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EDUCATION PRIORITIES &
THE MTBPS
DEPARTMENT OF
EDUCATION
1 November 2006
1
PRESENTATION OUTLINE
• Financing progress & pressures in provincial
education funding
• Strategic considerations
• 2007 priority areas into process
• MTBPS on education
2
> Education System Assessment 1
• Good system performance in terms of coverage
and access
• Negative assessments on quality
– Weak performance on 2000 SACMEQ & 2003TIMMS
– Other less “systematic” evidence
• Quality the key: Improving learning and teaching
for learner achievements
• Range of recent developments to support this:
– Improving non-personnel recurrent expenditure – no
fee schools
– Increased capital spending
– Personnel grade progression, career pathing
3
> Education System Assessment 1
• Budgets continue to grow in real terms while
learner numbers have stabilised
• Growth in the right places:
– Particularly non-personnel recurrent spending (20% per
year over MTEF)
– Per learner spending becoming more equal between
provinces
– Funding norms also driving greater equity within
provinces
– Capital spending grew particularly rapidly between
2002/03 and 2005/06
– Personnel continue to decline as proportion of budgets
in favour of complementary inputs
4
> Overall Budgets
5
> Infrastructure growth
6
> Non-personnel recurrent
7
> Per learner spend: non-personnel recurrent
8
> Composition of budgets - shifting towards non-
personnel
9
> But significant pressures
• Previous bids underfunded
– NPNC: No fee schools; Learner support material and curriculum
– QIDS-UP
– Universalising Grade R; Integrated ECD plan
– HR Systems, capacity & monitoring (EMIS)
• Personnel
– Accelerated pay progression & incentives
• No savings in 2005/06 to roll over for implementation
• In-year spending trends show pressures on implementation
– Range of issues flowing from Education Capacity Assessment (Cluster):
packages for principals; district staff; circuits, school support staff, office
staff
– Long-term supply position
• Infrastructure
– Budgets leveling off
– IDIP identified capacity constraints – both current and to provide for better
planning, alignment of planning and budgeting cycles and
oversight/monitoring
– Backlogs remaining – even in most basic areas of sanitation, water,
electricity
10
> Current infrastructure needs & plans
11
Expenditure as at 30 September
2006 vs 2006 Adjusted Estimates
MTEF AE Exp as at 30 Deviation % Spent
Baseline Sept 2006
2006 (ENE)
R’000 R’000 R’000 R’000
National 14 129 233 14 299 176 10 313 965 3 985 211 72.13%
Eastern Cape 13 065 022 13 065 022 6 026 646 7 038 376 46.13%
Free State 5 272 241 5 272 241 2 544 309 2 727 932 48.26%
Gauteng 12 281 967 12 281 967 5 387 101 6 894 866 43.86%
KwaZulu-Natal 16 209 078 16 209 078 7 976 875 8 232 203 49.21%
Limpopo 11 066 540 11 066 540 4 980 421 6 086 119 45.00%
Mpumalanga 6 218 010 6 390 857 2 834 918 3 555 939 44.36%
Northern Cape 1 644 424 1 644 424 828 582 815 842 50.39%
North West 6 305 386 6 305 386 3 046 478 3 258 908 48.32%
Western Cape 6 988 131 7 047 193 3 215 017 3 832 176 45.62% 12
WHAT IS NEEDED?
“… the lessons that emerge [from the District Development
Support Programme] confirm what much of worldwide
literature on schooling improvement is beginning to show:
that learner improvement requires a clear statement of
learning goals and standards; accountability pressure to get
actors to seek those standards, and plenty of support to
help the actors (especially teachers) come to standard. Both
pressure and support is needed”
Crouch (2006)
(the DDSP showed a 30% gain in learner achievement over the period
2000 to 2002 – implemented in 492 primary schools in KZN, Northern
Cape, Limpopo and Eastern Cape)
13
Proposals for New Funding over the
MTEF
Department of Education Priorities
• FET: Preparation for examiners and setting of question
papers for NCS examinations;
• IQMS;
• Systemic Evaluation;
• Macro funding needs – increase to baseline subsidy to
HEIs; and
• Information Communication Technology.
System priorities where funds must flow through the
Department of Education (See System Priorities)
• FET Bursaries;
• Initial Supply of Teachers; and
• Adult Literacy.
14
FET: Preparation for examination and setting
question papers for the NCS examination
(Programme 4)
• The first NCS examination will be implemented in
2008. Preparations commenced in 2005;
• To ensure readiness question papers will be
prepared over next three years i.e. 2006 – Grade
10, 2007 – Grade 11 and 2008 – Grade12;
• Additional funds will mainly be utilised for
translation and printing of question papers,
remuneration of Examiners and Moderators and
computer system.
