Programme 4 - Amazon Web Services

Programme 4 - Amazon Web Services

DEPARTMENTS ANNUAL PERFORMANCE IN MEETING ITS STRATEGIC OBJECTIVES FOR 2016/17 Portfolio Committee on Basic Education 04 OCTOBER 2017 1 PRESENTATION OUTLINE PART A Overview of the Service Delivery Environment and Context PART B Programme Performance PART C Annual Financial Statements 2 PURPOSE To report on the achievements of the Department of Basic Education for the 2016/17 financial year. To report on the performance of the Department against the planned targets of the pre-determined objectives in the Annual Performance Plan for the financial year 2016/17. To report on the Departments expenditure for the financial year 2016/17. 3 PART A: OVERVIEW OF THE SERVICE DELIVERY ENVIRONMENT AND CONTEXT 4 OVERVIEW OF DEPARTMENTAL PERFORMANCE

Seventy-two (72) Mathematics, Science and Technology schools were visited for monitoring and support. The number of learners passing matric at Bachelor level stood at 162 374 in the 2016 NSC examinations. The NDP proposes a target of 450 000 learners passing Grade 12 at Bachelor level by 2030 with the milestone of 300 000 Bachelor by 2024. The Funza Lushaka bursary allocation from the National Treasury for 2016/17 was R1 043 611 000. A total of 14 343 Funza Lushaka bursaries have been awarded for initial teacher education, thereby exceeding the target of 14 000 by 343. Enrolment of children aged 7 to 15, which has been well above 95% for at least a decade, has moved closer to 100%. The DBE, in collaboration with the provincial officials, intervened and provided mobile classrooms for the benefit of the learners in Vuwani, Limpopo. The National Treasury approved R177 098 000 which went towards the maintenance of the schools that were set alight. A total of 3 989 900 Grade R workbooks were printed and delivered to 16 523 public schools. A total of 2 602 Grade R Practitioners were supported and 7 674 still need to be supported. 5 291 of the 23 390 (22.6%) have NQF level 6 qualifications. 5 OVERVIEW OF DEPARTMENTAL PERFORMANCE

A total of 56 485 345 Volume 1 and 2 Grade 1-9 workbooks were printed and delivered to 23 543 public schools. 242 employees attended twenty-nine (29) Skills Development and Training programmes. 951 promissory letters have been issued to students recruited through the district and community-based teacher recruitment programmes. As at 31 March 2017, 67% (2 599 of 3 822) graduates were placed in posts. A total of 180 teacher education programmes were evaluated during 2016/17. A total of 177 019 educators signed up for participation in the Continuing Professional Teacher Development (CPTD) Management System. Professional Learning Communities (PLC) training was conducted in eight (8) provinces (Western Cape excluded). A total of 750 Subject Advisors and Lead Teachers were trained. Teacher Union Collaboration (TUC): 19 616 (89%) teachers of the target of 22 000 were trained. 6 OVERVIEW OF DEPARTMENTAL PERFORMANCE Universal coverage of Learning and Teaching Support Materials (LTSM) is at 93% and retention and retrieval of LTSM is at 85%. A total of forty-four (44) schools were supplied with Information, Communication and Technology (ICT) resources such as laptops, tablets and software for Mathematics, Science and Technology curriculum to support curriculum and teaching methodology. A total of 223 workshops were supplied with equipment, tools and machinery for Technology to support curriculum and practical teaching methodology at Further Education and Training (FET) level. A total of 296 Physical Sciences Laboratories were supplied with consumables and

subject-related apparatus to support curriculum and practical teaching methodology. ASIDI accumulated numbers since inception: o Replacement of inappropriate schools: 179 delivered: sixteen (16) in 2016/17; o Sanitation: 425 delivered: nine (9) in 2016/17; o Water: 615 delivered: ten (10) in 2016/17; and o Electricity: 306 delivered: zero (0) in 2016/17. 7 OVERVIEW OF DEPARTMENTAL PERFORMANCE The 2015 Trends in International Mathematics and Science Study (TIMSS) report was released on 29 November 2016. For the first time South Africa participated in TIMSS Grade 5 Mathematics. The results are as follows: o Grade 5 Mathematics 2015: 376 (3.4); o Grade 9 Mathematics 2015: 372 (4.5); and o Grade 9 Science 2015: 358 (5.6). In the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ 4), learners showed significant improvement, with an increase by sixty-three (63) points in Reading and ninety-two (92) points in Mathematics. The total number of candidates who registered for the 2016 NSC Examinations was 828 020, up from 799 306 in 2015. The examination was written by a total number of 610 178 full-time and 107 793 part-time candidates. Of the full-time candidates, who wrote the examination, 442 672 attained the NSC, which constitutes a 72.5% pass rate. 8 OVERVIEW OF DEPARTMENTAL PERFORMANCE

The overall results for the 2016 Supplementary examinations indicate that there was an improvement in the results of all provinces. The overall pass rate had increased from 70.7% to 72.1%. The total number of candidates that achieved the NSC had increased by 10 131 candidates and the number of candidates that obtained admission to Bachelors studies had increased by 1 313 compared to the previous year. The DBE provided daily nutritious meals to 20 300 primary, secondary and special schools nationally, reaching an average of 9 045 049 learners. 9 PART B: PROGRAMME PERFORMANCE 10 PROGRAMMES OF THE DBE The ANNUAL PERFORMANCE PLAN (APP) summarises the priorities of the Department as aligned to the Delivery Agreement of OUTCOME 1: Improving the quality of Basic Education and the Action Plan to 2014: Towards the Realisation of Schooling 2025. The activities of the DBE have been structured into five programmes as elaborated in the APP: PROGRAMME 1: ADMINISTRATION PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND INSTITUTIONAL DEVELOPMENT PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES 11 2015/16 ANNUAL STATUS BAR FOR INDICATORS Programme No. of

Annual Targets indicators per programme Quarterly Targets Bi-annual Achievements to reach the Targets Annual Targets Not Partially Fully achieved achieved achieved One 4 4 - - 0 0 4 Two 8 8 -

- 0 0 8 Three 7 6 1 - 2 1 4 Four 9 8 1 - 0 0

8 (1)* Five 2 1 1 - 0 0 2 Total distribution 30 27 3 - 2 1 27 Percentage distribution 100%

90% 10% - 6.67% 3.33% 90% All Annual Targets are White unless FULLY ACHIEVED. Where 50% of the target has not been achieved, the status is reflected as red. Where 50% or more of the target has been realised, the status is reflected as amber. 12 Where the target has been achieved, the status is reflected as green. 2016/17 ANNUAL STATUS BAR FOR INDICATORS Programme No. of Annual Targets indicators per programme Quarterly Targets Bi-annual Achievements to reach the Targets Annual Targets Not Partially Achieved achieved achieved One 3

0 3 Two 16 12 2 Three 8 6 2 Four 13 10 2 Five 4 3 1 Total distribution

44 31 10 Percentage distribution 100% 70% 23% - - 3 - 3 13 2 - 6 4 1 (ANA) 3

5 - 1 3 3 7 7 30 7% 16% 16% 68% 2 1 All Annual Targets are White unless FULLY ACHIEVED. Where 50% of the target has not been achieved, the status is reflected as red. Where 50% or more of the target has been realised, the status is reflected as amber. 13 Where the target has been achieved, the status is reflected as green. MANAGEMENT PERFORMANCE ASSESSMENT TOOL (MPAT) KEY PERFORMANCE AREAS (KPA) ANALYSIS 120% 100%

80% 60% 40% 20% 0% 2012/13 final scores 2013/14 final scores 2014/15 final scores 2015/16 moderation scores 2015/16 final scores 2016/17 moderation scores 2016/17 final scores 14 PROGRAMME ONE: ADMINISTRATION The purpose of Programme 1 is to manage and provide strategic and administrative support services to the Department. 15 INDICATOR TABLE: PROGRAMME 1 # PERFORMANC E INDICATORS 1.1.1 Percentage of Service providers within the procurement unit paid within

30 days. TARGET FOR 2016/17 AS PER APP 100% Quarterly AUDITED OUTPUT 2015/16 - ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1: 99.66% 7847/ 7873 Q2: 99.92% 10667/10676 Q3: 99.98% 8602/ 8603 Q4: 99.99% 10605/ 10606 99.90 100= -0.1 % Negative Deviation (not significant) 37 721/37 758 Expenditure Unit authorised payments from LOGIS and BAS as and when received from the capturers considering the fact that some invoices had 2 to 3 days prior month end, this contributed to the 0.10 as indicated under deviation. 80-80= 0 no deviation ANNUAL: 99.90% 37 721/37 758 1.1.2

Percentage of received misconduct cases resolved within 90 days 80% Quarterly - 1.1.3 Percentage of received grievances cases resolved within 30 days 75% Quarterly - Q1: No cases received Q2: 100% (2/2) Q3: 66.66% (2/3) Q4: No cases received ANNUAL: 80% (4/5) Q1: 66.67% (2/3) Q2: 33.33% (2/6) Q3: 50% (1/2) Q4:100% (1/1) ANNUAL: 80% (8/10) 80-75= 5% positive deviation For the reporting period 1 April 2016 to 31 March 2017, ten (10) grievance

cases were received of which 8 were resolved. Three officials were not satisfied with the outcome and have submitted their grievances to the GPSSBC and the Public Service Commission. The two outstanding cases could not be resolved within the 30 days period due to officials being on sick leave and vacation leave. 16 PROGRAMME 1 ... LABOUR RELATIONS Five (5) disciplinary cases were reported and dealt with. Four (4) were completed within the prescribed period (90 days) whilst one (1) is still in progress. Ten (10) grievances were reported and dealt with within the last financial year. Only five (5) grievances were finalised within the prescribed period (30 days). Of the five (5) grievances that were not resolved within the prescribed period, three (3) were referred to the GPSSBC, one (1) to the Public Service Commission (PSC) and with regard to the last one, the official had not exercised the right of referral accorded to him by the grievance procedure. Employee Health and Wellness Programme 210 officials were tested for HIV; 297 officials were screened for TB; 480 officials were screened for non-communicable diseases; and 102 males attended the Mens Forum. 17 PROGRAMME 1 ... CORPORATE SERVICES The following key posts were filled: Deputy Director-General: Curriculum Policy Support and Monitoring; Director: Curriculum Implementation and Quality Improvement (FET); Director: Research Co-ordination, Monitoring and Evaluation; Director: Strategic Planning and Reporting; Director: Office of the Director-General; and

Director: Internal Audit. The DBE has made good progress by appointing five (5) females and one (1) male. The staff complement consists of 51% women of all racial groups and 49% of males of all racial groups at Middle Management Service (MMS) level. The Senior Management Service (SMS) ratio has improved to 39% female and 61% male. However, the overall ratio in the Department is 57% female to 43% male staff. 18 PROGRAMME 1 ... Skills Development and Training 242 employees have attended Skills Development and Training programmes from 01 April 2016 to 31 March 2017. 29 learning programmes were conducted Internship and Learnership Programmes Ten (10) newly appointed interns and sixty (60) renewals = seventy (70) interns Fourteen (14) newly appointed learners and nineteen (19) renewals = thirty-three (33) learners Bursary Programme Eighteen (18) officials were awarded bursaries to further their studies; Six (6) officials completed their studies; and Two (2) officials graduated in March 2017. Induction Programme Thirty-six (36) officials have attended Compulsory Induction Programme (CIP); and Thirty-one (31) officials attended Internal Induction Programme. 19 PROGRAMME 1 ... GOVERNMENT INFORMATION AND TECHNOLOGY OFFICER (GITO) The Department monitored the progress with the development and implementation of Business Applications and the following enhancements to systems were completed: Learner Unit Record Information Tracking System (LURITS) Phase two (2) enhancements by SITA (Improved functionality and technology platform); National Education Infrastructure Management System (NEIMS) enhancements by SITA to align it to the revised Norms and Standards for School Infrastructure;

