expenditure according to plan and cash flow requirements;
Monitoring programme spending; ensuring Transfers are made timeously to
schools; Monitoring Conditional Grant expenditure; Improve on procurement
practices and ensuring timeous payment periods; Increase business that are
owned by females, youth and people with disabilities.
Human Resource Management
• Teacher development in the province across all 12 grades; GPG Leadership
Training and Development; Managing Human Resource matters; Legal and
labour Services; Transformation; Employee health and wellness; The district
model and improved business processes.
76
Programme 1: Budget
Audited outcome
Programme 1: Administration
Financial Year
Payments by sub-programme (R'000)*
OFFICE OF THE MEC
CORPORATE SERVICES
EDUCATION MANAGEMENT
HUMAN RESOURCE MANAGEMENT
EDU MNGMNT INFORMN SYS(EMIS)
Total
Payments by Economic Classification (R'000)
Current payments
Compensation of employees
Salaries and wages
Social contributions
Goods and services
Transfers and subsidies
Payments for capital assets
Payments for financial assets
Total
2010/11
2011/12
2012/13
Main
Appropriation
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
2,753
960,173
762,233
14,093
51,993
1,791,245
3,986
1,179,179
856,165
28,512
71,088
2,138,930
2,940
1,408,962
871,460
18,976
108,798
2,411,136
3,686
1,347,397
1,033,959
20,873
17,064
2,422,979
3,838
1,411,137
1,057,149
26,895
17,900
2,516,919
4,015
1,472,274
1,084,911
28,132
18,723
2,608,055
4,228
1,547,089
1,142,411
29,623
19,715
2,743,066
1,757,824
1,317,323
1,128,641
188,682
440,473
5,241
9,417
18,763
1,791,245
2,045,569
1,635,981
1,398,583
237,398
409,577
11,338
74,607
7,416
2,138,930
2,368,358
1,890,852
1,617,869
272,983
477,496
13,215
29,563
2,411,136
2,399,985
1,962,478
1,684,985
277,493
437,507
5,258
17,736
2,422,979
2,490,640
2,043,237
1,748,840
294,397
447,403
4,767
21,512
2,516,919
2,580,568
2,112,586
1,805,085
307,501
467,982
4,987
22,500
2,608,055
2,714,124
2,221,337
1,897,957
323,380
492,787
5,251
23,691
2,743,066
The Administration budget for the 2014/15 financial year amounts to R2.5 billion.
Compensation of employees amounts to R2 billion showing an increase of 4.1
percent. Goods and Services is the second largest item under current payments.
The 2014/15 allocation indicates an increase of 2.3 percent, a growth of R9.8
million. Payment for capital assets increased by R3.7 million.
77
Prog 1: Provincial Specific Indicators
Strategic Objectives
Performance Indicator
To develop effective approach to Number of learners provided
the use of ICT in schools
with Tablets
Strategic
Plan Target
Audited/ Actual Performance
Estimated
Performance
Medium-Term Target
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
88,000
-
-
-
-
88,000
88,000
88,000
4,500
-
-
6,041
4,500
4,500
4,500
4,500
To have a safe school
environment that is conducive to
effective
quality
teachingofand
Ensure the
involvement
Number of patrollers provided
to priority underperforming
schools
Number of homework
stakeholders in exercising
involvement in schools in a
manner that adds value to the
attainment of the core outcomes
assistants provided to priority
schools
4,300
-
-
4,804
4,300
4,300
4,300
4,300
Number of sports assistants
provided to priority schools
4,300
-
-
4,805
4,300
4,300
4,300
4,300
Young learners to participate
actively in schools programmes in
order
to change
their
attitudes
Expanding
poverty
measures
that
Number of schools in the
Foundation Phase providing
sports
programmes
Number
of learners having
-
-
-
-
1,411
1,411
1,411
1,411
improve the environment for
learning and teaching
access to no-fee schools
Number of learners being fed
in public schools
Number of learners having
access to scholar transport
and bussed to the nearest
school.
Refer to PPM 204 under Programme 2: Public Ordinary School Education
Refer to PPM 205 under Programme 2: Public Ordinary School Education
Refer to PPM 206 under Programme 2: Public Ordinary School Education
78
Programme 1 Performance Measures
Programme Performance Measures
Audited/Actual Performance
2010/11
2011/12
2012/13
Estimated
Performance
2013/14
Medium-Term Targets
2014/15
2015/16
2016/17
Programme 1: Administration
►PM101: Number of public schools that use
the school administration management systems
1,287
1,288
1,736
1,939
2,000
2,060
2,065
(electronic) to provide data to the national
learner tracking system.
►PM102: Number of public schools that can be
1,680
1,697
2,143
1,800
1,900
2,000
2,060
contacted electronically (e-mail).
►PM103: Percentage of education current
26%
24%
24.5%
24%
24,5%
25%
25%
expenditure going towards non-personnel
(4,895,653) (7,106,346) (7,051,417) (7,208,888) (8,301,850) (9,281,154) (9,773,055)
items.
►PM104: Number of visits to schools by a
All Schools All Schools in All Schools All Schools All Schools
N/A
N/A
Circuit Manager.
in a circuit
a circuit
in a circuit in a circuit in a circuit
79
Programme 2: Public Ordinary School Education (1)
Key outputs and activities
•
Improving the quality of Education in the Foundation Phase
The Department will improve the quality of education in the Foundation Phase (Grades 1 – 3) by
improving learner performance in Literacy and Numeracy. The implementation of First Additional
Language in the Foundation Phase in Grades 1 – 3 (with an English Focus) and the new content
areas in Life Skills have implications which will improve the quality of learning in the Phase.