15
IQMS
(Programme 2)
• Improving and ensuring that proper and
effective implementation of the teacher
evaluation system takes place;
• Funds will be utilised for:
Setting up of system and management of
procedures and processes
Data Collection, storage and analysis system
Monitoring and support of the provinces
16
SYSTEMIC EVALUATION
(Programme 3)
• Only 2 system wide sample evaluations of learner
performance have been done in the past 12 years;
• Participation in international assessments and
evaluations needs to be intensified; and
• Additional funding will be used to expand scope
of these evaluations in terms of frequency, sample
size and grades covered.
17
Macro funding needs - Increase to baseline
subsidy to HEIs
(Programme 6)
• Joint Treasury/ Education investigation
performed on macro-funding needs of higher
education sector;
• The proposed increases addresses critical
resource issues including capital funding,
academic staffing levels and the abnormal
increases of student tuition fees;
• A portion of the increased subsidy will also
address the increased volumes of activity in the
sector.
18
INFORMATION COMMUNICATION
TECHNOLOGY (ICT)
(Programme 4)
• ICT is central to improving the competitiveness
of South Africa, growing the economy, creating
jobs and supporting social development;
• Through ICT learners will be able to participate
in knowledge society before they leave school
and be better equipped for workplace and higher
education; and
• Funding will be utilised for conducting a
feasibility study and to do research in ICT.
19
System Priorities (Provincial)
• Teacher Development;
• Systemic Evaluation;
• Qidsup; and
• Information Communication Technology
(ICT).
20
> System Priorities 2007 – Systemic Evaluation
> The Case
• Two drivers
– Identify key factors in performance & prioritise
interventions (core assessments)
– Establish accountability (broader testing)
• Requires
– Regular testing
– More intensive utilisation of data, for analysis,
research
– Stronger base for support & intervention
– Link with school based assessment
– Wider spread of testing for accountability
21
> System Priorities 2007 – Teacher supply & development
• Additional funding for:
– Increased supply of newly qualified teachers (looming
shortage of teachers)
– Increased in service training of existing teachers (to
improve quality in the system)
• Key initiatives
– Bursaries for teacher education to improve
attractiveness, signal demand and attract some of the
best
– Improved coordination and management of in-service
training
– Increased training of educators in all phases
22
> System Priorities 2007 – Teacher supply & demand
> Activities & targets
Teacher development
Setting up Continuing Professional Development
Systems & project management
Programme development with Higher Education
Institutions
Aim for training of master teachers per year in each of
Foundation, Intermediate & Senior phases; inclusive
education, FET and ECD
Upgrade remaining under qualified teachers over next
five years through National Professional Diploma in
Education
Principals through Advanced Certificate in Principalship
over the next five years
23
> System Priorities 2007 – Teacher supply & demand
Bursaries
Bursaries for 4-year B.Ed, 1-year Postgraduate
certificate & upscaling unemployed, trained teachers
Intended starting with 1,800 bursaries in 2007/08 and
build to greater numbers of bursary holders by 2010
Funding for systems, structure, recruitment
24
> System Priorities 2007 – Systemic Evaluation
> Activities & targets
• National Assessments (Core Evaluation) & activities
– 5% sample of 2 grades (3,6 & 9) every three years
– Learning areas: language, mathematics
– Managed & closely controlled by national department
– National lead in development of instruments, resource banks, analysis &
dissemination
• Provincial Assessments (Broad Evaluation)
– Teachers & districts use materials similar to those in Core to gauge
performance especially to measure progress on interventions such as no
fee schools, QIDS-UP
– Support drive for accountability
• Full cost of development, provincial pre-testing, testing 5%, analysis
for say Grade 6, 2 learning areas
• Need situation where economies of scale and have become routine
25
Qidsup
• Identify quintile 1 to 3 primary schools that will
participate in the programme by March 2011.
• Develop Qidsup minimum resource package to be
provided to poorly resourced primary schools that will
participate in the programme.
• Develop Qidsup School Audit Checklist to assess whether
quintile 1 to 3 primary schools have the basic minimum
resources.
• Conduct baseline study on learner as well as school
performance in 5% of the quintile 1 to 3 primary schools
that are located in the districts that are under-performing
in matric results.
• Use Quality Assurance database to monitor the
implementation of the programme by recording Qidsup
schools, resources they need, resources they already have
as well as learner and school performance data.
