Annual Performance Plan 2013/14 - Department of Education

Annual Performance Plan 

2013 / 2014 

Building Blocks 

for Growth

EASTERN CAPE DEPARTMENT OF EDUCATION 

2013/14 

ANNUAL PERFORMANCE PLAN 

25 March 2013 

Annual Performance Plan 2013/14 

1

Official Sign-off 

This Annual Performance Plan 

• was developed by the management of the Eastern Cape Department of Education under the guidance of the Member of 

the Executive Council for Education, Eastern Cape. 

• was prepared in line with the current Strategic Plan of the Eastern Cape Department of Education; and 

• accurately reflects the performance targets which the Eastern Cape Department of Education will endeavour to achieve 

given the resources made available in the budget for 2013/14. 

HJ ISAACS 

ACTING CHIEF FINANCIAL OFFICER 

Date: 25-03-2013 

MP MDIKANE 

DEPUTY DIRECTOR-GENERAL: EDUCATION PLANNING EVALUATION AND MONITORING 

ML NGONZO 

HEAD: EDUCATION 


Approved by: 

M MAKUPULA, MPL 

MEMBER OF THE EXECUTIVE COUNCIL for EDUCATION 



2

Contents 

Part A: General Information 

1. Vision …………………………………………………………………………………………………………………………………. 5 

2. Mission ………………………………………………………………………………………………………………..…………….… 5 

3. Goals (Optional)……………………………………………………………………………………………………………................ 5 

4. Values …………………………………………………………………………………………………………………….……………. 5 

5. Foreword (by MEC) ……………………………………………………………………………………………………………….… 8 

6. Introduction by Accounting Officer…………………………………………………………………………………………..………. 9 

Part B: Strategic Overview………………………………………………………………………………………………………………… 10 

1. Schooling 2025 (Include the 27 goals and provide a provincial context)………………………………………………….. 10 

2. Delivery Agreement………………………………………………………………………………………………………………... 13 

3. Updated Situational Analysis………………………………………………………………………………………………………. 17 

3.1. Performance Delivery Environment……………………………………………………………………………………………… 17 

3.2. Organisational Environment……………………………………………………………………………………………………… 28 

3.3. Revisions to Legislative and other Mandates……………………………………………………………………………….. 29 

4. Planned interventions and programmes…………………………………………………………………………………….. 32 

4.1. Sector Budget Priorities…………………………………………………………………………………………………………. 32 

4.2. Provincial Plans ………………………………………………………………………………………………………………. 39 

5. Overview of 2012/13 Budget and MTEF Estimates……………………………………………………………………………… 40 

5.1 Expenditure Estimates and Sector Budget Tables…………………………………………………………………………… 40 

5.2 Reconciling Expenditure Trends to Strategic Outcome-oriented goals……………………………………………………. 41 

Part C: Programme and sub-programme plans………………………………………………………………………………………… 42 

1. Programme 1: Administration……………………………………………………………………………………….………….. 44 

1.1 Strategic Objective and Annual Targets for 2013/14……………………………………………………………….………… 44 

1.2. Reconciling Performance Targets with the Budget and MTEF.................................................................................... 45 

1.3. Performance and Expenditure Trends…………………………………………………………………………………………… 46 

1.4. Quarterly Targets………………………………………………………………………………………………………………….. 47 

2. Programme 2: Public Ordinary Schools……………………………………………………………………………………….. 50 

2.1 Strategic Objective and Annual Targets for 2013/14………………………………………………………………………… 51 

2.2. Reconciling Performance Targets with the Budget and MTEF…………………………………………………………….. 53 

2.3. Performance and Expenditure Trends………………………………………………………………………………………... 54 

2.4. Quarterly Targets……………………………………………………………………………………………………………... …. 56 

3. Programme 3: Independent School Subsidies………………………………………………………………………...............59 

3.1 Strategic Objective and Annual Targets for 2013/14…………………………………………………………………………. 60 

3.2 Reconciling Performance Targets with the Budget and MTEF……………………………………………………………….. 61 

3.3 Performance and Expenditure Trends………………………………………………………………………….………………... 61 

3.4 Quarterly Targets…………………………………………………………………………………………………………………… 62 

4. Programme 4: Public Special School Education……………………………………………………………………………… 65 


4.2 Reconciling Performance Targets with the Budget and MTEF……………………………………………………………… 67 

4.3 Performance and Expenditure Trends…........................................................................................................................... 67 


3

4.4 Quarterly Targets…………………………………………………………………………………………………….…………….. 68 

5. Programme 5: Further Education and Training……………………………………………………………………………….. 69 

5.1 Strategic Objective and Annual Targets for 2013/14……………………………………………………………................. 70 


5.3 Performance and Expenditure trends……………………………………………………………………………………………. 71 

5.4 Quarterly Targets……………………………………………………………………………………………………………………73 

6. Programme 6: Adult Education and Training………………………………………………………………………..………… 73 

6.1 Strategic Objective and Annual Targets for 2013/14……………………………………………………………….………… 74 

6.2 Reconciling Performance Targets with the Budget and MTEF………………………………………………………..……. 75 

6.3 Performance and Expenditure Trends…………………………………………………………………………………………… 75 


7. Programme 7: Early Childhood Development……………………………………………………………………….………… 76 



7.3 Performance and Expenditure trends……………………………………………………………………………………………. 79 


8. Programme 8: Infrastructure Development……………………………………………………………………………………. 81 

8.1 Strategic Objective and Annual Targets for 2013/14………………………………………..……………………………….. 82 


8.3 Performance and Expenditure Trends……………………………………………………………………………...................... 85 

8.4 Quarterly Targets…………………………………………………………………………………………………….................... 86 

9. Programme 9: Auxiliary and Associated Services…………………………………………………………………………… 87 


9.2 Reconciling Performance Targets with the Budget and MTEF………………………………………………………………..91 

9.3 Performance and Expenditure Trends…………………………………………………………………………………………… 93 

9.4 Quarterly Targets……………………………………………………………………………………………………………… ….. 94 

Part D: Links to Other Plans 

1. Links to the long-term infrastructure, capital plans and other plans………………………………………………………………. 95 

2. Conditional grants………………………………………………………………………………………………………….…………… 100 

3. Public entities…………………………………………………………………………………………………………………………… 102 

4. Public-private partnerships………………………………………………………………………………………………..…………… 102 

Appendices 

1. APPENDIX A: New Strategic Goal Statements ……………………………………………………………………………….. 103 

2. APPENDIX B: Action Plan to 2014 and Delivery Agreement Indicators ……………………………………………………….. 110 

3. APPENDIX C: Summary of Programme Performance Measures ………………………………………………………………… 113 

4. APPENDIX D: Technical Indicator Descriptors …………………………………………………………………………………….. 121 

5. APPENDIX E: Information Tables Relevant for Planning in the Education Sector ……………………................................... 144 


4

Part A: General Information 

1. Vision 

To provide learners with opportunities to become productive and responsible citizens through quality basic education 

2. Mission 

To achieve the vision we will: 

• Implement appropriate and relevant educational programmes through quality teaching and learning 

• Mobilize community and stakeholder support through participation 

• Institutionalizing a culture of accountability at all levels of the department 

3. Goals 

Strategic Goal 1: Equitable access to education and resources; 

Strategic Goal 2: Quality of teaching and learning improved at all educational institutions; 

Strategic Goal 3: School functionality improved for learner achievement at all levels; 

Strategic Goal 4: Organizational capacity enhanced through human resource development and talent management; 

Strategic Goal 5: Social cohesion promoted through cooperation with all stakeholders in education; and 

Strategic Goal 6: Efficient administration through good corporate governance and management. 

STRATEGIC OBJECTIVES LINKED TO STRATEGIC GOALS: 

STRATEGIC GOAL(SG) 

STRATEGIC OBJECTIVES (SOs) 

Strategic Goal 1: 

Equitable access to education and 

resources 

SO 1.1: 

To improve access of children to quality Early Child 

Development (ECD) 

SO 1.2: To increase access to education in public ordinary schools 

SO 1.3: To increase access to inclusive and specialised education and 

access to centres which offer specialist services 

SO 1.4: To provide infrastructure, financial, material, human resources 

and information-communications technology (ICT) to schools 

SO 1.5: Increase access to education in public Further Education and 

Training Colleges 

SO 1.6: 

SO 2.1: 

Increase access to education in public Adult Education and 

Training Learning Centres 

To provide an integrated quality ECD provisioning 

Strategic Goal 2: 

Quality of teaching and learning improved 

at all educational institutions 

SO 2.2: 

To increase the percentage of Grade 3, 6 and 9 learners 

performing at required levels in language and mathematics 

SO 2.3: To increase the number of Grade 12 learners who become 


5



eligible for a Bachelors programme at a university 

SO 2.4: To increase the number of Grade 12 learners who pass 

Mathematics and Physical Sciences 

SO 2.5: To increase access to high quality teaching-learning materials 

SO 2.6: To improve systems for monitoring of learner performance, 

administration of assessments and utilization of examination 

question banks across the system 

Strategic Goal 3 : 

School functionality improved for learner 

achievement at all levels 

SO 3.1: To develop and mentor school management teams 

SO 3.2: To implement quality assurance measures, assessment 

policies, and systems to monitor school and learner 

performance 

SO 3.3: To improve the quality of monitoring and support provided to 

schools by the Department 

SO 3.4: To strengthen governance for effective and functionality of 

schools 

SO 3.5: To improve systems for effective management and 

administration of schools 


Organizational capacity enhanced through 

human resource development and talent 

management 

SO 4.1: To develop and enhance the professional and technical 

capacity and performance of educators 

SO 4.2: To develop the skills of the Department workforce at all levels 

SO 4.3: To ensure equitable distribution and utilisation of resources in 

the Department 

SO 4.4: To ensure talent management and attraction of young 

motivated and appropriately trained employees 

SO 4.5: To promote leadership development for improved 

organizational efficiency 


Social cohesion promoted through 

cooperation with all stakeholders in 

education 

SO 5.1: To promote youth development and inculcation of positive 

values through arts, culture, heritage and sports in all 

institutions 

SO.5.2: To implement an integrated health and wellness programme 

including programmes catering for learner welfare. 

SO 5.3: To develop and implement partnership programs to enhance 

the effectiveness and functionality of the schooling system 


Efficient administration through good 

corporate governance and management 

SO 6.1: To stabilize financial management across the organization 

through proper budgeting, control and reporting 

SO6.2: To provide an appropriate service delivery model and 

organizational structure for improved education delivery and 

support 


6



SO 6.3 To ensure that management systems for performance, 

information and risk mitigation are in place 

SO 6.4: To develop and monitor the implementation of an integrated 

policy management framework 

4. Values 

The Vision and Mission are supported by values, based on the Constitution of the Republic of South Africa (Act 108 of 1996) and the 

Batho Pele principles. 

As officials of the Department of EDUCATION* and servants of the public we pledge to: 

• serve with Empathy and 

• endeavour at all times to treat learners, colleagues and all other stakeholders with Dignity and courtesy 

• ensure in the spirit of teamwork, to continuously strive for Unity as we demonstrate focus, passion for all. 

We also undertake 

• to inspire Confidence in government service and 

• fulfill the fundamental principles of Access and equity as enshrined in the Constitution of the Republic 

• while Trust and honesty are the essence of being called upon to display a high level of Integrity and accountability in our 

daily operations, 

• instilling all around us a culture of Ownership and humility as we make our contribution in molding the future leaders of our 

beloved Nation. 

* The letters of the acronym “EDUCATION” are employed as the first letters of the eight (8) values: Empathy, Dignity, Unity, 

Confidence, Access, Trust, Integrity, Ownership and Nation. 


7

5. Foreword 

I am privileged to make this foreword to the Annual Performance Plan. The year under review was a 

mixture of exciting opportunities and formidable challenges. Below are the highlights of that review 

The most daunting challenges confronting the Department continue to be related to improving the 

quality of teaching and learning in schools and over-expenditure in compensation of employees (CoE). 

The national norm that each provincial department has to comply with is a eighty-twenty (80:20) split in 

respect of personnel versus non-personnel costs. The personnel expenditure for 2011/12 stood at 

almost 90% of the budget, which limits funding for improvements for service delivery. There were also 

budget cuts in non-personnel funding, particularly in Goods and Services, and which impacted 

adversely on realising planned targets for the period under review. 

The National Executive invoked Section 100(1)(b) of the Constitution on the Department on 2 March 

2011 to address the key challenges that confronted the Department. The implementation of Section 100(1) (b) involves the following 

six focus areas or priorities were also agreed upon, namely: 

Priority 1: Management of Human Resources capacity, as well as personnel & provisioning budget: 

Priority 2: Effective management & implementation of the National School Nutrition Programme; 

Priority 3: Procurement & delivery of Learning-Teaching Support Materials (LTSMs); 

Priority 4: Effective management & provisioning of scholar transport [done in collaboration with the Department of Transport]; 

Priority 5: School infrastructure development programme – priority mud & unsafe schools [done in collaboration with the 

Department of Basic Education]; and 

Priority 6: Education systems and operations planning, accountability, supply chain management, financial management. 

The Department will continue to address fundamental challenges linked to teaching and learning as well as support to school 

responsibilities. The TTT (Texts, Teachers and Time) deliverable of the President is still not being adhered to as we still face 

classrooms without educators, learners without timeously receiving learning-teaching support material (LTSM), lack of sufficient/ 

adequate school infrastructure, lack of timeous payment of suppliers, etc. The Department is working with provincial and national 

departments to address these and other key challenges. 

The Department intends to fund “No-Fee schools” at the national target and continue with the School Nutrition Programme and 

Learner Transport Scheme, including meeting the demand for transport within the available budget. The infrastructure budget for 

2013/14 will be fully committed by ensuring that most projects are under construction. For the second time the Department declared 

the 2013 Post Basket for educators on the legally prescribed date of 30 September 2012. The implementation of the 2013 post 

provisioning proceeded with significant challenges. Infrastructure expenditure as at March 2013 is ±R905 million (±80%). 

The Department received another audit Disclaimer for 2011/12. Much effort is still needed to address various financial and nonfinancial 

issues which led to previous negative audit outcomes. With sufficient assistance from key stakeholders, I am confident that 

within the medium term the Department will achieve its aim of a clean audit as well as the improvement of the quality of teaching and 

learning. 

Subsequent to the provincial launch of the QLTC campaign at Mpekweni in October 2011, all structures at district level were 

launched and currently launches are taking place in schools which is the ultimate purpose of the Campaign. To strengthen the QLTC 

campaign, the Department is successfully partnered with the House of Traditional Leaders, municipalities, universities, faith-based 

organizations, business, organized labour, the NGO Coalition and various community constituencies. The NEDLAC Accord on Basic 

Education included the commitment of the “ADOPT A SCHOOL CAMPAIGN” with more focus on underperforming schools in 

particular in the Province. The implementation thereof is continuing in the 2013 academic year. I will continue to work closely with all 

the stakeholders and social partners in education to achieve the aims of the Quality Teaching and Learning Campaign and the policy 

intent of making education a societal issue. 

M Makupula, MPL 

MEMBER OF THE EXECUTIVE COUNCIL for EDUCATION 


8

6. Introduction by Accounting Officer 

Reasonable initial progress was made in dealing with a number of key historical challenges linked to: 1) 

the timeous declaration of the 2013 post provisioning basket and the finalization of post establishments 

for schools so that the province achieved the average national ratio of 1:35; 2) the delivery of stationery 

and Curriculum and Assessment Policy Statement (CAPS) textbooks for Grades 1 to 3 and 10 by the 

Department and the delivery of workbooks by the Department of Basic Education (DBE); 3) the full 

restoration and continued provisioning of nutrition to 1, 692, 643 learners in 5, 132 schools in all 

quintiles 1, 2 and 3 schools; 4) the full restoration and continuation of the scholar transport service 

according to the existing budget; 5) a data clean-up of educator and learner numbers; 6) an increased 

and extensive support provided to Grade 12 learners in the 2013 academic year; and 7) an 

improvement in the control to ensure a drastic decrease in historical high levels of fraud and corruption. 

The Section 100(1)(b) priorities include the following twenty two delivery areas requiring urgent attention and which have to be 

reported on regularly: 1) 2013 Grade 12 Learners‟ support programme; 2) National School Nutrition Programme (NSNP); 3) Supply 

of stationery and textbooks; 4) finalisation of the 2013 schools post establishment; 5) provisioning of school furniture; 6) transfer 

payment of funds to section 21 school in terms of the National Norms and School Funding; 7) Learner Transport; 8) filling of all 

substantive vacant posts in schools; 9) filling of all substantive posts for schools; 10) provision of mobile classrooms; 11) 

procurement and payment of services for all non-section 21 schools; 12) filling of all critical vacant posts for schools of learners with 

special education needs; 13) implementing reversal of irregular salary increases; 14) merger and closure of schools that are not 

educationally viable; 15) redeployment of teachers in addition; 16) implementing the Audit Rectification Plan; 17) clearing backlogs of 

appeal cases; 18) finalising of all outstanding disciplinary cases; 19) conducting head count of learners and employees; 20) 

strengthening the Internal Audit and Risk Management Unit; 21) improve expenditure on the Conditional Grants; and 22) compliance 

with legal prescripts pertaining to Human Resources (HR), finance and others. 

In 2013, the Department will continue to implement the enhanced Learner Attainment Improvement Strategy (LAIS), which was 

incorporated into the Turnaround Plan, and successfully conduct a number of credible examinations. The Province will conduct and 

administer Provincial standardised tests for Grades 3, 6 and 9 in June and November in 2013 and examinations for Adult Education 

and Training Level 4 candidates and Grade 12 candidates in more than a thousand centres (full time and part time candidates 

combined). 

A number of key medium to long-term challenges remain which are being resolved through increased and focused effort and support 

from the Office of the Premier, Provincial Treasury, the Departments of Basic Education (DBE), National Treasury, Public Service 

and Administration (DPSA), and Roads and Public Works. 

Despite the challenges in fully implementing the Audit Intervention Plan in 2012/13, some great strides have been made to date, 

relating to human resources and document management in the Department. Audit teams have been formed to ensure timeous 

supply of all information requested by the office of the Auditor-General. The Department continues with the appointment of 

PriceWaterhouseCoopers to focus on internal audit, Risk Management and forensic investigations. 

ML Ngonzo 

HEAD: EDUCATION 


9

Part B: Strategic Overview 

1. Revision of Departmental Vision, Mission, Strategic Goals, Strategic Objectives and Values in line with 

Schooling 2025 and the Delivery Agreement of the Minister of Basic Education 

Schooling 2025 is a long-term strategic plan for the Basic Education Sector which will allow for the monitoring of progress 

against a set of measurable indicators covering all aspects of basic education including amongst others , enrolments and 

retention of learners, teachers, infrastructure, school funding, learner well-being and school safety, mass literacy and 

educational quality. 

Since Schooling 2025, the Action Plan to 2014: Towards the Realisation of Schooling 2025 and the Delivery Agreement for 

the Minister of Basic Education, MECs for Education and other stakeholders were finalised after the submission of the 

current medium-term or five-year cycle, the Department decided to review its vision, mission, strategic goals, strategic 

objectives values and align the programme performance measures and sector performance indicators to that in Schooling 

2025, the Action Plan to 2014 and the Delivery Agreement for the Minister of Basic Education. See the revised vision, 

mission, strategic goals, objectives and values in Part A and the revised Strategic Goal Statements in Appendix A of this 

document. 

The long-term plan includes a medium-term Action Plan to 2014 and both plans include the 27 national goals. Thirteen of 

these goals are output goals dealing with better school results and better enrolment of learners in schools. The remaining 14 

goals deal with things that must happen for the output goals to be realised. The following table shows the relationship 

between Schooling 2025’/ Action Plan 2014’ and the Strategic Goals, Strategic Objectives and Performance Measures of the 

Department: 

SCHOOLING 2025 AND ACTION PLAN TO 2014 

1. Increase the number of learners in Grade 3 who by the 

end of the year have mastered the minimum language 

and numeracy competencies for Grade 3 



and mathematics competencies for Grade 6 



and mathematics competencies for Grade 9 

4. Increase the number of Grade 12 learners who 

become eligible for a Bachelors programme at a 

university 

5. Increase the number of Grade 12 learners who pass 

mathematics 

6. Increase the number of Grade 12 learners who pass 

physical science 

DEPARTMENTAL STRATEGIC GOALS, STRATEGIC 

OBJECTIVES AND PERFORMANCE MEASURES 

SG2 SO2.2: To increase the percentage of Grade 3,6 and 9 learners 


PPM906: Number of Grade 3 learners who passed Language in the 

Annual National Assessment (ANA) 

PPM907: Number of Grade 3 learners who passed Maths in the 














PPM903: Number of Grade 12 learners who obtained Bachelor 

passes in the National Senior Certificate (NCS) 

SG2 SO2.4: To increase the number of Grade 12 learners who pass 


PPM904: Number learners who passed Mathematics in the NCS 

examinations 

SG2 SO2.4: To increase the number of Grade 12 learners who pass 


PPM905: Number of learners who passed Physical Sciences in the 

NCS examinations 


10


7. Improve the average performance in languages of 

Grade 6 learners 

8. Improve the average performance in mathematics of 

Grade 6 learners 

9. Improve the average performance in mathematics of 

Grade 8 learner 

10. Ensure that all children remain effectively enrolled in 

school up to the year in which they turn 15 

11. Improve the access of children to quality early 

childhood development (ECD) below Grade 1 

12. Improve the grade promotion of learners through the 

Grades 1 to 9 phases of school 

13. Improve the access of youth to Further Education and 

Training beyond Grade 9 

14. Attract in each year a new group of young, motivated 

and appropriately trained teachers into the teaching 

profession 

15. Ensure that the availability and utilisation of teachers is 

such that excessively large classes are avoided 

16. Improve the professionalism, teaching skills, subject 

knowledge and computer literacy of teachers 

throughout their entire careers 

17. Strive for a teacher workforce that is healthy and 

enjoys a sense of job satisfaction 

18. Ensure that learners cover all the topics and skills 

areas that they should cover within their current school 

year 

19. Ensure that every learner has access to the minimum 

set of textbooks and workbooks required according to 

national policy 

20. Increase access amongst learners to a wide range of 

media, including computers, which enrich their 

education 

21. Ensure that the basic annual management processes 

occur across all schools in the country in a way that 

contributes towards a functional school environment 

23. Ensure that all schools are funded at least at the 

minimum per learner levels determined nationally and 

that funds are utilised transparently and effectively 

24. Ensure that the physical infrastructure and 

environment of every school inspires learners to want 

to come to school and learn, and teachers to teach 




performing at required levels in Language and Mathematics 







SG2.SO2.2: To increase the percentage of Grade 3,6 and 9 learners 


SG1 SO1.2: Increase access to education in public ordinary schools 

PPM201: Number of learners enrolled in public ordinary schools 

SG1 SO1.1: To improve access of children to quality ECD 

PPM701: Number of learners enrolled in Grade R in public schools 

PPM703: Number of schools that offer Grade R 

SG3 SO3.2: To implement quality assurance measures, assessment 

policies, and systems to monitor school and learner performance 

SG2 SO2.6: To improve systems for monitoring of learner 

performance, administration of assessments and utilization of 

examination question banks across the system 

SG1 SO1.5: Increase access to education in public FET colleges 

SG4 SO4.1: To ensure talent management and attraction of young 

motivated and appropriately trained teachers 

SG1 SO1.4: To provide infrastructure, financial, material, human and 

ICT to schools 

SG4 SO4.1: To develop and enhance the professional and technical 

capacity and performance of educators 

SO5.2: To implement an integrated health and wellness programme 

including programmes catering for learner welfare 

SG2 SO2.5: To increase access to high quality teaching-learning 

materials 

SO4.5: To promote leadership development for improved 

organizational efficiency 

SG.1 SO1.4: To provide infrastructure, financial, material, human 

and ICT to schools 

SG.1 SO1.4: To provide infrastructure, financial, material, human 

and ICT to schools 

PPM801: Number of schools provided with water supply in the 

planned financial year 


11


25. Use the school as a location to promote access 

amongst children to the full range of public health and 

poverty reduction interventions 

26. Increase the number of schools which effectively 

implement the inclusive education policy and have 

access to centres which offer specialist services 

27. Improve the frequency and quality of the monitoring 

and support services provided by district offices to 

schools, partly through better use of e-Education 



PPM802: Number of public ordinary schools to be provided with 

electricity supply 

PPM803: Number of public ordinary schools to be provided with 

sanitation facilities 

PPM804: Number of classrooms to be built in public ordinary 

schools 

PPM805: Number of specialist rooms to be built in public ordinary 

schools (all rooms except classrooms – include: laboratories, stock 

rooms, sick bay, kitchen etc.) 