Assessment Systems (NSC and SC) enhancements by SITA in preparation for the 2015 NSC and SC Assessments and certification; Business Intelligence Application enhancements by SITA to provide a more comprehensive data set which includes standard reports as well as exception reports derived from PERSAL and LURITS; and South African Schools Administration Management System (SA-SAMS) continuous enhancements and releases to align it to Business requirements. 20 PROGRAMME 1 ... FINANCIAL SERVICES The monthly report on the Department's expenditure was submitted to the National Treasury in terms of the PFMA. 99, 9% of invoices were paid within 30 days. The Department received an unqualified audit opinion. The 2015/16 Annual Report including the audited financial statements was tabled in Parliament on 30 August 2016. LEGAL SERVICES The Department received seven (7) court cases during this financial year. Five (5) cases are at pleadings stage; one (1) case has been settled and one (1) case has been put on hold, pending the outcome of the court finding on a similar matter. Seventeen (17) provincial court cases were received during this financial year. Eleven (11) are opposed on the basis that the Minister is wrongly cited and in the other six (6) the Minister is abiding by the decision of the court. LEGISLATIVE SERVICES The Basic Education Laws Amendment Bill was finalised in the period under review. The Bill was presented to and approved by the Social Protection, Community and Human Development (SPCHD) cluster technical working group. 21 PROGRAMME 1 ... RESEARCH COORDINATION, MONITORING AND EVALUATION Action Plan to 2019: Towards the Realisation of Schooling 2030 Pamphlet: The sector plan was translated into ten (10) official African languages, and has been published on the DBE website. Final General Household Survey (GHS) 2015: Focus on Schooling: The GHS report is in the stage of final revision and publishing is planned for the DBE

website in the second quarter of 2017/18. School Monitoring Survey (SMS): The School Monitoring Survey (SMS) is a tool to monitor progress towards the achievement of some of the goals and indicators set out in the Action Plan to 2014: Towards the Realisation of Schooling 2025 and the Delivery Agreement for Outcome 1: Improved Quality of Basic Education. The tool focused on fifteen (15) indicators where there was no alternative data source. 22 PROGRAMME 1 ... RESEARCH COORDINATION, MONITORING AND EVALUATION District Profiles The DBE excel-based District Profile (dashboard) has been updated and provides a ten (10) page statistical summary for each of the eighty-six (86) Education Districts in South Africa. Sustainable Development Goals The DBE has developed a mapping document which aligned the National Development Plan (NDP) goals, Action Plan to 2019: Towards the Realisation of Schooling 2030 goals, Sustainable Development Goals (SDGs), Mid Term Strategic Framework (MTSF) 2014-2019: targets and African Union (AU) strategic objectives. Early Grade Reading Study (EGRS) II The EGRS II study in the Mpumalanga Province commenced with implementation during the fourth quarter. The study is designed in such a way that there are two (2) main workstreams, namely the implementation and the evaluation workstream. 23 PROGRAMME 1... RESEARCH COORDINATION, MONITORING AND EVALUATION

Early Grade Reading Study (EGRS) I After completing the initially planned two (2) years of research in North West, UNICEF and the Zenex Foundation approved the provision of additional funding for implementation in Grade 3 from the start of the first term in 2017. STRATEGIC PLANNING AND REPORTING The revised Strategic Plan and the Annual Performance Plan were tabled in Parliament on 11 March 2016. The DBE, together with the Public Entities reporting to the Minister, tabled the 2017/18 APP in Parliament on 23 March 2017. 24 PROGRAMME 1 ... Internal Audit Internal Audit completed six (6) assurance audits in Contract Management and Consulting Services, Leave Management, Follow-up Audit on Recruitment and Selection Human Resource Management, Performance Information and Asset Management. The following three (3) audits were completed in terms of audit execution and discussions with management for comments and are at the final stage: Accelerated Schools Infrastructure Development Initiative (ASIDI) Audit Review and followup on previous findings; Kha Ri Gude Audit Review for 2016/2017 payments; and Performance Information for Quarter 2. Media Liaison The DBE received 319 media enquiries via the [email protected] mailbox and responded to them with the assistance of relevant Branches in the Department. 25 PROGRAMME 1 ... The DBE distributed the Departments messages and successfully implemented media plans, distributed 161 media statements and 126 media advisories, and co-ordinated more than 852 media interviews which relates to various topics of importance and key Departmental programmes. Publications and Internal Communication

A total of forty-eight (48) editions of Thuto with 476 articles were compiled and published. A total of twenty (20) e-mail signatures were designed to promote various key Departmental and Governmental Campaigns. Photojournalistic support was provided to more than 173 Departmental events with more than 35 422 photographs taken. The Departments Facebook page saw 23 241 followers at the end of the reporting year; and the official Twitter counted 66 500 followers on the @DBE_SA profile as at March 2017. Printed and published a total of 101 publications. 26 PROGRAMME 1 ... INTERGOVERNMENTAL RELATIONS In order to assist in providing a voice for the Read to Lead campaign, the DBE also assisted with the management of an online e-mail enquiries project for the campaign throughout the year. EVENTS MANAGEMENT AND SPECIAL PROJECTS Successfully delivered more than 175 community public participation and relations campaigns, events, exhibitions, awards ceremonies and imbizos. SPECIAL INTERVENTIONS Negotiated for learning and teaching to continue in the Vuwani area after widespread arson and vandalism of twenty-eight (28) schools due to community unrest UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO) The South African National Commission for UNESCO facilitated South Africas participation as a pilot country in the UNESCO Quality Physical Education policy project 27 PROGRAMME 1... INTERNATIONAL RELATIONS AND MULTILATERAL AFFAIRS The Minister and the Charg d Affairs of the Chinese Embassy officiated the ceremony to celebrate the beginning of Mandarin classes in the DBE for twenty (20) officials. The E-Learning and the Communications Units arranged a handing over ceremony of fifteen (15) computers to Marhulana Primary School in Tembisa which were donated by the Chinese Embassy.

The Embassy of China donated smart boards and Chinese language textbooks to ten (10) schools in Pretoria offering Mandarin. The Korean government, through their NIIED Scholarship Program dispatched two (2) teachers for each of the three (3) subjects to South Africa on 09 January 2017. The two (2) selected schools are Bokgoni Technical Secondary School in Atteridgeville and Tsako Thabo Secondary School in Mamelodi. The South Korean government has provided US$ 100 000 for the purchase of ICT hardware for the two (2) schools. 28 PROGRAMME 1 ... MULTILATERAL ENGAGEMENTS AND DEVELOPMENT AGENCIES: JICA has dispatched three (3) volunteers to Mpumalanga to assist Mathematics teachers in teaching the subject in primary schools. United States Defence Office The IR&MA attended the launch of a new classroom block and administration block at Mamothalo Primary School in Limpopo on 23 May 2016. Embassy of Venezuela The DBE attended a ceremony to celebrate renovations of the kitchen and toilets by the Embassy of Venezuela at Mahlasedi Masana Primary School on 23 September 2016. The Embassy also donated a second hand vehicle to be used by the school. PROJECT MANAGEMENT The 4th quarter EU donor funded report was sent to the National Treasury for approval. 29 PROGRAMME 1 PROJECT MANAGEMENT In October 2016 a Monitoring Committee Meeting was held to present the project plans to the National Treasury for approval. Of the thirty-six (36) projects presented to the National Treasury for consideration: Fifteen (15) were approved KPI projects; Sixteen (16) were conditionally approved projects; and Five (5) unapproved projects. GRANT MANAGEMENT The DBE managed the approval of all PEDs Business Plans for all NSNP,

HIV/Life Skills Education on 06 May 2016 and MST conditional grants on 09 May 2016 for six (6) PEDs. By 07 June 2016 the remaining three (3) PEDs Business Plans were completed All conditional grants quarterly performance reports by all the PEDs were approved and lodged with the National Treasury. 30 PROGRAMME 1 GRANT MANAGEMENT A new grant for Support to Learners with Severe to Profound Intellectual Disabilities was drafted The DBE undertook the national evaluation of conditional grants with onsite verification missions to a sample of 130 schools. 31 PROGRAMME TWO: CURRICULUM POLICY, SUPPORT AND MONITORING The purpose of Programme 2 is to develop curriculum and assessment policies, monitor and support their implementation. 32 INDICATOR TABLE: PROGRAMME 2 # PERFORMANCE INDICATORS TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16

ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 2.1.1 Number of off-line digital content packaged and distributed to provinces 10: Annually - Q1: 10 Q2-Q4: Indicator achieved in Q1 10-10= 0 no deviation Number of schools per province monitored for utilisation of ICT resources 27: Quarterly Q1: 9 Q2: 9 Q3: Q4: 9 - 4:

Annually - 2.1.2 2.1.3 Number of off-line digital content resources developed annually ANNUAL: 10 Q1: 14 Q2: 12 Q3: 3 Q4: 1 30-27= 3 positive deviation ANNUAL: 30 Q1: None Q2: The materials were screened and quality assured Q3: The material was screened and quality assured to ensure inputs of Q3 screening had been incorporated Q4: 5 off-line digital content resources developed ANNUAL: 5 off-line digital content resources developed 33 5-4=

1 positive deviation INDICATOR TABLE: PROGRAMME 2 # PERFORMANCE INDICATORS 2.2. 1 2.2. 2 TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Percentage of 100% public Annually schools with Home Language workbooks for learners in Grades 1-6

100%: 17 930 schools received/ 17 930 schools ordered X100 Q1:None Q2: 56.5% 13 809 schools received deliveries Q3: 100% delivery to all schools Q4: 100% Volume 2 delivery: A total number of 17832 received deliveries. Printed books can be accesses on DBE website 100-100= 0 no deviation Percentage of 100%: public Annually schools with Mathematics workbooks for learners in Grades 1-9 100%: 23 680 schools received/ 23 680 schools ordered X100

ANNUAL: 100% volume 1 delivery: A total number of 17 831 schools received deliveries 100% Volume 2 delivery: A total number of 17778 received deliveries. Q1:None 100-100= Q2: 56.5% 0 no 13 809 schools received deliveries deviation Q3: 100% Volume 1 delivery: A total number of 17 832 schools received deliveries Printing of Volume 2 Grades 1 to 9 workbooks completed. 54% Volume 2 delivery: A total number of 12 866 schools received deliveries Q4: 100% Volume 2 delivery: A total of number of 23 554 schools received deliveries. Printed books can be accesses on DBE website ANNUAL: 100% volume 1 delivery: A total number of 23 613 schools received deliveries 100% Volume 2 delivery: A total of number of 23 543 schools received deliveries 34 INDICATOR TABLE: PROGRAMME 2 # PERFORMANCE INDICATORS TARGET AUDITED FOR OUTPUT 2016/17 AS 2015/16 PER APP

2.2.3 Percentage of public 100%: schools with workbooks for Annually Grade R 100% 16 291 schools received/ 16 291 schools ordered X100 2.3.1 2.3.2 Number of underperforming schools monitored on the implementation of the Early Grade Reading Assessment (EGRA). Number of schools monitored on the implementation of the reading norms 20: Annually 20 Annually -

- ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1:None Q2: 55% 9 708 schools with Grade R received deliveries Q3:100% Volume 1 delivery: A total of 16 524 schools received deliveries Q4: 100% volume 1 delivery: A total of 16 524 schools received deliveries Printed books could be accesses on DBE website 100-100= 0 no deviation ANNUAL: 100% volume 1 delivery: A total of 16 523 schools received deliveries 100% volume 2 delivery: A total of 16 523 schools received deliveries Q1: 5 schools desktop monitored Q2: 15 schools desktop monitored. Q3: 2 School visits conducted. Q4: 18 School visits conducted. ANNUAL: 20 schools monitored through school visits Q1:None Q2: 5 site visits and launched reading advisory committee Q3: 6 school visits conducted. Q4: 9 School visits conducted. ANNUAL: 20 schools monitored through school visits 35

20-20= 0 no deviation 20-20= 0 no deviation INDICATOR TABLE: PROGRAMME 2 # PERFORMANCE INDICATORS 2.3.3 Number of schools 20: monitored on the Annually implementation of the Incremental Introduction to African languages (IIAL) nationally 2.4.1 Mathematics, Science and Technology lesson plans developed for the Senior and FET Phases TARGET FOR AUDITED 2016/17 AS PER OUTPUT APP