•
Improving the quality of education in the Intermediate Phase
The GPLMS strategy in the Intermediate Phase will focus on language and mathematics
assessment, teaching and learning, learner support and management support. Additional focus
will be placed on the assistance and support of language and mathematics.
•
Improve the quality of education in the Senior Phase
The Intersen Strategy and the Secondary School Improvement Programme are implemented in
the Senior Phase to improve the quality of Language, Mathematics, Science and Technology.
Both strategies will offer support to 439 priority schools, and this will include direct support to
Grade 8 and 9 learners.
80
Programme 2: Public Ordinary School Education (2)
Key outputs and activities
•
Teacher Development
The Gauteng Professional Teacher Development Strategy is the vehicle that the Gauteng Department of
Education will use to respond to national and provincial teacher development initiatives aimed at qualitative
improvements in Mathematics, Science and Technology, Literacy, School Safety, Inclusion, Grade R, as well as
policy obligations such as the Integrated Quality Management System (IQMS) and Continuing Professional
Teacher Development (CPTD).
•
Annual National Assessment
The Department will administer the 2014 ANA common assessments to measure learner performance in
Grades 3, 6 and 9. The assessments will establish baseline information on the implementation of the
Department’s strategies focussing on the provision of LTSM; teacher development; teacher support;
assessments and extra school support programmes. The ANA results will also be used as benchmark to
measure and track learner attainment in Grades 3, 6 and 9.
•
Secondary School Improvement Programme (SSIP)
The Secondary School Improvement Programme will include Grade 8-12 learners from 385 schools. The
programme will focus on assessment as a core element in Mathematics, Life Science, Physical Science,
Accounting, Geography, Economics, Mathematical Literacy, History, Business Studies and English FAL. The SSIP
programme will also offer direct support to teachers by restarting of the Teacher Training & Support
Programme and Expanded use of Broadcast Technology.
81
Programme 2: Public Ordinary School Education (3)
Key outputs and activities
•
Education Support Services
o Improving Nutrition
The Department will continue to provide a hot nutritious meal to all learners in
primary and secondary schools.
no-fee
o Increasing access to schooling
To increase access to schooling the Department will expand its no-fee schools
policy with
an allocated budget that will increase to more than a R1 billion for the 2014/15 financial year.
The Department will continue to provide scholar transport to 66,000 learners transporting them
to 360 schools across the province.
•
Improving the condition of learning
The Department’s infrastructure programme will focus on school maintenance, building of
schools and the provision of mobile classrooms in high pressured areas.
82
Programme 2: Public Ordinary School Education (4)
Key outputs and activities
•
Extra School Support Programme
The Extra School Support Programme (ESSP) will provide Grade 1-7 learners in no-fee schools
with after-school support for homework and school sports beyond normal contact time.
•
School Safety Programme
The Department has identified 270 High Risk schools as priority schools for the 2014/15 financial
year. Any type of intervention considered for schools should first be directed to these schools
before others are included. The school safety programme will employ patrollers in all public
schools to ensure the safety of the school environment.
•
School Sport
School sport, arts and culture will continue in no-fee primary schools as part of the Extra School
Support Programme (ESSP). The Department will be responsible for scheduling the employment
of sport coordinators and the Department of Sports, Arts, Recreation and Culture (DSARC) will
be responsible for the equipment, training and competitive sporting events.
83
Programme 2: Budget
Financial Year
Payments by sub-programme (R'000)*
PUBLIC PRIMARY SCHOOLS
PUBLIC SECONDARY SCHOOLS
HUMAN RESOURCE DEVELOPMENT
SCHOOL SPORT, CULTURE and MEDIA SERVICES
CONDITIONAL GRANTS
Total
Payments by Economic Classification (R'000)
Current payments
Compensation of employees
Salaries and wages
Social contributions
Goods and services
Transfers and subsidies
Payments for capital assets
Total
•
•
•
•
Main
Appropriation
Audited
Programme 2: Public Ordinary School Education
2010/11
2011/12
2012/13
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
9,284,584
6,517,714
30,599
31,063
382,593
16,246,553
10,204,629
7,222,701
60,713
37,852
512,047
18,037,942
10,625,215
8,047,308
131,000
14,498
692,699
19,510,720
11,129,373
8,427,841
157,950
1,631
662,788
20,379,583
12,500,673
9,523,120
165,690
1,711
721,152
22,912,346
13,928,050
10,709,489
173,312
1,790
761,703
25,574,344
14,720,639
11,317,895
182,498
1,885
803,228
27,026,145
15,242,100
14,199,903
12,081,499
2,118,404
1,039,033
937,588
66,865
16,246,553
16,776,050
15,643,894
13,330,849
2,313,045
1,132,020
1,217,044
44,848
18,037,942
18,141,366
16,803,872
14,423,395
2,380,477
1,337,494
1,337,429
31,925
19,510,720
18,729,351
17,436,758
14,994,447
2,442,311
1,292,593
1,583,828
66,404
20,379,583
20,924,299
19,480,426
16,766,945
2,713,481
1,443,873
1,959,521
28,526
22,912,346
23,490,708
21,734,180
18,717,554
3,016,626
1,756,528
2,054,419
29,217
25,574,344
24,830,005
22,975,823
19,794,178
3,181,645
1,854,182
2,165,381
30,758
27,026,145
Spending on public ordinary school education grew from R20.3 billion to R22.9 billion in 2014/15 representing an
increase of 12.4 percent.
Compensation for the employment budget grew from R17.4 billion in 2013/14 to R19.4 billion in 2014/15, a 11.7
percent growth rate which amounts to R2 billion.