PPM205: Number of learners benefiting from National School 

Nutrition Programme (NSNP) quarterly 

SG1 SO1.3: Increase access to inclusive and specialised education 

and access to centres which offer specialist services 

PPM208: Number of full service schools 

SG3 SO3.3: To improve the quality of monitoring and support 

provided to schools by the Department 

SG3 SO3.4:To strengthen governance for effective and functionality 

of schools 

SG3 SO3.5: To improve systems for effective management and 

administration of schools 


12

2. Delivery Agreement 

The following table illustrates the relationship between the ‘Schooling 2025’/’Action Plan 2014’,Indicators in the Mi nisterial 

Delivery Agreement and the and the Strategic Goals, Strategic Objectives and Performance Measures of the Department: 

GOALS IN SCHOOLING 2025 AND 

ACTION PLAN TO 2014 

1. Increase the number of learners in 

Grade 3 who by the end of the year 

have mastered the minimum 

language and numeracy 

competencies for Grade 3 




language and mathematics 





language and mathematics 


4. Increase the number of Grade 12 

learners who become eligible for a 

Bachelors programme at a university 


learners who pass mathematics. 


learners who pass physical science 

7. Improve the average performance in 

languages of Grade 6 learners 

INDICATORS IN THE MINISTERIAL 

DELIVERY AGREEMENT 

1.1 Percentage of Grade 3 learners 

performing at the required literacy level 

according to the country’s Annual 

National Assessments 


performing at the required numeracy 

level according to the country’s Annual 



performing at the required language 




performing at the required mathematics 


National Assessment 


performing at the required language 




performing at the required mathematics 



4. Number of Grade 12 learners who 

become eligible for a Bachelors 

programme in the public national 

examinations 

5. Number of Grade 12 learners passing 

mathematics 

6. Number of Grade 12 learners passing 

physical science 

7. Average score obtained in Grade 6 in 

language in the SACMEQ assessment 

CORESPONDING STRATEGIC GOALS 

AND PPMs IN THE 2013/14 ANNUAL 

PERFORMANCE PLAN 

SG2 SO2.2: To increase the percentage of 

Grade 3, 6 and 9 learners performing at 

required levels in language and 

mathematics 

PPM906: Number of Grade 3 learners who 

passed Language in the Annual National 

Assessment (ANA) 


passed Maths in the Annual National 

Assessment (ANA 




mathematics 

PPM908: Number of Grade learners 6 who 



PPM909: Number of Grade 6 who passed 

Maths in the Annual National Assessment 

(ANA) 




mathematics 


Language in the Annual National 



Maths in the Annual National Assessment 

(ANA) 


obtained Bachelor passes in the National 

Senior Certificate (NCS) 

SG2 SO2.4: To increase the number of 

Grade 12 learners who pass Mathematics 

and Physical Sciences 

PPM904: Number of learners who passed 

Mathematics in the NCS examination 

SG2 SO2.4: To increase the number of 

Grade 12 learners who pass Mathematics 

and Physical Sciences 

PPM905: Number of learners who passed 

Physical Sciences in the NCS examinations 




mathematics 





13




mathematics of Grade 6 learners 


mathematics of Grade 8 learners 

10. Ensure that all children remain 

effectively enrolled in school up to 

the year in which they turn 15. 

11. Improve the access of children to 

quality early childhood development 

(ECD) below Grade 1 

12. Improve the grade promotion of 

learners through the Grades 1 to 9 

phases of school 

13. Improve the access of youth to 

Further Education and Training 

beyond Grade 9 

14. Attract in each year a new group of 

young, motivated and appropriately 

trained teachers into the teaching 

profession 

15. Ensure that the availability and 

utilisation of teachers is such that 

excessively large classes are 

avoided 

16. Improve the professionalism, 

teaching skills, subject knowledge 

and computer literacy of teachers 

throughout their entire careers 



8. Average score obtained in Grade 6 in 

mathematics in the SACMEQ 

assessment 

9. Average Grade 8 mathematics score 

obtained in TIMSS 

10. Percentage of 7 to 15 year olds 

attending education institutions 

11.1 The percentage of Grade 1 

learners who have received formal 

Grade R 

11.2 The enrolment ratio of children 

aged 3 to 5 

12.1 The percentage of children aged 9 

at the start of the year who are in Grade 

4 or above 

12.2 The percentage of children aged 

12 at the start of the year who are in 

Grade 7 or above 

13.1 The percentage of youths who 

obtain a National Senior Certificate from 

a school 

13.2 The percentage of youths who 

obtain any FET qualification 

14. The number of qualified teachers 

aged 30 and below entering the public 

service as teachers for first time during 

the past year 

15.1 The percentage of learners who 

are in classes with no more than 45 

learners 

15.2 The percentage of schools where 

allocated teaching posts are all filled 

16.1 The average hours per year spent 

by teachers on professional 

development activities 

16.2 The percentage of teachers who 

are able to attain minimum standards in 

anonymous and sample-based 







mathematics 







mathematics 

SG1 SO1.2: Increase access to education in 

public ordinary schools 

PPM201: Number of learners enrolled in 


PPM701: Number of learners enrolled in 

Grade R in public schools 

PPM702: Number of public schools that 

offer Grade R 

SG3 SO3.2: To implement quality 

assurance measures, assessment policies, 

and systems to monitor school and learner 

performance 

SG 2 SO2.6: To improve systems for 

monitoring of learner performance, 

administration of assessments and 

utilization of examination question banks 

across the system 

PPM902: Number of candidates who 

passed National Senior Certificate 

PPM501: Number of students enrolled in 

NC(V) courses in FET Colleges 

PPM202: Number of educators employed in 

the planned financial year 


14



17. Strive for a teacher workforce that is 

healthy and enjoys a sense of job 

satisfaction 

18. Ensure that learners cover all the 

topics and skills areas that they 

should cover within their current 

school year 

19. Ensure that every learner has 

access to the minimum set of 

textbooks and workbooks required 

according to national policy 

20. Increase access amongst learners to 

a wide range of media, including 

computers, which enrich their 

education 

21. Ensure that the basic annual 

management processes occur 

across all schools in the country in a 

way that contributes towards a 

functional school environment 

22. Improve parent and community 

participation in the governance of 

schools, partly by improving access 

to important information via the e- 

Education strategy 

23. Ensure that all schools are funded at 

least at the minimum per learner 

levels determined nationally and that 

funds are utilised transparently and 

effectively 

24. Ensure that the physical 

infrastructure and environment of 

every school inspires learners to 

want to come to school and learn, 

and teachers to teach 



assessments of their subject knowledge 

17. The percentage of teachers absent 

from school on an average day 

18. The percentage of learners who 

cover everything in the curriculum for 

their current year on the basis of 

sample-based evaluations of records 

kept by teachers and evidence of 

practical exercises done by learners 

19. The percentage of learners having 

access to the required textbooks and 

workbooks for the entire school year 

20. The percentage of learners in 

schools with a library or media centre 

fulfilling certain minimum standards 

21. The percentage of schools 

producing the minimum set of 

management documents at a required 

standard, for instance a school budget, 

a school development plan, an annual 

report, attendance rosters and learner 

mark schedules 

22. The percentage of schools where 

the School Governing Body meets 

minimum criteria in terms of 

effectiveness 

23.1 The percentage of learners in 

schools that are funded at the minimum 

level 

23.2 The percentage of schools which 

have acquired the full set of financial 

management responsibilities on the 

basis of an assessment of their financial 

management capacity 


comply with nationally determined 

minimum physical infrastructure 

standards 


comply with nationally determined 

optimum physical infrastructure 

standards 




SG 1 SO1.4:To provide infrastructure, 

financial, material, human and ICT to 

schools 

SG 3 SO3.4: To strengthen governance for 

effective and functionality of schools 

SG.1 SO1.4: To provide infrastructure, 


schools 

SG.1 SO1.4: To provide infrastructure, 


schools 

PPM801: Number of schools to be provided 

with water supply 

PPM802: Number of public ordinary schools 

to be provided with electricity supply 

PPM803: Number of public ordinary schools 

to be provided with sanitation facilities 

PPM804: Number of classrooms built in 



15



25. Use the school as a location to 

promote access amongst children to 

the full range of public health and 

poverty reduction interventions 

26. Increase the number of schools 

which effectively implement the 

inclusive education policy and have 

access to centres which offer 

specialist services 

27. Improve the frequency and quality of 

the monitoring and support services 

provided by district offices to 

schools, partly through better use of 

e-Education 



25. The percentage of children who 

enjoy a school lunch every school day 

26. The percentage of schools with at 

least one educator who has received 

specialised training in the identification 

and support of special needs 

27.1 The percentage of schools visited 

at least twice a year by district officials 

for monitoring and support purposes 

27.2 The percentage of school 

principals rating the support services of 

districts as being satisfactory 




PPM805: Number of specialist rooms to be 

built in public ordinary schools (all rooms 

except classrooms – include: laboratories, 

stock rooms, sick bay, kitchen etc.) 

PPM205: Number of learners benefiting 

from National School Nutrition Programme 

(NSNP) quarterly 

SG1 SO 1.3: Increase access to inclusive 

and specialised education and access to 

centres which offer specialist services 

PPM208: Number of full service schools 

SG3 SO 3.3: To improve the quality of 

monitoring and support provided to schools 

by the Department 

SG3 SO 3.4:To strengthen governance for 

effective and functionality of schools 

SG3 SO 3.5: To improve systems for 

effective management and administration of 

schools 

PPM101: Number of public schools targeted 

to be trained in the use of SA SAMS for the 

relevant quarter in the planned financial year 

PPM209: Number of schools to be visited at 

least once a quarter by circuit managers 


16

3. Updated Situational Analysis 

3.1. Performance Delivery Environment 

The Department will continue in 2013/14 with the focused orientation of the previous financial year, and with Government’s apex or 

number one national outcome, IMPROVEMENT OF THE QUALITY OF BASIC EDUCATION in mind, it has further simplified the 

conceptualisation of its performance into the following six focal points in order to accelerate the implementation of the Learner 

Attainment Improvement Strategy Support (LAIS) in schools and Districts with an increased focus on Teacher Development for those 

teachers in schools and Districts that performed below 60% in the 2012 NSC examinations: 

• Curriculum Management and Delivery; 

• Resourcing Schooling; 

• Financing Education; 

• Human Resource Demand, Supply and Utilisation; 

• Infrastructure Management and Delivery; and 

• Leadership, Management and Administration of Education. 

These six (6) priorities also reinforce the basic education sector’s ‘Schooling 2025’ / ‘Action Plan to 2014’ and the Ministerial Delivery 

Agreement. The priorities mentioned above will drive Management’s efforts to continue turning around the Department to deliver on 

quality teaching and learning, and to ensure that the Minister of Basic Education’s injunction of increasing the provincial National 

Senior Certificate (NSC) examination results to 70% in 2013 is realised, against the backdrop of the 61.6% achieved in 2012. 

In addition, the LAIS is taking into consideration all those schools where teachers have not been in front of classrooms and where 

teaching and learning had therefore not taken place since the reopening of schools in January 2013. Every effort is being made to 

ensure that the syllabi are covered and these learners are afforded the opportunity to catch up before the Trial Exams which 

commence before the end of August 2013. The Trial Exam results will again form the basis for strengthening revision before the end 

of year exams take place in October 2013. 

In line with the proxy indicators, set by the Department of Performance Monitoring and Evaluation in The Presidency, of achieving a 

pass rate of 60% in Literacy/Languages and Numeracy/Mathematics in Grades 3, 6 and 9 by 2014 for improving the quality of Basic 

Education, Annual National Assessments (ANA) were rolled out to all learners in these grades for the first time in 2011. The 

Department set a target of 45% pass rate for Numeracy and 50% for Literacy in Grade 3 for 2012, and 40% for Languages and 45% 

for Mathematics in Grade 6. Over the MTEF, the Department will continue with the implementation of the Curriculum and 

Assessment Policy Statement (CAPS) in schools for Grades R to 3 and 10; train more educators in Grades 4 to 6 and Grade 11; and 

continue improving learner performance in all subjects, focusing on Grades 3, 6 and 9s Languages and Mathematics in line with the 

LAIS. 

With a view to improving school functionality all Districts developed District Improvement Plans for the 2013 academic year based on 

their School and Circuit Improvement Plans. With the majority of schools having migrated to Section 21 status and thus receiving 

their school allocations directly, more is being done to enhance school management and governance, especially in under-performing 

schools. 

The environment in which the Department has to deliver services during the planning period in question, based on the Education 

Management Information System Annual Survey of 2012, involves a total of 6, 970 institutions. This is made up of 848 Secondary 

Schools, 2 419 Combined or Junior Secondary Schools, 2 470 Primary Schools, 42 schools for Learners with Special Educational 

Needs, 882 Early Childhood Development (ECD) Centres, 309 Adult Education and Training Centres (AET) and 180 Independent 

schools. There were 1 911 592 learners in public ordinary schools, with a further 162 331 of these being Grade R learners in public 

schools, 9 137 Learners with Special Educational Needs in Special Schools and 46 546 learners in AET. In the same year there 

were 70 608 educators in schools (of whom 65 052 are state paid and 3 745 are SGB (School Governing Body) paid educators), and 

about 871 educators in Special Schools. 


17

3.1.1 Schools 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

33% 

5% 

Very small 

school (< 

100) 

School % by size and phase 

8% 21% 29% 20% 21% 

35% 

33% 

Small school 

(>100 & 

250 

& 500 & 

750) 

Secondary 

Combined 

Primary 

Figure 1: Percentage of schools per category within the Eastern Cape Province 

The graph illustrates that the largest percentage of schools categorized as being 43% which is a bit above the norm of 40:1 for 

primary schools and 35:1 in high schools.. This is followed by 21% of schools being highly overcrowded and 20% being 

overcrowded. The minority is made up of 11% of schools being highly underutilized and 5% being underutilized. 

Very large school 

(>750) 

9% 

Large school (>500 

& 250 & 100 

&

where the largest percentage of schools were found to be the small schools (32%), the medium schools (30%) as well as the very 

small schools (17%) respectively. This indicates that small schools, which are the majority within the Eastern Cape Province, all 

consist of exceedingly high numbers of learners (the highest number of learners compared to any other school in the Eastern Cape 

Province). Large schools were found to be within its carrying capacity with very large schools being under its carrying capacity and 

also being the smallest percentage of schools within the Eastern Cape Province. 

3.1.2 School categories: 

School categories 

with their various capacities 

School categories 

with percentage of schools 

Small school >exceed capacity (highest no of learners) 32% 

Medium school > exceed capacity (2 nd highest no of learners) 30% 

Very small school > exceed capacity (3rd highest no learners) 17% 

Large school > within capacity (4 th highest no of learners) 12% 

Very large school > under capacity (5 th highest no of students) 10% 

There was a noticeable increase of learners enrolled in independent schools from 49 257 in 2010 to 52 730 in 2011. There were no 

significant increases recorded in enrolment in AET centres with 39 087 and a decrease in public special schools from 9 249 in 2010 

to 9 142 in 2011. However, the number of learners with special needs enrolled in public ordinary schools (that is, learners with mild 

forms of disabilities), and which can be mainstreamed in public ordinary schools) increased from 20 962 in 2010 to 27 818 in 2011. 

Figure3: Enrolment history of learners from Grade R-12, Grade 1-12 and all the grades from 

2008-2014 in the Eastern Cape Province 

Figure 3 depicts the enrolment history of learners from grade R-12, Grade 1-12 and all the grades from the year 2008 to the year 

2014.From the graph it can be seen that the enrolment history from grade R-12, Grade 1-12 and all the grades show a linear pattern 

with similar number of learners enrolling each year. The largest number of learners however, enrolled during the year 2008-2012 

with a decrease in learners across all grades enrolling from 2011-2014. The highest number of learners enrolled during the year 

2009 with the lowest to be predicted in 2012. 


19

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

33% 

5% 

Very small 

school (< 100) 

School % by size and phase 

8% 21% 29% 20% 21% 

35% 

33% 

Small school 

(>100 & 250 & 

500 & 750) 

Secondary 

Combined 

Primary 

Figure 4: School percentage and size of various phases in the Eastern Cape Province 

Figure 4 is a representation of the capacity of learners schools can accommodate as well as the percentage of phases for each 

school size in the Eastern Cape Province. Very large schools (>750) consists predominantly in the secondary phase with very small 

schools (250 &

Figure 6: Number of learners enrolled at various school sizes 

Figure 6 shows the same result as Figure 5 where most learners enrolled in medium sized. This is followed very large schools, large 

schools, small schools and very small schools respectively. 

3.1.4 Classrooms 

Figure 7: Classroom utilization of primary, secondary and combined school phases in the Eastern Cape Province 

Figure 7 represents the number or utilization of classrooms which are considered as highly overcrowded (HOC), overcrowded (OC), 

normal, underutilized (UU), and highly underutilized (HUU) at the different school phases within the Eastern Cape Province. The 

utilization of classrooms in the combined phase was found to be the most highly overcrowded (622), the most normal (1191) with a 

large number of classrooms also being overcrowded (494). This is followed by the primary phase with a large number of classrooms 

being highly overcrowded, more overcrowded in comparison to the combined phase and a large number of classrooms also being 

normal. The secondary phase consisted of the least number of classrooms being highly overcrowded, overcrowded and normal. All 

the phases also show few numbers of classrooms being underutilized and highly underutilized. 


21

Figure 8: Number of learners enrolled into different utilized classrooms 

Figure 8 shows the graph shows that the largest number of learners is enrolled into highly overcrowded classrooms, followed by 

normal classrooms, overcrowded classrooms, highly underutilized classrooms and lastly underutilized classrooms. 

50,00 

- 

Learner Classroom Ratio 

31,56 

38,70 35,30 

Primary Combined Secondary 

Learner Classroom Ratio 

Figure 9: Learner Classroom ratio of primary, secondary and combined school phases in the Eastern Cape Province 

The learner classroom ratio is the highest in the combined school phase (38.70), followed by the secondary phase (35.30) and the 

primary phase (31.56) respectively. 

3.1.5 Educator and learner mortality 

Educator Mortality 

2012 

2011 

2010 

2009 

2008 

2007 

Violence 

Suicide 

Illness 

2006 

- 100 200 300 400 500 600 

Figure 10: Number of educators dying from violence, suicide and illness from the year 2006-2012 


22

The large number of deaths from 2006 - 2012 resulted from illnesses experienced by educators. Educators dying from violence and 

suicide were insignificant. The largest number of deaths from illnesses was encountered in 2006, 2008, 2009 and 2010 with deaths 

from illnesses decreasing from 2009 and onwards. 

Figure 11: Number of learners with both parents deceased from the year 2005-2012 

The highest number of learners with both their parents deceased was in 2009. This number decreased from 2009 - 2012. 

Figure 12: Number of learner mortality from illness, suicide, accidents and violence from the year 2003-2012 

The number of learners dying from 2003 - 2012 was largely due to illness with a few numbers of learners dying from suicide and 

violence. The number of learners dying from accidents remained fairly constant from 2003 -2010. Learners dying from illnesses, 

suicide, accidents and violence have decreased dramatically from 2009 and onwards showing the lowest illness mortalities in 

comparison to all the other years. Illness mortalities was the highest from 2003 - 2010 in comparison to accidents, suicide and 

violence mortalities alike. 


23

3.1.6 Reported pregnancies 

Figure 13: Number of pregnancies of learners from 2003-2012 

The graph describes the number of learners who fell pregnant from the year 2003 - 2012. The number of pregnant learners 

increased yearly from 2004 - 2008 and steadily declined from 2008 - 2012. 2008 experienced the highest numbers of pregnant 

learners with the fewest number of learners pregnant in 2012. 

3.1.7 Grade 12 Learner Performance 

Figure 14: Performance levels of grade 12's from the year 2001-2011 

Three of the highest performance levels of Grade 12’s were seen in 2003, 2006 and 2011 averaging around 60%. The lowest 

performance level was in 2007 averaging midway between 40 % and 50%. A steady increase in performance levels of Grade 12’s 

was between 2009 and 2010 with their performance levels stabilising between 2010 and 2011. 


24

3.1.8 Dropout and repetition rates 

Figure 15: Cohort survival of Grade 1's versus Grade 12's for the year 2000 and 2001 

The graph depicts that the cohort survival of Grade 1’s was much higher than the Grade 12’s for the year 2000 and 2001. The cohort 

survival of Grade 1’s exceeded 250 000 for both years with the cohort survival of Grade 12’s falling below 100 000 for both years. 

Figure 16: Dropout, Promotion and Repeater rates from grade 2 to grade 11 

Figure 16 indicates that the promotion rate from Grade 2 to Grade 11 falls well above 60% and above 80% from Grade 3 to Grade 

10. Repeater rates were found to be the highest in grade 12 in comparison to the other grades. Dropout rates were minimal from 

Grade 2 to Grade 12 falling well below 20% 


25

3.1.9 School Infrastructure: 

To ensure a healthy and safe physical environment for schooling, the Department, through its provincial infrastructure grant and the 

Accelerated School Infrastructure Delivery Initiative programme (ASIDI), is accelerating the delivery of infrastructure in order to 

eliminate backlogs and unsafe structures. Infrastructure development and maintenance are now only funded from the Conditional 

Grant since the Equitable Share funding was channelled to compensation of employees (CoE). The budget was significantly 

underspent, and serious efforts are being embarked upon to improve spending in the rest of the year. 

Figure 17: Source of water supply to schools within the Eastern Cape Province 

The water supply to schools is largely provided by boreholes. The municipality also assists in the providing 29% water to schools 

with 19% of schools still with no running water. Ten percent (10%) of water to schools is communal with a mere 1% provided by 

tankers. 

3.1.10 Allocation of funds to No-fee and Section 21 schools: 

Transfer of funds to No-fee schools and to Section 21 schools was done without major challenges. Transfer payment challenges are 

being addressed. The Department had to withhold the Learning-Teaching Support Material (LTSM) allocations with the intention of 

doing central procurement to take advantage of economies of scale so that every learner has a text book for every learning area in 

all the grades implementing the Curriculum and Assessment Policy Statement (CAPS). A dedicated project for the management of 

the LTSM value chain is in place. The School Nutrition Programme is being continued in no-fee schools in Quintiles 1 to 3 in the 

2012/13 year and has further been extended to include Grade R learners in Early Childhood Development (ECD) centres and special 

schools. The negative audit finding with regard to this programme is being addressed. Likewise, the Learner or Scholar Transport 

Scheme is being implemented in the midst of increasing demand and insufficient budget provisioning. Only critical office–based 

vacant posts will be filled in the current financial year due to financial constraints. Over and above all the above-mentioned 

challenges, staff shortages further impact adversely on service delivery. 

Figure 18: Number of learners present in each quintile 

The highest number of learners were found in Quintile 1 and three exceeding 600 000 with Quintile 3 having the highest number of 

learners amongst the two quintiles. In Quintile 2, under 400 000 learners were present with Quintile 4 and 5 possessing the lowest 

number of learners compared to other quintiles falling below 100 000 learners. 


26

Figure 19: Percentage of schools present within each quintile 

Quintile 1 consisted of the highest number of schools (35%) with Quintile 2 and 3 both consisting of equal numbers of schools (30%). 

Quintile 4 and 5 both consisted 2% and 3% of schools having the lowest number of schools across all the quintiles. 

Figure 20: Funds allocated via funding norms from 2009 to 2012 

The largest amount of funds allocated via funding norms is in 2012 and the lowest in 2010. Allocated funds via funding norms have 

however increased dramatically from 2010 to 2012. 


27

Figure 21: Funding per learner by each quintile from 2009 to 2012 

The highest amount of funds allocated to each learner in 2009 was an allocation for each learner in each quintile receiving well 

above R800. These allocated funds have then decreased in each quintile from 2010 and onwards with the lowest allocated funds in 

each quintile being in 2012. 