2015/16 - Mathematics Gr 7,Natural Sciences Gr 7-9 and Physical Science Gr 1012 lesson plans developed: Annually ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1:None Q2: The 9 PED reports on the implementation of IIAL were analysed. 20 schools were identified for monitoring Q3: 5 School visits conducted. Q4: 15 School visits conducted. 20-20= 0 no deviation ANNUAL: 20 schools monitored through school visits All lesson Q1: Natural Science Gr 7 lessons plans plans developed. developed Q2: Annual Teaching Plans (ATPs) were

developed for Maths, Natural Science and Physics and Chemistry Q3: ATPs are being adapted into Lesson Plans Q4: Lesson Plans developed for: Maths Grade 7 Natural Sciences Grade 7-9 Physical Sciences Grade 10-12 ANNUAL: Lesson Plans developed for: Maths Grade 7 Natural Sciences Grade 7-9 Physical Sciences Grade 10-12 36 INDICATOR TABLE: PROGRAMME 2 # PERFORMANC E INDICATORS 2.4.2 Mathematics, Science and Technology teacher guides developed for the Senior and FET Phases TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16

Mathematics and Science teacher guides developed for Senior and FET phase: Annually ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1:None All teacher Q2: Annual Teaching Plans (ATPs) were guides developed for Maths, Natural Science and developed Physics and Chemistry to be adapted into teacher guides Q3: The development of Mathematics GR 7, Natural Sciences Gr 7-9 and Physical Science Gr 10-12 Lesson Plans finalised Q4: Mathematics GR 7 lesson plans developed; Natural Sciences Gr 7-9 lesson plans developed; and Physical Science Gr 10-12 Exemplar Lesson Plans were developed for priority topics identified in the Diagnostic Report in: PHYSICS: Work, Energy Power and Doppler Effect CHEMISTRY: Rates of Reaction, Chemical Equilibrium ANNUAL: Teacher Guides developed for: Mathematics - Senior Phase: Grade 7-,9, Natural Science - Senior Phase: Grade 7-9; Mathematics FET Phase: Grade 10-12 Physical Science - FET Phase: Grade10-12

37 INDICATOR TABLE: PROGRAMME 2 # PERFORMANCE INDICATORS TARGET FOR 2016/17 AS PER APP 2.4.3 Number of districts visited for monitoring the 1+4 strategy 9 Bi-annually Q2: 6 Q4: 3 2.4.4 Number of training centres of CAPS for Technical subjects visited during a training session 14 Bi-annually Q1: 7 Q2: 7

Number of schools visited for monitoring CAPS implementation in technical schools 27 Quarterly Q1: 9 Q2: 9 Q3: Q4: 9 2.4.5 AUDITED OUTPUT 2015/16 - - ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1: None Q2: 3 districts visited Q3: 5 districts visited Q4: 4 districts visited 12-9= 3 positive deviation ANNUAL : 12 districts visited Q1: 4 training centres visited Q2: 9 training centres visited Q3: 3 training centres visited Q4: 2 training centres visited

ANNUAL: 9 training centres visited - Q1: No technical schools visited Q2: 12 technical schools visited Q3: 9 technical schools visited Q4: 6 technical schools visited 9-14= -5 negative deviation AGSA interpretation to the indicator is that DBE visited 9 training centres. DBE focused on the 14 training sessions and not training centres as there are 9 centres which can be utilised for train various sessions. The progress reported was then reported on the training centres resulting in a negative deviation. 33-27= 6 positive deviation The intended assignment given was to monitor CAPS implementation in technical schools. The monitors who visited the schools addressed the two focus areas to monitor the MST Conditional Grant and CAPS implementation in technical schools, which increased the number of schools visited. ANNUAL: 33 technical schools visited Remedial Actions: The Performance indicator has been revised to reflect the intended output. It has been revised to read The Number of training sessions of CAPS for Technical subjects visited during training.

38 INDICATOR TABLE: PROGRAMME 2 # PERFORMAN CE INDICATORS TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 2.5.1 Number of learners enrolling for the Kha Ri Gude Literacy Campaign in 2016/17 561 722: Annually (formally adjusted to 295 000)

- Q1: None Q2: 162802 Q3: Captured and verified 207 000 including disability Sector. 61 Coordinators appointed in provinces from 1 October. All admin and registration forms delivered by service provider. Q4: 164 480 learners registered 14 767 volunteers recruited 123 914-295 000= -171 086 negative deviation ANNUAL: 123 914 learners registered The total number of 171 806 learners (295 000 123 914) could not be reached because: Deceased learners were eliminated Learners with invalid ID Numbers were removed Recycled learners were removed Fictitious learners were removed. The fictitious learners include learners who: o were registered but did not attend any classes; o have matric; and o those who have Grade 9 that were identified by the Auditor-General Remedial Action: The Programme is coming to an end and 2016/17 was the last Campaign As part of a mopping up process, the Department established an Investigation Team to investigate the reported cases of fraud and corruption. The following consequence measures were put in place:

o Learners affected by the corruption and fraud practices were removed from the Campaign and where possible, the money was deducted from the Volunteers o Through internal Labour Relations processes, some cases were addressed. The processes is ongoing. o The cases involving volunteers who are no longer in the Campaign have been reported to the HAWKS for further investigation o Civil and criminal cases were opened against fraudulent volunteers 39 INDICATOR TABLE: PROGRAMME 2 # PERFORMANC E INDICATORS TARGET FOR 2016/17 AS PER APP 2.5.2 Number of learners obtaining a NSC through the Second Chance Programme 10 000 Annually AUDITED OUTPUT 2015/16 - ACTUAL OUTPUT (Q1-Q4 & ANNUAL)

ANNUAL STATUS Q1: None Q2: Face-to-face classes (19 824 learners) , digital (PH I 4 724 and PH II 6 323 internet hits) and broadcasting support provided via HD OpenView and DSTV to 36 centres Q3: Face-to-Face classes held in LP. Digital support provided to candidates writing Nov examinations. Mindset television broadcasts on DSTV and HD OpenView. Activation sessions held in all 9 provinces Q4: Advocacy and Communication Printing of textbooks and Question Papers. Development of material. Support to learners writing supplementary examinations. Radio and television adverts completed Radio lessons broadcast for 11 subjects on 27 community radio stations. Tips for success finalised and printed Revision booklets developed 5 635-10 000= -4 365 negative deviation The pilot Programme started in 2015/16 with an estimated target of 10 000 as no baseline was available. The Programme targeted learners writing in March, June and November 2016 as well as in March 2017 (learners who are writing supplementary exams and those who opted for modularisation). For the reporting period 2016/17, 5 635 learners achieved an NSC in March and

November. Data for targeted learners that wrote in June could not be tracked. This was due to the fact that the examination system did not have an indicator for tracking learners who opted for modularisation (The SC June examination was in the past written by learners from the Pre-CAPS regime only). This resulted in data for the learners that modularised and wrote in June 2016 not being separately recorded. ANNUAL: 5 635 Remedial Action: The indicator/field was added to examinations system and the registration forms in order to track learners for second chance 40 PROGRAMME 2 EARLY CHILDHOOD DEVELOPMENT (ECD) The DBE in collaboration with UNICEF and Cotlands trained 116 district officials and representatives from the ECD Training Organisations on the NCF using the PLAY-Based approach. The South African National Curriculum Framework for Children from Birth to 4 years was versioned into ten (10) official languages by a team of twenty eight (28) provincial language experts. Training ECD practitioners at National Qualification Framework (NQF) level 4: A database of 4 809, records was submitted to the SAQA for matching with records on the National Learner Record Database (NLRD).

41 PROGRAMME 2 INCLUSIVE EDUCATION Collated and consolidated the audit data from the sixty-seven (67) Schools of Skill, thereafter presented the Draft General Certificate of Education (GCE) on Technical Occupational as part of the introduction of the Three Stream Model to the PC on Basic Education on 14 February 2017. Developed Training Manuals for each of the twenty-six (26) Technical Occupational subjects on 16-20 January 2017 and conducted a national training team (NTT) orientation programme on 27 February to 03 March 2017 to strengthen the pilot of the subjects in the sixty-seven (67) Schools of Skill that are piloting in 2017. Training for teachers and Deaf Teaching Assistants for Senior Phase (SP) and Grades: a total of thirty-seven (37) schools participated with fifty-one (51) teachers and thirty-eight (38) Deaf Teaching Assistants for SP as well as twenty-four (24) teachers and eighteen (18) Deaf Teaching Assistants. PEDs trained an additional 3 041 schools in SIAS Differentiation. Policy and Curriculum 42 PROGRAMME 2 GENERAL EDUCATION AND TRAINING (GET) Early Grade Reading Assessment (EGRA) - target was twenty (20) schools, twenty (20) schools were monitored; Reading Norms and Standards - target was twenty (20) schools, twenty (20)

schools were monitored; and Incremental Introduction of African Languages (IIAL) - target was twenty (20) schools, twenty (20) schools were monitored. The Incremental Introduction of African Languages (IIAL) strategy was revised to target 3 558 schools currently not offering a previously marginalised official African language. The DBE participated in two (2) Provincial Oversight Visits in August 2016 and March 2017. Nine (9) Provinces, eighteen (18) Districts and thirty-six (36) Primary Schools were visited (2 per province). FURTHER EDUCATION AND TRAINING (FET) A total of 941 Subject Advisors for Languages, Services, History, Geography, Life Orientation, Religion Studies and the Arts Subjects were orientated during the first quarter of 2016. 43 PROGRAMME 2 FURTHER EDUCATION AND TRAINING (FET) The DBE monitored Thirty-six (36) winter schools in the second quarter of 2016, in fifty (50) centres across seven (7) provinces. Reports on the evaluation of the 2016 question papers for thirty-nine (39) NSC examination question papers were developed and submitted. Thirty one (31) marking centres were visited across eight (8) provinces, to conduct on-site item and error analysis of the 2016 NSC learner responses in various subjects. Seventeen (17) standardisation reports were developed and presented at the DBE pre-standardisation meeting. Six (6) Diagnostic reports were developed and eighteen (18) Subject Improvement Plans were developed for Grades 10 12. CURRICULUM INNOVATION AND E-LEARNING Developed and uploaded an Apps page of 112 free educational Apps onto the DBE Website. ICT Specifications draft for special needs schools was developed and included as part of the USAO project. 44 PROGRAMME 2 CURRICULUM INNOVATION AND E-LEARNING Distributed advocacy material of available digital content resources (brochures and posters) to twenty-six (26) districts in five (5) provinces (2 699 posters, 2 715 brochures and 2 725 Folders). Packaged and distributed ten (10) offline digital content packs to all provinces; and

530 digital content packs were distributed to schools and other stakeholders. Facilitated training of 629 teachers in ICT skills by Microsoft 160 Principals were trained on ICT change management course in Tshwane West District (Gauteng) Fifty-eight (58) district officials were trained on ICT skills as part of the USAO initiative; and Thirty-three (33) district and provincial officials were trained on ICT skills in LP. Provided internet connectivity to 600 schools through the USAO; and 278 schools in the WC were provided with connectivity and ICT devices. 45 PROGRAMME 2 CURRICULUM INNOVATION AND E-LEARNING Facilitated monitoring of ICT implementation at thirty (30) schools in all provinces. The Deputy Ministers of Department of Planning Monitoring and Evaluation (DPME) and DBE visited schools and teacher resource centres in the Northern Cape, Eastern Cape and KwaZulu-Natal Provinces to monitor the implementation of Operation Phakisa ICT in Education Initiative. LEARNER AND TEACHING SUPPORT MATERIAL (LTSM) A total of 3 989 900 Grade R workbooks were printed and delivered to 16 523 public schools.