Goods and Services expenditure indicates a significant increase of 11.7 percent which translates to an increase of
R151 million for the 2014/15 financial year.
Transfers to institutions for the 2014/15 financial year have increased with 23.7 percent.
84
Prog 2: Provincial Specific Indicators (1)
Strategic Objectives
To improve the quality and
sustainability of primary and
special schooling including grade
R. [Including: To conduct and
report external tests and
assessment of learners based on
national and provincial targets to
improve learner performance.]
To focus to improve quality and
sustainability in secondary
schools, and other institutions of
learning incl. ABET and FET.
[Including To conduct and report
external tests and assessment of
learners based on national and
provincial targets to improve
learner performance.]
Performance Indicator
Strategic
Plan Target
Estimated
Performance
2012/13
2013/14
2014/15
2015/16
2016/17
120,000
140,000
150,000
160,000
55%
60%
60%
60%
59%
60%
60%
60%
61%
60%
60%
60%
45%
60%
60%
60%
44%
60%
60%
60%
16%
60%
60%
60%
Audited/ Actual Performance
Medium-Term Target
2010/11
2011/12
140,000
66,403
84,557
127,076
60%
35%
61.7%
63.1%
Percentage of learners
functioning at the required 50 %
level in Numeracy in Grade 3
60%
30%
47.9%
69.6%
Percentage of learners
functioning at the required 50 %
level in Language in Grade 6
60%
35%
51.6%
71.7%
Percentage of learners
functioning at the required 50 %
level in Mathematics in Grade 6
60%
37%
16.4%
38.4%
Percentage of learners
functioning at the required 50 %
level in Language in Grade 9
60%
-
54.1%
38.6%
Percentage of learners
functioning at the required 50 %
level in Mathematics in Grade 9
60%
-
3.7%
5.2%
50%
57%
57%
70%
76%
50%
60%
60%
60%
61%
61%
71%
74%
60%
60%
60%
80%
78.9%
81%
83.9%
87%
80%
80%
80%
12.2
9.3
9
8.5
8
Number of learners enrolled in
Grade R
Percentage of learners
functioning at the required 50 %
level in Literacy in Grade 3
Percentage of learners
functioning at the required level
in Science In Grades 12
Percentage of learners
functioning at the required level
in Mathematics In Grades 12
Percentage of learners
functioning at the required level
in Grade 12
Percentage pass rate difference
between no fee and fee paying
schools
9
Prog 2: Provincial Specific Indicators (2)
Strategic Objectives
Performance Indicator
Strategic
Plan Target
Provide curriculum support and
41 Technical
upgraded resources to Technical
Schools
High Schools
To enhance teacher and
management development that
ensures quality learning and
teaching
Audited/ Actual Performance
2010/11
2011/12
-
-
2012/13
Estimated
Performance
2013/14
41
41 Technical
Technical
Schools
Schools
Medium-Term Target
2014/15
2015/16
2016/17
41 Technical 41 Technical 41 Technical
Schools
Schools
Schools
Number of Foundation Phase
teachers trained on
Literacy/Numeracy
4,500
6,453
6,463
6,423
4,500
4,500
4,500
4,500
Number of teachers trained in
curriculum content,
instructional skills, assessment
and the use of resources in the
Intermediate Phase
3,000
3,000
6,770
3,500
3,500
3,500
3,500
3,500
2,400
2,000
2,075
2,500
2,400
2,400
2,400
2,400
12,000
-
-
12,000
12,000
12,000
12,000
12,000
1,600
1,600
1,600
1,664
1,600
1,600
1,600
1,600
Number of teachers trained in
curriculum content,
instructional skills, assessment
and the use of resources in the
Senior Phase
Number of teachers trained in
curriculum content,
instructional skills, assessment
and the use of resources in the
FET Phase
Number of school management
To strengthen school management members trained on the
management of Numeracy/
and institutional capacity to
Literacy teaching and learning in
support learning
the Foundation Phase
Number of learners having
access to no-fee schools
Expanding poverty measures that Number of learners being fed in
public schools
improve the environment for
learning and teaching
Number of learners having
access to scholar transport and
bussed to the nearest school
Number of patrollers provided
To have a safe school environment
to underperforming schools
that is conducive to effective
quality teaching and learning.
Ensure the involvement of
stakeholders in exercising
involvement in schools in a
manner that adds value to the
attainment of the core outcomes
Number of homework assistants
provided to priority schools
Young learners to participate
actively in schools programmes in
order to change their attitudes
and commitment to school work
Number of sports assistants
provided to priority schools
Refer to PPM 204 under Programme 2: Public Ordinary School Education
Refer to PPM 205 under Programme 2: Public Ordinary School Education
Refer to PPM 206 under Programme 2: Public Ordinary School Education
4,500
-
4500
6,041
4,500
4,500
4,500
4,500
4,300
-
-
4,804
4,300
4,300
4,300
4,300
4,300
-
-
4,805
4,300
4,300
4,300
4,300
Programme 2 Performance Measures
Programme Performance Measures
Programme 2: Public Ordinary School Education
►PM201: Number of learners enrolled in public ordinary schools.
►PM202: Number of educators employed in public ordinary schools
(Quarterly Target).
►PM203: Number of non-educator staff employed in public ordinary
schools (Quarterly Target).
►PM204: Number of learners in public ordinary schools benefiting
from the "No Fee School" policy.
►PM205: Number of learners with access to the National School
Nutrition Programme (Quarterly Target).
►PM206 : Number of learners eligible to benefit from learner
transport (Quarterly Target).
►PM207: Number of learners with special education needs that are
enrolled in public ordinary schools.