3.1.11 Departmental Budget: 

The Departmental budget allocation for the 2013/14 financial year amounts to R26.972 billion compared to R26.287 billion Adjusted 

Budget for 2012/13 which represents a marginal increase of R256 million. The budget of R21.977 billion for CoE takes up 91.3% of 

the equitable share (that is excluding conditional grants), instead of 80% as regulated by the national policy norm, with only 8.7% of 

the budget being utilised for , including transfers to schools and infrastructure. In 2012/13 the personnel vs non-personnel 

percentage split was 89.9:10.1. Personnel expenditure is therefore continuing to crowd out non-personnel funding. The Department 

is therefore currently encountering the most serious budget constraints in its seventeen year history as a result of over-expenditure in 

CoE. This is posing a daunting challenge for curriculum delivery and the support thereof. In the last four years planned outputs and 

targets, which overall constitute the Department’s non-financial performance, were negatively affected, since the non-personnel 

budget provision had to be reduced to channel funds to Compensation of Employees. 

Although the redeployment of teachers from schools where they are in excess to schools where their services are needed 

encountered various court challenges, relative labour peace was experienced in 2012 with the Provincial Labour Relations Council 

continuing in concluding collective agreements (CAs).The importance of the collective agreements (CAs). outlines the 

implementation of the Memorandum of Agreement (MOA) signed between the Provincial Government and COSATU. It further 

outlined steps to be followed to effect post provisioning for 2013 and beyond. We are convinced that these resolutions will lead to the 

improvement of the Education System in the Eastern Cape. However, since education was declared a societal issue, the 

improvement of the quality of basic education in the Province requires that every effort is made to bring all stakeholders and social 

partners on board in realising this strategic outcome. 

3.2. Organisational Environment 

Cabinet’s decided on 2 March 2011 to invoke Section 100(1)(b) of the Constitution of the Republic of South Africa, 1996 (Act No. 108 

of 1996) in the Eastern Cape Department of Education (ECDoE). The objective of the intervention plan is to deal with the root causes 

and underlying problems of the historic and the recent challenges that the ECDoE is facing. Consistent with the directives of Cabinet 

and the National Council of Provinces, the focus of the plan is that intervention must be systemic and sustainable. It is for this reason 

that line function officials of the ECDoE played a vital role in its development and the same trend will continue in terms of 

implementation. 

The challenges faced by the ECDoE have a long history, which is old as the establishment of the Department. In the past, The 

Presidency decided to impose a Section 100(1)(a) national intervention on the Eastern Cape, which is partial, and this led to the 

deployment of a national intervention team to the Eastern Cape to provide support as identified and needed by the province. The 

national intervention was reinforced through various periodic deployments of officials from the Department of Basic Education. These 

officials were mandated to deal with specific areas of administration and the system itself. 


28

3.3. Revisions to Legislative and Other Mandates 

Since 1994, a number of policies have been implemented and legislation promulgated to create a framework allowing access to 

quality education without discrimination and making schooling compulsory in order to bring about transformation in education and 

training. The Department’s strategic objectives are based on the following constitutional and other legislative mandates: 

3.3.1 Constitution of South Africa, 1996 (Act No. 108 of 1996), as amended 

The Constitution of South Africa, 1996 (Act No. 108 of 1996) requires education to be transformed and democratised in accordance 

with the values of human dignity, equality, human rights and freedom, non-racism and non-sexism. It guarantees access to basic 

education for all with the provision that everyone has the right to basic education, including adult basic education. The fundamental 

policy framework of the Ministry of Education is stated in the White Paper: Education and Training in a Democratic South Africa: First 

Steps to Develop a New System (February 1995). 

3.3.2 Legislative Mandates 

3.3.2.1 South African Schools Act (SASA), 1996 (Act No. 84 of 1996) as amended 

Subject to the National Constitution, it is the highest law in Provinces. It provides a uniform system for the organisation, governance 

and funding of schools. It promotes access, quality and democratic governance in the schooling system. It ensures that all learners 

have right of access to quality education without discrimination, and makes schooling compulsory for children aged 7 to 14. It 

provides for two types of schools — independent schools and public schools. The provision in the Act for democratic school 

governance through school governing bodies is now in place in public schools countrywide. The school funding norms, outlined in 

SASA, prioritise redress and target poverty with regard to the allocation of funds for the public schooling system. 

3.3.2.2 National Education Policy Act, 1996 (Act No. 27 of 1996), as amended 

It is the determinant of national policy for education, including the determination of policy on salaries and conditions of employment 

of educators. It was designed to inscribe in law policies, as well as the legislative and monitoring responsibilities of the Minister of 

Education, and to formalise relations between national and provincial authorities. It laid the foundation for the establishment of the 

Council of Education Ministers (CEM), as well as the Heads of Education Departments Committee (HEDCOM), as intergovernmental 

forums to collaborate in developing a new education system. As such, it provides for the formulation of national 

policies in general and further education and training for, inter alia, curriculum, assessment, language policy, as well as quality 

assurance. NEPA embodies the principle of co-operative governance, elaborated upon in Schedule 3 of the Constitution. The NETF 

required that a National Education and Training Council (NETC) be established. This Council was established through Regulations 

dated 9 October 2009. 

3.3.2.3 General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001), as amended 

It makes provision for the establishment, composition and functioning of the General and Further Education and Training Quality 

Assurance Council, to provide for quality assurance in general and further education and training, to provide for control over norms 

and standards of curriculum and assessment, to provide for the issue of certificates at the exit points, to provide for the conduct of 

assessment and to repeal the South African Certification Council Act, 1986. 

3.3.2.4 Employment of Educators Act, 1998 (Act No. 76 of 1998), as amended 

It provides for the employment of educators by the State and for the regulation of the conditions of service, discipline, retirement and 

discharge of educators. It regulates the professional, moral and ethical responsibilities of educators, as well as competency 

requirements for teachers. One Act of Parliament and one professional council, the South African Council of Educators (SACE), now 

govern the historically divided teaching force. 

3.3.2.5 Public Finance Management Act, 1999 (Act No. 1 of 1999,) as amended 

This Act regulates financial management in the national government and provincial governments, to ensure that all revenue, 

expenditure, assets and liabilities of those governments are managed efficiently and effectively and to provide for the responsibilities 

of persons entrusted with financial management in those governments. 

3.3.2.6 Annual Division of Revenue Acts 

It provides for the equitable division of revenue raised nationally among the national, provincial and local spheres of government for 

the respective financial years, to provide for reporting requirements for allocations pursuant to such division, to provide for the 

withholding and delaying of payments and to provide for the liability for costs incurred in litigation in violation of the principles of cooperative 

governance and intergovernmental relations. 


29

3.3.2.7 Public Service Act, 1994, [Proclamation No 103 of 1994], as amended 

It makes provision for the organisation and administration of the public service of the Republic as well as the regulation of the 

conditions of employment, terms of office, discipline, retirement and discharge of members of the public service. 

3.3.2.8 South African Qualifications Authority Act, 1995 (Act No. 58 of 1995), as amended 

This Act provides for the development and implementation of a National Qualifications Framework and for this purpose to establish 

the South African Qualifications Authority. The NQF is an essential expression, as well as a guarantor of a national learning system 

where education and training are of equal importance as complementing facets of human competence. The joint launch of the 

Human Resources Development Strategy by the Minister of Labour and the Minister of Education on 23 April 2001 reinforces the 

resolve to establish an integrated education, training and development strategy that will harness the potential of our young and adult 

learners. 

3.3.2.9 Adult Basic Education and Training Act, 2000 (Act No. 52 of 2000), as amended 

This Act regulates adult basic education and training; to provide for the establishment, governance and funding of public adult 

learning centres; to provide for the registration of private adult learning centres; and to provide for quality assurance and quality 

promotion in adult basic education and training. 

3.3.2.10 Further Education and Training Colleges Act, 2006 (Act No. 16 of 2006), as amended 

This Act provides for the regulation of further education and training, the establishment of governance and funding of public further 

education and training colleges, the establishment of governance and funding of public further education and training colleges, the 

registration of private further education and training colleges, and the promotion of quality in further education and training. 

3.3.2.11 Skills Development Act, 1998 (Act No. 97 of 1998), as amended 

This Act allows the Department to provide an institutional framework to devise and implement national, sectoral and workplace 

strategies to develop and improve the skills of its employees. These strategies must be integrated into the National Qualifications 

Framework (NQF) of the South African Qualifications Authority Act, 1995. The Department has formulated a skills development 

plan and continuously upgrades employee skills. 

3.3.2.12 Promotion of Access to Information Act, 2000 (Act No. 2 of 2000) 

This Act compels the Department to provide access to information that it possesses when required by anyone to exercise or protect 

any of his/her rights. The Act is in line with the provision of Section 32 (1) of the Constitution, which states that everyone has the 

right of access to any information held by the State, and Section 32 (1) (b), which provides for the horizontal application of the right of 

access to information held by another person when required for the exercise or protection of any rights. The Shared Legal Services 

and the Legal Directorate deals with queries related to requests for information. 

3.3.2.13 Promotion of Administrative Justice Act, 2000 (Act No. 3 of 2000) 

The Act ensures that the Department complies with the constitutional provision that everyone has the right to administrative action 

that is lawful, reasonable and procedurally fair. 

3.3.3 Provincial Legislation 

3.3.3.1 Eastern Cape Schools Education Act, 1997 (Act No. 1 of 1997) 

This provincial Act within the Eastern Cape Department of Education provides for a uniform education system for the organisation, 

governance and funding of all schools and makes provision for the specific educational needs of the Province. It provides for the 

control of education in schools in the Province and for other matters connected therewith. 

3.3.3.2 Eastern Cape Schools Education Amendment Act, 2004 (Act No. 5 of 2004) 

Through this Act the Eastern Cape Schools Education Act, 1999 is amended to rename the Eastern Cape Education and Training 

Council, to reflect the Provincial demarcation into Districts and to provide for matters incidental thereto. 

3.3.3.3 Education Law Amendment Act No. 4 of 1995 

3.3.3.4 Matriculation Examination Regulations: Eastern Cape Government (ECG) Gazette 350 of 1998. 

This Act regulates the conducting of matriculation examinations. 

3.3.3.5 Regulations on Misconduct: Eastern Cape Government (ECG) Gazette 415 of 1999. 

3.3.3.6 Regulations relating to the Governing Bodies of ELSEN Schools: Eastern Cape Government (ECG) Gazette 416 of 1999. 

3.3.3.7 Regulations relating to independent schools: Eastern Cape Government (ECG) Gazette 766 of 2001. 

3.3.3.8 Regulations Relating to Behaviour of Learners in Public Schools: Eastern Cape Government (ECG) Gazette 766 of 

2001. 


30

3.3.3.9 Determination in respect of Councils, Academic Boards and Student Representative Councils at Public 

Further Education and Training Institutions: Eastern Cape Government (ECG) Gazette 875 of 2002. 

3.3.3.10 Adult Basic Education and Training Regulations: Eastern Cape Government (ECG) Gazette 2 Eastern Cape 

Government (ECG) Gazette 917 of 2002. 

3.3.3.11 Regulations on Misconduct: Eastern Cape Government (ECG) Gazette 978 of 2003. 

3.3.3.12 Regulations relating to the Governing Bodies of Public Schools (Excluding Schools for learners with Special Education 

Needs).Eastern Cape Government (ECG) Gazette 1072 of 2003. 

3.3.3.13 Determination of policy relating to scholar transport: Eastern Cape Government (ECG) Gazette 1010 of 2003. 

3.3.3.14 Determination of Policy relating to the Framework for Provincial, District and School-based Educators (professional 

development INSET) policy: Eastern Cape Government (ECG) Gazette 1015 of 2003. 

3.3.3.15 Regulations on the Eastern Cape Education Advisory Council: (ECG) Gazette 2096 of 2009. 

3.3.3.16 Strategy for Provincial Legislation in Education.The Member of the Executive Council is envisaging a review of all 

Provincial legislation. 

3.3.4 Policy Mandates 

3.3.4.1 Education White Paper 6 on Inclusive Education, 2001 

The White Paper on Inclusive Education explains the intention of the Department of Education to implement inclusive education at all 

levels in the system by 2020. Such a system will allow for the inclusion of vulnerable learners and reduce the barriers to learning by 

means of targeted support structures and mechanisms. This, in turn, will improve the participation and retention levels of learners in 

the education system, particularly with regard to those learners who are prone to dropping out. 

3.3.4.2 The National Curriculum Statement (NCS) (Grades R- 12) 

This policy framework embodies the vision for general education to move away from a racist, apartheid, rote model of learning and 

teaching, to a liberating, nation-building and learner-centred outcomes-based initiative. In line with training strategies, the 

reformulation is intended to allow greater mobility between different levels and between institutional sites as well as to promote the 

integration of knowledge and skills through learning pathways. Its assessment, qualifications, competency and skills-based 

framework encourage the development of curriculum models that are aligned to the NQF in theory and practice. 

3.3.4.3 Education White Paper on Early Childhood Development, (2000) 

The White Paper provides for the expansion and full participation of 5-year olds in reception grade education by 2010, as well as for 

improvement in the quality of programmes, curricula and teacher development for 0 – 4 year olds, and 6 to 9 year olds. 

3.3.4.4 Transforming Public Service Delivery (Batho Pele) White Paper 

This policy document is based on eight transformation principles and service standards which guide the Department in becoming 

more effective in improving its service delivery. Due to the high levels of poverty in the Province Programmes in the Department are 

redirecting resources to previously under-resourced groups, defining service standards by using outputs, targets and performance 

indicators, human resource development and organisational capacity to support service delivery needs, seeking partnerships with 

the private sector, non-governmental organisations (NGO’s) and community based organisations (CBOS) and the development of 

customer care that is sensitive to issues of race, gender and disability. 


31

4. Planned interventions and programme 

4.1. Sector Budget Priorities 

4.1.1 Focus on improving equity of learner performance: 

The Eastern Cape Department of Education’s provincial teaching and learning priorities for the 2013 academic year have been 

drawn in the main from four core documents: Firstly Action Plan 2014: Toward the Realisation of Schooling 2025 and the targets set; 

secondly. “ECP 2013 Turnaround Plan” and the key curriculum deliverables therein; thirdly, “ECP 2012 Learner Attainment 

Improvement Strategy” and the Summit Resolutions for 2013; and fourthly, the “2013 National Strategy for Learner Attainment” and 

its action plan. 

The provincial teaching and learning priorities for 2013 are intended to serve as guidelines for Planning, Implementation, Monitoring 

and Support at 3 levels, namely: Provincial, District, and School levels. Moreover, the Teaching & Learning Services Branch priorities 

cover three main areas, namely: Curriculum Delivery, Assessment & Examinations, and Teacher & Professional Development 

The following key deliverables have been identified and prioritised within the General Education and Training Band (GET) : (Grades 

1 - 9) and Further Education Training (Grade 10-12) for the 2013 academic year. They include: 

4.1.1.1 Literacy and Numeracy Improvement Strategy 

The National strategies and provincial ANA Improvement Plan Framework will inform development of District, School, Grade and 

Class customised improvement plans for 2013. During 2013 academic year, the following key activities will receive attention: 

• Literacy/ Languages and Numeracy/ Mathematics Improvement Plans to be linked to Annual National Assessments (ANA) 

• Diagnostic analysis of 2012 ANA per class/ grade/ school and development of Literacy/ Numeracy Improvement Plan; 

• Set School Targets for Grades 3, 6 and 9 for Literacy and Numeracy 

• Uplift and monitor the use of Department of Basic Education (DBE) Workbooks and ANA exemplars 

• Utilise common assessment instruments/ tasks in June/ November 

• Incremental implementation of African Languages. 

4.1.1.2 Focus on information on learner performance to drive accountability in the sector: ANA and NSC: 

The Department has identified the need to ensure the development of management plans and administrative processes that are 

supported at provincial, district, and school levels to ensure the conduct of credible, authentic and verifiable external examinations, 

including the 2013 Annual National Assessments. In this regard, the directorate will deliver on the following key mandates in 2013, 

namely: 

• Conduct of National Assessments / Examinations for Grades 1 to 6, Grade 9 and Grade 12; 

• Conduct of Provincial Standardised Assessments/Examinations for Grades 3, 6, 9, 11 and 12; 

• Analysis of Learner Performance from Grades 1 to 12, per quarter and annually from school to district to provincial 

levels; 

• Ensuring adherence to national regulations for SBA per subject and progression/promotion requirements from grades 

1 to 12.Strict adherence to progression and promotion regulations and use of schedules. 

4.1.1.3 NCS: CAPS Orientation and Implementation, 

CAPS orientation will be conducted at national, provincial, district and cluster levels throughout the province and will be fully funded 

in 2013, the Department will therefore focus on the following key activities: 

• CAPS Orientation for Senior Phase (Grades 7, 8, 9 and 12) for all teachers, school management and officials; 

• Enforce implementation of NCS Subject deliverables and ensure full curriculum coverage per subject/ per grade/ 

• per school 

• Mop-up of all Grades R - 6 and Grade 10/ 11 teachers who did not attend orientation and support CAPS implementation 

in Grades 10 to 11 

• Monitor and support implementation of CAPS in schools/ classrooms 

• Ensure utilisation of CAPS policy documents in the classroom 

• Integrate E-Learning to support NCS. 


32

4.1.1.4 Subject Committees and Subject Improvement Plans. 

The Department will focus its efforts on ensuring operational Subject Committees and the development of Subject Improvement 

Plans are in place. The following key activities will be embarked upon: 

• Subject Committees to be resuscitated / established at provincial / district / cluster levels using Provincial Curriculum 

Guideline (PCG) 03 entitled “Guidelines for Phase committees and Learning Area / Subject Committees”. Subject 

Committees in the GET Band at Provincial, District and Circuit levels, will place special focus on Subject Improvement 

Plans, School-Based Assessment (SBA) and Teacher Development. 

• Enhance role of Subject Committees in building teacher capacity and teacher development initiatives 

• Committee agenda and engagements would focus on key aspects such as Lesson Plans, Common Assessment Tasks, 

moderation of School Based Assessment including Teaching and Learning Support Materials 

• Career Guidance and Subject Choices would focus on streamlining of curriculum offerings and election of Mathematics or 

Mathematics Literacy 

In respect of ensuring Subject Improvement Plans (Grades 10 to 12) for schools the Department will use the 2012 Grades 9 and 10 

results as a basis for planning learner performance in the 2013 academic year . School analysis of Provincial Grade 11 Exams will 

also be used for the purpose of identifying learner weaknesses and plan for 2013 per subject/ per class/ per grade. The Department 

will pay particular attention to the implementation of policy in this regard in Grades 10 to 12. The Department will also ensure 

utilisation of DBE Grade 12 NSC Diagnostic Reports, UMALUSI Subject Reports, 2012 Examiners’ and Moderators’, Reports, ECP 

Analysis of Grade 12 NSC Results and so on, to inform the development of Provincial, District, School, Grade and Class individually 

customised Subject Improvement Plans 

4.1.1.5 African Languages 

The Department will participate in the national pilot that will focus on preparing the education system for the incremental introduction 

of African languages in South African schools. The objectives of this initiative are the following: 

• The promotion of Home Language Education beyond Foundation Phase; 

• Compulsory learning of African languages by all learners; and 

• Strengthening the teaching of English First Additional Language. 

The Department has identified 10 schools that will pilot the project in 2013. At several national and provincial platforms where this 

project has been discussed, the DBE and the nine (9) provinces have agreed that the system is not yet ready for full scale 

implementation, hence the pilot for 2013. In addition, the province is currently rolling out a pilot project on Mother Tongue Based 

Bilingual Education. 

4.1.1.6 School Based Assessment (SBA) 

In respect of School Based Assessment (SBA), the Department will pay particular attention to the implementation of policy in this 

regard in Grades 10 to 12. The following key activities will be embarked upon: 

Grades 10 - 11: 

• Ensuring compliance with CAPS policy in SBA; and 

• Ensuring provision of policy / content information (e.g. Practical Assessment Tasks (PATs) through Assessment 

Instructions. 

Grade 12: 

• Development of a Management Plan and related Assessment Instructions. 

• Monitoring and support of District Cluster Moderation processes. 

• Administration and conducting of Terms 1, 2 & 3 Provincial District Moderation. 

• Administration and conducting of Provincial Centralised SBA Moderation. 

• Provide guidelines to Districts and schools in the conducting of Practical Assessment Tasks (PATs and Orals). 

• Monitor the conducting of Practical Assessment Tasks (PATs and Orals) in Districts. 


33

4.1.1.7 Grade 12 Learner Support 

The Grade 12 Learner Support Programme will place special emphasis on Mathematics, Science and Languages, as well as 

identified Under-performing Subjects. A holistic Mathematics and Science Improvement Strategy will be crafted and operationalised 

at provincial, district, and school levels, mindful of national annual targets set up to 2014. Moreover, a Provincial Mathematics and 

Science Academy will be established to drive this agenda. 

In the FET schooling sector, the following key activities will be conducted: 

• Setting District, School, Subject Targets for 2013 and take pledges 

• Provisioning of LTSM namely study Guides, DVD’s and so on 

• Coordinating the conduct of Extra Classes, Winter/Spring Schools 

• Integrating E-Learning to enhance learner performance 

• Setting individual Mathematics & Science targets per school, with higher targets for Dinaledi schools 

• Using the Provincial MST Strategy, every district is to have a specially crafted plan for Mathematics and Science, 

addressing teacher shortages and capacity challenges 

• Utilisation of Maths Kits and Mobile Science Labs/ Kits in schools 

• Engagements would focus on key aspects such as Grade 12 Support Programme, Lesson Plans, Work Schedules, 

Grade 11 CAPS Annual Teaching Plan, Common Assessment Tasks, moderation of School Based Assessment, 

Teaching and Learning Support Material, etc.; and 

4.1.2 Teacher Development, deployment and utilisation 

Teacher Development and capacity building lie at the heart of the schooling system. Consolidated plans for addressing content gaps 

and teaching methodologies must be implemented at provincial/ district/ school levels. Secondly, School Management Teams are 

pivotal to school functionality and professional development of school managers must be addressed at provincial/ district levels. 

It is crucial that Professional Development of teachers and School Managers is linked to NCS implementation challenges. It must be 

anchored on the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (ISPFTED) which 

has the following 4 Outputs: - 

• Individual and systemic teacher development needs are identified and addressed; 

• Increased numbers of high-achieving school-leavers are attracted into teaching; 

• Teacher support is enhanced at the local level; and 

• An expanded and accessible formal teacher education system is established. 

4.1.2.1 Management and Co-ordination of a Provincial Integrated Teacher Development (TD) Strategy in line with national 

Teacher Development mandates: 

• Focus on the supply and demand of teachers 

• Conceptualising recruitment and retention strategy 

• Review the deployment and utilisation of teachers 

• Career-pathing linked to development, e.g. induction programmes 

• Upgrading of teachers’ qualifications 

• Strengthening of existing workforce – proper implementation of workplace skills plan, including up-skilling, re-skilling 

and re-directing teachers 

• Training of teaching corps in policy to address curriculum changes 

• Advocacy and implementation of National Teaching Awards (NTA) programme 

• Establishment and/or decentralisation of teachers’ centres and resourcing thereof 

4.1.2.2 Establishment of a Provincial Mathematics & Science Academy and roll-out of Provincial Strategy for 

Improving Mathematics & Science teachers: 

• Integrate Academy as part of the Mathematics and Science Strategy 

• Training and development of teachers and Subject Advisors 

• Improvement of learner performance and achievement programmes 

• Establishment, resourcing, sustenance and enhancement of centres of excellence 


34

4.1.2.3 Improve school functionality by providing Leadership and Management Programmes for school management teams: 

• Focus on District support programmes for School Managers 

• Training, mentoring and coaching of school management teams 

• Development of management checklist 

• Management of people and financial issues 

4.1.2.4 Provision of continuous content gap training in critical and scarce skills GET and FET subjects, prioritizing underperforming 

FET Schools and identified GET feeder schools, with a focus on developing teachers and Subject Advisors: 

• Delivery of instructional leadership programmes 

• Training linked to the support of CAPS and use of CAPS Workbooks 

• Improvement of ANA results via Literacy and Numeracy programmes 

• Improvement of Grade10 - 12 results 

4.1.2.5 Provision of continuous content gap training for all ECD and Foundation Phase teachers in all subjects: 

• Training of teachers in support of content knowledge, skills and methodology 

• Training linked to the support of CAPS and use of CAPS Workbooks 

• Improvement of ANA results (Literacy and Numeracy) 

4.1.2.6 Establish partnerships and collaborations with other stakeholders/service providers that deal with teacher education and 

development: 

• Development of working relations with institutions and organisations with interest in education, e.g. Higher Education 

Institutions, Teacher Unions, Business Sector, Non-Government Organisations and Service Providers and other 

Government Departments 

• Delivery of peer support programmes 

4.1.2.7 Teacher resource centres as a lever for development 

Flowing from Output 3 of the ISPFTED, teacher development centres have to be established in each District to enhance teacher 

support at local level. The Department is exploring the possibility of having Dinaledi and/or focus schools, ASIDI schools, including 

those that have been earmarked for rationalization due to small enrolment figures, and former colleges of education translated into 

teacher development centres. 