The following state-owned textbooks were developed: Gr 1-3 Graded Readers and Big books in 11 languages, Gr 4-6 Mathematics and Gr 10-11 Technical Mathematics and Technical Science. Universal coverage of LTSM is at 93%, and Retention and retrieval of LTSM is at 85%. 46 PROGRAMME 2 MATHEMATICS, SCIENCE AND TECHNOLOGY (MST) The actual expenditure as at 31 March 2017 for all provinces was R373 771 000 (103%). The highest spending province is the Eastern Cape with 124% and the lowest performing Province is Limpopo with 81% expenditure. 719 schools (42: Eastern Cape, 77: Free State, 207: Gauteng, 32: KwaZuluNatal, 75: Limpopo, 136: Mpumalanga, 27: Northern Cape, 100: North West and 23: Western Cape) were supplied with Information, Communication and Technology (ICT) Resources. 226 schools (10: EC, 30: FS, 42: GP, 32: KZN, 24: LP, 30: MP, 17: NC, 19: NW and 22: WC) were supplied with equipment, tools and machinery. 713 schools (70: EC, 82: FS, 173: GP, 74: KZN, 108: LP, 136: MP, 20: NC and 50: WC) were supplied with consumables and subject related apparatus. As at 10 February 2017, R362 000 000 (100%) was transferred to all provinces. 1 647 Grade 11 Educators trained in Specialisations. 47 PROGRAMME 2 MATHEMATICS,SCIENCE AND TECHNOLOGY (MST) 345 Grade 11 Subject Advisors trained in Technical Mathematics and Technical Sciences. 116 105 learners (20 409: EC, 3 000: FS, 1 286: GP, 2 402: KZN, 30 794: LP, 40

330: MP, 1 886: NC, 4 982: NW and 11 016: WC) were funded to participate in Mathematics and Science Competitions including coaching and revision camps to improve learner preparedness for the NSC examinations. 28 682 teachers (2 040: EC, 3 446: FS, 694: GP, 3 672: KZN, 2 531: LP, 5 544: MP, 3 145: NC, 432: NW, 7 178: WC) were trained during the financial period 2016-17. An MoU was signed with the MerSETA, the Department and Provinces, involving R30 000 000 to Technical Schools to promote Artisanship in ten (10) schools for 210 learners. Lesson Plans and Teacher Guides were developed for Mathematics Grade 7, Natural Sciences Grade 7-9 and Physical Sciences Grade 10-12. 48 PROGRAMME 2 MATHEMATICS, SCIENCE AND TECHNOLOGY (MST)... Twelve (12) Districts were visited to monitor the implementation of the 1+4 Intervention Model workshop sessions for the improvement of learning outcomes in Senior Phase Mathematics. Twenty-seven (27) Technical schools were visited to monitor the implementation of CAPS for Technical Schools in Grade 10 and 11. Ninety-seven (97) Ambassadors who are highly qualified in Mathematics were placed in Gauteng and KwaZulu-Natal in 2016. Seventy-one (71) Ambassadors were placed in eight (8) provinces to teach Mathematics and Science to schools that previously did not have Mathematics teachers. Ambassadors were supported in six (6) schools in GP with the IRIS Connect Programme in collaboration with British Council and the Newton Fund. 49 PROGRAMME 2 MATHEMATICS, SCIENCE AND TECHNOLOGY (MST)... Experts from Britain trained a total of twenty-four (24) teachers, including the six (6) TEACHSA Ambassadors on how to use the IPads and equipment provided to reflect on their teaching practice.

The partnership between the DBE and the JICA culminated in the training of twelve (12) Subject Advisors (from EC and NW), in Japan from 09 November - 10 December 2016 on the Knowledge Co-Creation Program (Country Focus) on the Development of Teaching Skills of Teachers in Elementary Arithmetic at Naruto University. 50 PROGRAMME 2 RURAL EDUCATION A total of 2 435 teachers and 1 216 Subject Advisors in eight (8) provinces have been trained on the use of the Multi-grade Toolkit and on Multi-grade teaching. TECHNICAL UNIT The DBE produced twenty-five (25) Mind the Gap Study Guides to support Grade 12 learners to prepare for the National Senior Certificate. These study guides can be downloaded free of charge from the DBE website. KHA RI GUDE MASS LITERACY CAMPAIGN The 2016/17 Campaign was the last year of the Kha Ri Gude Campaign. Between 2008 and 2016, the Campaign has reached and changed the lives of 4 386 251 South Africans, who initially could not write their names, could not append their signatures, could not count their monies, and could not read. This is equivalent to 93.3% of the 4 700 000 illiterate South Africans as identified by STATS-SA in 2001. The Campaign has also created 326 320 job opportunities for unemployed youth with matric and graduates, most of whom are women an average of 40 790 Volunteers per annum. 51 PROGRAMME 2 KHA RI GUDE MASS LITERACY CAMPAIGN Advocacy for the Kha Ri Gude led to the recruitment of 14 743 volunteers. Volunteers were contracted as follows: sixty-two (62) co-ordinators, 1 227 supervisors, 13 079 educators and 375 helpers. The advocacy campaign targeted and registered approximately 164 480 learners for the 2016/17 Kha Ri Gude Campaign. SECOND CHANCE MATRIC PROGRAMME A total of 11 074 learners achieved a NSC during the March 2016, November 2016 and March 2017 supplementary examinations in the pilot

districts. This excludes the results of the June examinations. Face-to-face teaching was offered in two (2) districts (four venues) per province. Phase I provided 12 hours of contact time to supplementary learners and Phase II provided 30 hours of contact support to progressed learners who opted to modularise in 2015. 52 PROGRAMME 2 SECOND CHANCE MATRIC PROGRAMME A Second Chance webpage was established and content uploaded for candidates who were not within the four (4) venues in a province. Stellenbosch University and Free State University provided content. Access to the content was made available via the seventy-four (74) Vodacom Centres. The repeat Internet webpage hits increased from 4 724 in Phase I to 6 323 in Phase II. Radio lessons for the eleven (11) high enrolment subjects which were broadcast on twenty-seven (27) community radio stations were developed. 53 DGS PROVINCIAL ENGAGEMENTS PROVINCE DATES OF THE MEETINGS VENUE OF THE MEETINGS NUMBER OF PROVINCIAL AND DISTRICT OFFICIALS NUMBER OF PRINCIPALS Eastern

Cape 8 February 2017 Grahamstown Monument 230 1610 23 March 2017 Lusikisiki College 129 827 24 March 2017 Mthata Trinset 204 1509 27 March 2017 Cofimvaba Senior Secondary School 249 1273 13 February 2017

Sentraal Primary School 122 393 14 February 2017 Dr RJ Cingo Secondary School 85 911 Free State 54 55 DGS PROVINCIAL ENGAGEMENTS PROVINCE DATES OF THE MEETINGS VENUE OF THE MEETINGS KwaZuluNatal 20 February 2017 Esikhawini FET College 27 February 2017

28 February 2017 1 March 2017 2 March 2017 8 March 2017 Umfolozi TVET College KwaMashu Christian Centre Umzimkhulu TVET College Lebowakgomo Civic Centre Setlhaku Secondary School, Burgersfort Christian Worship Center, Thohoyandou Nylstroom Hoerskool Tivumbeni CPD Centre, Tzaneen John Mdluli Primary School, Nelspruit Hoer Tegniese Skool, Middelburg Limpopo 13 March 2017 16 March 2017 22 March 2017 Mpumalanga 16 February 2017 22 February 2017 NUMBER OF PROVINCIAL AND DISTRICT OFFICIALS 121 NUMBER OF PRINCIPALS

60 72 83 180 155 1197 1412 1468 960 910 185 990 110 180 426 725 125 799 110 957 56 1886 57 DGS PROVINCIAL ENGAGEMENTS PROVINCE

DATES OF THE VENUE OF THE MEETINGS MEETINGS Mpumalanga 16 February 2017 22 February 2017 Northern 28 March Cape 2017 29 March 2017 NUMBER OF PROVINCIAL AND DISTRICT OFFICIALS NUMBER OF PRINCIPALS John Mdluli 125 Primary School, Nelspruit Hoer Tegniese 110 Skool, Middelburg 799 Diamantveld High 94 School, Kimberley Upington High 58

School 386 957 172 58 59 PROGRAMME THREE: TEACHERS, EDUCATION HUMAN RESOURCES AND INSTITUTIONAL DEVELOPMENT The purpose of Programme 3 is to promote quality teaching and institutional performance through the effective supply, development and utilisation of human resources. 60 INDICATOR TABLE: PROGRAMME 3 # PERFORMANCE INDICATORS TARGET FOR 2016/17 AS PER APP 3.1. 1 Percentage of SGBs that meet minimum criteria in terms of

effectiveness (in sampled schools) 50% of 2000 sampled SGBs: Annually 3.1. 2 Percentage of schools producing the minimum set of management documents at a required standard. 70% of 2000 sampled schools: Annually AUDITED OUTPUT 2015/16 84% of sampled SGBs 1683 SGBs meeting requireme nts/ 2000 sampled

schools X100 - ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1: None Q2: A total of 800 tools from Western Cape, KwaZuluNatal, Eastern Cape and North West have been received and captured. Q3: A total of 2000 tools have been received and captured Q4: A final report on the functionality of School Governing Bodies was compiled. Of the 2000 sampled schools, at least 1822 (91.9%) schools were found to be functional. 91.9-50= 41.9% positive deviation (Due to SGBs elected in March and understood operations and policies well) ANNUAL: A total of 2000 tools were received, analysed and captured. Of the 2000 sampled schools, at least 1 822 (91.9%) schools were found to be functional. Q1: None Q2: Data capturing tool has been updated and sent to provinces. As this is an annual target, the survey is conducted during Q3. Q3: A total of 1090 tools have been received and captured Q4: A total of 1810 have been received and captured 90.5-70= 20.5% positive

deviation (Due to intensive effort by provinces as an Audit of ANNUAL: A total of 2000 tools were received, analysed documents and captured. Of the 2000 sampled schools, at least 1 810 was to be (90.5%) schools were found to be functional conducted by AG) 61 INDICATOR TABLE: PROGRAMME 3 # PERFORMANCE INDICATORS TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 3.2.1 Number of Funza Lushaka bursaries awarded to students

enrolled for initial teacher education. Number of teachers participating in the EFAL diagnostic tests 14 000: Annually 13 980 Q1: 13 725 Q2: 14 343 Q3: 14 343 Q4: 14 343 14 343-14 000= 343 positive deviation (Due to HEIs fees were lower than average so more bursaries were than planned) 2 242-10 000= -7 758 negative deviation (refer to 3.3.2 for reason for variation and remedial actions) 3.3.1 ANNUAL: 14 343 10 000 Annually

487 Q1: None Q2: Processes are in place to advertise the tender, a service provider to be awarded and actual testing took place in February/March 2017. Q3: The process of teacher testing is underway Q4: 5000 EFAL Teachers have been tested ANNUAL: 2 242 EFAL Teachers have been tested 62 INDICATOR TABLE: PROGRAMME 3 # PERFORMAN CE INDICATORS TARGET FOR 2016/17 AS PER APP AUDITE D OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL)

ANNUAL STATUS 3.3.2 Number of teachers participating in the Mathematics diagnostic tests 10 000: Annually 653 Q1: None Q2: Processes are in place to advertise the tender, a service provider was appointed in January 2017 and actual testing took place in February/ March 2017. Q3: Procurement processes are in place. The NECT to appoint a service provider; and funding received from the ETDP SETA Q4: 5000 Maths teacher are currently being tested 1 892-10 000= -8 108 negative deviation Delays in the administration of tests due to union resistance to testing at provincial level slowed the processes down as did development partner funding delays (EU). When the delayed project restarted at the

end of Quarter 3, service providers struggled to the requirements of the tender; Resistance by teacher unions (SADTU and NATU) led to delays, especially in KZN, FS, MP and NW; despite consultations. All the targeted teachers could not be tested in the short time available as a result. ANNUAL: 1 892 Mathematics teacher have been tested Remedial Action: A collaboration agreement was reached with the ETDP SETA (R1.7 million allocation) and VODACOM (provided R500 000) to assist with the administration of the tests in EFAL. The DBE engaged officials in NW, KZN, FS and MP provinces on how to deal effectively with resistance from the teacher unions. 63 INDICATOR TABLE: PROGRAMME 3 # PERFORMANCE INDICATORS TARGET AUDITED FOR 2016/17 OUTPUT AS PER APP 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 3.4.1