26
> The E-Education case
•Digital divide widening within & between provinces; new inequalities
opening up
•ICT is central to improving the competitiveness of South Africans,
growing the economy (demand for skilled workers), creating jobs and
supporting social development
•ICT supports larger systemic, pedagogical curricular and assessment
reforms facilitating improved education
•Ensure that learners are equipped to participate in the knowledge society
before they leave school or FET Colleges
THEREFORE UNDISPUTED NEED FOR EDUCATION ICT STRATEGY &
IMPLEMENTATION – DEBATE ABOUT PACE & FOCUS
The strategy
•Targets Universal ICT capability by 2013
•Explores range of delivery models (PPPs; Government, outsourced)
•Phased from secondary schools teaching Computer Applications Technology and
Information Technology
•Focuses comprehensively on components and requirements 27
> E-Education vision
Every South African manager, teacher and learner in GET
& FET will be ICT capable by 2013
•Detailed feasibility & financial models by mid 2007 (PPP registration by
August 2006)
•Infrastructure in all schools and for all support personnel (including
maintenance, sustainability, security, technical support & initial training)
•Broadband connectivity to all schools, FET colleges and district offices
•Ongoing professional development for teachers, principals and support
personnel
•Human resources (National, Provincial and District) to drive, manage and
support ICT in education
•Maintenance and further development of Education Portal and content
(curriculum innovation)
•Research, monitoring and evaluation
28
> System priorities 2007: Adult education and
training
Background and Status Quo
4.7 million South African have never been to school (totally
illiterate)
4.9 million South Africans left school before Grade 7
(functionally illiterate)
(Census 1996, 2001 and NHTS 2003)
Current :
270,000 Abet learners in 2,339 institutions in 2004
Perhaps 50,000 in literacy programmes
Perhaps 80 000 doing FET type programmes (Gr 10 – 12)
29
> Adult education and training : Proposed Solutions
• Eradicate illiteracy (4.7 million with no schooling)
– Extensive plan from Ministerial Committee on Literacy, June 2006
– Five-year strategy to eradicate illiteracy
– To be pursued through National Department vote
• Review and Rebuild Adult Basic Education and training
System (4.9 million functionally illiterate)
– Review, development and design: Demand assessment,
Curriculum assessment, institutional alternatives, Conditions of
service
– Programme systems improvement: Learner registration and
management, monitoring system, funding norms & standards,
educator administration system
– Learner numbers and quality: enrolments, educator numbers and
numeration, phasing of norms & standards, learner support material
30
> MTBPS on Social Services
• “Progress has been made in expanding access to education, including
the phasing in of no-fee schools in 2006. This funding reform is
targeted at 40 per cent of pupils by 2007. Funding to the National
Student Financial Aid Scheme has steadily increased, contributing to
better access of disadvantaged students to higher education. Last
year considerable allocations were made for recapitalisation of FET
colleges. The 2007 Budget will allocate funding for an FET bursary
and student loan programme to support access of disadvantaged
students to vocational education opportunities.”
• “Funding for no-fee schooling proposed for 40 per cent of learners
by 2007 . Upgrading the competence and professional qualifications
of teachers is crucial to education and human development over the
longer term. A teacher development programme is under way, aimed
at upgrading the qualifications of existing teachers to meet the
requirements of the new curriculum – especially mathematics
literacy and life orientation – as well as leadership and management
skills of school principals. Additional allocations are also anticipated
for learning support materials and improved school facilities in
provincial education budgets, targeted at the poorest 60 per cent of
schools.” 31
> MTBPS on Social Services
• “Large proportion of additional allocations to provinces to
improve quality & access to education, health & social
development - including investments in personnel, in-service
training & development programmes especially mathematics,
science and life orientation.”
• “In-service training and development programmes, especially in
relation to mathematics, science and life orientation, will be an
integral part of these programmes.”
• R13,1 billion allocated to social services sector over the
MTEF to improve remuneration packages of selected
personnel, employ professional staff in health & social dev.
and boost training & development
– Further R5,5 billion targeted at improving quality of social services
- increased transfers to provincial government to among others:
improve quality of education through evaluating school
performance & physical infrastructure (school libraries &
laboratories) and equipment
32
> MTBPS on Education
SKILLS FOR ECONOMIC DEVELOPMENT
• “Education remains the key to sustaining long-run
growth and reducing inequality. The uneven
quality of schooling, weaknesses in education
administration, differentiated qualifications and
salaries of teachers, and inadequacies in skills
development programmes have to be addressed.”
• “Initiatives in progress are focused on expanding
the resources allocated to schools and further
education institutions, and on addressing
institutional and managerial challenges, along with
curriculum reform.”
33
> MTBPS on Education
• “The provincial equitable share is projected to grow by an annual average rate
of 7 per cent in real terms.”
• Provincial baseline R28,2bn of which R18.6bn equitable share and
R9.6bn for conditional grants.
• R9.6bn for conditional grants no increase to health.
• Of R18.6bn for equitable share R13.1bn for improvement in personnel
remuneration for selected personnel, increase in expertise and training
and development mainly in health.
• The remaining R5.5bn for education, health, social development and
other such as roads.