4.1.3 Curriculum Coverage 

Curriculum coverage and time on task are fundamental drivers for effective teaching and learning throughout the schooling system, 

and therefore management teams have been tasked to track and monitor curriculum coverage in schools on a monthly basis in order 

to assess the coverage of topics and assessment tasks covered by schools and teachers. This will include focusing on the following 

aspects: 

• Planned activities to be covered by schools and teachers; 

• Actual activities that have been completed; 

• Lists of topics not completed, and 

• Planned interventions. 

Sound management for basic school functionality, a review of subject improvement plans crafted by schools remains the cornerstone 

for improved learner performance and achievement. For this reason, curriculum coverage is a standing agenda item in monthly 

District accountability meetings. 


35

4.1.3.1 LTSM use in class – texts, workbooks and stationery 

Maximizing the utilisation of LTSM in the classroom is an integral part of the provincial initiative relating to the development of subject 

improvement plans in both the GET and FET bands. District curriculum officials have been tasked to address workbook shortages 

and enhance LTSM utilisation. 

The utilisation of LTSM is also an integral part of curriculum coverage and provincial and district officials have been tasked to monitor 

this monthly. 

4.1.3.2 Senior and Intermediate phase focus 

The Provincial Learner Attainment Improvement Strategy covers all grades from R to 12 and there is a specific focus on the 

Intermediate and Senior phases. 

There is an urgent need to ensure effective teaching and learning of Languages & Mathematics in GET band, particularly with 

implementation designed and engineered against the: - 

• background of ANA being a powerful tool of assessing the health of our education system 

• signals of disturbing trends in Intermediate & Senior Phase 

The Department will continue to concentrate on elevating education to its rightful place and effecting an improvement in learner 

outcomes by emphasizing the foundational skills required of learners in the GET phases. 

4.1.4 Institutional and logistical capacity improvement 

4.1.4.1 Leadership and Management Incapacity 

Learner Performance is adversely affected by poor Leadership & management in schools which results in dysfunctionality. The 

interventions made by the Department to remedy this situation include: 

o Leadership & management capacity building by the Educational Leadership Institution (ELI); 

o Accredited 1yr course on Leadership & Management are offered through Nelson Mandela Metro University; 

o Administrative capacity & record keeping is boosted by the introduction of SASAMS in schools; and 

o Partnerships which seek to improve capacity of circuit managers, SMTS and district senior management have been forged 

with Higher Education Institutions and NGOs. 

4.1.4.2 Resourcing of Schools and Support to Grade 12 Learners 

Central procurement of LTSM ensures that all learners have books on hand by first day of academic year. 

The shortage of school furniture has been taken care off through an Audit of needs. 

The funding of no fee school in Quintile 1, 2 &3 is at National threshold. 

4.1.5 Monitoring and reporting linked to performance improvements 

Multi-Disciplinary Team Work: 

District based Multi-Disciplinary Teams provide intervention monitoring and support services to circuits and schools 

Provincial Intervention Teams pay periodic visits to districts and schools to assess compliance with policies and 

procedures stipulated by the provincial office 

Monthly and Quarterly accountability meeting are held by the provincial intervention team to assess compliance with the 

NSLA & Provincial LAIS directives 


36

4.1.6 Reducing school infrastructure backlogs 

The infrastructure backlogs in the Eastern Cape are significant. On the basis of the NEIMS data, the costs of eliminating the 

backlogs (in terms of the various levels of functionality) are summarised in the table below: 

Item 

Total cost to resolve: 

Basic Safety R 9,806,163,992 

Minimum Functionality R 28,358,825,229 

Optimum Functionality R 49,663,292,122 

In addition, the cost of the maintenance backlog, resulting from insufficient budgeting for planned maintenance over the past number 

of years, is estimated at between R5 billion and R10 billion. 

Progress with the elimination of these backlogs has understandably been slow, as the infrastructure budget is currently only in the 

order of R1billion per annum, which includes maintenance. 

The focus has been on provision of basic services (mainly water and sanitation) and the eradication of mud and other inappropriate 

structures. This has progressed well, and with the assistance of the ASIDI programme is scheduled for completion by 2014. 

4.1.7 ECD and Grade R quality improvements leveraging on expansion 

4.1.7.1 Attachment of new Grade R classes 

This process is proceeding well and is set for completion in 2014 as per White Paper 5. 

4.1.7.2 Compensation of Grade R Practitioners 

The Practitioners are receiving a stipend which has been increased to R5 300 with effect from April 2013. 

4.1.7.3 Transfer of funds to schools with Grade R 

Norms and Standards for funding are being implemented as per policy directives. 

4.1.8 Development and implementation of comprehensive strategy to improve the capability and outcomes of district 

support to schools 

4.1.9 Inclusive education 

The focus will be on strengthening and expansion of Inclusive Education as follows: 

• Roll out the designation of some of the main stream schools to become Full Service Schools. 

• Roll out the establishment of special schools in municipal areas where there are none. 

• Early Identification, Assessment and Support through developing training programme on SIAS. 

• Advocacy and engagement of stakeholders in the roll-out of Inclusive Education 

• Train district officials, teachers and non-teaching staff to implement inclusive education programmes 

• Resource and Monitor capacity building and implementation of institutional measures for implementation of inclusive 

education system. 

• Implementation of In school Sport Arts and Culture Activities 


37

4.1.10 Image of the sector 

The Department is continuing with the implementation of its ‘Back to Basics’ campaign, which includes the Culture Change 

programme of the Province. The campaign aims to ensure that there minimum levels of compliance, monitoring, reporting and 

consequence management being observed in the Department. The primary responsibility to drive progress and implementation on 

this Campaign (including other key turnaround plans) will rest mainly with the Head of the Department and Deputy Directors-General 

(DDGs). Regular progress reports and quarterly monitoring meetings are to be held with various internal and external stakeholders 

such as the Audit Committee, relevant Provincial Clusters/Cabinet Committees, Section 100(1)(b) structures, the Provincial 

Executive Council as well quarterly reports to the Provincial Standing Committee on Public Accounts and Education Portfolio 

Committee. 

The Department continues to be confronted by an extremely negative regional print media that is hostile to the government of the 

day, and is focused on accentuating all challenges of democratic governance without allowing equal attention to rationale and 

context for story ideas. The print media continues to set the public agenda. Corporate media owned by multi-national conglomerates 

are un-interested in reporting about our successes and are conspicuous by their absence from ‘good news public interest’ events, 

unless the Department ‘procures’ their presence. There is an increasing ‘juniorisation’ of newsrooms in the Eastern Cape, and this 

development results in the absence of depth and balance in the reporting. It is common to find a disjuncture between the content of 

news stories and the meaning induced by typical provocative headlines/ posters. 

The current communication environment is as follows: 

• Teacher demand and supply, and the perceived failure of the Department to provide teachers in front of all learners in all our 

schools has captured the public imagination; 

• The environment has induced a mixed public narrative that, on the one hand acknowledges the centrality of the 

implementation of PPN 2013 and SADTU’s role as agent provocateurs in the whole turmoil, but has also demonised the 

Department for the crippling vacancies experienced by some of our schools; 

• The spectre of labour unrest is rearing its head once again; and 

• The invasive nature of ‘parent activism’ that has resulted in illegal closure of schools across the province has wrested the 

moral high ground even further from the Department. 

The public relations gains resulting from improved NSC results have all but been lost, despite efforts to the contrary. 

A revised Communication Strategy is being implemented in the 2013/14 financial year onwards. The objectives of the revised 

Communication Strategy include: 

• Re-define the public posture of the Department; 

• Commission /compile credible concise empirical data on key factors that propel the negative perception about the 

Department; 

• Develop a Communication Campaign project plan that involves key decision making structures of the Department; 

• Develop mini-campaign plans to respond to all key findings of the investigation; 

• Pre-package all (minor & major) achievements of the Department; 

• Define a definitive programme (weekly/fortnightly/monthly) of direct media engagements (conferences/briefings/ targeted 

opinion pieces); 

• Commit all managers to critical role of communications/media liaison; and 

• Develop common messages (with regular updates) that will be included in all communication/correspondence from the 

Department. 

The Directive and brief to the Communication Unit in the Department is as follows: 

• Be pro-active – articulate all our occupational realities ourselves 

Extend and increase the reach of the ‘Back to Basics’ Campaign – clearly define its intentions, structure and 

champions; develop materials(posters, banners, flyers, brochures, t-shirts) that articulate its messages 

Profile testimonials of achievement & good work by employees of the Department 

Commission regular surveys to inform our focus areas in communication 

Package key messages that should be included in all outgoing communication; 

Media training for all managers to be able to optimally utilise all the available free public services airtime/slots in the 

media; 

‘Force’ our position in the public domain by actively buying space to be able clarify our stance verbatim; and 

Encourage managers to start writing opinion pieces about successes in their sections. 


38

• Re-active – commit all managers to fully participate in crafting responses to media inquiries/negative coverage: 

Institute a wholesale ‘hearts and minds’ Campaign targeting school based managers 

Revive information sharing internal & external imbizos – the information gap/lag between management and the rank 

and file continues to be a major weakness in the Department – Popularise and fully exploit the intra-net as a source of 

information targeting specifically our local publics 

Publication of in-house mini-newsletters that encapsulate key decisions taken (“SLMC (Strategic Leadership and 

Management) Briefs”, “DEXCO (Departmental Executive Committee) News”, etc.) 

Revive/re-launch ‘Brand Education’ as a conduit for ‘Back to Basics’ Campaign 

Consider launching an EC DoE branded clothing line (Uniforms, shirts, Track suits, 

Prioritise and revive the Customer Care (CC) – as Batho Pele & Service Standards champions, CC is best placed to 

drive internal rehabilitative programmes 

In taking forward the Communication Strategy and Plan for 2013/14 onwards, the Department recognizes that 1) the best form of 

Communication is service delivery, 2) Media Monitoring, marketing and responsiveness will form the ‘backbone’ of this plan; and 3) 

Ownership and collective decision-making will advance the cause of the Department’s brand. The Department will work with the 

Office of the Premier’s Provincial Communications Unit and Government Communication and Information Service to implement the 

strategy/ plan going forward. 

4.2 Provincial Plans 

The following deliverables were announced in the Premier’s State of the Province Address on 22 February 2013: 

Schools currently being constructed under the Accelerated School Infrastructure Development Initiative programme are nearing 

completion. In the coming financial year, work will start on a new batch of 100 schools. 

Urgent and practical steps need to be taken “to place education and skills development at the centre of Government’s 

transformation and development agenda.” To this end, the strategic priority on strengthening education and building a skills and 

human resources base aligns with the National Development Plan’s observation that “the standard of education for most black 

learners is of poor quality.” Education in this Province has experienced challenges, some of which negatively impacted the 

attainment of learning outcomes. The Provincial Government has responded to these challenges through a number of 

interventions, including developing and implementing a turnaround plan, with the full support of National Government. 

The Department has commenced planning for re-alignment of the current provincial configuration of 3 categories, i.e. primary, 

combined or junior secondary and senior secondary to the national system of primary and secondary schools. This entails the 

movement of Grades 8 and 9 to high or secondary schools. A process to identify the location of these high schools has begun and 

2013/14 will be the year of planning for this movement. This planning will also include learner transport needs. 

To further stabilize the education system in the Province, the urgent transfer of additional educators to the needy schools and the 

rationalization of schools will take place. This will go a long way in ensuring that there is an educator in front of every child. 


39


40 

Overview of 2013/14 Budget and MTEF Estimates 

5.1 Expenditure Estimates 

Provincial education sector– Key trends 

BT 1 001 

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 

Actual Actual Estimated Estimated Estimated Estimated 

Revenue (R’000)* 

Equitable share 21 285 364 22 774 756 24 125 147 24 633 461 25 869 730 27 232 086 

Conditional grants 1 291 565 2 397 795 2 565 186 2 338 616 2 600 920 3 152 001 

Donor funding 

Other financing (Asset Finance Reserve) 

Own revenue 51 135 63 035 59 060 59 567 62 486 65 360 

Total 22 576 929 25 172 551 26 694 268 26 972 076 28 470 650 30 384 087 

Payments by programme (R’000)* 

1. Administration 1 663 036 1 779 513 1 975 959 1 972 556 2 110 120 2 219 078 

2. Public ordinary school education (see further splits below) 18 786 869 20 341 875 21 402 215 21 656 909 22 840 792 23 988 285 

3. Independent school subsidies 51143 55 678 59 492 100 667 115 142 120 689 

4. Public special school education 382 829 434 895 481 059 494 325 547 153 569 844 

5. Further Education and Training 475 956 682 104 703 706 296 421 315 761 335 593 

6. Adult Basic Education and Training 290 757 321 958 350 241 353 158 367 842 387 431 

7. Early Childhood Development 338 333 365 451 383 845 446 469 548 510 688 588 

8. Infrastructure Development 354 532 920 937 1 011 422 1 308 232 1 276 496 1 710 084 

9.Auxiliary and associated services 233 474 253 304 326 329 343 341 348 834 364 495 

22 576 929 25 172 551 26 694 268 26 972 076 28 470 650 30 384 087 

 

1 

BT stands for Budget Table

Post Provisioning Table Posts allocated to schools via the post provisioning norms (2013) 

Programmes/Purpose of posts Posts PL1 Posts PL2 Posts PL3 Posts PL4 Total 

Posts top-sliced 820 820 

Posts distributed by model 46 019 6 816 1 544 5 621 60 000 

Public ordinary school education 45 166 6 660 1 493 5 579 58 898 

Public primary schools 12 490 1 609 294 2 249 16 642 

Public secondary phase 11 352 1 872 556 842 14 622 

Public Combined Schools 21 324 3 179 643 2 488 27 634 

Public special school education 853 156 51 42 1 102 

Total 46 019 6 816 1 544 5 621 60 820 


41

Part C: Programme and sub-programme plans 

1. Programme 1: Administration 

Purpose: To provide overall management of, and support to, the education system in accordance with the National Education 

Policy Act, the Public Finance Management Act and other relevant policies 

Analysis per programme: 

The budget of the programme includes publicly funded goods and services, in particular educators, non-educators and office items, 

utilised for governance, management, research and administration, as well as general office services including cleaning and security 

services utilised in the provincial head office, district and circuit offices. The budget of this programme excludes goods and services 

for professional support e.g. psychological counselling and educator and management training, offered directly to staff in Institutions, 

as well as any other support offered directly to institutions. 

Key Priorities: 

The following are key priorities of the programme: 

• Strengthening of the Internal Control and Human Resource Units; 

• Continuation of the projects on learner verification, financial management support, Persal Clean-up, district development 

through the operationalisation of circuits and internal controls; 

• Strengthening of Document Management in the Department; 

• Skills development and improvement of PMDS implementation and monitoring; 

• Strengthening of the leave management throughout the system; 

• Implementation of the Turnaround Plan with special focus to the Audit Intervention, Fraud Prevention Plans; 

• ICT roll-out and support in schools through partnerships with stake holders; 

• Strengthening of the integrated monitoring strategy of schools through the use of multidisciplinary teams from districts; 

• Establishment and strengthening of the Transfer Payment Section; 

• Promotion of Employee Health and Wellness; 

• Reduction of unemployment especially among the youth, via the Internship and Learner ship Programmes; 

• Enhancement of EMIS data integrity; 

• Continued phased implementation of the SA School Administration and Management (SASAMS) system as the basis for e- 

Administration; 

• Implementation of a Business Intelligence System and Learner Unit Record Information Tracking System (LURITS); 

• Mobilization of communities at all levels to raise awareness and participation in education issues – through the QLTC and 

other structures; and 

• Finalization and phased-in implementation of new organisational structure. 


42

Sub-programmes: 

Sub-Programme 

Sub-Programme purpose 

1.1: Office of the MEC To provide for the functioning of the office of the Member of the Executive 

Council (MEC) for education 

1.2: Corporate Services To provide management services that are not education specific for the 

education system and to make limited provision for, and maintenance of, 

accommodation 

1.3: Education Management To provide education management services for the education system. 

1.4: Human Resource Development To provide human resource development for office-based staff. 

1.5: Education Management Information 

Systems (EMIS) 

To provide education management information in accordance with the 

National Education Information Policy. 


43


1.1 Strategic Objective and Annual Targets for 2013/14 

Strategic objective Performance 

Indicator 

Strategic Goal 3: School functionality improved for learner achievement at all levels 

S03.5 To improve systems for effective 

management and administration 

of schools 

` 

Number of public schools that use 

SASAMS to provide data to the 

national learner tracking system 

Number of public schools that can be 

contacted electronically (e-mail) 

Strategic Goal 6: Efficient administration through good corporate governance and management 

Strategic Plan Target 

Audited/Actual performance Estimated 

performance 

2014/15 2009/10 2010/11 2011/12 2013/14 2014/15 2015/16 

5 621 873 1 382 3 197 3 420 5 621 5 621 5 621 

5 621 728 1 691 1 801 1 265 5 621 5 621 5 621 

44 

SO6.1 To stabilize financial 

management across the 

organisation through proper 

budgeting, control and reporting 

Percentage of education current 

expenditure going towards nonpersonnel 

items 

10.6% 11.3% 5% 6.4% 10.6% 10.6% 10.7%


45 

1.2 Reconciling performance targets with the budget and MTEF 

BT 101 Administration – Key trends 

Payments by sub-programme (R’000)* 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 

2014/15 

Estimated 

2015/16 

Estimated 

1.1 Office of the MEC 8 402 8 535 7 926 8 474 9 304 9 800 

1.2 Corporate services 730 557 790 330 903 697 863 753 979 531 1 028 993 

1.3 Education management 900 305 951 881 1 030 072 1 060 325 1 089 866 1 147 384 

1.4 Human resource development 4 877 2 639 8 478 9 168 9 347 9 777 

1.5 Education Management Information System (EMIS) 18 895 18 128 25 786 30 836 22 072 23 123 

1.6 Conditional Grant - - - - - - 

Total 

Payments by economic classification (R’000)* 

1 663 036 1 779 513 1 975 959 1 972 556 2 110 120 2 219 078 

Current payment 1 654 307 1 765 209 1 963 321 1 938 865 2 076 803 2 184 200 

Compensation of employees 1 398 658 1 515 241 1 631 318 1 697 815 1 766 950 1 860 116 

►Educators 

712 057 771 409 832 299 864 358 899 554 946 985 

►Non-educators 686 601 743 832 802 544 833 458 867 396 913 130 

Goods and services and other current 255 649 249 968 332 003 241 050 309 853 324 084 

Transfers and subsidies 4 905 11 858 11 631 7 996 8 396 8 807 

Payments for capital assets 3 824 2 446 1 008 25 696 24 922 26 070 

Total 1 663 036 1 779 513 1 975 959 1 972 556 2 110 120 2 219 078


Estimated 

2015/16 

Estimated 


1.3 Performance and Expenditure Trends 

BT 101 above represent payments and estimates of expenditure from 2010/11 to 2015/16 financial years per sub-programme and economic classification respectively. The programme’s expenditure 

increases from R1.6 billion in 2010/11 to R1.9 billion in 2012/13 and further decreases by 0.2 per cent in 2013/14. Notable increases in budget allocation are in Education Management Information 

Systems sub-programmes at 20 per cent; Human Resource Development sub programme at 8.1 per cent and Office of the MEC sub-programme at 6.91 per cent respectively. The increase in the 

Education Management Information Systems sub-programme is in line with the implementation of the policy of the rolling out of SASAMS to all schools in the province. The overall low growth of 0.1 per 

cent in the programme’s budget can be attributable to the baseline reduction as a result of the 2011 Census results as well as the baseline reprioritisation to fund provincial priorities. 

At economic classification level, Goods and Services decrease by 27.4 per cent in 2013/14 due to the once off allocation during the adjustment estimates to fund budget pressures under key Goods and 

Services items in the programme. Transfers and Subsidies decrease by 31.3 per cent due to the increased expenditure in 2012/13 as a result of a virement to fund leave gratuity accruals. Payments for 

Capital Assets increase by 2 450.5 per cent due to the reclassification of finance leases from Goods and Services to payments for Capital Assets. 

Programme performance indicators and measures for programme 1 2010/11 

Actual 

National Performance Measures 

2011/12 

Actual 

2012/13 

Estimate 


Estimated 

46 

►PPM101 Number of public schools that use SASAMS to provide data to 

the national learner tracking system 

►PPM102 

►PPM103 

Number of public schools that can be contacted electronically (email) 

Percentage of education current expenditure going towards nonpersonnel 

items 

1 382 3 197 3 420 5 621 5 621 5 621 

1 691 1 801 1 265 5 621 5 621 5 621 

11.3% 5% 6.4% 10.6% 10.6% 10.7%


1.4. Quarterly Targets for 2013/14 

Programme Performance Indicators and Measures 


►PPM101 Number of public schools that use SASAMS to provide 

data to the national learner tracking system 

►PPM102 Number of public schools that can be contacted 

electronically (e-mail) 

►PPM103 Percentage of education current expenditure going 

towards non-personnel items 

Reporting 

period 

Annual target 

2013/2014 

Quarterly targets 

1 st 2 nd 3 rd 4 th 

Quarterly 5 621 5 621 5 621 5 621 5 621 

Annual 

5 621 - - - 5 621 

Annual 10.6% - - - 10.6% 

47


48 

BT102 Expenditure by item (2013/14) R’000 

1. Admin 2. POS 3. Indep 4. Spec 5. FET 

6. 

ABET 

7. ECD 8. INFR 9. Aux 

TOTAL 

Current payments 1 938 865 19 125 850 - 434 894 291 867 352 642 361 899 168 182 293 218 22 967 417 

Compensation of employees 1 697 815 18 739 909 - 413 905 282 919 346 709 351 275 9 130 133 195 21 974 857 

Educators 864 358 17 871 015 - 269 204 210 294 346 709 340 526 - 134 345 20 036 451 

Salaries and wages 766 494 15 422 162 - 232 715 180 447 345 887 340 001 - 134 345 17 422 051 

Social contributions 97 864 2 448 853 - 36 489 29 847 822 525 - - 26 144 400 

Non-educators 833 458 856 395 - 144 701 72 625 - 10 749 9 130 - 1 927 058 

Salaries and wages 739 094 741 983 - 125 088 62 318 - 10 733 - - 1 679 216 

Social contributions 94 364 114 412 - 19 613 10 307 - 16 - - 238 712 

Goods and services 241 050 385 941 - 20 989 8 948 5 933 10 624 159 052 160 023 992 560 

Inventory 3 073 1478 775 - 1 976 3 360 1 627 3 988 - 64 282 227 081 

Learning support material - 97 871 - 2 000 - 242 3 988 - - 104 100 

Stationery and printing 2209 44 170 - (24) 3 360 1 386 - - 63708 114 809 

Other 864 6 734 - - - - - 574 8 172 

Consultants, contractors and special services 60 573 5 152 - 3 500 - - - - 14 585 83 809 

Equipment less than R5, 000 1 181 15 478 2 362 - 243 - - 3 573 22 837 

Maintenance of buildings 110 1 454 - - - - - 157 552 - 159 116 

Operating leases 11 222 8 144 - - 1 260 - - - 2 229 22 854 

Learner transport 162 16 436 - 5 000 - - - - 4 573 26 171 

Other goods and services 164 729 190 503 - 8 151 4 328 4 063 6 636 1 500 70 781 450 690 

Interest and rent on land - - - - - - - - - - 

Interest - - - - - - - - - - 

Rent on land - - - - - - - - - - 

Financial transactions in assets & liabilities - - - - - - - - - - 

Unauthorised expenditure - - - - - - - - - - 

Transfers and subsidies 7 996 2 503 918 100 667 59 431 2 014 362 84 294 - 44 213 2 802 895 

Municipalities - - - - - - - - - - 

Departmental agencies and accounts - - - - - - - - 13 186 13 186 

Non-profit institutions - 2 400 681 100 667 58 157 - 362 84 294 - 31 027 2 675 188 

Section 21 schools - 1 469 980 - - - - - - - 1 469 980 

LTSM - 837 889 - - - - - - - 837 889 

Utilities - 220 497 - - - - - - - 220 497 

Maintenance - 121 849 - - - - - - - 121 849 

Service rendered 146 998 - - - - - - - 146 998 

Other educational institutions - 142 747 - - - - - - - 142 747 

Households 7 996 103 237 - 1 274 2 014 - - - - 114 521 

Payments for capital assets 25 696 27 141 - - 2 540 154 276 1 140 050 5 910 1 204 767 

Buildings and other fixed structures - - - 2 540 - - 1 140 050 - 1 142 590


BT102 Expenditure by item (2013/14) R’000 

1. Admin 2. POS 3. Indep 4. Spec 5. FET 

6. 