Number of schools per PEDs monitored on the implementation of IQMS Number of PEDs monitored on the implementation of PMDS Monitor 18 schools in 6 PEDs: Quarterly Q1: 6 Q2: 6 Q3: 3 Q4: 3 6 PEDS monitored Quarterly Q1: 2 Q2: 2 Q3: 1 Q4: 1 All Nine (9) PEDs: Annually Q1: 6 schools monitored in 2 PEDs (Northern Cape and Limpopo) Q2: 6 schools monitored in 2 PEDs (North West and KwaZulu-Natal) Q3: 3 schools monitored in 1 PED (Eastern Cape)

Q4: 3 schools monitored in 1 PED (Western Cape) 18-18= 0 no deviation 3.4.2 3.5.1 Number of PEDs that had their post provisioning process assessed for compliance with the post provisioning Norms and Standards - - - ANNUAL: Monitored 18 schools in 6 PEDs Q1: 1 PED monitored (Kwazulu-Natal) Q2: 3 PEDs monitored (Free State, Eastern Cape and Northern Cape) Q3: 1 PED monitored (Limpopo) Q4: 1 PED monitored (North West) ANNUAL: 6 PEDs monitored Q1: Officials in 3 PEDs trained on the implementation of the post provisioning policy. Q2: All 9 PEDs provided their management plan for the declaration and implementation of staff establishments for

2017 in August 2016. 7 of the 9 PEDs have provided staff establishments to schools by 30 September 2016. Q3: The assessment tool was approved and was forwarded to all PEDs as part of the preparation for assessment in the fourth quarter. Q4: Monitoring visits concluded in all nine PEDs during February and March 2017. ANNUAL: Monitoring visits concluded in all nine PEDs during February and March 2017. 64 6-6= 0 no deviation 9-9= 0 no deviation PROGRAMME 3 EDUCATION HUMAN RESOURCE MANAGEMENT (EHRM) A total of 14 835 educators aged 30 and below were appointed, exceeding the 10 000 the MTSF and Action Plan to 2019. Six (6) provinces were monitored on the implementation of Integrated Quality Management System (IQMS). A total of 16 164 newly appointed educators in all post levels were beneficiaries of training and support on IQMS implementation in the PEDs. Included in this figure are 10 495 new entrants to the profession. 342 653 educators were evaluated in terms of the IQMS in the 2015 cycle. PEDs progressively effected pay progression of qualifying educators in 2016. External evaluation: PEDs reported that 392 schools were externally evaluated in the sector. Post-evaluation monitoring were conducted as part of its oversight function in twenty-two (22) schools in the four (4) PEDs.

65 PROGRAMME 3 EDUCATION HUMAN RESOURCE MANAGEMENT (EHRM) Forty-Four (44) queries on issues of employment relations in the education sector were received and were attended to and finalised and about four (4) were referred to the relevant PEDs for investigation, specifically in KZN. Personnel Administrative Measures (PAM): Eight (8) provinces have been trained, excluding Mpumalanga of which training is anticipated for the next financial year. EDUCATION HUMAN RESOURCES DEVELOPMENT (EHRD) Placement of Funza Lushaka: A total of 89% (4 107 of 4 612) graduates were placed, exceeding the annual target of 85%. A total of 951 promissory letters have been issued to students recruited through the district and community-based teacher recruitment programmes, and 836 students registered with a public Higher Education Institution (HEI). A total of 131 interns participated in the DBEs and the Independent Schools Association of Southern Africa (ISASA)s Mathematics and English programme. Seventeen (17) DBE-ISASA student interns graduated from UNISA at the end of 2016 and were eligible for placement in public schools in 2017. 66 PROGRAMME 3 EDUCATION HUMAN RESOURCES DEVELOPMENT (EHRD) Forty-seven (47) students have been registered with UNISA for 2017 and placed

at public schools in the Thabo Mofutsanyane District of the Free State. Professional Learning Communities (PLCs): A total of 750 Subject Advisors and Lead Teachers were trained. EFAL advocacy: A total of 244 Subject Advisors from five (5) provinces (excluding EC, FS and NC Provinces) received training. A total of ninety-four (94) Mathematics teachers were trained in Grade 10 Mathematics was delivered in four (4) provinces (GP, KZN, MP and NW). National Teaching Awards Gala for the recognition of ninety-three (93) national nominees and forty-four (44) prizereceiving winners took place on 25 March 2017. Over 125 801 teachers of various levels/categories received training in 2016/17. Policy on the South African Standard for Principalship (SASP): The mediation and orientation of the Policy were done in provincial roadshows convened by the Director-General in all provinces and a total of 1 778 principals attended. 67 PROGRAMME 3 EDUCATION HUMAN RESOURCES DEVELOPMENT (EHRD) 1 810 (90.5%) of the 2 000 sampled schools have management documents. 5% of the schools surveyed need urgent attention of provinces with regard to the development, refinement and use of the management documents. The Northern Cape PED inducted 633, Eastern Cape 450 and GP ninety-six (96) newly appointed principals. Financial management training for Principals: trained 1 402 Circuit Managers in eight (8) provinces with the exception of the WC, as the province has a good financial management programme for principals. The number of principals trained on financial management by the DBE and SAOU is 5 870 from five (5) Provinces namely: the EC, GP, LP, MP and the NC. 68

PROGRAMME 3 EDUCATION HUMAN RESOURCES DEVELOPMENT (EHRD) Training of Principals on Curriculum Management: A total of 1 224 Circuit Managers and 8 020 school principals were trained in the 2015/16 financial year. The programme continued in 2016 where additional numbers of principals were trained in various provinces: o The NW PED trained 845 outstanding principals. o The GP PED trained 150 of its Circuit Managers on curriculum management. This was followed by the training of 1 683 schools principals. The total number of Circuit Managers trained on curriculum management is 1 374 while the number of school principals trained through the collaboration with SAOU is 10 548. Support networks for female Principals: thirty-six (36) Support Networks have been established with a total of 3 229 female principals taking part. Survey on SGB functionality: Of the 2 000 sampled schools, 1 822 (91.9%) schools were found to be functional. This is an improvement of about 20%, and he number of dysfunctional schools decreased by 1% compared to the previous survey. 69 PROGRAMME 3 EDUCATION HUMAN RESOURCES DEVELOPMENT (EHRD) Financial training of SGBs in collaboration with ABSA: A total of 10 521 members of SGBs from more than 2 700 schools in four (4) provinces namely: EC, KZN, LP and MP were trained. The training of SGBs members followed the training of 1 146 Circuit Managers from thirty-eight (38) districts of the above mentioned provinces. Seventy-four (74) Circuit Managers from the four districts of the FS were also trained on the programme. CURRICULUM AND PROFESSIONAL DEVELOPMENT INSTITUTE In support of the provinces in the roll-out of the ANA Data Usage programme, 279 CDs containing resource materials were couriered to all provinces together

with the pre- and post-tests and the Facilitators manual. A total of sixty-one (61) teacher centres have been equipped with e-libraries. Seven (7) provinces are providing mobile library services to a number of poor schools. 70 PROGRAMME 3 CURRICULUM AND PROFESSIONAL DEVELOPMENT INSTITUTE Vodacom has begun rolling out Video Conferencing facilities to ninety-one (91) Teacher Centres. The DBE in collaboration with Microsoft, Vodacom and UNICEF established sixty (60) Microsoft Imagine Academies in sixty (60) Teacher Centres. Ten (10) of the sixty (60) Microsoft Imagine Academies (MIA) were fully registered by Vodacom. 2 066 teachers and 1 605 youth have been trained respectively. Thirty-five (35) Interns were appointed into the MIAs. 93.3% Teacher Centre Managers and e-learning specialists completed the on-line UJ blended NQF Level 8 course on managing and leading of technologies in education. About 200 Centre Managers and e-learning specialists have been trained by Vodacom on trouble shooting and management of Teacher Centres. 5 000 teachers were assessed in EFAL and 5 000 teachers were assessed in Mathematics. 1 170 Subject Advisors and teachers were trained on specialisations and 229 Technical Mathematics and Science Subject Advisors in all provinces were trained. 71 PROGRAMME FOUR: PLANNING, INFORMATION AND ASSESSMENT The purpose of Programme 4 is to promote quality and effective service delivery in the basic education system through planning,

implementation and assessment. 72 INDICATOR TABLE: PROGRAMME 4 # PERFORMA NCE INDICATORS TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 4.1.1 Number of ANA reports produced. 2: Annually - ANA reports were not produced in 2016/17 due to the re-modelling of National Assessments (ANA). 0-2=

-2 negative deviation Proposals on the redesign of National Assessments were developed. 4.1.2 A bank of 100: Language Annually and Mathematics test items for Grade 3,6 and 9 developed - Q1: Appointment of Language and Mathematics panel members to develop exemplar tests for Grades 3, 6 and 9 Q2: Grade 3: 113, Grade 6: 311, Grade 9: 277 Q3: Quality assurance of the items developed in preparation for piloting in Q4 through two workshops: 1. Curriculum and Teacher development units. 2. Provincial officials from Curriculum Q4: Grades 3, 6 and 9 Language and Mathematics diagnostic items and the Teacher Manual were pretested in a sample of schools in Gauteng only. Capturing and analysis of the items was concluded by April 2017 before the items and the Teacher Manual are disseminated to schools. 701-100= 601 positive deviation (Due to writers starting before the writing

sessions at DBE and their items were reported) ANNUAL: 701 items were developed for both Language and Mathematics for Grades 3, 6 and 9. 73 INDICATOR TABLE: PROGRAMME 4 # PERFORMAN CE INDICATORS TARGET AUDITED FOR OUTPUT 2016/17 AS 2015/16 PER APP ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 4.2.1 Number of NSC and SC reports produced 5: Annually Q1: NSC Registration

Q2: Conducted the review and support to the three PEDs. Monitored, supported and evaluated the level of preparedness of the 9 PEDs to administer the 2016 NSC Exams. Audited district offices, QP storage points, nodal points and distribution points in all provinces Q3-Q4: The following National Senior Certificate reports (2016) were released: Examinations report Schools performance report Schools subject report Diagnostic Report Information booklet 5-5= 0 no deviation Four reports produced: a. Diagnostic report b. School Performance Report c. School Subject Report d. Technical Report. ANNUAL: 5 Reports and 1 information booklet were produced 1. Examinations report 2. Schools performance report 3. Schools subject report 4. Diagnostic Report 5. Information booklet 6. Report on the 2016 SC

74 INDICATOR TABLE: PROGRAMME 4 # PERFORMANCE INDICATORS TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 4.2.2 Number of question papers set annually for NSC and SC 358: Annually - Q1: 258 366-358= Q2: 268 NSC question papers were set, 8 positive

moderated, quality assured and approved by deviation Umalusi Q3: 94 question papers for the SC May/June 2017 examinations were set and moderated in this quarter Q4: The 128 question papers required for the Senior Certificate examinations in May/June 2017 have been set and internally moderated and all the papers and marking guidelines have been approved by Umalusi ANNUAL: 366 4.3.1 Number of new schools built and completed through ASIDI 59 Annually - Q1: 0 Q2: 7 Q3: 3 Q4: 6 ANNUAL: 16 in 2016/17 179 in total 16-59= -43 negative deviation (refer to 4.3.4 for reason for variation and remedial actions)

4.3.2 Number of schools provided with sanitation facilities through ASIDI 265 Annually 99%: 23 500 schools with sanitation facilities/ 23 595 schools X100 Q1: 0 Q2: 9 Q3: 0 Q4: 0 ANNUAL: 9 in 2016/17 425 in total 9-265= -256 negative deviation (refer to 4.3.4 for reason for variation and remedial actions) 75 INDICATOR TABLE: PROGRAMME 4

# 4.3.3 4.3.4 PERFORMAN TARGET CE FOR INDICATORS 2016/17 AS PER APP Number of 280 schools Annually provided with water through ASIDI AUDITED OUTPUT 2015/16 Number of schools provided with electricity through ASIDI 96%: 22 754 schools with electricity source supply/ 23 595 schools X100 620 Bi-annually

