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