ABET 

7. ECD 8. INFR 9. Aux 

Buildings - - - - - - - - - - 

Hostels - - - - - - - - - - 

New schools - - - - - - - - - - 

Additional classrooms - - - - - - - - - - 

Other additions - - - - - - - - - - 

Other - - - - - - - - - - 

Other fixed structures - - - - - - - - - - 

Machinery and equipment 22 846 21 840 - - - 154 276 - 5 910 51 026 

Transport equipment - - - - - - - - - - 

Other machinery & equipment - - - - - - - - - - 

Software & other intangible assets 2 850 5 301 - - - - - - 8 151 

Grand total 1 972 556 21 656 909 100 667 494 325 296 421 353 158 446 469 1 308 232 343 341 26 972 077 

TOTAL 

49

Programme 2: Public Ordinary schools 

Purpose: To provide public ordinary education from Grades 1 to 12, in accordance with the South African Schools Act and White 

Paper 6 on Inclusive Education. 


This programme is responsible for the provisioning of public ordinary education from Grade 1 -12 and that involves all publicly 

funded goods and services. The programme will be dealing largely with two priorities and these two constitute the Core Business of 

Vote 06: 

• Improvement of the quality of Basic Education 

• Resourcing of Education and School Functionality 

Also key to achieving the ideal of quality basic education for all is the provision of resources to support teaching and learning and this 

is achieved through the following objectives: 

• Funding of schools and No Fee schools 

• Provision of infrastructure to schools 

• Ensuring that every learner has a text book for every learning area 

• Provisioning of School furniture and other teaching and learning requisites 

• Monitoring and evaluation to assess impact of programmes and interventions in schools 

School functionality involves ensuring that proper systems and structures are in place to ensure that each school provides effective 

teaching and learning and this includes: 

• Protection of teaching and learning time 

• Functional School Management Teams , School Governing Bodies and Representative Council of Learners 

• Effective Management and Support 

• Community Support and enabling environment 


The following are key priorities of the programme: 

• Implementation of Norms and Standards for School Funding 

• Resourcing Education 

• LTSM Supply 

• School Furniture 

• Catering Contracts 

• Hostel Catering, resourcing and payment of subsidies 

• National School Nutrition Programme 


. 

Sub-Programme 


2.1: Public Primary Schools To provide specific public primary ordinary schools with resources required 

for the Grades 1 to 7 levels. 

2.2: Public Secondary Schools To provide specific public secondary ordinary schools with resources 

required for the Grades 8 to 12 levels. 

2.3: Human Resource Development To provide departmental services for the professional and other 

development of educators and non-educators in public ordinary schools. 

2.4: School sport, culture and media 

services 

To provide additional and departmentally managed sporting, cultural and 

reading activities in public ordinary schools. 

2.5 Conditional Grant: School To provide a nutritious meal to all targeted learners on every school day 

through the National School Nutrition Programme (NSNP) 


50


51 

2.1. Strategic Objective and Annual Targets for 2013/14 

It is important to list targets for the budget year and over the MTEF period for each strategic objective specified for this programme in the Strategic Plan. 


Indicator 

Strategic Goal 1: Equitable access to education and resources 

SO1.2 

SO1.3 

SO5.2 

S01.3 

SO1.4 

To increase access to education 

in public ordinary schools 

To increase access to inclusive 

and specialised education and 



To implement an integrated 

health and wellness 

programme including 

programmes catering for 

learner welfare 

To increase access to inclusive 

and specialised education and 



To provide infrastructure, 

financial, material, human 

resources and informationcommunications 

technology 

(ICT) to schools 

Number of learners enrolled 

in public ordinary schools 

Number of learners 

benefiting from scholar 

transport 

Number of learners with 

special education needs that 

are enrolled in public 

ordinary schools 

Number of learners benefiting 

from the National School 

Nutrition Programme (NSNP) 

Number of full service 

schools 

Number of educators 

employed in public ordinary 

schools 

Number of non-educator staff 

employed in public ordinary 

schools 

Strategic 

Plan 

Target 


performance 

2012/13 

Medium-term targets 


1 685 466 2 020 094 1 915 743 1 754 963 1 719 863 1 685 466 1 686 458 

57 750 114 378 114 374 110 087 54 471 55 000 57 750 58 637 

13 000 17 614 20 962 27 818 10 500 12 000 13 000 13 568 

1 755 000 1 376 000 1 486 502 1 640 264 1 704 000 1 750 000* 1 755 000* 1 760 000 2 * 

5 4 4 2 2 5 6 7 

58 002 62 434 60 853 62 910 58 588 58 002 58 600 

6 108 6 081 5 798 6 108 6 108 6 108 6 108 

*The targets for the MTEF period have been adjusted upwards in the Business Plan for this Programme.



Indicator 

Number of learners in public 

ordinary schools benefiting 

from the “No Fee School” 

policy 

Strategic 


Target 

Strategic Goal 3: School functionality improved for learner achievement at all levels 

S03.3 To improve the quality of 

monitoring and support 

provided to schools by the 

Department 

Number of schools visited at 

least once a quarter by a 

circuit manager 


performance 

2012/13 



1 600 850 1 675 013 1 657 888 1 604 157 

1 600 751 1 600 850 1 601 000 1 601 751 

4530 4 255 2 619 3 672 13 140 13 200 13 300 

52


Compensation of employees 16 210 480 17 507 557 18 392 114 18 739 909 19 603 069 20 584 965 

► Non-educators 739 117 801 236 841 309 856 395 891 021 942 062 

Goods and services and other current 1 371 963 645 070 840 703 385 941 503 402 528 029 

Transfers and subsidies 1 155 789 2 131 005 2 140 471 2 503 918 2 698 235 2 837 438 

Non-profit institutions 1 077 753 1997 788 1 972 161 2 400 681 2 582 836 2 696 720 

Households 78 036 133 217 168 310 103 237 115 399 140 718 

Payments for capital assets 29 662 45 550 23 902 27 141 36 086 37 854 

Machinery and equipment 29 662 44 213 21 814 21 840 30 520 32 015 

Software and other intangible assets - 1 337 2 088 5 301 5 566 5 839 

Payments for financial assets 18 975 12 693 5 025 - - - 

Total 18 786 869 20 341 875 21 402 215 21 656 909 22 840 792 23 988 285 


2.2. Reconciling performance targets with the budget and MTEF 

BT 201 Public Ordinary Schools – Key trends 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

2.1 Public primary schools 5 407 193 5 667 662 5 996 766 6 057 501 6433 258 6980 016 

2.2 Public secondary schools 12 600 728 13 698 550 14 362 353 14 503 950 15 272 618 15 830 378 

2.3 Human Resource Development 51 127 65 700 93 478 101 196 104 236 109 343 

2.4 School Sport Culture & Media Services 30 242 27 875 24 954 26 112 29 481 30 925 

2.5 Conditional grants 697 579 882 088 924 664 968 150 1 001 199 1037 622 

Total 18 786 869 20 341 875 21 402 215 21 656 909 22 840 792 23 988 285 


53 

►Educators 15 465 193 16 701 441 17 540 851 17 871 015 18 699 625 19 732 825


2.3 Performance and Expenditure Trends: 

BT 201 above shows the summary of payments and estimates per sub-programme and economic classification respectively. In the period from 2010/11 to 2012/13, expenditure for the programme grew 

from R18.8 billion to R21.4 billion. The programme experienced an insignificant growth of 1.2 per cent due to the baseline reduction as a result of the 2011 Census as well as reprioritisation for 

provincial priorities. Public Primary Schools and Public Secondary Schools sub-programmes are the biggest and core sub programmes under Public Ordinary Schools and these grow by 1 per cent 

from the 2012/13 revised estimate to 2013/14 respectively. 

The budget for Compensation of Employees grows by 1.9 per cent in 2013/14. Notwithstanding the low growth, the department plans to put processes in place to effectively implement the 2013 post 

declaration which will see the movement of additional educators and termination of some temporary educators by 31 March 2013. Furthermore, the department plans to root out inefficiencies in the 

management of human resources in the department particularly in educators which are largely resident in this programme. Some of the projects underway or to be implemented over the MTEF include 

the completion of personnel verification by 01 September 2013; proper management of leave, especially sick leave; as well the possibility of retiring all employees over 60 years of age. 

The programme’s Goods and Services decreases by 54.1 per cent in 2013/14 mainly due to the baseline reprioritisation. Furthermore, the LTSM budget for section 21 schools which was transferred to 

Goods and Services during the 2012/13 adjustment estimates has been decentralised back to transfers in 2013/14. 

54 

Overall Transfers and Subsidies increase by 17 per cent in 2013/14. Transfers to non-profit institutions increase by 21.7 per cent in line with the decentralisation of the LTSM budget back to section 21 

schools as well as the internal reprioritisation by the department to fund the no fees schools at the national target for the Norms and Standards for funding of Public Ordinary Schools. 

Payment for Capital Assets increases by 13.6 per cent in 2013/14. Software and other intangible assets increase by 153.9 per cent to procure the required software for the roll-out of SASAMS which 

commenced during the 2012/13 financial year.

►PPM 206 Number of learners benefiting from scholar transport 114 374 110 087 54 471 55 000 57 750 58 637 

►PPM 209 Number of schools visited at least once a quarter by a circuit manager 4 255 2 619 3 672 13 140 13 200 13 300 


Programme Performance Indicators and Measures for Programme 2 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 


►PPM 201 Number of learners enrolled in public ordinary schools 2 020 094 1 915 743 1 754 963 1 719 863 1 685 466 1 686 458 

►PPM 202 Number of educators employed in public ordinary schools 62 434 60 853 62 910 58 588 58 002 58 600 

►PPM 203 Number of non-educator staff employed in public ordinary schools 6 081 5 798 6 108 6 108 6 108 6 108 

►PPM 204 Number of learners in public ordinary schools benefiting from the “No Fee 

School” policy 

►PPM 205 Number of learners benefiting from the National School Nutrition Programme 

(NSNP) 

1 657 888 1 604 157 1 600 751 1 600 850 1 601 000 1 601 751 

1 486 502 1 640 264 1 704 000 1 750 000 1 755 000 1 760 000 

►PPM 207 Number of learners with special education needs that are enrolled in public 


20 962 27 818 10 500 12 000 13 000 13 568 

55 

►PPM 208 Number of full service schools 4 2 2 5 6 7

PPM 208 Number of full service schools Annual 5 - - 5 - 


2.4. Quarterly targets for 2013/14 

Programme Performance Measure 


Reporting 

period 





PPM 201 Number of learners enrolled in public ordinary schools Annual 1 719 863 - - - 1 719 863 

PPM 202 Number of educators employed in public ordinary 

schools 

PPM 203 Number of non-educator staff employed in public 


PPM 204 Number of learners in public ordinary schools 

benefiting from the “No Fee School” policy 

Quarterly 64 752 64 752 64 752 64 752 64 752 

Quarterly 6 108 6 108 6 108 6 108 6 108 

Annual 1 600 850 1 600 850 - - - 

PPM 205 Number of learners benefiting from the National 

School Nutrition Programme (NSNP) 

Quarterly 1 750 000 1 750 000 1 750 000 1 750 000 1 750 000 

56 

PPM 206 Number of learners benefiting from scholar transport Quarterly 55 000 55 000 55 000 55 000 55 000 

PPM 207 Number of learners with special education needs that 

are enrolled in public ordinary schools 

Annual 12 000 - - - 12 000 

PPM 209 Number of schools visited at least once a quarter by a 

circuit manager 

Quarterly 13 140 3 285 3 285 3 285 3 285


BT 202 Public Primary Schools – Key trends 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 



Compensation of employees 4 946 561 5 081 887 5 354 132 5 519 151 5 850 385 6 368 583 

►Educators 4 759 086 4 889 283 5 151 210 5 309 975 5 975 011 6 155 961 

►Non-educators 187 475 192 604 202 922 209 176 235 374 242 502 




Payment for financial assets 919 - - - - - 

Total 5 407 193 5 667 662 5 996 766 6 057 501 6 433 258 6 980 016 

57 

BT 203 Public Secondary School – Key trends 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 


Current payment 11 827 917 12 675 367 13 438 985 13 315 710 13 935 686 14 408 273 

Compensation of employees 11 257 749 12 420 790 13 028 028 13 208 259 13 740 261 14 203 271 

►Educators 10 706 107 11 812 158 12 389 641 12 561 040 12 724 614 13 576 864 

►Non-educators 551 642 608 632 638 387 647 219 655 647 699 560 


Transfers and subsidies 751 698 1 000 478 912 223 1 172 833 1 320 753 1 405 134 


Payment for financial assets 11 509 12 693 5 025 - - - 

Total 12 600 728 13 698 550 14 362 353 14 503 950 15 272 618 15 830 378

BT 205 Public Ordinary School – Resourcing effected via the school funding norms (2013/14) 

Programmes/Legal status/Poverty quintiles Schools Total expenditure 

(R’000) 

Learners Expenditure 

per learner( R) 

2.1 Public primary schools 

Non-Section 21 schools 111 39 749 414.00 44 922 884.85 

Quintile 1 (poorest) 3 159,272.00 172 926.00 

Quintile 2 29 1 376 962.00 1 487 926.00 

Quintile 3 73 37 179 826.00 40 151 926.00 

Quintile 4 2 750 430.00 1 486 505.00 

Quintile 5 (least poor) 4 282 924.00 1 626 174.00 

Section 21 schools 2 135 370 873 737.00 440 187 842.54 

Quintile 1 (poorest) 563 83 254 808.00 89 908 926.00 

Quintile 2 682 68 480 478.00 73 953 926.00 

Quintile 3 780 204 860 832.00 221 232 926.00 

Quintile 4 32 7 157 365.00 14 173 505.00 

Quintile 5 (least poor) 78 7 120 254.00 40 921 174.00 

Total 2 246 410 623 151.00 485 109 846.46 

2.2 Public secondary schools 

Non-Section 21 schools 37 18 042 200.00 19 840 909.39 

Quintile 1 (poorest) 1 449 110.00 485 926.00 

Quintile 2 6 793,582.00 857 926.00 

Quintile 3 28 16 700 410.00 18 035 926.00 

Quintile 4 1 28 280.00 56 505.00 

Quintile 5 (least poor) 1 70 818.00 407 174.00 

Section 21 schools 3 292 1 097 779 903.00 1 238 370 886.47 

Quintile 1 (poorest) 1 389 470 811 736.00 508 436 926.00 

Quintile 2 973 255 835 280.00 276 280 926.00 

Quintile 3 817 342 945 026.00 370,351 926.00 

Quintile 4 55 20 891 345.00 41 369 505.00 


Total 3 329 1 115 822 103.00 1 258 210 886.83 

Total for non-Section 21 schools 148 57 791 614.0 64,762 892.37 

Total for Section 21 schools 5 427 1 468 653 640 1 678 557 874.95 

Total for Quintile 1 1 956 554 674 926.00 599 001 926.00 



Total for Quintile 4 90 28 827 420.00 57 084 505.00 

Total for Quintile 5 141 14 770 512.00 84,888 174.00 

Grand total 5 575 1 526 445 254.00 1 743 319 875.60 


58

3. Programme 3: Independent School Subsidies 

Purpose: 

To support independent schools in accordance with the South African Schools Act 


The main focus of the programme is to ensure timeous and orderly registration of independent schools in terms of SASA and other 

legislative frameworks. This includes management of extension of curriculum for registered schools applying to expand. This 

requires continuous evaluation and monitoring of the programme to ensure sustainable compliance with the applicable prescripts 

including National Norms and Standards of School Funding (NNSF) and South African Schools Act (SASA), Curriculum 

requirements, administrative systems and improvement of Auditor General’s findings. 

Since the inception of this programme, no financial provision was ever considered for its management and administration, despite 

the emphasis on ensuring compliance. It only caters for transfer payments to independent schools which were never fully funded as 

budget available has always been below 50%. Funding for independent school is meant to support tuition and the quality of 

education in the circumstances is compromised. It is therefore important that whatever funding is made available for future, that 

provision for administration budget to support the programme be made. This will be done through top-slicing a small portion of the 

overall programme budget in a manner that is not going to make schools worst off than the previous financial years otherwise quality 

of education in this sector is seriously compromised. 

Key priorities: 

The following are the key priorities of the programme: 

• Strengthen monitoring of Independent Schools to ensure compliance 

• Investigating state of Independent Schools in the Province 


Sub-Programme 


3.1: Primary Phase To support independent schools in Grades 1 to 7 

3.2: Secondary Phase To support independent schools in Grades 8 to 12 


59


60 




Indicator 

Strategic 


Target 

Strategic Goal 1: Equitable access provided to education and resources 

SO1.4 

To provide 

infrastructure, 

financial, material, 

human resources 

and Information 

Communications 

Technology to 

schools 

Number of subsidised 

learners in independent 

schools 


performance 

2012/13 



40 870 37 613 27 350 34 706 37 070 38 924 40 870 41 000

Current payment - - - - - - 

Compensation of employees - - - - - - 

Payments for capital assets - - - - - - 

Total 51 143 55 678 59 492 100 667 115 142 120 689 

ST301 above reflects the summary of payments and estimates for Independent Schools Subsidies programme per sub-programme and economic classification respectively. The sub-programmes are 

split by education phase category. Transfers to independent schools have increased from R46.7 million in 2009/10 to R59.5 million in 2012/13 and further increase by 69.2 per cent from the revised 

estimate to R100.7 million in 2013/14. The increase is in line with the additional allocation to increase the funding to independent schools closer to the target outlined in the Norms and Standards for 

funding independent schools. Furthermore, in line with the Norms and Standards, the department is continuing with the policy of withdrawing allocations from secondary schools that attain less than the 

provincial average for their Matric results 


3.2. Reconciling Performance Targets with the Budget and MTEF 

ST301 Independent School Subsidies – Key trends 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

3.1 Primary phase 31843 35 316 37 937 60 100 67 957 71 230 

3.2 Secondary phase 19 300 20 362 21 555 40 567 47 186 49 459 

Total 51 143 55 678 59 492 100 667 115 142 120 689 


61 

Goods and services and other current - - - - - - 

Transfers and subsidies 51 1 43 55 678 59 492 100 667 115 142 120 689 

3.3. Performance and Expenditure Trends

Grand Total 148 97 667 000.00 31 083 6 643.96 


BT 302 Independent School Subsidies - Resourcing effected via the school funding norms (2010) 

Primary Schools 

Subsidy Level Schools Total expenditure 

(R’000) 

60 (poorest) 

40 

25 

15 

0 (least poor) 

Learners Expenditure per learner 

(R) 

66 50 135 034.32 16 690 3 003.90 

17 7 718 900.67 3 627 2 128.18 

2 746 265.01 598 1 247.93 

0 0 0 0 

Total 

85 58 600 200.00 20 915 2 801.83 

62 

Secondary Schools 

Subsidy Level Schools Total expenditure 

(R’000) 

60 (poorest) 

40 

25 

15 

0 (least poor) 

Learners Expenditure per learner 

(R) 

46 31 302 407.67 7 599 4 119.28 

12 6 138 503.76 1 827 3 359.88 

3 832 857.29 342 2 435.26 

2 793 031.28 400 1 982.58 

Total 

63 39 066 800.00 10 168 3 842.13

Subsidy Level No of Schools Enrolment: Secondary Subsidy Allocation PLA 

40 1 208 454 396.50 2 184.60 

25 2 113 154 287.27 1 366.37 

Total 10 593 1 500 000.00 2 529.51 

Grand Total 22 2 627 3 000 000.00 3 266.97 

The budget for Independent Schools is for the first time addressing long standing challenge of moving towards complying with the National Norms and Standards for School Funding, hence an increase 

of 69%. Provision is therefore made for schools that have been receiving subsidy in the previous years, whilst also allowing those that have qualified but could not be accommodated because of budget. 

The amounts for the two categories are R97 667 000 and R3 000 000 respectively each with its own budget tables as reflected. 


Subsidy Allocation for New Applicants 2013/14 

Primary 

Subsidy Level No of Schools Enrolment: Primary Subsidy Allocation PLA 

60 (poorest) 8 1 745 1 368 150.54 784.04 

40 2 191 99 834.48 522.69 

25 2 98 32 014.98 326.68 

Total 12 2 034 1 500 000.00 737.46 

Secondary 

63 

60 (poorest) 7 272 891 316.22 3 276.90

►PPM301 Number of subsidised learners in independent schools Annual 38 924 - - 38 924 


Programme Performance Measure for Programme 3 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

estimated 


Estimated 


Estimated 

2015/16 

Estimated 

►PPM301: Number of subsidised learners in independent schools 27 350 34 706 37 070 38 924 40 870 41 000 



Reporting 

period 






64

4. Programme 4: Public Special School Education 

Purpose: To provide compulsory public education in special schools in accordance with the South African Schools Act and 

White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System 


Programme 4 enables implementation and roll out of Inclusive Education which focuses on eliminating all forms of barriers so as to 

enable all learners to access education and receive educational support. Special schools in the province have been resourced with 

assistive devices, school buses and capacity building of educators as well as renovation/upgrading and construction of some special 

schools. Of the four public ordinary schools identified as Full Service Schools, one has been constructed and the other renovated. 

The remaining two have been prioritised for upgrading/renovating in the 2012/13 financial year. The department will identify one 

school per district for conversion into a full service school. In addition to the four existing full service schools, some schools released 

from the process of rationalisation of schools, will also be upgraded to special schools in districts where there is currently none. For 

the 13/14 financial year the main focus will be the expansion of Inclusive Education through resourcing of Special and Full Service 

Schools as well as the capacity building of District Based Support Teams(DBST’s) and Institution Level Support Teams(ILST’s). 

It also addresses human rights and social justice issues by expanding provision of support and access to education of learners who 

are from previously marginalized groups, which include children in conflict with the law, in need of care and destitute children. The 

programme does this through three (3) sub-programmes, namely: 

• Schools: The focus of this programme is resourcing of schools in the form of provision of human and material resources. The 

emphasis is on provision of assistive devices, transport, Learning Teaching Material and personnel for the Special 

Schools. 

• Professional Services & HRD: Professional development at both District and School levels are key to implementation of 

Inclusive Education. Both District-Based Support Teams and Institution Level Support Teams have a responsibility of 

managing the roll- out of Inclusive education throughout the Department. 

• In-School Sport: All the activities affecting learners in Special Schools should, as far as it is possible, be integrated with 

activities of their counter parts in the Mainstream schools. Good progress has taken place in Music and needs to 

expand in throughout Sport. 

For the financial year 2013/14, a more vigorous campaign to Advocate Inclusive Education across society will be the main focus in 

order to further infuse the philosophy in all the Departmental programmes. 


The following are the key priorities of the programme: 

• Full implementation of SAIS 

• Identification of underutilized school buildings for expansion of special schools 

• Filling of non-teaching posts 


Sub-Programme 


4.1: Special schools To provide specific public special schools with resources 

4.2: Human Resource Development To provide departmental services for the professional and other development of 

educators and non-educators in public special schools. 

4.3: School sport, culture and media To provide additional and departmentally managed sporting, cultural and reading 

services 

activities in public special schools. 