Q1: 310 Q2: 310 98%: 23 172 schools with water source/ 23 595 schools. X100 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) Q1: 0 Q2: 10 Q3: 0 Q4: 0 ANNUAL: 10 in 2016/17 615 in total ANNUAL STATUS Q1: 0 Q2: 0 Q3: 0 Q4: 0 ANNUAL: 0 in 2016/17 306 in total Poor contractor performance, resulting in termination of contracts and procurement of replacement contractors, Poor performance by the Professional Service Providers resulting in inferior quality of work which had to be redone, Poor performance by Implementing Agents (IA). The DBE had to terminate some contracts with the IAs or reduced

the scope of work due to poor performance, Inclement weather, The difficult terrain in the Eastern Cape make access to sites (for material delivery) difficult during rainy days, Shortage of building material, Construction work disruptions due to community unrest, The process of rationalisation and mergers of schools on the ASIDI programme also contributed to the set targets not being achieved. 10-280= -270 negative deviation (refer to 4.3.4 for reason for variation and remedial actions) Remedial Actions: Weekly accountability meetings chaired by the DG held with implementing agents; DBE constituted a task team to conclude the rationalization process on ASIDI schools in the Eastern Cape; Projects reallocated from poor performing implementing agents and reallocated to performing implementing agents like DBSA; CDC and Mvula Trust. Contracts of poor performing contractors terminated; Use of the Programme Support Unit and internal capacity to implement some projects; Social facilitation intensified in communities that are prone to disruptions. 76 INDICATOR TABLE: PROGRAMME 4 # PERFORMAN CE INDICATORS 4.4.1 Percentag e of public schools using the standardiz ed school

administra tion system, SA-SAMS for reporting TARGET FOR 2016/17 AS PER APP AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS 98% Quarterly Q1: 96% Q2: 97% Q3: 98% Q4: 98% All quarter s 88.4% 21 233 using SASAMS/ 24 030 total no. of schools X100

Q1: 86.86% 22 563/25 975 Q2 93.52% 22 182/23 719 Q3: 94.63% 22 097/23 351 Q4: 93.70% 22 225/23 719 95.9-98= -2.1% negative deviation The deviation between the target and performance was due to schools that are not using SA-SAMS as it is not mandatory. ANNUAL: 95.9% 21 354/22 269 Remedial Actions: Intervention strategies in KZN and Gauteng to implement SA-SAMS include provincial circulars that informs schools to report curriculum data using SA-SAMS. The Department is currently modernising SA-SAMS into a web-enabled platform. It will enable the system to integrate with other government information systems , like SOCPEN of SASSA and HANIS of Home Affairs. Therefore, more schools are expected to use SA-SAMS once it has been web-enabled. 77 INDICATOR TABLE: PROGRAMME 4 # PERFORMAN CE INDICATORS TARGET FOR 2016/17 AS PER APP

4.4.2 Percentage of learners from public schools that are successfully uploaded on to LURITS 99% Quarterly Q1: 96% Q2: 97% Q3: 98% Q4: 99% AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS - Q1: 80.86% 9 643 397/11 925 479 Q2: 92.29% 10 773 372/11 673 243 Q3: 95.77% 11 179 317/11 673 243 Q4: 95.78%

11 180 202/11 673 243 95.78-99= -3.22% negative deviation Two reasons: 1. The data quality assurances processes in both developing provincial data warehouses and national data uploads, resulted in delays for LURITS submissions. 2. Since the LURITS system is still a developing system , there are operational data uploading challenges such as: system compatibility issues (CEMIS in WC) Provincial e- Government precinct connectivity challenges (Mpumalanga) Inadequate capacity servers not coping with LURITS data volumes (Limpopo) Structural SA-SAMS administration (Gauteng). ANNUAL: 95.78% 11 180 202/11 673 243 Remedial Actions: The provinces are now analyzing their data prior to uploading to LURITS. The LURITS Workshops have been held by DBE on dealing with rejected and provisional learners. Provinces are implementing Programmes to deal with data quality at a source level which is schools. LURITS is now implemented as a reporting system for the sector in 2017 and only learners uploaded to the system would be used for funding purposes. Consequently, Provincial Education Departments are putting extra efforts in making sure that all their learners are uploaded on LURITS. 78 INDICATOR TABLE: PROGRAMME 4 # PERFORMANCE

INDICATORS 4.5.1 Number of officials from districts that achieved below the national benchmark in the NSC participating in a mentoring programme 4.5.2 Percentage of principals rating the support of district offices as satisfactory. TARGET FOR 2016/17 AS PER APP 30: Annually AUDITED OUTPUT 2015/16 36 ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1: 36 Q2: Indicator achieved in Q1 Q3: Monitoring reports completed. Q4: 36

36-30= 6 positive deviation (Due to increased interest from Officials) 72-63= 9% positive deviation ANNUAL: 36 63%: Annually 69.3% 629 principals rated support as satisfactory/ 908 principals participated in the survey X100 Q1: Report of the 2015 survey produced and reviewed the survey design and instrument for the 2016 administration. Q2: Disseminated findings of the 2015 survey widely in the sector (provinces and districts) for action. Revised data collection instrument for 2016. Q3: Two samples drawn for reporting at the national and district levels. Q4: Data collected in 65.56% of the targeted sampled schools, i.e. 708 out of 1080. Of the surveyed school principals 72.18% (511 out of 708) expressed

overall satisfaction with the services they received from district offices during the 2016 academic year, while 27.82% (197) did not. ANNUAL: 72% (511/708) 79 INDICATOR TABLE: PROGRAMME 4 # PERFORMAN CE INDICATORS 4.5.3 Percentage of district assessed against developed criteria. TARGET FOR 2016/17 AS PER APP 75%: Annually AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL)

ANNUAL STATUS 65.4% 53 district managers assessed/ 81 districts X100 Q1: Developed plan to monitor implementation of the competency assessments by provinces for newly appointed district directors. Q2: Tool developed and sent to provinces to track district appointments made in the first half of the financial year and compliance with policy on competency assessments. Q3: Data collection tool completed by provinces Q4: 74.29% 52 out of 70 district directors have been assessed using competency assessments. 74-75= -1% negative deviation 52 out of 70 district directors have been assessed using competency assessments. Two provinces, namely Free State and Limpopo have incumbents appointed on permanent basis without having undergone competency assessment. This accounts for the slight decline from the target moving from the baseline.

ANNUAL: 74% (52/70) Remedial Actions: Conduct an audit of skills and competencies of district managers. Competency framework to be used to develop competency assessments informed by the gaps identified through the above audit as part of development and capacity building. 80 PROGRAMME 4 NATIONAL ASSESSMENT AND PUBLIC EXAMINATIONS Test items for diagnostic assessments were pre-tested in Grades 3, 6 and 9 Language and Mathematics. 701 test items were developed together with a Teacher Manual and a Test Item Tagging Framework. A total of 366 question papers were set, moderated and approved by Umalusi for the November 2016 and March 2017 NSC examinations. The 128 question papers required for the Senior Certificate (SC) examinations in May/June 2017 have been set and internally moderated. A total of 115 966 full-time and 813 part-time candidates wrote the Supplementary examinations. A total of 169 619 candidates enrolled to write the 2016 SC examination with about 33 005 being candidates who enrolled for six (6) or more subjects. School Based Assessment (SBA): twenty-five (25) PAT moderators were trained to moderate PATs for Agricultural Management Practices, Agricultural Technology, Design, Dramatic Arts, Visual Arts, Music and Tourism using the improved PAT moderation tool. Marking was conducted in 140 marking centres in the country by 47 414 markers for the 2016 NSC Examinations. 81 A SYSTEM ON THE RISE SACMEQ IV STUDY Results SOUTH AFRICA TIMSS 2015 82

THE NUMBER OF CANDIDATES PASSING MATRIC SINCE 1970 442,672 450,000 400,000 334,718 350,000 283,294 300,000 250,000 191,000 200,000 150,000 100,000 43,000 50,000 ,0 1970 1990 2000 2009 2016

83 SUMMARY OF NSC RESULTS INCLUDING SUPPLEMENTARY EXAMS The total number of candidates that achieved the NSC increased from 442 672 to 456 056, an increase of 13 384 candidates. The total number of candidates that obtained the Higher Certificate has increased from 100 486 to 109 831, an increase of 9 345 candidates. The number of candidates who obtained admission to Diploma studies has increased from 179 619 to 182 138, which is an additional 2 519 candidates. The number of candidates that obtained admission to Bachelors studies has increased from 162 374 to 163 875, translating to 1 501 more candidates compared to the November 2015 NSC examination results. 84 COMPARISON OF THE NSC NOVEMBER 2016 EXAMINATION RESULTS AND THE COMBINED RESULTS November 2016 NSC examinations Combined November 2016 NSC exam and Supplementary 2017 NSC exam Province No. Wrote

Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga North West Northern Cape Western Cape National No. Achieved 82 902 49 168 26 786 23 629 103 829 88 381 147 648 98 032 101 807 63 595 54 251 41 801 32 045 26 448 10 041 7 902 50 869 43 716 610 178 442 672 % Achieved No. Wrote 59.3 88.2 85.1 66.4 62.5 77.1 82.5 78.7 85.9 72.5

82 913 26 873 104 065 149 152 101 735 54 264 32 093 10 203 50 997 612 295 No. Achieved Combined % % % Achieved November (Difference) 50 492 24 123 90 269 101 289 67 334 42 681 27 350 8 333 44 566 456 437 60.9 89.8 86.7 67.9 66.2 78.7 85.2 81.7

87.4 74.5 85 1.6 1.6 1.6 1.5 3.7 1.6 2.7 3.0 1.5 2.0 INTERNATIONAL ASSESSMENTS Trends in International Mathematics and Science Study (TIMSS) In 2015, the score obtained by Grade 9 learners was 372 for Mathematics and 358 for Science. This is an improvement from the 2011 score of 352 and 332 respectively. SA Grade 5 learners wrote Maths for the first time in 2015 and obtained a score of 376. Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) In 2013, the score obtained by the Grade 6 learners was 538 for Language and 552 for Mathematics. This is an improvement from the 2007 score of 495 and 520 respectively. 86 TIMSS Change in achievement between 2003 and 2015 SA has shown the largest improvement87 points in math 90 points in science

87 MATH SCORES IN SACMEQ IV Mathematics score 1. Mauritius 2. Kenya 3. Seychelles 4. Swaziland 5. Botswana 6. South Africa 7. Zimbabwe 8. Uganda 9. Namibia 10. Lesotho 11. Zanzibar 12. Malawi 13. Zambia SACMEQ IV SACMEQ IV 644.1 608.1 599.1 577.6 562.9 551.5 524.1 523.2 522.4 513.5 498.6 479.2 477.3 523.5 SE 6.71 5.35 8.24

3.11 4.31 4.05 5.25 4.23 2.53 2.99 Biggest 2.29 improvers in 2.76 SACMEQ 3.08 1.61 S IV SIII (diff) 21.1 51.1 48.1 36.6 41.9 56.5 4.1 41.2 51.4 36.5 12.6 32.2 42.3 88 SCHOOL QUALITY TRENDS

Evidence from TIMSS Substantial improvements in Grade 9 Mathematics & Science between 2002 2011 and again to 2015 SA achieved the largest increases of all countries since 2002 Level of performance still too low Evidence from SACMEQ Large between 2007 and 2013 improvements in Grade 6 Mathematics and Reading Evidence from NSC General increases in the numbers passing matric (349 534 in 2008 to 442 672 in 2016) More black Africans achieving high level Mathematics passes Number of black Africans achieving a Bachelor Pass doubled since 2008 89 PROGRAMME 4 EDUCATIONAL MANAGEMENT INFORMATION SYSTEMS (EMIS) 21 354 (95.9%) of ordinary schools comprising 11 180 202 (95.78%) learners were uploaded to LURITS. 83% of all learners in SA schools were authenticated with the Department of Home Affairs through the process of verifying their IDs in the National Population Register. NATIONAL EDUCATION INFRASTRUCTURE MANAGEMENT SYSTEM (NEIMS) A total of 23 419 (99%) of schools have been provided with water (NEIMS Data, 31 March 2017). A total of 22 391 (95%) of schools have been provided with fencing and gate. (NEIMS Data, 31 March 2017). A total of 23 428 (99%) of schools have been provided with sanitation. (NEIMS Data, 31 March 2017). 90 PROGRAMME 4 INDUCTION AND ORIENTATION FOR DISTRICT AND CIRCUIT MANAGERS TECHNOLOGY MEDIATED 91