►PM208: Number of full service schools providing support to learners
with learning barriers.
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
1,781,126
1,734,060
1,858,745
1,899,542
1,918,537
1,937,723
1,957,100
51,799
52,013
52,793
53,130
53,630
53,950
54,200
12,845
13,028
12,634
14,143
14,143
14,243
14,343
879,161
1,018,267
1,051,362
1,052,627
1,063,153
1,100,000
1,100,000
856,088
828,507
1,051,362
1,052,626
1,063,153
1,100,000
1,100,000
52,000
52,933
65,472
66,000
66,000
66,000
66,000
3,332
3,970
3,911
4,366
4,410
4,454
4,498
4
12
15
19
45
45
45
87
Programme 3: Independent School Subsidies
Key outputs and activities
The Independent School Strategy encompasses the following broad outcomes:
• To ensure that all independent schools and home education learners are registered and
comply with legislation.
• To ensure that schools that qualify for subsidy receive it in good time.
• To monitor and evaluate all independent schools.
In achieving the broad outcomes of the programme the Department will:
• Increase its inspection, audit and oversight capacity to ensure that all subsidised schools
use state funds to achieve the educational outcomes set out in the curriculum
framework.
• Monitor the compliance of all independent schools to the conditions of registration.
• Enforce the regulation of all relocations to new sites by owners of independent schools.
• Process all new applications for registration in good time.
• Train all independent schools on CAPS and the writing of the 2014 ANA.
• Train and support independent schools with the implementation of the Assessment
Policy Statements and the writing of ANA where required.
88
Programme 3: Budget
Programme 3: Independent School Subsidies
Financial Year
Payments by sub-programme (R'000)*
PRIMARY PHASE
SECONDARY PHASE
Total
Transfers and subsidies
Non-profit institutions
Total
•
•
Audited
2010/11
214,352
138,684
353,036
353,036
353,036
353,036
2011/12
253,807
155,197
409,004
409,004
409,004
409,004
2012/13
269,997
191,760
461,757
461,757
461,757
461,757
Main
Appropriation
2013/14
287,038
203,266
490,304
490,304
490,304
490,304
Medium-Term Estimates
2014/15
301,103
213,226
514,329
514,329
514,329
514,329
2015/16
2016/17
314,954
223,034
537,988
537,988
537,988
537,988
331,647
234,855
566,502
566,502
566,502
566,502
Subsidies to independent schools will increase with R24 million from R490 million in
2013/14 to R514 million in 2014/15 indicating a percentage increase of 4.9 percent.
The subsidies to independent schools are directly linked to increased expenditure in
Programme 2 as the policy is hard-normed, i.e. the budget of independent schools is
directly derived from the per capita expenditure of public ordinary schools.
89
Programme 3 Performance Measures
Programme Performance Measures
Programme 3: Independent School Education
►PM301: Number of subsidised learners in Independent Schools
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
88,637
90,594
91,665
81,000
85,000
90,000
92,000
90
Programme 4: Public Special School Education
•
Inclusive education is based on the principles of human rights and social
justice for all learners; participation, social integration and redress; equal and
equitable access to education; community responsiveness and cost
effectiveness.
•
The Gauteng Strategy for Early Identification and Support Provisioning to
Learners experiencing barriers to learning will endeavour to achieve the
following outputs:
o Screening of learners to identify barriers to learning and development
o Identify learners in need of individualised learning support programmes
o Identifying learners in need of alternative placement & find appropriate
placement
o Implementation of individualised learning programmes and review of
progress
o General governance and management of schools in terms of inclusion
o Partnerships with stakeholders
91
Programme 4: Budget
Programme 4: Public Special School Education
Financial Year
Payments by sub-programme (R'000)*
SCHOOLS
HUMAN RESOURCE DEVELOPMENT
SCHOOL SPORT, CULTURE and MEDIA SERVICES
CONDITIONAL GRANTS
Total
Payments by sub-programme (R'000)*
Current payments
Compensation of employees
Salaries and wages
Social contributions
Goods and services
Transfers and subsidies
Payments for capital assets
Total
•
•
•
•
•
Main
Appropriation
Audited
2010/11
2011/12
2012/13
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
1,277,963
1
446
1,278,410
1,289,894
712
15
1,290,621
1,454,361
1,603
2,803
1,458,767
1,609,275
1,686
1,082
1,612,043
1,720,973
1,769
1,135
93,599
1,817,476
1,841,237
1,850
1,187
29,442
1,873,716
1,945,245
1,948
1,250
1,948,443
985,901
969,401
823,867
145,534
16,500
292,509
1,278,410
1,079,645
1,072,783
910,347
162,436
6,862
210,976
1,290,621
1,206,397
1,170,861
996,906
173,955
35,536
252,370
1,458,767
1,336,329
1,295,030
1,115,420
179,610
41,299
275,631
83
1,612,043
1,506,697
1,490,961
1,298,443
192,518
15,736
310,674
105
1,817,476
1,548,641
1,532,182
1,325,466
206,716
16,459
324,965
110
1,873,716
1,606,138
1,588,807
1,372,976
215,831
17,331
342,188
117
1,948,443
The budget for special school education grew by R205 million from R1.6 billion in 2013/14 to R1.8 billion in
2014/15, a percentage increase of 12.7 percent.
The increase in employee compensation amounts to 15.1 percent from the 2013/14 budget to the 2014/15
financial year.
The budget for goods and services shows a significant decrease of 61.9 percent from R41.2 million in 2013/14 to
R15.7 million in 2014/15.
The budget for transfer payments increased from R275 million in 2013/14 to R310 million in 2014/15; this
increase amounts to R35 million.