4.4: Conditional Grants To provide for infrastructure at public special schools 


65


66 



Indicator 


S01.3 To increase access to 

inclusive and access to 

centres which offer 

specialised services 

SO1.4 To provide infrastructure, 


resources and Information 

Communications 

Technology to schools 

Number of learners enrolled in 

public special schools 


employed in public special 

schools 

Number of professional noneducator 

staff employed in 

public special schools 

Strategic 

Plan Target 


performance 

2014/15 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 

10 713 8 973 9 249 9 142 10 099 10 401 10 713 11 000 

1 557 843 1 045 1 102 1 132 1 557 1 200 

20 - - 5 10 20 25

BT 401 reflects payments and estimates for the Public Special Schools programme per sub programme and economic classification respectively. Expenditure for the programme increased from R358.8 

million in 2009/10 to R481.1 million in 2015/16. The low growth of 2.8 per cent in 2013/14 is due to baseline reductions due to the 2011 Census cut as well as baseline reprioritisation to fund provincial 

priorities. The baseline reductions have been effected mainly against goods and services, hence the 27.5 per cent reduction in the 2013/14 Goods and Services budget. 


67 


BT 401 Public Special School Education - Key trends 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 


4.1 Schools 381 963 428 279 473 609 487 174 538 430 560 694 

4.2 Professional services 

4.3 Human resource development 312 1 014 2 106 2 235 2 271 2 382 

4.4 Schools Sport, Culture and Media Services 554 5 602 5 344 4 916 6 452 6 768 

4.5 Conditional Grant-EIG - - - - - - 

Total 382 829 434 895 481 059 494 325 547 153 569 844 


Current payment 323 562 367 350 413 696 434 894 466 418 485 153 

Compensation of employees 321 492 351 914 384 754 413 905 433 111 450 214 

► Educators 209 098 228 885 250 244 269 204 281 695 292 819 

►Non-educators 112 394 123 029 134 510 144 701 151 416 157 395 



Payments for capital assets - 2 699 5 774 - 6 366 6 678 

Machinery and equipment - 2 699 5 774 - 6 366 6 678 

Total 382 829 434 895 481 059 494 325 547 153 569 844 

4.3. Performance and Expenditure Trends: 

Transfers and Subsidies decrease by 3.5 per cent in 2013/14 due to internal reprioritisation to fund other key priorities under Public Ordinary Schools.


Programme Performance Measures for Programme 4 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

►PPM401: Number of learners enrolled in public special schools 9 249 9 142 10 099 10 401 10 713 11 000 

►PPM402: Number of educators employed in public special schools 843 1 045 1 102 1 132 1 557 1 200 

►PPM403: Number of professional non-educator staff employed in public 

special schools 


- - 5 10 20 25 


Reporting 

period 





68 


►PPM401 

Number of learners enrolled in public special schools 

►PPM402 Number of educators employed in public special 

schools 

►PPM403 Number of professional non-educator staff employed 

in public special schools 


Quarterly 1 132 - - - 1 132 

Quarterly 10 - 10 - 10

5. Programme 5: Further Education and Training 

Purpose: To provide Further Education and Training (FET) at public FET colleges in accordance with the Further Education 

and Training Colleges Act (Act 16/2006), inclusive of provisions of the FETC Amendment Act, Act No. 3 of 2012 


The Further Education and Training Act, 2012 (Act 3 of 2012) was assented on 3 rd May 2012. The formation of the Department of 

Higher Education and Training in terms of the Presidential Proclamation No. 44 of 2009, published in Government Gazette No. 

32367 of July 2009 brought about the transfer of the administration of the Further Education and Training Colleges to the Minister of 

Higher Education and Training(DHET). An interim process of managing the college sector was implemented via a set of Provincial 

Implementation Protocols while initiatives of amending the FET Colleges Act and the Constitution were underway. 

In terms of the shifting of the functions to the Department of Higher Education and Training the following initiatives have been 

initiated: 

• The development of a business plan and costing for the support of the Technical Assistance Unit of National Treasury and 

a process to secure funding for its support and the process of transfer. 

• The establishment of the Provincial Technical Task Teams to steer the transfer process at the Provincial level 

• The development of a macro plan and a micro plan to direct the process of transfer and related costing 

• The publishing of the FET Colleges Amendment Act and the Government Notice for comments. 

On May 2012 the Notice: Commencement of FET Colleges Amendment Act, Act 2012 (Act3 of 2012) was published. This Notice 

shifted all functions with the exception of Sections 11,12,13, 14, 28(3) and 32(b) to Department of Higher Education and Training. 

Those that were not shifted will come into operation on a date to be published by a further Notice in a Government Gazette. 

As the Sector is poised for greater student numbers, more funds are needed to accommodate these new learners. The colleges in 

most cases do not have adequate classrooms, hostels, workshops and well trained educators. The SETAs have been requested but 

the Minister to plough more money and open offices in public FET colleges. The National Skill Fund has also been asked to utilize 

some of the funds that the SETAs failed to use at colleges. All 8 of the Provinces colleges have benefited on this. 


The priorities of the programme for the year 2013/14 are: 

• Teaching and learning management 

• The strengthening of college management and governance 

• Curriculum responsiveness and marketing 

• Student management and support 

• Infrastructure and estate management 

Sub- Programmes: 

Sub-Programme 


5.1: Public Institutions To provide specific public FET colleges with resources 

5.2: Youth Colleges To provide specific public youth colleges with resources. 

5.3 Professional Services 

To provide educators and students in public FET colleges with departmentally managed 

support services. 

5.4: Human Resource 

Development 

To provide departmental services for the professional development of educators and noneducators 

in public FET colleges. 

5.5 In-college sport and culture 

To provide additional and departmentally managed sporting and cultural activities in public 

FET colleges. 

To provide funding for the entire Further Education and Training programme, to ensure 

5.6 Conditional Grant 

successful transfer of the Further Education and Training function to the Department of Higher 

Education and Training 


69





Indicator 


SO1.5 Increase access to 

education in public 

Further Education and 

Training Colleges 

Number of 

students enrolled 

in NC(V) courses 

in FET Colleges 

Strategic Plan 

Target 


performance 

2014/15 2009/10 2010/11 2011/12 2012/13 

2013/14 2014/15 2015/16 

25 000 11 428 14 400 15 400 18 000 23 000 25 000 28 500 

Strategic Goal 2: Quality of teaching and learning improved at all educational institutions. 

70 

SO2.6 To improve systems for 

monitoring of learner 

performance, 

administration of 

assessments and 

utilization of examination 

question banks across the 

system 

Number of FET 

College NC(V) 

students who 

completed full 

courses 

successfully 

13 750 - 4 500 4 620 8 640 12 190 13 750 15 000

BT 501 reflects payments and estimates for the FET programme per sub programme and economic classification respectively. Expenditure for the programme increased steadily from R450.2 million in 

2009/10 to R703.7 million in 2012/13 due to the conversion of the funding to the FET Colleges into a conditional grant in preparation of the full transfer of the function to DHET. The budget decreases by 

57.9 per cent in 2013/14 due to the function shift in 2013/14 that will see part of the grant flowing directly to the FET Colleges. 

The function shift mainly affects the Transfers to non-profit institutions hence the 99.5 per cent reduction in the overall transfers and subsidies. Payments for Capital Assets decrease by 72.7 per cent 

due to the finalisation of remaining infrastructure projects from 2012/13. Over the MTEF, infrastructure projects for FET Colleges will be incorporated into transfers directly to colleges 


71 


BT 501 Further Education and Training - Key trends 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 


5.1 Public institutions 45 496 - - - - - 

5.2 Professional services - - - - - - 

5.3 Human resource development - - - - - - 

5.4 Conditional grants 430 460 682 104 703 706 296 421 315 761 335 593 

Total 475 956 682 104 703 706 296 421 315 761 335 593 



Compensation of employees 232 382 243 580 288 737 282 919 301 583 320 721 

►Management 

►Lecturers 172 730 181 053 214 618 210 294 224 167 238 392 

►Support staff 59 652 62 527 74 119 72 625 77 416 82 329 


Transfers and subsidies 230 981 426 654 394 439 2 014 2 115 2 218 

Payments for capital assets 5 900 5 034 9 287 2 540 - - 

Total 475 956 682 104 703 706 296 421 315 761 335 593 





2010/11 

actual 

2011/12 

actual 

2012/13 

estimated 


estimated 


estimated 

2015/16 

estimated 

►PPM 501: Number of students enrolled in NC(V) courses in FET Colleges 14 400 15 400 18 000 23 000 25 000 28 500 

►PPM 502: Number of FET College NC(V) students who completed full 

courses successfully 


Programme Performance Measure/Indicator 

Reporting 

period 

4 500 4 620 8 640 12 190 13 750 15 000 





72 


►PPM 501 Number of students enrolled in NC(V) courses in 

FET Colleges 

►PPM 502 Number of FET College NC(V) students who 

completed full courses successfully 


Annual 12 190 - - - 12 190

6. Programme 6: Adult Education and Training 

Purpose: To provide Adult Education and Training (ABET) in accordance with the Adult Basic Education and Training Act, 52 0f 

2000, inclusive of provisions of the AET Amendment Act, 2010. 


Programme 6 is part of the government strategy to reduce by fifty per cent or half illiteracy in the Province by 2014 as mandated by 

the Provincial Growth and Development Plan, the Integrated Rural Development Strategy and the ABET Act, No. 23 of 2000. 

Besides skills and poverty alleviation programmes, AET centers have classes from level1 -4 which is the equivalent of grade 9. 

ABET learners who have completed Level 1- 4 may proceed to public FET colleges located throughout the Province. Expenditure 

for by the programme has grown steadily in the previous years; 2009/10 (213 427), 2010/11 (299 269), 2011/12 (307 625) and 

2012/13(324 784) 

The budget for the current financial year is part of the equitable share and is governed in terms of the provincial treasury regulations. 

The first quarter has registered an under expenditure of R6m on compensation of employees which is caused by the delay in the 

employment of ABET educators. There are discussions underway at the Department of Higher Education and Training to phase the 

equitable share into conditional grant for the financial year 2013/14 as it is envisaged that this function will be taken over by that 

department of Higher Education and Training. 

As the Sector is poised for greater student numbers, more funds are needed to accommodate these new learners. The AET centers 

in most cases do not have their own classrooms, hostels, workshops and well trained educators. Unoccupied schools should be 

opened for utilization by these centers which will be known as community colleges with permanent educators. 



• Ensuring that adults without basic education access learning opportunities. 

• Establishing more ABET Centres in under-utilized schools, implement Norms and Standards for Funding of Adult Learning 

Centres, and 

• Improving the quality of ABET programmes so that they articulate with FET College programmes. 

Sub-Programmes: 

6.1: Public Centres 

Sub-Programme 


To support specific public ABET sites with resources 

6.2: Subsidies to private centres To support specific private ABET sites through subsidies. 

6.3: Professional Services. 

6.4: Human Resource Development 

6.5 Conditional Grants 

To provide educators and students in public ABET sites with departmentally 

managed support services. 

To provide departmental services for the professional and other development of 

educators and non-educators in public ABET sites. 

To provide funding for the entire Adult Education and Training programme, to ensure 

successful transfer of the Further Education and Training function to the Department 

of Higher Education and Training 


73




Indicator 


SO1.6 Increase access to 

education in public Adult 

Education and Training 

Learning Centres 

Number of learners enrolled 

in Public AET Centres 

Strategic 



performance 

2014/15 2009/10 2010/11 2011/12 2012/13 


92 995 38 748 36 911 39 087 65 167 84 541 92 995 100 000 

Strategic Goal 2: Quality of teaching and learning improved at all educational institutions. 

74 


employed in AET Centres 

4 850 3 062 2 976 3 493 4 007 4 704 4 850 5 000

BT 601 represents payments and estimates per sub programme and economic classification. Expenditure grows steadily from R213.4 million in 2009/10 to R350.2 million in the 2012/13 revised 

estimate. The budget then grows by 1 per cent from the revised estimate to R353.2 million in 2013/14. 

Public Centres sub programme grows by 0.5 per cent due to a once off adjustment to fund the shortfall in ICS implementation. Goods and Services increase by 82.91 per cent due to projected under 

expenditure in 2012/13 as a result of capacity challenges in procurement; a provision for the revitalisation of Adult Education and Training; and the implementation of norms and standards for funding of 

Adult Learning Centres. 


75 


BT 601 Adult Education and Training - Key trends 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

6.1 Subsidies to public centres 290 757 321 854 349 674 351 286 365 970 385 466 

6.2 Professional services - - - - - - 

6.3 Human resource development - 104 567 1872 1873 1965 

Total 290 757 321 958 350 241 353 158 367 842 387 431 




►Management - - - - - - 

►Educators 288 810 318 380 346 997 346 709 359 993 379 197 

►Support staff - - - - - 


Transfers and subsidies - - - 362 380 399 

Payments for capital assets - - - 154 161 169 

Total 290 757 321 958 350 241 353 158 367 842 387 431 

6.3. Performance and Expenditure Trends:


PROGRAMME PERFORMANCE MEASURES FOR PROGRAMME 6 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimate 


Estimated 


Estimated 

2015/16 

Estimated 

►PPM601: Number of learners enrolled in Public AET Centres 36 911 39 087 65 167 84 541 92 995 100 000 

►PPM602: Number of educators employed in AET Centres 2 976 3 493 4 007 4 704 4 850 5 000 

6.4 Quarterly Targets for 2013/14 


Reporting 

period 






76 

PPM601 Number of learners enrolled in Public AET Centres Annual 84 541 - - - 84 541 

PPM602 

Number of educators employed in AET Centres 

Annual 4 704 - - - 4 704

Programme 7: Early Childhood Development 

Purpose: To provide Early Childhood Development (ECD) at the Grade R level in accordance with White Paper 5. 


The Early Childhood Development programme is a key contributor to the anti-poverty initiatives, conceived as a vehicle to 

reduce/eliminate the poverty cycle in disadvantaged communities by ensuring Grade R learners received a solid foundation in 

preparation for success in subsequent schooling and adulthood. 

The core responsibility of the Early Childhood Development unit is to increase the provision of Grade R and earlier levels in 

accordance with Education White Paper 5. The objectives of the programme are aligned to the output goals that relate to grade 

attainment and enrolment levels as contained in both the Action Plan of 2014 and Output 3 of the Delivery Agreement to: 

a) Universalise access to Grade R 

b) Improve public spending on Grade R and other forms of ECD thereby improving the quality 

c) Increase the percentage of Grade 1 learners who have participated in an accredited (quality) Reception Program (Grade 

R) 

The two (2) main priorities are to: 

• Establish and sustain a conducive climate for the provision of a quality Reception Programme through the provision of: 

A monthly stipend to practitioners towards the management of the Grade R class 

Resources (Learner Teacher Support Material, Grade R furniture, Outdoor Equipment) 

Grade R resources: Ring-fence allocated budget to meet the funding norms as contained in National Norms and 

Standards for Grade R Funding 

Audit of Grade R sites 

• Fulfill the mandate of the Expanded Public Works Programme (EPWP) for the Department of Education regarding Pre 

Grade R (0-4 year age cohort): 

Accredited National Qualifications Framework Level 4 (NQF Level 4) training to improve the qualifications of Pre 

- Grade R practitioners 

Provision of a monthly stipend (allowance to promote practitioner attendance to training venues) 

Provision of resources (Indoor slides and rockers) 



• Attachment of new grade R classes 

• Compensation of Grade R Practitioners 

• Transfer funds to schools with Grade R 

• Procurement of resources for Grade R classrooms in Section 20 Schools 


Sub-Programme 

7.1: Grade R in Public Schools 

7.2: Grade R in Community Centres 

7.3: Pre-Grade R Training 

7.4: Human Resource Development 

7.5: Conditional Grants 


To provide specific public ordinary schools with resources required for Grade R and 

encourage more schools to establish grade R classes where space exists 

To support particular community centres at Grade R level 

To provide training and payment of stipends of Pre-Grade R Practitioners. 

To provide departmental services for the professional and other development of 

educators and non-educators in ECD sites. 

To provide for the infrastructure for Early Childhood Development 


77

3 All Grade R practitioners in the Eastern Cape Department of Education are employed by School Governing Bodies and receive stipends through PERSAL 




Indicator 


SO1.1 To improve access 

of children to quality 

Early Childhood 

Education(ECD) 

Number of learners enrolled in 


Strategic Goal 2: Quality of teaching and learning improved at all educational institutions 


Target 


performance 

2014/15 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 

171 350 161 859 174 961 168 872 171 272 171 350 172 200 189 420 

S02.1 To provide an 

integrated quality 

ECD provisioning 

Number of public schools that 

offer Grade R 

Strategic Goal 4: Organizational capacity enhanced through human resource development and talent management 

4 601 4 555 4 597 4 597 4 601 4 630 4 645 

78 

S04.1 To develop and 

enhance the 

professional and 

technical capacity 

and performance of 

educators/ 

practitioners 

Number of Grade R 

practitioners employed in public 

ordinary schools per quarter 3 

5 480 0 5 180 5 300 5 380 5 556 5 560 5 570

Payments for capital assets 1 321 - - 276 - - 

Total 338 333 365 451 383 845 446 469 548 510 688 588 

BT 701 above represents payments and estimates for the ECD programme per sub-programme and economic classification respectively. Total expenditure increased from R232.9 million in 2009/10 to 

R383.8 million in 2012/13. The budget further increases by 16.31 per cent in 2013/14 due to an additional allocation for the universalization of grade R in line with the department’s goal of attaching 

grade R classes to public primary schools. Grade R in public schools sub-programme reflects a growth of 15.2 per cent in 2013/14 as this is the programme where the additional allocation is located. 

The growth in Pre-grade R Training and Human Resources sub-programmes is related to the projected under expenditure in 2012/13 due to the delays in the procurement processes for the training of 

ECD practitioners. Compensation of Employees’ budget increases by 5 per cent in 2013/14 to allow for the intake of additional ECD practitioners in line with the planned attachment of grade R to 

primary schools. The stipend for ECD practitioners has been increased from R5 000 to R5 300 per month. Goods and Services increase by 211.74 per cent due to the under-spending in the 2012/13 

financial year and also to accommodate the funding of the priorities indicated above. The increase in Transfers and Subsidies by 84 per cent in 2013/14 is attributable to the additional allocation to fund 

ECD in terms of Norms and Standards for funding of ECD centres 


79 


ST 701 Early Childhood Development – Key trends 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

7.1 Grade R in public schools 323 711 358 698 374 731 431 714 530 636 669 838 

7.2 Grade R in community centres (ECD Independent) 1342 24 - - - - 

7.3 Pre-grade R Training 13 075 6 336 8 553 12 858 15 883 16 661 

7.4 Professional services 

7.5 Human resource development 205 393 561 1 897 1 991 2 089 

7.6 Conditional grants - - - - - - 

Total 338 333 365 451 383 845 446 469 548 510 688 588 


Current payment 331 788 334 764 338 027 361 899 382 984 514 951 


► Educators 310 804 314 509 324 380 340 526 359 123 380 207 

► Non-educators 9 811 9 928 10 239 10 749 11 336 12 002 







►PPM701: Number of learners enrolled in Grade R in public schools 

►PPM702: Number of public schools that offer Grade R 

►PPM703: Number of Grade R practitioners employed in public ordinary schools per 

quarter 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

174 961 168 872 171 272 171 350 172 200 189 420 

4 555 3 597 

4 597 

4 601 4 630 4 645 

5 180 5 300 5 380 5 556 5 560 5 570 


80 


Reporting 

period 






PPM701 

Number of learners enrolled in Grade R in public schools 


PPM702 

Number of public schools that offer Grade R 


PPM703 Number of Grade R practitioners employed in public ordinary 

schools per quarter 

Quarterly 5 556 5456 5456 5456 5556

Programme 8: Infrastructure Development 

Purpose: To provide and maintain infrastructure facilities for the administration and schools 

Programme analysis: 

The primary objective of the Department’s infrastructure programme is to provide facilities in such a manner that the delivery process 

is consistent with these goals and in accordance with the Infrastructure Delivery Management System (IDMS). The physical facilities 

must enhance the quality of the teaching and the learning environment, and restore the pride and dignity of learners, educators and 

communities. Based on the strategic goals as set out in the Department’s Strategic Plan, the Infrastructure Programme seeks to: 

• Provide adequate basic services such as water, sanitation and electricity to schools by 2014/15; 

• Systematically eliminate the backlog in classroom accommodation and progressively improving access to facilities 

such as libraries and laboratories (i.e. progressive and systematic achievement of Minimum and Optimum 

Functionality); 

• Align the Eastern Cape Department of Education backlog intervention with the ASIDI intervention; 

• Re-alignment schools and re-organise small schools that are no longer sustainable, or which are under-utilised; 

• Intensify efforts to ensure that all schools have safe environments for all children; 

• Improve User Asset Management Planning, together with more emphasis on life cycle planning (especially improved 

maintenance planning), and provision of infrastructure that complements and promotes the relevant curriculum, 

especially regarding outcomes based education; 

• Ensure that training and skills development initiatives form part of building programmes to respond to the 

requirements of the economy, rural development challenges and social integration, thereby also equipping the 

unemployed and vulnerable with requisite skills to overcome poverty and unemployment; 

• Promote the principles of sound asset and financial management, and effectively implementing these to ensure that 

all legislative compliance and audit criteria are met, and best practices are utilised throughout; and 

• Effectively and efficiently implement the Education Facilities Management System (EFMS). 


The Department has developed a number of strategic objectives to give effect to its strategic goals. Some embody a direct 

infrastructure commitment, and the budget for 2013/14 financial year will be contributing the realisation the strategic objectives / 

priorities as listed below: 

• To eradicate all inappropriate structures (including mud and plankieskole structures) by 2014/15. 

• To align the 2020 vision of DBE with delivery of infrastructure. 

• To ensure universal access to Grade R by 2014/15. 

• To improve access to secondary schools to 95% by 2014/15. 

• To increase the percentage of schools with libraries/media centres to 52% by 2014/15. 

• To achieve universal access for disabled children and youths (aged 6 – 18 years) to basic education. 

• To have in place optimum infrastructure at all schools as per national Norms and Standards by 2030. 


Sub-Programme 


8.1: Administration 

To provide goods and services required for the office infrastructure development and 

maintenance 

8.2: Public Ordinary Schools 

To provide goods and services required for the public ordinary schools (main stream 

and full service schools) infrastructure development and maintenance 

8.3: Special Schools 

To provide goods and services required for the special schools infrastructure 

development and maintenance 

8.4: Early Childhood Development 

To provide goods and services required for the early childhood development 

infrastructure development and maintenance 

8.5: Conditional Grants To provide for project funded by the Education Infrastructure Grant 


81


82 



Indicator 

Strategic Goal 1: Equitable access provided to education and resources 

SO1.4 

To provide infrastructure, 


resources and Information- 

Communications Technology to 

schools 

Number of public 

ordinary schools to be 

provided with water 

supply 



provided with electricity 

supply 



supplied with sanitation 

facilities 

Number of classrooms to 

be built in public ordinary 

schools 

Number of specialist 

rooms to be built in public 

ordinary schools (all 

rooms except 

classrooms-include; 

laboratories, stock 

rooms, sick bay, kitchen, 

etc.) 

Strategic 



performance 

2014/15 2009/10 2010/11 2011/12 2012/13 


59 181 177 64 233 59 59 59 

78 107 100 9 68 78 65 53 

44 - 177 60 233 44 44 44 

350 - 273 394 750 350 400 450 

152 - 107 15 233 152 204 210

Current payment - - 91 023 168 182 83 309 75 205 

Payments for capital assets 354 532 920 937 919 189 1 140 050 1 193 187 1 634 879 

Buildings and other fixed structures 354 532 920 937 919 189 1140 050 1 193 187 1 634 879 

Software and other intangible assets - - - - 

Total 354 532 920 937 1 004 222 1 308 232 1 276 496 1 710 084 

BT 801 reflects expenditure and estimates for the infrastructure programme per sub- programme and economic classification. This is a new programme created in line with the new approved 

programme structure for the sector and is made up of amalgamation of all infrastructure budgets from across all programmes. Infrastructure expenditure increased from R828.1 million in 2009/10 to R1 

billion in 2012/13. Thereafter the infrastructure budget increases by 30.3 per cent from the revised estimate. The increase is in line with the planned accelerated infrastructure delivery by the 

department. The budget for the Administration sub programme increases by 387.2 per cent and relates to the rehabilitation of district offices and the completion of five district exams centres as well as 

the Zwelitsha exam centre in head office. 