PROGRAMME 4 SCHOOL LEVEL PLANNING AND IMPLEMENTATION SUPPORT School Improvement Support Coordinators worked with 187 Circuit Managers to assist them to develop specific data-informed interventions. School Improvement Support Co-ordinators had worked with 187 selected Circuit Managers to support 4 180 schools across the country. The Pre-closure School Readiness Monitoring was conducted in 805 schools in eighteen (18) districts. School re-opening monitoring took place between 11 - 20 January 2017 with 2261 schools visited. 92 PROGRAMME 4 MINISTERIAL AND PARLIAMENTARIAN SUPPORT The branch engaged in the following: Visited nineteen (19) schools in Dutywa, EC and ten (10) schools were visited in Ugu District, KZN in January 2017 as part of the school readiness visits. A total of seven (7) schools in PE and eleven (11) schools in Ilembe and King Cetshwayo districts were visited as part of the PC oversight visit. A total of thirteen (13) clusters in five (5) provinces were visited to share the results for TIMSS Study, the 2016 NSC results and progress made in the improvement of learning outcomes. NATIONAL EDUCATION EVALUATION AND DEVELOPMENT UNIT (NEEDU) NATIONAL REPORT Schools that Work Study: NEEDU visited 125 top-performing schools with a view to building understanding, within the education sector, of conditions

under which schools operate successfully. 93 PROGRAMME 4 PHYSICAL PLANNING Education Infrastructure Grant: The FS fifth installment amounting to R86 890 million was withheld due to underspending of the previous transfers made to the province. The said instalment has since been stopped and re-allocated to KZN. During the in-year adjustments period, an amount of R142 million was converted from the School Infrastructure Backlogs Indirect Grant (SIBIG) for implementation of ASIDI schools currently implemented in the WC. The National Treasury approved an amount of R177 098 million for the repair and rehabilitation of the schools damaged during the protest action in Vuwani, Limpopo. To date a total of R9, 9 billion which translates to 100% of the adjusted allocation has been transferred to the PEDs. HUMAN RESOURCE A total of 407 (66%) out of 620 posts were filled due to lack of relevant qualifications and registration. MAINTENANCE The total number of projects amounted to 1 377 for all provinces. 94 PROGRAMME 4 SCHOLAR TRANSPORT Nationally 524 662 learners in need of transport were identified in 2016/17 financial year. Provinces had planned to transport only 420 240 learners, however the actual number of learners transported was 444 293 which translated to 85% of learners transported. Transportation of learners was at 108% more than the planned target. SCHOOL FURNITURE The total furniture required was 969 501 units in 8851 schools. The planned target was to provide 681 891 units to 3852 schools. As at end of the financial year 467 319 units were delivered to 4209 schools. 95 PROGRAMME FIVE: EDUCATIONAL ENRICHMENT SERVICES

The purpose of Programme 5 is to develop policies and programmes to improve the quality of learning in schools. 96 INDICATOR TABLE: PROGRAMME 5 # PERFORMANC E INDICATORS 5.1. 1 Number of schools monitored for the provision of nutritious meals Number of adjudicators, data capturers and Farm school conductors trained in SASCE programmes 5.2. 1 TARGET FOR 2016/17 AS PER APP

150: Quarterly Q1: 10 Q2: 60 Q3: 50 Q4: 20 900: Annually AUDITED OUTPUT 2015/16 - - ACTUAL OUTPUT (Q1-Q4 & ANNUAL) ANNUAL STATUS Q1: 11 Q2: 90 Q3: 15 Q4: 35 151-150= 1 positive deviation ANNUAL: 151 Q1: Training materials being developed Q2: Training in process Q3:Two master trainers per province identified. Q4: Two master trainers were sent to conduct training in provincial workshops. Workshops took place

in the following provinces: KZN, NC, GP, FS and EC. The other provinces had financial constraints and could not host the workshops. They are yet to indicate if the trainings would take place during the new financial year. ANNUAL: 1 082 97 1 082-900= 182 positive deviation INDICATOR TABLE: PROGRAMME 5 # PERFORMANCE INDICATORS TARGET FOR 2016/17 AS PER APP 5.2.2 Number of 6000: learners Annually participating in Social cohesion programmes. AUDITED OUTPUT 2015/16 ACTUAL OUTPUT (Q1-Q4 & ANNUAL)

ANNUAL STATUS 5 843 Q1: 447 Q2: 563 Q3: 362 Q4: 4 552 5 924-6000= -76 negative deviation The negative deviation is as a result of some signatures that were incorrectly attached, and thus these names were not counted from the onset. ANNUAL: 5 924 5.3.1 Number of Hot 46: Spot Schools Annually monitored towards Implementation of the NSSF - Q1: 12 Q2: 12 Q3: 12 Q4: 12 48-46= 2 positive deviation

ANNUAL: 48 98 PROGRAMME 5 NATIONAL SCHOOL NUTRITION PROGRAMME (NSNP) Programme Monitoring and Support : the DBE targeted 150 schools for monitoring in all provinces and a total of 151 schools have been visited by NSNP officials. Nutrition Education (NE) promotes healthy lifestyles, hygiene and food safety: Partnership with Nestl SA, celebrated Mandela Day on 20 July 2016 at Londolozani Junior Primary School in Mdantsane with ten (10) neighbouring primary schools participating in the event. 1 446 learners participated in sporting activities to promote physical education. PARTNERSHIPS IN NSNP Partnerships were progressively increased in support of the NSNP. Mass Discounters delivered eight (8) kitchens (Eastern Cape -1, KwaZulu-Natal -7). NATIONAL SCHOOL DEWORMING PROGRAMME More than 5 000 000 primary school learners were dewormed in the 2016/17 financial year The World Health Organisation (WHO) donated 6 100 000 Mebendazole tablets for 2017. 99 PROGRAMME 5 HEALTH PROMOTION Twenty-six (26) out of the targeted twenty-four (24) monitoring visits to schools, implementing the Care and Support for Teaching and Learning (CSTL) Programme nationally were conducted.

A total of 115 district officials have been orientated in the CSTL Framework, the CSTL handbook, and monitoring and data collection tools. In the Eastern Cape, district officials from the entire district were trained during the routine provincial training conducted in July 2016. 825 Learner Support Agents (LSAs) were trained in the EC by July 2016. In KZN, training was attended by forty-three (43) LSAs and eleven (11) district officials. HIV and AIDS Life Skills Education Programme: 20 511 educators out of a target of 19 500 were reached through training, exceeding the target by 1 011 educators. The target was to collect the baseline and the actual placement of 1 819 LSAs in the targeted schools. Provinces appointed 1 847 LSAs, exceeding the target by twentyeight (28) LSAs. 100 PROGRAMME 5 HEALTH PROMOTION Learner Pregnancy Programme Sixty (60) young people engaged in the youth dialogues across the three (3)provinces (WC,EC and GP) on how learner pregnancy can be prevented, and how best the Department can support those who fall pregnant. TB Programme In attendance were learners from ten (10) local schools, the number of learners who came to take a lead in the fight against Tuberculosis (TB) across the province to 1 800. An estimated 15 880 learners were reached through the Western Capes commemorative activities. The Eastern Cape Province also held its own TB Month commemorative events and an estimated 9 249 learners and 311 educators were reached. The Tackling of TB in schools in KwaZulu-Natal, managed in partnership with University Research Co. (URC), has reached an estimated 92 849 learners in primary and secondary schools with TB education. From those reached with TB education, 79 083 were screened for TB whereby eighty (86) learners were confirmed to have TB. 101 PROGRAMME 5

HEALTH PROMOTION TB Programme These learners were initiated on treatment, together with 208 family members who also tested positive for TB following contact tracing. SOCIAL COHESION & GENDER EQUITY Youth Citizenship Action Program (YCAP) A total of ninety-nine (99) learners participated in the 2016 national finals. 2016 had the highest number of participants starting at school level and culminating to district and provinces, with a total number of 3 826 learners participating from sixty-one (61) districts. The Inkosi Albert Luthuli Oral History (INKAL) Programme All provinces, except Limpopo, held their provincial elimination rounds and sent eight (8) representative delegations of learners and two (2) educators to the national finals. A total number of sixty-four (64) learners and eleven (11) educators took part in the 2016 national finals. 102 PROGRAMME 5 SOCIAL COHESION & GENDER EQUITY The Minister engaged in a dialogue with girl learners on various opportunities within the education sector and the available support for their participation in the economic main stream. 249 learners attended the dialogue in Welkom, Free State. ENRICHMENT & SPORT IN EDUCATION The National Eisteddfod was successfully held from 28 June to 01 July 2016 under the theme: Commemoration of the 1976 Youth Uprisings Through Music. A total number of 8 200 schools registered and participated from the first level of competition. A total of 153 schools managed to proceed up the levels (i.e. school, circuit, district and provincial) and reached the National Eisteddfod. 103 PROGRAMME 5 ENRICHMENT & SPORT IN EDUCATION School Sport: the Winter Games were successfully held on 10 - 16 July 2016

in Durban, KwaZulu-Natal. A total of 6 200 learners participated with the support from 480 Technical Officials and eighty (80) Volunteers. Learners competed in seven (7) priority sporting codes and two indigenous games namely: The National Kay Motsepe Schools Netball Championships saw thirty six (36) netball teams competing in two streams, namely Batho and Ubuntu. Spelling Bee and Reading Clubs: the DBE was central in co-ordinating the DBE Spelling Bee South Africa (henceforth, Spelling Bee) which culminated in a national event hosted on 29 October 2016. Spelling Bee winners were: Mayuri Govender, Home Education (Northern Cape); Mateo Joubert, Imperial Primary School (Western Cape); and Naledi Mashatola, Kwangulatilo Education Centre (Limpopo). 104 PROGRAMME 5 ENRICHMENT & SPORT IN EDUCATION The DBE supported the establishment of Reading Clubs in schools as part of the Spelling Bee and Reading Clubs Programme. A total number of about 448 participants, mostly officials, have been trained in this programme to date. The number of Reading Clubs established with Nalibali Trusts assistance across provinces in 2016 was 416. SAFETY IN EDUCATION The DBE monitored forty-eight (48) schools on the implementation of the National School Safety Framework (NSSF) against an annual target of forty-six (46). Imperial Holdings together with the Department celebrated a 1 000 school milestone through its road safety education and scholar patrol programme. This translated to one (1) million learners reached through this programme. The DBE also participated in joint liquor operations with SAPS and the DTI which involved the sharing of data in relation to liquor outlets in close proximity (less than 500 meters) to schools; as well as the shutting down of illegal liquor outlets.