The Department has allocated R34.5 million for the expansion of Special Schools which includes the resourcing of
45 Full Service Schools over the 2014/15 MTEF. A further R1.7 million has been allocated to teacher development
to improve the performance of educators.
92
Prog 4: Provincial Specific Indicators
Performance Indicator
Strategic
Plan Target
Audited/ Actual Performance
2010/11
All Priority
Early Identification of learners with barriers in Grade R
schools
Number of Full service Schools
45
Number of new schools that have full access for
All new
disabled learners
schools
8
-
2011/12
All Priority
schools
12
All new
schools
Estimated
Performance
2012/13
All Priority
schools
15
2013/14
All Priority
schools
19
12
12
Medium-Term Target
2014/15
All Priority
schools
45
All new
schools
2015/16
All Priority
schools
45
All new
schools
2016/17
All Priority
schools
45
All new
schools
93
Programme 4 Performance Measures
Programme Performance Measures
Programme 4: Public Special School Education
►PM401: Number of learners enrolled in public special schools
►PM402: Number of educators employed in public special schools
(Quarterly Target).
►PM403 Number of Professional non-educator staff employed in
public special schools (Quarterly Target).
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
36,030
36,933
38,144
40,462
40,867
41,275
41,688
2,788
2,815
2,942
2,971
2,990
3,010
3,035
365
425
512
528
539
550
556
94
Programme 5: Further Education and Training
•
•
•
•
•
•
•
•
The budget for this programme is allocated to the Department through a Conditional
Grant regulated by the Division of Revenue Act (2014).
The Department will conduct quarterly meetings with FET Colleges to track progress on
expenditure against targets and to ensure financial accountability and good governance.
The element of dealing with learning barriers at FET Colleges will form part of the
teacher development strategy.
The Department will enrolment an additional 2000 learners from no-fee and LSEN
schools for NC (V) level 2 courses.
Admission to the NC(V) level 2 programme has been opened to learners who have
passed Grade 9 and are interested in technical skills careers.
Career counselling offered at Grade 8 and 9 will ensure that learners are aware of career
choices available to them in FET Colleges.
The Department will ensure improvement in the delivery of targets and improvement of
the certification rate to more than 53% at all levels of the NC (V) course and further
improve the placement rate of learnerships, apprenticeships and NC(V) students into
workplace experience programmes in order to meet the demands of the labour market.
The Department will ensure that students who benefitted from government bursaries
participate in community projects to contribute to their communities and gain work
experience.
95
Programme 5: Budget
Audited
Programme 5: Further Education and Training
Financial Year
Payments by sub-programme (R'000)*
CONDITIONAL GRANTS
Total
Payments by sub-programme (R'000)*
Current payments
Compensation of employees
Salaries and wages
Social contributions
Goods and services
Transfers and subsidies
Payments for capital assets
Total
2010/11
2011/12
2012/13
Main
Appropriation
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
785,196
785,196
1,113,444
1,113,444
1,133,245
1,133,245
673,887
673,887
725,809
725,809
777,452
777,452
820,320
820,320
515,560
514,327
451,440
62,887
1,233
269,636
785,196
551,703
550,579
480,885
69,694
1,124
561,741
1,113,444
604,628
602,871
524,659
78,212
1,757
528,532
85
1,133,245
672,193
671,443
577,569
93,874
750
1,694
673,887
724,004
723,264
622,617
100,647
740
1,745
60
725,809
775,647
774,907
667,241
107,666
740
1,745
60
777,452
818,515
817,775
704,536
113,239
740
1,745
60
820,320
• The budget for FET comes as a Conditional Grant and is utilised for
compensation of employees and goods and services.
• The total budget for the 2014/15 financial year amounts to R725 million.
• The budget for compensation increased from R671 million in 2013/14 to R723
million in 2014/15; 99.6 percent of the budget will be allocated for
compensation and 0.3 percent to transfers and subsidies, and goods and
services.
96
Programme 5 Performance Measures
Programme Performance Measures
Programme 5: Further Education and
Training
►PM501: Number of students enrolled in
NC(V) courses in FET Colleges.
►PM502: Number of FET College NC(V)
students who completed full cources
successfully.
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
31,750
29,068
29,359
29,652
29,949
30,248
30,551
5,423
13,084
13,178
13,310
13,443
13,578
13,714
97
Programme 6: Adult Basic Education and Training
•
•
•
•
•
•
The Department will intensify partnerships with FET Colleges and SETAs so as to
continuously improve the quality of programmes and encourage alignment and
complementarities between AET programmes and competency based training.
The Department is preparing itself to register more public and private AET sites in
2014/15, this is informed by the number of students who are interested in skills
courses.
Support to AET centres will also be rendered through infrastructure renovations which
may even lead to the provision of mobile classrooms in areas where the demand
exceeds capacity, especially towards the implementation of the ICT strategy.
The registration of more accredited skills courses in partnership with the MARSETA for
engineering courses and the Health and Welfare SETA for related courses will be
continued based on the demand for those courses and availability of suitable teachers;
this is important for up-skilling of the youth and increasing youth employment.
The Department will continue to provide support for matric re-writes and NSC
repeaters to assist learners who experience a break in their studies but wish to
complete their certificates.
As part of the teacher development strategy in 2014, the Department will continue to
provide financial support to AET educators who have a qualification below REQV 13 to
98
complete their qualifications with UNISA over a period of five years.