8.2 Reconciling performance targets with the budget and MTEF 

BT 801 Public Ordinary Schools – Key trends 


8.1 Administration 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Actual 


Estimated 


Estimated 

2015/16 

Estimated 

11 547 17 665 61 289 263 497 52 463 43 101 

8.2 Public Ordinary Schools 284 256 805 322 695 353 752 050 905 936 1 334 273 

8.3 Special Schools 38 373 55 308 139 359 171 493 190 845 199 603 

8.4 Early Childhood Development 20 356 42 642 115 421 121 192 127 252 133 106 

8.5 Conditional Grants - - - - - - 

Total 354 532 920 937 1 011 422 1 308 232 1 276 496 1 710 084 


83 

Compensation of employees - - 3 525 9 130 9 757 - 

Goods and services and other current - - 87 498 159 052 73 552 75 205 

Transfers and subsidies - - - - - - 

Machinery and equipment 1 210 

8.3. Performance and Expenditure Trends:

►PPM801 Number of public ordinary schools to be provided with water supply 177 64 233 59 59 59 

►PPM802 Number of public ordinary schools to be provided with electricity supply 100 9 68 78 65 53 


The Special Schools sub-programme reflects an increase of 23.1 per cent in line with the department’s drive to improve access to education by learners with special needs through the provision of 

appropriate infrastructure. 

Goods and Services increases by 87.1 per cent in 2013/14 to provide for infrastructure repairs and maintenance. The budget allocated under Compensation of Employees is related to the capacitation 

of the infrastructure unit by R10 million from the Education Infrastructure grant. Payments for Capital Assets increase by 28.7 per cent due to the increase in the conditional grant for the accelerated 

infrastructure delivery programme. 



2010/11 

Actual 

2011/12 

Actual 

2012/13 

Actual 


Estimated 


Estimated 

2015/16 

Estimated 

84 

►PPM803 Number of public ordinary schools to be supplied with sanitation facilities 177 60 233 44 44 44 

►PPM804 Number of classrooms to be built in public ordinary schools 273 394 750 350 400 450 

►PPM805 Number of specialist rooms to be built in public ordinary schools (all rooms except 

classrooms-include; laboratories, stock rooms, sick bay, kitchen, etc) 

107 15 233 152 204 210


8.4. Quarterly targets for 2013/14 



PPM801 Number of public ordinary schools to be provided with water 

supply 

PPM802 Number of public ordinary schools to be provided with 

electricity supply 

PPM803 Number of public ordinary schools to be supplied with 

sanitation facilities 

Reporting 

period 





Annual 59 - - - 59 



78 - - - 78 

44 - - - 44 

PPM804 Number of classrooms to be built in public ordinary school 

(This measure excludes specialist rooms) 


350 - - - 350 

85 

PPM805 Number of specialist rooms to be built in public ordinary 

schools (all rooms except classrooms-INCLUDE; laboratories, 

stock rooms, sick bay, kitchen, etc.) 


152 - - - 152


BT 802 Public Primary Schools – Key trends 


2010/11 

Actual 

2011/12 

Actual 

2012/13 

Actual 


Estimated 


Estimated 

2015/16 

Estimated 

Current payment 11 338 78 643 850 42 942 41 935 48 239 

Goods and services and other current 

Transfers and subsidies - - - 


Total 184 009 248 794 473 220 131 469 691 1 374 176 

86 

BT 803 Public Secondary School – Key trends 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Actual 


Estimated 


Estimated 

2015/16 

Estimated 


Current payment 24 121 28 569 139 67 465 39 179 5 735 

Goods and services and other current 

Transfers and subsidies - - - 

Payments for capital assets 344 769 384 807 391 464 454 440 439 15 197 

Total 368 890 413 376 530 531 919 479 618 20 931

9. Programme 9: Auxiliary and Associated Services 

Purpose: To provide education institutions as a whole with training and support. 

Programme Analysis: 

Professional Services 

Improved quality of basic education is the key outcome of the Department of Education in terms of the Ministerial Delivery 

Agreement for the Basic Education Sector and the Action Plan to 2014. Linked to this fundamental outcome are five outputs that are 

guiding the operations of the programme: 

• Improve the quality of teaching and learning 

• Undertake regular assessment to track progress 

• Ensure a credible, outcomes-focused planning and accountability. 

• Improving teacher capacity and practices 

• increasing access to high quality learning materials, monitoring and supporting the implementation of national and 

provincial curriculum and assessment policies whilst extracting key lessons from ongoing participation in international 

assessments protection of teaching and learning time 

These outputs are undergirded and linked to the following Provincial Strategic Goals: 

• Strategic Goal 1: Equitable access to education and resources 

• Strategic Goal 2: Quality of teaching and learning improved at all educational institutions 

• Strategic Goal 4: Organizational capacity enhanced through human resource development 

The implementation of the Department of Basic Education’s national mandates like Curriculum and Assessment Policy Statement (CAPS), 

as well as the National Language and Mathematics Strategy is also driven within this programme. In addition, the HIV&AIDS conditional 

grant is also managed within the programme and supports the achievement of the main outcome. 

External examinations 

The purpose of this sub programme is to provide access to an efficient and effective examination and assessment services 

which enjoy widespread acceptance at all levels. The sub- programme will contribute in the provision of the Strategic 

Objective 2 .2 and 2.3 by providing the following key services: 

• To conduct, administer and manage National Senior Certificate (NSC); Adult Education and Training (AET) and 

Senior Certificate (SC) Examinations. 

• To administer Annual National Assessment in all designated Grades 

The offering of the Senior Certificate qualification has been extended to 2014 as opposed to the initial decision to end it in 

2011. Therefore, advocacy will be conducted to communicate the extension, registration of centres and candidates including 

timeframes for registration to ensure that all qualifying candidates have access to these examination services towards their 

Senior Certificate Examinations. The AET Level 4 examinations are still being conducted by the provincial examination 

system although Adult Education and Training provision has been moved to the National Department of Higher Education 

and Training. In ensuring compliance with School Based Assessment, quarterly moderations are conducted to verify School 

Based Assessment marks generated by schools. 

In order to ensure credibility of all the various examinations, monitoring and support visits would be conducted with special 

focus to: 

• Nodal points to ensure the safety and proper handling, distribution and collection of examination materials prior 

being delivered to centres 

• Examination centers to ensure that conduct of examinations is in accordance with the policy of the conduct, 

management and administration of examinations. 

• Districts examination sections to ensure that processes and systems for the conduct of the examinations are in 

place, thus ensuring support and credibility of the examinations. 

• Reports from national and provincial offices will be sent to district directorates after each visit pointing to areas that 

require special attention. 


87

HIV and AIDS Programme 

The core business of the HIV and AIDS Lifeskills Education Programme is firstly to support South Africa’s HIV prevention strategy by 

increasing sexual and reproductive knowledge, skills and appropriate decision making among learners and educators. Secondly, this 

programme mitigates the impact of HIV by providing a caring, supportive and enabling environment for learners and educators. 

Lastly it ensures the provision of a safe, rights-based environment in schools that is free of discrimination, stigma and any form of 

sexual harassment/abuse. 

The key focus areas for 2013/14 are as follows 

• Co-curricular activities on Sexual and Reproductive Health implemented in schools 

• School Management Teams trained to develop implementation plans focusing on keeping young people in school, ensuring 

that Lifeskills and Sexual and Reproductive Health education (including HIV and AIDS) is implemented for all learners in 

schools, promoting the physical, psychological and emotional safety of learners and ensuring access to Sexual and 

Reproductive Health services 

• CAPS Compliant material including material for learners with barriers to learning , printed and distributed to schools 

• Master trainers and educators trained to implement SRH programmes for learners and protect themselves from HIV 

• Advocacy events hosted with learners, educators and school communities 

• Care and support programmes implemented for learners and educators 

• Monitoring of the implementation of the Lifeskills programme at school and district levels through classroom observations, 

meetings with school personnel and district officials, observation of events, meetings and workshops, review of minutes of 

meetings, workshops attendance registers and reports and monthly, quarterly and annual reporting 

Sub-Programme 


9.1: Payments to SETA To provide employee HRD in accordance with the Skills Development Act. 

9.2: Professional Services To provide educators and learners in schools with departmentally managed support services. 

9.3 Special projects To provide for special departmentally managed intervention projects in the education system 

as a whole. 

9.4: External examinations To provide for departmentally managed examination services and Assessment 

9.5: Conditional grant • To enhance the protection offered by schools to prevent and mitigate the impact of HIV. 

. 

• To increase knowledge, skill & confidence amongst learners and educators to take selfappropriate 

sexual and reproductive health decisions. 

To increase access to sexual and reproductive health services including HIV services for 

learners and educators. 


88




Indicator 


Target 


performance 

2012/13 



Strategic Goal 2: Improve quality of teaching and learning at all educational institutions. 

Number of candidates for the 

69 400 70 603 68 126 68 082 7 400 75 000 75 600 75 600 

Grade 12 National Senior 

Certificate (matric exams) 

Number of candidates who 

passed National Senior 

certificate* 

49 968 34 731 37 364 37 997 48 312 49 968 50 698 52 162 

89 

SO2.2 

To increase the percentage 

of Grade 3, 6 and 9 learners 

performing at required levels 

in Language 

and Mathematics 

Number of Grade 3 learners 

who passed Language in the 

Annual National Assessment 

(ANA). 


who Mathematics who passed 

in the Annual National 

Assessment (ANA). 


who passed Language in the 

Annual National Assessment 

(ANA). 

95 164 

52 043 71 374 79 304 95 164 103 095 

- - 

95 164 - - 46 706 79 304 87 234 95 164 103 095 

88 151 - - 37 407 58 767 73 459 88 151 95 497 


who Math who passed 

Mathematics n the Annual 

National Assessment (ANA). 

88 151 - - 37 407 66 113 73 459 88 151 95 497 


who La who passed Language 

in the Annual National 

Assessment (ANA). 

87 488 - - - 65 616 72 907 87 488 94 779


90 


Indicator 


Target 

Strategic Goal 2: Improve quality of teaching and learning at all educational institutions. 


87 488 

who passed Mathematics in 

the Annual National 


SO2.3 

SO2.4 

To increase the number of 

Grade 12 learners who 

become eligible for a 

Bachelors programme at a 

university 

To increase the number of 

Grade 12 learners who pass 

Mathematics and Physical 

Sciences 

Number of learners who 

obtained Bachelor passes in 

the National Senior Certificate 

(NSC) 

Number of learners who passed 

Mathematics in the NSC 

examinations 

Number of learners who passed 

Physical Science in the NSC 

examinations 


performance 

2012/13 



- - - 

65 616 72 907 87 488 94 779 

12 492 9 492 10 225 10 291 10 632 12 492 21 112 23 646 

21 175 16 198 14 457 12 752 15 340 19 200 21 175 23 160 

15 900 8 627 11 753 12 123 13 147 14 492 15 900 17 322


Total 233 474 253 304 326 329 343 341 348 834 364 495 

ST 901 above shows a summary of payments and estimates for the Auxiliary and Associated Services programme per sub-programme and per economic classification. The payments to the programme 

increased from R 227.9 million in 2009/10 to R 326.3 million in 2012/13. The budget then increases by 5.21 per cent from the revised estimate. Special projects sub-programme reflects the highest growth at 24.6 

per cent followed by Professional Services sub programme at 19.7 per cent. The growth in Professional Services sub-programme increases in line with the department’s efforts to ensure the quality of teachers is 

improved. 

The Conditional Grants sub-programme decreases by 9.8 per cent due to the increased expenditure in 2012/13 as a result of the approved roll-over for the HIV and AIDS (Life Skills) grant as well as a reduction in the 

conditional grant baseline in 2013/14. 



ST901 Auxiliary and Associated Services – Key trends 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 


9.1 Payments to SETA 8 404 8 782 12 342 13 186 13 416 14 073 

9.2 Professional Services 16 529 22 881 54 256 64 977 81 343 85 329 

9.3 Special Projects 1 619 362 1 209 1 507 1 582 1 659 

9.4 External examinations 178 435 184 858 219 836 228 776 215 471 225 691 

9.5 Conditional Grants 28 487 36 421 38 686 34 895 37 023 37 744 

Total 233 474 253 304 326 329 343 341 348 834 364 495 


91 


► Educators 84 931 83 248 104 544 134 345 116 333 121 685 

► Non-educators 0 0 0 0 0 0 



Payments for capital assets 435 2 570 3 800 5 910 6 030 6 325 

9.3 Performance and Expenditure Trends:

4 *The wording of this PPM is not the same as the PPM in the “White Book” because it was changed subsequently by National Department and Treasury; hence the different targets. 


Compensation of Employees grows by 27.4 per cent from the 2012/13 revised estimate due to the roll out of external examinations to include grades 3, 6 and 9 papers as well the increase in the rate of 

examination marking fees in the sector. Goods and Services show a negative growth of 4.6 per cent due to the projected over expenditure as a result of accruals paid in the current financial year. 

Payments for Capital Assets increase by 55.5 per cent due to projected under expenditure in machinery and equipment in 2012/13 due to delays in procurement processes. 

Programme Performance Measures for Programme 9 2010/11 

Actual 


2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

►PPM901: Number of candidates for the Grade 12 National Senior Certificate 

68 126 68 082 7 400 75 000 75 600 75 600 

(matric exams) 

►PPM902: Number of candidates who passed National Senior Certificate* 4 37 364 37 997 48 312 49 968 50 698 52 162 

►PPM903: Number of learners who obtained Bachelor passes in the National 

Senior Certificate (NSC) 

10 225 10 291 10 632 12 492 21 112 23 646 

►PPM904: Number of learners who passed Mathematics in the NSC examinations 14 457 12 752 15 340 19 200 21 175 23 160 

►PPM905: Number of learners who passed Physical Science in the NSC 

11 753 12 123 13 147 14 492 15 900 17 322 

examinations 

92 

►PPM906: Number of Grade 3 learners who passed Language in Annual National 


►PPM907: Number of Grade 3 learners who passed Mathematics in Annual 

National Assessment (ANA) 



- 52 043 71 374 79 304 95 164 103 095 

- 46 706 79 304 87 234 95 164 103 095 

- 37 407 58 767 73 459 88 151 95 497


Programme Performance Measures for Programme 9 2010/11 

Actual 








2011/12 

Actual 

2012/13 

Estimated 


Estimated 


Estimated 

2015/16 

Estimated 

- 37 407 66 113 73 459 88 151 95 497 

65 616 72 907 87 488 94 779 

- - 65 616 72 907 87 488 94 779 



Reporting 

period 





93 


►PPM901 Number of candidates for the Grade 12 National 

Senior Certificate (matric exams) 

►PPM902 Number of candidates who passed National Senior 

Certificate 

►PPM903 Number of learners who obtained Bachelor passes 

in the National Senior Certificate (NSC) 

►PPM904 Number of learners who passed Mathematics in the 

NSC examinations 

►PPM905 Number of learners who passed Physical Science 

in the NSC examinations 

►PPM906 Number of Grade 3 learners who passed Language 

in Annual National Assessment (ANA). 

Annually 75 000 - - 75 000 - 

Annually 49 968 - - 49 968 



Annually 14 492 - - 14 492 - 

Annually 79 304 - - 79 304 -




►PPM907 Number of Grade 3 learners who passed Maths 

Annual National Assessment (ANA). 



►PPM909 Number of Grade 6 learners who passed Maths in 

Annual National Assessment (ANA). 



Reporting 

period 









►PPM911 Number of Grade 9 learners who passed Maths in 



94


Part D: Links to Other Plans 

11. Links to the Long-term Infrastructure and Other Capital Plans 

INFRASTRUCTURE 

No Categories 

1. New and replacement assets 

Own Funds 

1 New and replacement assets 

(R'000) 

Region/ 

district 

Type of infrastructure 

Current 

project 

stage 

Project 

start 

Project 

end 

Total 

project 

cost 

Expenditure 

to date from 

previous 

years 

Total 

available 


Total 

available 


Total 

availabl 

e 

2015/16 

Various Various Various 01/04/12 31/03/13 392944 144218 8336 - 

95 

2 Upgrades and Additions 

(R'000) 

3 Rehabilitation, renovations and 

refurbishments (R'000) 

Various Various Various 01/04/12 31/03/13 448936 20000 5000 - 

Various Various Various 01/04/12 31/03/13 100034 60649 12706 - 

Subtotal: Own funds 221867 26042 - 

Own Funds (Implementing agent still to be determined) 

1 All projects already allocated Nil Nil Nil Nil Nil 0 0 0 0 

Education Infrastructure Grant (Managed by DTPW) 

1 New and replacement assets 

(R'000) 

23 districts Provision of new 

classrooms and sanitation 

facilities 

Various 01/04/12 31/03/13 3488283 72412 945676 1612896 

2 Upgrades and Additions 

(R'000) 

3 Rehabilitation, renovations and 

refurbishments (R'000) 

23 districts Provision of additional 

classrooms and 

administration facilities 

23 districts Refurbishment/renovations 

of dilapidated classrooms 

and sanitation facilities 

Various 01/04/12 31/03/13 335286 168271 221979 35613 

Various 01/04/12 31/03/13 143737 25800 1685 7602

2 Building facilities maintenance programme Various Various Various 01/04/12 31/03/13 258214 168182 81114 53973 


No Categories 

4 Maintenance and repairs 

(R'000) 

Subtotal: Education Infrastructure Grant 

Region/ 

district 

Education Infrastructure Grant (Managed by PIU) 

Type of infrastructure 

Current 

project 

stage 

Project 

start 

Project 

end 

Total 

project 

cost 

Expenditure 

to date from 

previous 

years 

Total 

available 


Total 

available 


Total 

availabl 

e 

2015/16 

23 districts Maintenance and repairs Various 01/04/12 31/03/13 - 918183 1169340 1656110 

1 All projects already allocated Nil Nil Nil Nil Nil - - - - 

Subtotal: Education Infrastructure Grant - - - - 

96 

Total: Education Infrastructure Grant 918183 1169340 1656110 

Total new and replacement assets 

4. Maintenance and repairs 

1 Recurrent maintenance Nil Nil Nil Nil Nil - - - - 

Total maintenance and repairs 

168182 81114 53973 

Total infrastructure 1308232 1276496 1710084

CAPITAL INVESTMENT, MAINTENANCE AND ASSET MANAGEMENT PLAN 

Capital Investment 

The Eastern Cape Department of Education has an infrastructure stock which comprises 6502 schools (including ECD centres but 

excluding independent schools). These schools, many of which are old mud structure buildings, provide teaching spaces for just 

over 1,95 million learners in the Province. 

Over the past twelve years, the Department has made significant inroads into eradicating backlogs and improving physical conditions 

at schools throughout the Province. There are, however, still substantial backlogs to be overcome as shown in the diagram below. 

Eastern Cape; 

Basic Safety; 

R 9 806 163 992 

Backlogs for each level of service 

Eastern Cape; 

Minimum 

Functionality; 

R 28 358 825 229 

Eastern Cape; 

Optimum 

Functionality; 

R 49 663 292 122 

The challenge for the ten year period to 2014 is to address these backlogs bur at the same time allocate sufficient funding to 

maintenance, thereby ensuring that facilities are conducive to quality teaching and learning. Furthermore, the re-alignment of 

schools to conform to the national model of first stream Grades R– 7 and a second stream of Grades 8–12 needs to be 

accommodated. This is further complicated by the migration of learners within and out of the province 

Maintenance 

The Department currently has 6502 public ordinary schools in the Province as noted earlier. These serve approximately 1,95 million 

learners accommodated in 55 629 classrooms. The condition of these facilities is set out in the diagram below. 

Total; C1; R 1 873 

C1 C2 C3 C4 

520 920; 3% Total; C2; R 6 433 

182 340; 11% 

Total; C4; R 10 

990 181 270; 

19% 

Total; C3; R 39 

511 915 970; 

67% 

Condition of all DoE assets 


97

The condition ratings referred to in the diagram are defined as follows: 

C1 Very poor (CBM > 30%) 

C2 Poor (CBM 18% - 30%) 

C3 Fair (CBM 4% - 18%) 

C4 Good CBM < 4%) 

The Condition Based Maintenance index (CBM) is the ration of repair cost 

to replacement cost 

With regard to budgeting for maintenance, the Department is guided by international research and best practice, which indicates that 

the annual maintenance budget for fixed assets should be between 2% and 4% of the replacement value of the assets, depending 

on the type of asset. In the case of buildings such as schools consensus is that the annual maintenance budget should be in the 

order of 2.5% replacement value of the buildings. With the current replacement value of the Department’s buildings estimated at over 

R40bn, the annual maintenance requirement is in the order of R1bn. This is over and above any rehabilitation that would be required 

as a result of deferred maintenance (i.e. maintenance not done as a result of insufficient budget over any particular period). Typically 

the annual routine (day to day) maintenance budget has been in the order of R200m. This is about 0,5% of the replacement value of 

the current asset stock, which is well below the industry norm indicated earlier 

Clearly this is a situation that needs to be addressed urgently. However, in the light of the existing backlogs, it is difficult to justify the 

commitment of such substantial amounts to maintenance. The Department has increased its maintenance budget significantly in 

recent years, and intends continuing this trend. It has also developed a maintenance plan for utilising this budget. 

However, additional funding for maintenance needs to be sourced. The current budget is insufficient to eradicate mud structures and 

address backlogs, and also maintain existing infrastructure adequately. 

Asset Management Plan 

In line with current international best practices, the Department’s asset management plan comprises the following components 

(although some are still in the process of being developed): 

Routine Maintenance: 

To date routine maintenance has been fairly limited, as the emphasis of the infrastructure programme has been on eliminating 

historical backlogs and replacing uninhabitable buildings, as described earlier herein. The Department is systematically improving 

the quality of information on which routine maintenance is based. The EMIS and EFMS support this function. The Department also 

intends increasing this portion of the infrastructure budget systematically but significantly in the medium term, and also to put a 

separate maintenance programme in place, using developing contractors and local expertise as far as possible. 

Renewal/Replacement: 

This component constitutes the current building programme, and comprises the conventional building programme, the eradication of 

mud and unsafe structures, water & sanitation provision, fencing, electrification, and emergency interventions 

Creation/Acquisition: 

Although the overwhelming majority of infrastructure projects are extensions, replacement and/or upgrading on existing sites, the 

Department does provide new schools in areas where increasing population density demands this. Site identification is based on 

proximity of demand and availability of sites. The EFMS is used as a tool to identify highest priorities in terms of weighted criteria as 

described earlier herein.) 


98

Disposal: 

The Department seldom disposes of any of its physical assets, but the cases that do are handed over the DRPW to deal with in 

accordance with their procedures and ruling legislation. 

Disasters: 

Major disasters (such as tornado or snow damage) on a wide scale are addressed on the basis of emergency intervention. Once a 

disaster has formally declared, funds can be sourced from a special provincial allocation. The Department collaborates closely with 

the relevant Municipality who will have established a disaster management team. 

Donor Funding: 

The Department will continue to forge stronger links for collaboration with the private and business sectors. 


99


2. Conditional Grants 

12.1 National School Nutrition Programme 

Name of Grant NATIONAL SCHOOL NUTRITION PROGRAMME 

Purpose To provide a nutritious meal to all targeted learners on every school day. 

Performance Indicator Number of learners in Quintiles 1-3 Primary and Secondary schools as well as Special Schools that are provided with a nutritious meal on every school day. 

Continuation In terms of the Business Plan, the Grant anticipated end date is 2010/2021. 

Motivation Poverty levels according to the latest Poverty Index stipulate that the province is still at 69% which implies that the Programme cannot be discontinued any time soon. 

12.2 HIV and AIDS 

100 

Name of Grant HIV AND AIDS (LIFE SKILLS EDUCATION) 

Purpose To enhance the protection offered by schools to prevent and mitigate the impact of HIV. 

To increase knowledge, skill & confidence amongst learners and educators to take self-appropriate sexual and reproductive 

health decisions. 

To increase access to sexual and reproductive health services including HIV services for learners and educators. 

Performance indicator Increased evidence of positive behaviour change amongst learners and educators and increased access to care and support services for orphans and vulnerable 

children, resulting in higher learner retention 

Continuation Funding of the grant is guaranteed until 2021 

Motivation HIV and AIDS prevalence remains extremely high in South Africa. Is 30% The prevalence of HIV/AIDS in Eastern Cape province is 29%

Motivation: Improvement in the number of technically skilled, employable and industry ready learners for the benefit of the economy. 


12.3 Dinaledi Schools 

Name of Conditional Grant: DINALEDI SCHOOLS 

Purpose: To improve the participation and performance of learners in Mathematics and Physical Sciences in line with the National Strategy for Mathematics, Science 

and Technology Education (NSMSTE) 

Performance indicator: To increase of 5% in pass rate for mathematics. 