• Education policy priorities
• “Improving the quality of education through evaluating school performance
and investing in physical infrastructure and equipment, with particular
emphasis on school libraries and laboratories. (Quality Improvement &
Development Strategy for uplifting public schools)”
• Teacher upgrading & curriculum development (especially mathematics
literacy, life orientation & leadership and management skills of school
principals)
• Additional allocations anticipated for learning support materials and
improved school facilities
34
> MTBPS on Education
• “The provincial infrastructure grant is increased by R4,3 bn over
the next three years.The bulk of the additional allocation to the
provincial infrastructure grant will strengthen the expanded
public works programme in roads, boosting employment and
skills acquisition.”.
• DOE Vote 15 – R3.7bn over MTEF
– R700 million for new bursary programme for trainee teachers
(target 1800 student teachers) in mathematics, science,
technology and foundation phase.
– Expansion of Adult literacy programme through partnerships with
NGOs, adult basic education centres and volunteers.
– Higher Education subsidy
– Additional funding for FET bursary & student loan programme
(access to vocational education)
35
Summary of priorities indicated by
the Minister of Finance on 25
October 2006
• Adult Literacy;
• Skills Development;
• Higher Education (Including resources for
infrastructure investment at universities);
• Bursary programmes to attract young people in
the teaching profession, for teachers to improve
their skills through post-graduate education in
maths, science and life skills; and
• Bursary programmes for deserving entrants into
FET Colleges. 36
Proposed additional funding for the
2007 MTEF
• Average annual growth 2006/07 – 2009/10 =
10,3% which is well above the inflation rate;
• Real growth for 2007 MTEF 5,55%;
• R3,7 billion for higher education, teacher
development and further education;
• New bursary scheme for prospective educators –
R700 million;
• Funding for no-fee schooling – 40% of pupils by
2007; and
• Additional funding for LTSM and improved
school facilities in provincial education budgets,
targeted at the poorest 60 per cent of schools.
37
> MTBPS Specifics
38
Way forward
• Communication to PEDs and MECs on
priorities
• Provincial visits to PEDS by DoE – First
week of November 2007
• Provincial visits to PT and PEDS by DoE
and NT – second November 2007
• Analyses of Provincial Education estimates
in terms of priorities – January 2007
39
THANK YOU.
40
Detail of Specific Key Performance Areas at
National Level
EMIS
(Programme 2)
• A provincial roll-out project plan has been developed and provided to
provincial education departments for inputs;
• Roll-out of the SA-SAMS system in all public schools as a first phase
of unit record collection is in progress;
• Design and develop a unit record system and tracking system for
implementation by provinces over the next 3 to 5 years;
• Develop and implement Business Intelligence/Decision Support
Systems: Pilot testing has commenced;
• Improve quality of data through data quality audits, standards
implementation, enhancement of systems and training: Tender for
sample survey has been awarded and work started during September
2006;
• During July/August the Department distributed licenses according to
provincial request;
41
Ensuring a credible IQMS
(Programme 2)
• Personnel expenditure is the education sector’s highest
spending item at around 80%. A system of measuring
teacher performance is therefore of high importance.
• IQMS has been developed and implemented in
provinces, however, provinces require support and
monitoring;
• The Department has introduced an audit and monitoring
tool;
• The Department has developed a creative moderation
tool which will ensure that scores are not inflated and
that they are a true reflection of the teachers worth.
42
Monitoring and Support for NCS
Implementation
(Programmes 3 and 4)
• Training workshops;
• Teaching guides;
• Assessment guidelines;
• Analysis and distribution of Grade systemic
assessment results;
• Increased visits by subject advisers;
• TV broadcasts of new subjects and concepts;
• Textbook and reading book guidance and provision; and
• Teachers in the classroom, and textbooks for all
learners.
43
Recapitalisation of FET Colleges
(Programme 4)
• New Programmes: New qualifications framework gazetted; curricula
for 11 programmes aligned to ASGI-SA;
• Lecturer Training: R10 000 per lecturer for professional development;
2 000 lecturers to receive training during October/November 2007;
• Funding: New funding norms developed - programme-based,
encourage efficiency and quality, output bonus (throughput
rates/examination results), pro-poor;
• Audit of FET college programmes and staff establishment norms was
carried out; Guidelines for the management of multi-campus
institutions were developed;
• Infrastructure and Equipment audit: Development and acquisition for
new programmes in progress; and
• FET College Bill: Address governance, management, staffing and
funding norms, is currently going through Parliamentary process.
44
Higher Education: Brief Sector Overview
(Including Enrolment Planning)
(Programme 6)
• The Higher Education Branch conducted an assessment of the
performance of the public higher education system over the 10-year
period 1996-2005;
• Assessment was performed in terms of the 18 goals of the 1997 White
Paper on Higher Education Transformation;
• Result showed that the higher education system had met most, but not
all, of the White Paper’s transformation targets;
• Unsatisfactory targets related to:
(a) The fields of study in which students are enrolled; and
(b) Student success and graduation rates.
45