Programme 6: Budget
Audited
Programme 6: Adult Basic Education and Training
Financial Year
Payments by sub-programme (R'000)*
PUBLIC CENTRES
PROFESSIONAL SERVICES
HUMAN RESOURCE DEVELOPMENT
Total
Payments by Economic Classification (R'000)
Current payments
Compensation of employees
Salaries and wages
Social contributions
Goods and services
Transfers and subsidies
Payments for capital assets
Total
•
•
•
2010/11
2011/12
2012/13
Main
Appropriation
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
259,604
1,292
329
261,225
346,369
1,035
302
347,706
378,988
530
357
379,875
385,200
2,385
1,398
388,983
399,502
2,502
1,467
403,471
417,811
2,617
1,534
421,962
439,955
2,756
1,615
444,326
260,185
183,718
175,507
8,211
76,467
622
418
261,225
347,021
249,862
238,433
11,429
97,159
271
414
347,706
364,119
343,258
329,247
14,011
20,861
15,248
508
379,875
371,248
351,105
281,373
69,732
20,143
15,911
1,824
388,983
384,976
364,334
292,060
72,274
20,642
18,332
163
403,471
402,617
381,094
305,495
75,599
21,523
19,175
170
421,962
423,958
401,292
321,686
79,606
22,666
20,191
177
444,326
Adult Basic Education and Training has been allocated a budget of R403 million for the
2014/15 financial year. The budget increased by 3.7 percent which translates to a value of
R14.4 million.
Compensation for employees increased by 3.8 percent from 2013/14 to 2014/15.
Goods and services indicate a slight increase of R499 thousand from R20.1 million in
2013/14 to R20.6 million in 2014/15.
99
Programme 6 Performance Measures
Programme Performance Measures
Programme 6: Adult Education and Training
►PM601: Number of learners enrolled in
public AET Centres
►PM602: Number of educators employed in
public AET Centres
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
72,799
85,041
85,624
86,750
87,618
88,494
89,379
2,047
2,075
2,302
2,088
2,099
2,120
2,141
100
Programme 7: Early Childhood Development
• The Department will focus on the expansion of Grade R by increasing the
number of Grade R learners in both public schools and private sites to meet
targets set in 2009.
• The Department will provide new registered Grade R sites with additional
classrooms and LTSM for Start-Up Kits.
• To improve the quality of learning in the classroom, overall support will be
provided to practitioners, training and develop them in the use of LTSM linking
teaching material with CAPS learning outcomes and assessment standards.
• In terms of the early identification process Grade R learners with learning
difficulties will be identified, such as, dyslexia and psycho-motor disorders and
those that need simple assistive devices.
• There will also be a drive to increase the number of girl learners in Grade R.
101
Programme 7: Budget
Audited
Programme 7: Early Childhood Development
Financial Year
Payments by sub-programme (R'000)*
GRADE R IN PUBLIC SCHOOLS
GRADE R IN COMMUNITY CENTRES
PRE-GRADE R TRAINING
HUMAN RESOURCE DEVELOPMENT
Total
Payments by Economic Classification (R'000)
Current payments
Compensation of employees
Salaries and wages
Social contributions
Goods and services
Transfers and subsidies
Payments for capital assets
Total
•
•
•
•
2010/11
2011/12
2012/13
Main
Appropriation
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
160,821
235
161,056
303,182
37,646
340,828
359,556
26,105
24,432
410,093
553,753
27,126
41,547
13,205
635,631
647,996
28,527
43,583
13,852
733,958
833,295
29,840
45,588
14,489
923,212
878,152
31,422
48,004
15,257
972,835
160,924
73,975
73,883
92
86,949
95
37
161,056
247,537
114,926
114,117
809
132,611
93,203
88
340,828
281,658
131,076
130,980
96
150,582
127,943
492
410,093
472,733
203,609
203,609
269,124
162,898
635,631
553,056
237,437
237,437
315,619
180,782
120
733,958
733,988
379,046
378,941
105
354,942
189,098
126
923,212
773,583
399,291
399,180
111
374,291
199,120
132
972,835
The Early Childhood Development budget increased by 15.5 percent which translates to
an increase of R98.3 million for the 2014/15 financial year.
The budget increased from R635 million in 2013/14 to R733 million in 2014/15.
The compensation budget increased from R203 million to R237 million in 2014/15, an
increase of 16.6 percent which amounts to R33.8 million.
Goods and services increased from R269 million in 2013/14 to R315 million in 2014/15.
102
Prog 7: Provincial Specific Indicators
Strategic Objectives
Performance Indicator
Strategic
Plan Target
2010/11 2011/12
To improve the quality and
sustainability of primary and special
schooling including Grade R.
Number of learners enrolled in Grade R
To enhance teacher and management
development that ensures quality
learning and teaching [including To
Number of Grade R practitioners
strengthen school management and
trained
institutional capacity to support
learning]
Estimated
Performance
Medium-Term Target
2012/13
2013/14
2014/15 2015/16 2016/17
Audited/ Actual Performance
140,000
66,403
84,557
127,076
120,000
140,000
150,000
160,000
750
-
1,217
3,440
750
750
750
750
103
Programme 7 Performance Measures
Programme Performance Measures
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
71,676
72,393
83,308
92,034
95,000
100,000
110,000
1,183
1,195
1,222
1,286
1,299
1,312
1,325
1,026
1,287
2,149
2,119
2,140
2,162
2,183
Programme 7: Early Childhood Development
►PM701: Number of learners enrolled in
Grade R in public schools
►PM702: Number of public schools that offer
Grade R
►PM703: Number of Grade R practitioners
employed in public ordinary schools per
quarter.