105 PROGRAMME 5 PARTNERSHIPS The DBE managed to facilitate the formalisation of four (4) partnerships for the Department by signing of Memorandum of Agreement. Contributions made by the various partners were as follows: o Estimated monetary contributions by partners was R 86 642 469.70; o Estimated number of learners who benefited was 151 501; and o Estimated number of schools that benefited was 140. The monetary value of various libraries donated by major organisations were as follows: o Estimated monetary contributions by partners was R 18 569 448; o Estimated number of learners who benefited was 89 800; and o Estimated number of schools that benefited was 265. 106 PROGRAMME 5 PARTNERSHIPS The Department engaged with various partners to support the 2016/2017 Ministerial Programme and the following programmes were supported by the partners: o 2016 National Education Excellence Awards Total value of Sponsorship was R 610 000; o 2016/2017 National Senior Certificate results announcements (NSC) Total value of Sponsorship was R 1 642 902; o 17th Annual National Teaching Awards (NTA) Total value of Sponsorship was R 2 200 600; and o 2016 South African Schools Choral Eisteddfod (SASCE) Total value of Sponsorship was R 3 415 000, estimated number of learners who benefited at a National level was 5941, and estimated number of schools that benefited at a National level was fifty-three (53). o The DBE managed and facilitated partnership contributions and Donations on all the above mentioned programmes for the financial year 2016/2017 to the estimated value of R 113 080 419 107 PART C:

ANNUAL EXPENDITURE REPORT 108 ALLOCATION AGAINST ACTUAL EXPENDITURE PER PROGRAMME FOR THE 2016/17 FINANCIAL YEAR 2016/17 Appropriation Actual Expenditure Variance R000 R000 R000 Programmes Administration Curriculum Policy, Support and Monitoring Teachers, Education Human Resources Development and Institutional Development Planning, Information and Assessment Educational Enrichment Services Total Expenditure as % of Appropriatio n 419 000

418 301 699 99.83% 1 877 954 1 826 691 51 263 97.27% 1 179 040 1 177 397 1 643 99.86% 12 594 706 11 719 953 874 753 93.05% 6 342 761 6 333 722 9 039 99.86% 22 413 461

21476064 937397 95.82% 109 REASONS FOR DEVIATIONS Programme1: Administration Underspent: R699 thousand There were no material variances on this programme. Programme 2: Curriculum Policy, Support and Monitoring Underspent: R51.263 million The underspending on the programme is due to the Expanded Public Works Programme (EPWP) Kha Ri Gude and the Second Chance Programme. With regards to EPWP, the number of volunteers was lower than anticipated therefore the EPWP funds could not be drawn. Department also conducted an investigation on the legitimacy of the number of learners, therefore some payments were not processed as estimated. For Second Chance Programme only 7 015 of the 85 000 progressed learners were targeted to participate in 2016. Mpumalanga, Eastern Cape and Limpopo Province did not have learners registered for the June examinations and there were no face to face classes. Programme 3: Teachers, Education Human Underspent: R1.643 thousand Resources Development and Institutional Development There were no material variances on this programme. REASONS FOR DEVIATIONS Programme 4: Planning, Information and Assessment

Underspent: R874.753 million The underspending is due to poor performance by implementing agents, professional service providers and contractors, which necessitated the termination of contracts and the process of appointing replacement contractors. The process of rationalisation and mergers of schools especially in the Eastern Cape Province, also delayed the achievement of targets. Programme 5: Educational Enrichment Services Underspent: R9.039 million The underspending is due to HIV and Aids conditional grant (Limpopo Province), there were delays in provincial approval of bids to implement activities as well as delays in payment of invoices for activities conducted. In addition, the approval by National Treasury to pay the stipends for 108 Learner Support Agents was only approved in March 2017. ALLOCATION AGAINST ACTUAL EXPENDITURE FOR THE 2016/17 FINANCIAL YEAR 2016/17 Economic Classifications CURRENT PAYMENTS Appropriation Actual Expenditure Variance R000 R000 R000 Expenditure as % of Appropriation

2 560 051 2 561 407 (1 356) 100.1% 468 690 454 375 14 315 96.9% 2 045 040 2 060 711 (15 671) 100.8% 46 321 46 321 - 100.0% TRANSFERS AND SUBSIDIES 17 852 413 17 845 763

6 650 100.0% Provinces and Municipalities 16 586 230 16 579 568 1 167 484 1 167 459 Foreign government and international organisations 19 128 19 196 (68) 100.4% Non-profit institutions 76 178 76 178 - 100.0% 3 259 3 362 (103)

103.2% PAYMENTS FOR CAPITAL ASSETS 1 995 662 1 063 493 932 169 53.3% Building and other fixed structures 1 987 023 1 056 751 930 272 53.2% 8 629 6 742 1 887 78.1% Software and other tangible assets 10 - 10

0% PAYMENTS FOR FINANCIAL ASSETS 5 335 5 401 (66) 101.2% 22 413 461 21 476 064 937 397 95.8% Compensation of Employees Goods and Services Interest and rent on land Departmental agencies and accounts Households Machinery and Equipment Total 25 6 662 100.0% 100.0%

Deviations and Mitigatory Measures DEVIATIONS MITIGATORY MEASURES The The allocation for the MST is in respect of MST Oversight posts for monitoring the implementation of the underspending on this item is mainly conditional grant. The vacant posts were advertised. The due to the expenditure on Earmarked process of shortlisting is currently underway. funds (Maths Science and Technology Compensation of Employees: (MST) Oversight grant and Workbooks Earmarked Funds. With regards to workbooks the development of additional content is no longer done for the entire workbook. In the allocation, for workbooks provision was made for the portion of payment of developers. The Department will reprioritise the allocation to fund critical posts which were not funded in the organisational structure. Deviations and Mitigatory Measures DEVIATIONS Goods and Services (Over Expenditure): ASIDI programme. MITIGATORY MEASURES The DBE appointed a team to fast track the rationalization of ASIDI schools in the EC, in order to meet its targets; Projects that were terminated from implementing agents, e.g CSIR, were in the interim, managed by the DBE through the

Programme Support Unit, hence additional resources were solicited to manage these projects. Payments for Capital Assets (Under Expenditure): ASIDI programme. Poor performance by implementing agents, professional service providers and contractors, which necessitated the termination of contracts and the process of appointing replacement contractors. The process of rationalisation and mergers of schools especially in the Eastern Cape Province, also delayed the achievement of targets. AUDITOR-GENERAL REPORT Unqualified audit opinion with matter of emphasis Restatement of corresponding figures The corresponding figures for 31 March 2016 have been restated as a result of an error in the financial statements of the Department as well as for the year ended 31 March 2017. Material underspending of the budget The Department has materially underspent the budget on programme 4 to the amount of R874 753 000. Irregular expenditure Irregular expenditure to the amount of R621 314 000 was incurred in the current year as result of supply chain processes not being followed. Irregular expenditure to the amount of R351 701 000 that was incurred in the previous years was still under investigation. AUDITOR-GENERAL REPORT cont. Fruitless and wasteful expenditure

As disclosed in the financial statements, fruitless and wasteful expenditure to the amount of R11 157 000 was incurred in the current year as expenditure incurred that did not yield the intended value. AUDITOR-GENERAL REPORT cont. Other Matters Adjustment of material misstatements There were material misstatements in the annual performance report submitted for auditing. These material misstatements were on the reported performance information of Programme 2: Curriculum policy, Support and Monitoring and Programme 4: Planning, Information and Assessment. Management subsequently corrected only some of the misstatements. Annual Financial Statements The financial statements submitted for auditing were not prepared in accordance with the prescribed financial reporting framework and supported by full and proper records, as required by section 40(1)(a) and (b) of the PFMA. Material misstatements of immovable tangible capital assets, accruals and payables not recognised and commitments identified by the auditors in the submitted financial statements were subsequently corrected and the supporting records provided, resulting in the financial statements receiving an unqualified audit opinion. Irregular Expenditure Adjustment Opening Balance Prior year Adjustment New Irregular Expenditure Closing Balance 2016/17 2015/16 R000 R000

2 207 063 1 641 265 *(1 402 090) (33 865) 621 314 599 663 1 426 287 2 207 063 Irregular Expenditure Adjustment (Cont.) In previous years, the Department disclosed expenditure incurred on construction and management fee as irregular expenditure. The appointment of these IAs did not follow proper Supply Chain processes. The AGSA advised that only the management fee should be disclosed as irregular expenditure therefore Construction has been reduced on the Irregular Expenditure Register. The Accounting Officer has appointed an investigation team to investigate all the cases. The concluded ones will be reported to the Accounting officer to take appropriate action. On two cases additional information has been made available. They will be discussed with the AGSA. Fruitless and Wasteful Expenditure Adjustment Opening Balance Prior year Adjustment New Fruitless Expenditure Less: Amounts transferred to receivables for recovery

Closing Balance 2016/17 2015/16 R000 R000 44 333 28 *(42 755) - 11 157 44 305 (282) - 12 453 44 333 Fruitless and Wasteful Expenditure Adjustment (Cont.) The amount of R 42.755 is part of the R44 million that was originally disclosed as Fruitless and Wasteful Expenditure. Investigations revealed that it is not Fruitless and Wasteful Expenditure. The AGSA agreed that it should be removed. It was moved to Irregular Expenditure as the policy used to pay stipends to volunteers on a sliding scale was not approved at the correct level of Accounting Officer.

R11.157 million is new Fruitless and Wasteful Expenditure incurred on the Kha Ri Gude programme. The Department through internal investigation discovered that some classes did not have learners others had learners who had matric. The cases have been reported to the relevant authorities. CONCLUSION AUDIT OUTCOMES The DBE compiled the 2015/16 Annual Financial Statements and submitted it to the Auditor-General for auditing and to the National Treasury in terms of the PFMA. The Department received an unqualified audit opinion. The AGSA did not identify any material findings (unqualified audit opinion) on the usefulness and reliability of the reported performance information for Programme 2 Curriculum policy, Support and Monitoring; and Programme 5 Educational Enrichment Services. Programme 4 Planning, Information and Assessment received a qualified audit opinion. 122 RECOMMENDATION It is recommended that the Portfolio Committee discusses the Annual outputs and expenditure of the Department of Basic Education against planned targets of the pre-determined objectives in the Annual Performance Plan. 123 124

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    Sullivan Algebra and Trigonometry: Section 6.3 Exponential Functions Objectives of this Section Evaluate Exponential Functions Graph Exponential Functions Define the Number e Solve Exponential Equations An exponential function is a function of the form where a is a positive real...
  • Framework for

    Framework for

    Framework for Accelerating Improvement. Paula Griswold, MS. Executive Director, MA Coalition for the Prevention of Medical Errors. Patricia McGaffigan, RN, MS, CPPS. Vice President, Patient Safety Programs
  • Online Resources From Oxford University Press Overview This

    Online Resources From Oxford University Press Overview This

    Links in each case report take users to the Oxford Law Citatorpage which opens in a . new window. From the Oxford Law Citator other materials can be accessed from Oxford Reports on International Law, other Oxford University Press online...
  • Collaborative Approaches to Screening and Treatment (CAST) Victoria

    Collaborative Approaches to Screening and Treatment (CAST) Victoria

    Acute Alcohol and Opiate Use in New Mexico: Alcohol: NM has had the highest alcohol-related death rate since 1997. in 2005, it was 138% higher than the national rate. Opiates: NM has the highest drug-induced death rates in the country....
  • The Pyramid Model and PBIS: Exploring How the two Frameworks ...

    The Pyramid Model and PBIS: Exploring How the two Frameworks ...

    Through 2015-2016 school year, 34 Pyramid Model trained programs feed into elementary schools trained in PBIS. ... PBIS Expectations Matrix was helpful for organizing expectations in early childhood and supporting overall system of supports needed for program wide implementation (i.e.,...
  • Design of Shaft - New Jersey Institute of Technology

    Design of Shaft - New Jersey Institute of Technology

    Design of Shaft A shaft is a rotating member usually of circular cross-section (solid or hollow), which transmits power and rotational motion. Machine elements such as gears, pulleys (sheaves), flywheels, clutches, and sprockets are mounted on the shaft and are...
  • General Chemistry 1 Sections 7-12 - Oneonta

    General Chemistry 1 Sections 7-12 - Oneonta

    Announcements TEXTBOOK/CLICKERS HOMEWORK LAB NEXT WEEK CHEMISTRY HELP CENTER ATTENDANCE SHEETS * * * * * * * * * * * * * * Chapter 1: Matter and Measurement Atoms and Elements Molecules and Compounds Classification of Matter Properties...
  • Micro Data For Macro Models Topic 3: More

    Micro Data For Macro Models Topic 3: More

    Often missing measures of the opportunity cost of time for people who do a lot of the home production (those out of labor force, the retired, etc.). See Rogerson, Rupert and Wright (1995 Economic Theory) "Estimating Substitution Elasticities in Household...