104
Programme 8: Infrastructure Development
Key outputs and activities
• The increased infrastructure budget will enable the Department to complete current programmes
and to embark on the initiation of a number of new projects. The programme includes the following:
o Provision of new infrastructure which includes new schools and the completion of residential
facilities for learners in rural areas;
o Additions to and upgrading of existing infrastructure including the provision of new steel
palisade fencing to enhance security at schools as well as classrooms using alternative
construction methods for Grade R and ordinary classrooms;
o Major rehabilitation as well as minor repairs and renovations of existing infrastructure;
o Maintenance to ensure functionality, a safe and healthy environment and preservation of fixed
assets.
• A much bigger financial investment in infrastructure is required to make a tangible impact on
backlogs with regard to the provision of new infrastructure and especially the rehabilitation and
preservation of the Department’s massive infrastructure portfolio. An amount of approximately R2
billion has been set aside over the 2014/15 to 2016/17 MTEF period for the construction of 91 new
schools and the rehabilitation of 273 existing schools through a Design and Build programme in
collaboration with GDID and the Gauteng Fund Agency (GFA).
105
Programme 8: Budget
Programme 8: Infrastructure Devlopment
Financial Year
Payments by sub-programme (R'000)*
ADMINISTRATION
PUBLIC ORDINARY SCHOOLS
SPECIAL SCHOOLS
EARLY CHILDHOOD DEVELOPMENT
Total
Payments by Economic Classification (R'000)
Current payments
Goods and services
Payments for capital assets
Total
•
•
•
Main
Appropriation
Audited
2010/11
2011/12
2012/13
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
18,950
703,622
18
3,465
726,055
21,549
1,253,642
6,588
247,830
1,529,609
51,230
1,213,081
70,076
254,035
1,588,422
34,500
1,097,403
92,114
35,177
1,259,194
22,000
1,450,282
185,490
28,863
1,686,635
25,000
1,526,929
262,000
153,513
1,967,442
55,000
961,916
52,000
106,500
1,175,416
77,721
77,721
648,334
726,055
271,048
271,048
1,258,561
1,529,609
203,037
203,037
1,385,385
1,588,422
301,000
301,000
958,194
1,259,194
252,296
252,296
1,434,339
1,686,635
228,445
228,445
1,738,997
1,967,442
365,072
365,072
810,344
1,175,416
Infrastructure Development received a budget of R1.6 billion for the 2014/15 financial
year. The budget increased with R427 million, an increase of 33.9 percent.
Goods and services decreased by R48.7 million from R301 million in 2013/14 to R252
million in 2014/15.
Payment for capital assets, which includes buildings and other fixed assets, increased by
49.7 percent which translates to an amount of R476 million.
106
Prog 8: Provincial Specific Indicators
Strategic Objectives
To develop and maintain
infrastructure to create an
environment conducive for
teaching and learning
Performance Indicator
Number of schools under
rehabilitation
Completion of the Fochville
hostel facilities
Strategic
Plan Target
Estimated
Performance
2012/13
2013/14
Audited/ Actual Performance
2010/11
2011/12
200
-
20
77
-
-
-
0
Medium-Term Target
2014/15
2015/16
2016/17
22
200
58
58
1
100%
100%
100%
107
Programme 8 Performance Measures
Programme Performance Measures
Programme 8: Infrastructure Development
►PM801: Number of public ordinary schools
to be provided with water supply.
►PM802: Number of public ordinary schools
to be provided with electricity supply.
►PM803: Number of public ordinary schools
to be supplied with sanitation facilities.
►PM804: Number of classrooms to be built in
public ordinary schools.
►PM805: Number of specialist rooms to be
built in public ordinary schools.
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
22
37
21
6
6
6
6
22
37
20
6
6
6
6
22
37
21
6
6
6
6
1,984
1,527
760
165
165
167
167
593
519
350
369
350
354
354
108
Prog 8: Infrastructure Programme Budget 2014/15
Education
Financial Year
New Infrastructure
Existing Infrastructure
Upgrading and Additions
Rehabilitation and Refurbishment
Maintenance
Total
Main
Adjusted
Appropriation
Budget
2013/14
407,088
854,106
205,906
345,200
303,000
1,261,194
688,686
1,036,432
450,646
282,786
303,000
1,725,118
Medium-Term Estimates
2014/15
2015/16
2016/17
694,102
994,032
201,444
540,292
252,292
1,688,134
917,010
1,051,932
373,513
449,974
228,445
1,968,942
260,000
916,996
207,500
344,424
365,072
1,176,996
In the current financial year, the new infrastructure budgets increased
significantly as well as over the 2014 MTEF for the provision of new schools in
various areas in the province. The rehabilitation and refurbishment budgets have
been steady in the previous three financial years with a decline in the current
financial year to a budget of R282 million but increases to R540.3 million in
2014/15 financial year, then decrease to R449.9 million in 2015/16 financial year.
109
Programme 9: Auxiliary and Associated Services
Key outputs and activities
•
•
Grade 12 Examinations
o The Department will improve the examinations IT system to ensure the correct upload of
registration information for GET ANA and NSC full-time candidates as well as capturing online
Grade 9 AET level 4 , Part-time Senior Certificate and Part-time/repeater NSC candidates on the
system.
o The Department will train chief invigilators. Internal and external moderation systems will be
improved on a continuous basis so that final matric results are not delayed.
o Learners with disabilities will be provided with material in Braille and special concessions will
be made for examinations.
o Security, storage and transportation of question papers will be managed against strict rules and
regulations.
Master Skills Plan
o Strengthen the Capacity of the Education System in Gauteng
o Develop targeted interventions for responding to the skills needs of Government in Gauteng.
o Enable the Economic Growth of the Province through education, training and skills
development
o Partner with sector organisations to respond to the skills needs and provide access to work
experience
110
Programme 9: Budget
Audited
Programme 9: Auxiliary and Associated Services
Financial Year
Payments by sub-programme (R'000)*
PAYMENTS TO SETA
PROFESSIONAL SERVICES
SPECIAL PROJECTS
EXTERNAL EXAMINATIONS
CONDITIONAL GRANTS
Total
Payments by Economic Classification (R'000)
Current payments
Compensation of employees
Salaries and wages
Social contributions
Goods and services
Transfers and subsidies
Payments for capital assets
Total
•
•
•
•
•
2010/11
2011/12
2012/13
Main
Appropriation
2013/14
Medium-Term Estimates
2014/15
2015/16
2016/17
14,424
340,625
163,808
129,078
647,935
18,886
499,448
229,621
163,915
911,870
20,144
580,031
329,522
217,112
1,146,809
21,212
766,360
369,349
230,642
25,674
1,413,237
22,251
815,086
417,551
240,932
38,466
1,534,286
23,275
964,420
436,758
252,015
1,676,468
24,509
996,694
460,389
265,372
1,746,964
449,855
96,411
94,831
1,580
353,444
196,571
1,509
647,935
600,723
102,149
102,282
(133)
498,574
310,684
463
911,870
814,031
131,507
131,494
13
682,524
314,584
18,194
1,146,809
915,385
161,767
161,767
753,618
497,740
112
1,413,237
783,659
363,372
363,012
360
420,287
734,484
16,143
1,534,286
925,828
377,030
377,030
548,798
730,784
19,856
1,676,468
966,248
397,013
397,013
569,235
759,807
20,909
1,746,964
Auxiliary and Associated Services received an allocated budget of R1.5 billion showing a slight
increase of 8.6 percent, R121 million in rand value.
Compensation for employees indicates an average increase of 44.6 percent over the 2014 MTEF
period.
Goods and Services decreased from R753 million in 2013/14 to R420 million in 2014/15, a
decrease of 44.2 percent.
The 2013/14 budget for transfers and subsidies increased from R497 million to R734 million in
2014/15.
This increase amounts to R236 million which translates to 47.6 percent.
111
Prog 9: Provincial Specific Indicators
Strategic Objectives
Performance Indicator
Ensure the involvement of
stakeholders in exercising
involvement in schools in a
manner that adds value to the
attainment of the core outcomes
Young learners to participate
actively in schools programmes in
order to change their attitudes
and commitment to school work
To conduct career counselling to
improve the transition from school
to further education or place of
work [including to fully implement
the pipeline talent search in
secondary schools].
Number of homework assistants
provided to priority schools
Strategic
Plan Target
Estimated
Performance
2012/13
2013/14
Audited/ Actual Performance
2010/11
2011/12
4,300
-
-
4,804
4,300
-
-
Number of Grade 8 and 9
learners that have access to
career guidance and counselling
through lay career counsellors
16,000
2,000
Number of learners adopted
and supported by companies
with a view to career pathing
and employment.
1,500
Number of sports assistants
provided to priority schools
Number of learners (youth) in
formal learnership / internship
programmes
Number of bursary allocations
to learners in no fee Schools
Number of graduates or
students (youth) benefitting
from experiential learning and
workplace experience
Medium-Term Target
2014/15
2015/16
2016/17
4,300
4,300
4,300
4,300
4,805
4,300
4,300
4,300
4,300
10,000
133,571
15,000
16,000
15,000
15,000
1,289
500
1,728
1,500
1,500
1,500
1,500
4,500
-
4,500
4,808
4,500
4,500
4,390
4,390
2,030
-
1,500
1,500
2,030
2,030
1,915
1,915
3,000
-
6,800
8,000
2,000
3,000
3,000
3,000
112
Programme 9 Performance Measures
Programme Performance Measures
Programme 9: Auxiliary and Associated Service
►PM901: Number of candidates in Grade 12
who wrote National Senior Certificate (NSC)
examinations.
►PM902: Number of candidates who passed
National Senior Certificate.
►PM903: Number of learners who obtained
Bachelor passes in the National Senior
Certificate (NSC).
►PM904: Number of learners who passed
Maths in the NSC examinations.
►PM905: Number of learners who passed
Physical Science in the NSC examinations.
►PM906: Number of Grade 3 learners who
passed Language in the Annual National
Assessment (ANA).
►PM907: Number of Grade 3 learners who
passed Maths in the Annual National
Assessment (ANA).
►PM908: Number of Grade 6 learners who
passed Language in the Annual National
Assessment (ANA).
►PM909: Number of Grade 6 learners who
passed Maths in the Annual National
Assessment (ANA).
►PM910: Number of Grade 9 learners who
passed Language in the Annual National
Assessment (ANA).
►PM911: Number of Grade 9 learners who
passed Maths in the Annual National
Assessment (ANA).
Audited/Actual Performance
Estimated
Performance
Medium-Term Targets
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
92,241
85,358
89,627
97,897
107,687
118,455
130,301
72,537
69,216
75,234
85,122
86,149
94,764
95,712
31,327
30,037
32,449
38,104
33,101
33,432
33,766
24,226
20,027
23,899
27,150
27,422
27,696
27,973
19,249
17,069
20,335
22,557
22,783
23,010
23,240
51,617
52,243
86,885
89,580
98,700
99,687
100,684
44,243
44,780
74,247
96,094
98,700
99,687
100,684
50,163
49,250
72,700
86,427
85,860
86,718
87,586
53,030
52,064
45,994
63,757
85,860
86,718
87,586
-
-
83,242
68,411
94,221
95,163
96,115
-
-
24,972
24,877
62,814
71,372
76,892
113
• Thank You .....
114

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