To Increase of 5% in pass rate for physical. 

Continuation: The pass rates of Mathematics and Physical Sciences are still below the national averages. The underprivileged schools need resources and training of 

Funding of the grant is guaranteed until 2013/14 

Motivation: 

teachers to support teaching and learning. 

12.4 Recapitalization of Technical High Schools 

101 

Name of Conditional Grant: RECAPITALISATION OF TECHNICAL HIGH SCHOOLS 

Purpose: To improve their capacity to contribute to the skills development training in the country by building new workshops; refurbish existing workshops; provide 

equipment machinery and tools and to train and up-skill teachers. 

Performance indicator: To build new workshops in 4 schools and refurbish existing workshops in 2 schools. 

To train 136 teachers in the 31 schools. 

To Provide equipment to 4 schools. 

Continuation: Funding of the grant is guaranteed by the National Department of Basic Education up to 2013/14 financial year.


12.5 Further Education and Training 

Name of Grant FURTHER EDUCATION AND TRAINING 

Purpose Increase access of Vocational education to develop learners for empowerment and self employment. 

Performance Indicator • Number of students enrolled in FET Colleges 

• Number of students who have completed full courses successfully 

Continuation Funding of grant is guaranteed until 2013/14 Financial year. 

Motivation Increase vocational like artisanship, technical fields that are fundamental to the development and growth of the economy 

12.6 Adult basic Education and Training 

Name of Grant ADULT BASIC EDUCATION AND TRAINING 

102 

Purpose To provide Adult Education and Training (ABET) in accordance with the Adult Basic Education and Training Act 

Performance Indicator • Number of adult learners enrolled in ABET Centres 

• Number of adult learners who have completed ABET Level 1-4 successfully 

Continuation Funding of grant is guaranteed until 2013/14 Financial year. 

Motivation To reduce illiteracy levels in the province by 2014. 

1. Public entities 

None 

2. Public-private partnerships 

None


103 

Appendix A: New Strategic Goal Statements 

STRATEGIC GOAL 1 

GOAL STATEMENT Equitable access to education and resources 

JUSTIFICATION Education is central to the development and transformation of the Eastern Cape Province by providing the required human resources and skills for the economic 

development of the Province and addressing the high levels of poverty, unemployment and illiteracy prevalent in the Eastern Cape. Statistics South Africa’s General 

Household Survey (2008) indicates that they are 1, 647, 048 children aged between 6 and 15 years in the Province. Of these 1, 478, 519 area attending school which 

represents 90% of the population of children of school going age. The illiteracy level of the Province remains high in comparison to other provinces in the country. The 

Statistic South Africa’s General Household Survey estimate that about 7.14% of the adult population (20 years and above) are still not able to read and write. This status 

quo demands that the reach be expanded of the School Nutrition Programme, Learner Transport Programme, No-fee-school policy, school building and AET programme 

all of which are the Department’s programmes for providing and sustaining access to education. The current efforts to rationalise schools, realign the school phases and 

recapitalisation of FET Colleges are also critical in ensure optimal configuration of the school system to balance access to education and efficiency. When 6 departments 

were merged in 1996 the new Department inherited a legacy of under-funding/resourcing. In addition, the baseline has not been adjusted upwards to level the playing 

field with better-off provinces. 

LINKS The goal of access to education can be traced back to the Constitution which states that “Everyone has the right to: - (a) a basic education, including adult basic 

education; and (b) further education, which the state through reasonable measures must make progressively available and accessible. 

Other international agreements worth noting with regards to access to education include the Children’s Charter of South Africa (Article 8) which states that “All children 

have the right to free and equal, non-racial, non-sexist and compulsory education within one department as education is a right not a privilege.” 

Medium-Term Strategic Framework (MTSF) Priority 4 speaks directly to Education: “Strengthen the skills and human resource base”. Recognising the importance of 

skills and education to enable every member of society to realise her/his potential and participate in social and economic life – and thus contribute to the reduction of 

poverty, inequality and unemployment – the objective is to focus our skills and education system towards the delivery of quality outcomes. 

In addition, this Strategic Goal is in line with the MTSF Strategic Priorities: Speeding up growth and transforming the economy to create decent work and 

sustainable livelihoods 

This goal is also linked to the MTSF Strategic Priority: Sustainable Resource Management and use. The current global economic crisis has led to the dwindling of 

income or revenue for Government, which means that all departments have to make do with less funding and be cost effective in service delivery.



GOAL STATEMENT Quality of teaching and learning improved at all educational institutions 

JUSTIFICATION According to research conducted by, amongst others, the former Department of Education and Systemic Evaluation assessments of Grades 3 and 6, 80% of public 

schools in South Africa are dysfunctional in the sense that they produce learners who cannot read, write and count at the internally acceptable levels. The Eastern Cape 

encounters the same extent of dysfunctionality and for the last few years have had a number of under-performing schools in the National Senior Certificate (NSC) 

examinations. The provincial NSC results have gradually improved from 58.1% in 2011 to 61.6% in 2012, whilst the national pass rate was 73%. In 2011 learners in 

Grades 1 to 6 were assessed in Literacy/Languages and Numeracy/Mathematics as one of the most significant proactive interventions by Government to strengthen 

these foundational skills. The root cause of the current challenges relating to delivery on education outcomes relates to the fact that the Department has never been 

curriculum driven. Some of the key concerns/challenges are illustrated in the high levels of the Eastern Cape population without schooling and Grade 12/ Matric, Cohort 

Survival of learners, repetition and drop-out rates, progression and promotion rates for Grades 1-12, etc. 

The Department has adopted the Learner Attainment Improvement Strategy (LAIS) within its Quality of Learning and Teaching Campaign (QLTC) to address and improve 

various learning and teaching issues in the province. The LAIS was refined as a result of review summit held in December 2010 and a number of key recommendations 

were made and most have already been implemented and reinforced as part of the School Readiness plan. The revised LAIS has also been incorporated into the 

Departmental Turnaround Plan as a strategic intervention area to improve learner performance. 

Based on the 2009 Grade 12 results, in 2010, the focus of the Department of Education was on the 496 poorly performing high schools and that figure had dropped to 

±300 in the 2010 results. This was due to implementation of QLTC and focus in the school functionality and the core business of the department, i.e. teaching and 

learning. In December 2010, Learner Attainment Improvement Strategy (LAIS) review summit was held to prepare for 2011 and a number of key recommendations were 

made and some were implemented and reinforced as part of the School Readiness plan. 

104 

LINKS In terms of MTSF Priority 4, “Strengthen the skills and human resource base” in the country, the importance is recognised of skills and education to enable every 

member of society to realise her/his potential and participate in social and economic life. The objective is to focus our skills and education system for the delivery of quality 

outcomes. 

Cabinet approved in late 2009 an outcomes-based approach to performance monitoring and evaluation for the three spheres of government with twelve national 

outcomes that have to be realised in the long-term. The outcome for the Basic Education Sector is quality basic education and for Higher Education and Training skilled 

and capable workforce to support an inclusive growth path, of which the Basic Education Sector constitutes an integral part of the human resource development pipeline 

and contributes directly to successfully achieving the other national outcomes. The Department of Performance Monitoring and Evaluation in The Presidency also set as 

proxy indicators the improvement of the pass rate to 60% in Literacy (Languages) and Numeracy (Mathematics) in Grades 3, 6 and 9 by 2014. 

Furthermore, in his State of the Nation Address on 3 June 2009, the President of the Republic of South Africa, Mr JG Zuma, stated that: “Education will be a key priority 

for the next five years. We want our teachers, learners and parents to work together with government to turn our schools into thriving centres of excellence”. The 

President continued: “We reiterate our non-negotiables. Teachers should be in school and in class, on time, teaching, with no neglect of duty and no abuse of pupils! The 

children should be in class, on time, learning, be respectful of their teachers and each other, and do their homework”. 

In addition, the signing of the Basic Education Sector Delivery Agreement between the Minister and the MECs of Education in October 2009, the launch of a long-term 

Basic Education Sector Strategic Plan, Schooling 2025 and a medium-term plan, Action Plan to 2014: Towards the Realisation of Schooling 2025 are tangible 

commitments to improve the quality of Basic Education. The Minister‘s Delivery Agreement with MECs includes key goals in the Action Plan to 2014: Towards the 

Realisation of Schooling 2025. Schooling 2025 has a clear vision of “where we want to be in 2025: Every young South African receives quality schooling. Every year 

from now on we need to move a bit closer to our vision, recognising that a large improvement is an accumulation of many smaller changes. By 2025 we must see the 

following in every South African school: 

“Learners who attend school every day and are on time, doing their schoolwork, in school and at home, and knowing their school will do everything possible to get 

them to learn what they should; 

“Teachers who have received the training they require, are continuously improving their capabilities and are confident in their profession;



GOAL STATEMENT Quality of teaching and learning improved at all educational institutions 

“A school principal who ensures that teaching in the school takes place as it should. 

“Parents who are well informed about what happens in the school, and receive regular reports about how well their children perform against clear standards; 

Learning-teaching support material in abundance and of high quality – in what is to be called the national Minimum Schoolbag policy; and 

School buildings and facilities that are spacious, functional, safe and well maintained.” 

The National Development Plan with Vision 2030 envisages as a milestone that the quality of (basic) education will Increase so that all children have at least two years of 

preschool education and improving the school system, including increasing the number of students achieving above 50 percent in literacy and mathematics, increasing 

learner retention rates to 90 percent and bolstering teacher training. 

Teacher performance. Our proposals cover training, remuneration, incentives, time on task, performance measurement, and content and pedagogical support. 

Professionalism and the conditions that enhance professional conduct must be rebuilt, and accountability for performance needs to be enhanced. This means that 

professional development, peer review, school infrastructure, the provision of learner support materials and teacher support systems need to be strengthened. Teachers, 

both individually and at school level, should be held accountable for learner performance, with due recognition of the learning environment. 


105 

GOAL STATEMENT School functionality improved for learner achievement at all levels 

JUSTIFICATION According to research conducted by, amongst others, the former Department of Education and Systemic Evaluation assessments of Grades 3 and 6, 80% of public 

schools are dysfunctional and are failing to produce learners who cannot read, write and count at the internally acceptable levels. The Eastern Cape encounters the same 

extent of dysfunctionality and for the last few years have had a number of under-performing schools in the National Senior Certificate (NSC) examinations. Based on the 

2009 Grade 12 results, in 2010, the focus of the Department of Education was on the 496 poorly performing high schools and that figure had dropped to ±300 in the 2010 

results. This was due to implementation of QLTC and focus in the school functionality and the core business of the department, i.e. teaching and learning. In December 

2010, Learner Attainment Improvement Strategy (LAIS) review summit was held to prepare for 2011 and a number of key recommendations were made and some were 

implemented and reinforced as part of the School Readiness plan. 

Primarily dysfunctionality of a school can be attributed to poor management and governance caused by principals, School Management Teams and School Governing 

Bodies (SGBs) not complying with the provisions of the SA Schools Act, 1996, and this includes schools commencing late and closing early as well as principals, deputy 

principals and heads of departments not conducting classroom visits and observation. Teachers do not cover the syllabus fully and do not mark scripts and are not being 

held accountable for not doing their work and poor learner performance. Teacher absenteeism is relatively high and teachers are on average teaching only 3 hours on any 

school day instead of 7 hours. Deviant learner behaviour, of which ill-discipline, including disrespect and defiance of teachers, coming late and leaving school premises 

early, bullying of other learners, alcohol and substance abuse, and gangsterism impact adversely on good discipline and an enabling environment for effective teaching 

and learning. A significant number of parents are not involved and do not assist schools in the promotion of sound principles and values. Parents also do not attend parent 

meetings, ensure that learners attend school regularly, and do their homework. The high illiteracy rate of SGB members leads to their inability to effectively exercise their 

functions of general oversight. 

Poor infrastructure such as mud and other types of unsafe structures and the lack of basic facilities in some schools contribute to school ineffectiveness. 

LINKS MTSF Priority 4, “Strengthen the skills and human resource base”, recognises the importance of the education system delivering quality outcomes. The elements of 

the strategy include, amongst others: 

Creating conditions for effective school management including monitoring and evaluation functions and performance management.


106 


GOAL STATEMENT School functionality improved for learner achievement at all levels 

In his State of the Nation Address on 3 June 2009, the President of the Republic of South Africa, Mr JG Zuma, stated that: “Education will be a key priority for the next five 

years. We want our teachers, learners and parents to work together with government to turn our schools into thriving centres of excellence”. The President further stated: 

“We reiterate our non-negotiables. Teachers should be in school and in class, on time, teaching, with no neglect of duty and no abuse of pupils! The children should be in 

class, on time, learning, be respectful of their teachers and each other, and do their homework”. 

These non-negotiables for basic education are the essence of the Quality Learning and Teaching Campaign the then Minister of Education launched on 11 August 2008 

with a Code of Conduct for key stakeholders and the slogan: “FORWARD TO QUALITY LEARNING AND TEACHING FOR ALL”, after the Ruling party had declared 

education a societal issue on 8 January 2008. A national Ten Point Plan was developed in November 2009 in this regard. Point 8 of the Ten Point Plan or Road Map 

states: Improve national and provincial alignment of plans, budgets and improve efficiency in expenditure. 

The National Development Plan with Vision 2030 envisages the following: 

Management of the education system. 

Reducing layers of bureaucracy would make more resources available to support schools and teachers. The general rule of thumb is that interventions, both supportive 

and corrective, need to be inversely proportional to school performance. In this way, better-performing schools can be given the freedom to get on with the job, as long as 

there is measurable improvement. We make specific recommendations focused on better support to schools, delivering the basic necessities for a good education and 

measuring the right things. We propose a campaign to improve infrastructure in poor schools, especially in rural areas. 

Competence and capacity of school principals. 

The common feature of all well-run schools is leadership. The Department of Basic Education has recently launched a programme to measure the competencies of 

principals and deputy principals. This survey will also help identify weak performers, based on learner scores, and allow for appropriate support for principals and 

teachers. Principals should be selected purely on merit, be given greater powers over school management and be held accountable for performance.


107 


GOAL STATEMENT Organizational capacity enhanced through human resource development and talent management 

JUSTIFICATION The Department is seriously challenged to ensure that all management and organisational levels and systems promote and support effective and efficient Curriculum 

planning, resourcing and implementation. The disclaimers or adverse findings of the Auditor-General for the whole of the Department’s existence underscore the fact that 

human resource management, including document or records management in the Department, leaves much to be desired. It has been decided that Senior Managers 

must undergo competency assessment to determine if they are appropriately and correctly placed. The current Head of Department has also initiated a Back-to-Basics 

campaign to ensure that staff begins complying with basic employment requirements such as punctuality, doing what they are being paid to do with a sense of urgency, 

impatience with non-compliance and under-performance and consequence management. The Department like all education departments is a labour-intensive 

organisation where effective and efficient human resource development and management through proper policies, processes, procedures and systems for recruitment, 

induction, placement, training, skills development, career planning and performance management of staff, are even more critical than would otherwise be the case. The 

service delivery model and organisational structure are in the process of being reviewed with a view to facilitate correct placement of staff, amongst other things. 

LINKS This goal is linked to the MTSF Strategic Priority: Building a developmental state and improving the public services, and strengthening democratic institutions. 

In addition, in terms of National Outcome 12 South Africa is striving towards ,“An Efficient, Effective and Development Oriented Public Service and an Empowered, 

Fair and Inclusive Citizenship”, to address, inter alia, persistent underperformance by management, slow bureaucratic decision making and processes and corrupt 

behaviour contribute towards poor public sector performance. The intention is to transform the public sector into a high performance organisation over time. The key 

components of an efficient, effective public sector capacity include: 

Delivery of services in terms of quality, quantity, and cost; 

Effective hiring and training standards; 

Performance incentives and disincentives; 

Appropriate decision rights and accountability; 

Well-functioning business systems; 

Effective procurement processes; 

Appropriate level of transparency; 

Structural/ institutional issues; and 

Appropriate allocation of powers and functions. 

According to the NDP a developmental state needs to be capable, but a capable state does not materialise by decree, nor can it be legislated or waved into existence by 

declarations. It has to be built, brick by brick, institution by institution, and sustained and rejuvenated over time. It requires leadership, sound policies, skilled managers 

and workers, clear lines of accountability, appropriate systems, and consistent and fair application of rules. Policy instability is a concern. While there are cases where 

policy must change, government often underestimates the disruptive effect of major policy adjustments on service delivery. A balance has to be struck and at present that 

balance is missing. To achieve the aspiration of a capable and developmental state, the country needs to, amongst others, stabilise the political administrative interface, 

professionalise the public service, upgrade skills and improve coordination. It also needs a more pragmatic and proactive approach to managing the intergovernmental 

system to ensure a better fit between responsibility and capacity. Equally, the state needs to be prepared to experiment, to learn from experience and to adopt diverse 

approaches to reach common objectives. To professionalise the public service, we propose that: 

A purely administrative approach should be adopted for lower-level appointments, with senior officials given full authority to appoint staff in their departments. The skills 

profile of the public service mirrors the national skills profile. There are critical shortages of, inter alia, good-quality information technology professionals, planners, 

accountants, curriculum advisors and so on. In addition, the management ability of senior staff operating in a complex organisational, political and social context requires 

greater attention. To solve both the technical and managerial skills shortages, government has to take a long-term perspective on developing the skills it needs through 

career pathing, mentoring, and closer partnerships with universities and schools of management. Accountability is essential to democracy. There are several weaknesses


108 


GOAL STATEMENT Organizational capacity enhanced through human resource development and talent management 

in the accountability chain, with a general culture of blame-shifting. The accountability chain has to be strengthened from top to bottom. To begin with, parliamentary 

accountability is weak, with Parliament failing to fulfil its most basic oversight role. Education outcomes cannot improve unless accountability is reinforced throughout the 

system, from learner results to the delivery of text books. 


GOAL STATEMENT Social cohesion promoted through cooperation with all stakeholders in education 

JUSTIFICATION Education is now seen as a societal matter and key in the transformation of society. It is undoubtedly the ladder to help people climb out of poverty, facilitate social 

cohesion through Life Orientation and the inculcation of human rights and empower them to become responsible citizens. 

LINKS This goal is linked to the MTSF Strategic Priority: Building cohesive, caring and sustainable communities. 

The President JG Zuma, In his State of the Nation Address on 3 June 2009 stated that: “Education will be a key priority for the next five years. We want our teachers, 

learners and parents to work together with government to turn our schools into thriving centres of excellence”. The President further stated: “We reiterate our nonnegotiables. 

Teachers should be in school and in class, on time, teaching, with no neglect of duty and no abuse of pupils! The children should be in class, on time, 

learning, be respectful of their teachers and each other, and do their homework”. 

These non-negotiables for Basic Education are the essence of the Quality Learning and Teaching Campaign, which the then Minister of Education launched on 11 August 

2008 with a Code of Conduct for key stakeholders and the slogan: “FORWARD TO QUALITY LEARNING AND TEACHING FOR ALL”, after the Ruling party had 

declared education a societal issue on 8 January 2008. A national Ten Point Plan was developed in November 2009 in this regard. The QLTC calls on all individuals 

and organisations to assume responsibility for improving the quality of education. The education elements of the campaign will: 

• inform citizens about the importance of education and their roles, responsibilities and obligations towards education; 

• mobilise communities to monitor and support schools, teachers and learners; 

• improve the quality of education for all children, especially the poor, and to demonstrate this improved quality via improved learner achievement. 

The achievement of quality education for all depends on the actions of members of Parliament, the Basic Education Ministry, provincial members of executive councils, 

departmental officials, school principals, teachers, learners, parents, school governors and members of the community. 

Each of these role-players are called upon to make a commitment to a “Code for Quality Education”, which describes the responsibilities and discipline required of them. If 

all sections of society work together – government, communities, health-care workers, civil society, business, the media and other sectors – we can ensure that all 

learners benefit from quality education. Campaign coordinating structures are being established at national, provincial, regional, local and school level and Government 

now calls on all South Africans to join in this campaign as part of an ongoing effort to achieve a better life for all.



GOAL STATEMENT Efficient administration ensured through good corporate governance and management 

JUSTIFICATION Corporate governance and management in the Department do not meet the requirements of the Constitution, 1996, as amended, the Public Finance Management Act, 

1999, as amended, the Public Service Act, 1994, as amended, Treasury Regulations and prescripts as well as the Public Service Regulations. This has been confirmed 

by the Auditor-General’s disclaimers or adverse findings for every year since the establishment of the Department. The Department is under obligation in terms of the 

relevant legislation, resolutions of the Provincial Standing Committee on Public Accounts and the Education Portfolio Committee to urgently address this undesirable state 

of affairs. 

The AG’s findings have been mainly as follows: 

Poor document management, including failure to produce documents as and when required during audits; 

Poor Payroll Management; 

Lack of proper internal controls with regard to supply chain and financial management; and 

Inadequate management of performance information. 

109 

LINKS This goal is linked to the MTSF Strategic Priority, Building a developmental state and improving the public services, and strengthening democratic institutions. 

In addition, in terms of National Outcome 12 South Africa is striving towards ,“An Efficient, Effective and Development Oriented Public Service and an Empowered, 

Fair and Inclusive Citizenship”, to address, inter alia, persistent underperformance by management, slow bureaucratic decision making and processes and corrupt 

behaviour contribute towards poor public sector performance. The intention is to transform the public sector into a high performance organisation over time. The key 

components of an efficient, effective public sector capacity include, inter alia: 

Delivery of services in terms of quality, quantity, and cost; 

Appropriate decision rights and accountability; 

Well-functioning business systems; 

Effective procurement processes; 

Appropriate level of transparency; and 

Appropriate allocation of powers and functions. 

The NDP argues that a developmental state needs to be capable, but a capable state does not materialise by decree, nor can it be legislated or waved into existence by 

declarations. It has to be built, brick by brick, institution by institution, and sustained and rejuvenated over time. It requires leadership, sound policies, skilled managers 

and workers, clear lines of accountability, appropriate systems, and consistent and fair application of rules. To achieve the aspiration of a capable and developmental 

state, the country needs to, amongst others, stabilise the political administrative interface, professionalise the public service, upgrade skills and improve coordination. It 

also needs a more pragmatic and proactive approach to managing the intergovernmental system to ensure a better fit between responsibility and capacity. Equally, the 

state needs to be prepared to experiment, to learn from experience and to adopt diverse approaches to reach common objectives. To professionalise the public service, 

the NPC proposes, amongst others things, that: 

There are several weaknesses in the accountability chain, with a general culture of blame-shifting. The accountability chain has to be strengthened from top to bottom. To 

begin with, parliamentary accountability is weak, with Parliament failing to fulfil its most basic oversight role. Education outcomes cannot improve unless accountability is 

reinforced throughout the system, from learner results to the delivery of text books.

6 Number of Grade 12 learners passing physical science. NSC database 50.4% 

7 Average score obtained in Grade 6 in language in the SACMEQ assessment. SACMEQ database Not available yet 

8 Average score obtained in Grade 6 in mathematics in the SACMEQ assessment. SACMEQ database Not available yet 

9 Average Grade 8 mathematics score obtained in TIMSS. TIMSS database Not available yet 

10 Percentage of 7 to 15 year olds attending education institutions. GHS Not available yet 


110 

Appendix B: Action Plan to 2014 and Delivery Agreement Indicators (National) 

The national Department of Basic Education will provide provinces with information on this section. The provision of information on indicators 16.1 to 27.2 is dependent on the availability of findings from 

a school monitoring survey that will be conducted by the Department of Basic Education. The Department does not have a system in place to collect information on indicators 16.1 to 27.2 on an annual 

basis. The Department will update information on these indicators as information becomes available. 

Indicator 

number 

Indicator title Source of data Provincial 

Performance in 2012/13 5 Target 


1.1 Percentage of Grade 3 learners performing at the required literacy level according to the country’s Annual ANA verification 41% 79 304 

National Assessments. 

1.2 Percentage of Grade 3 learners performing at the required numeracy level according to the country’s Annual ANA verification 50% 87 234 


2.1 Percentage of Grade 6 learners performing at the required language level according to the country’s Annual ANA verification HL:38% FAL:36% 73 459 


2.2 Percentage of Grade 6 learners performing at the required mathematics level according to the country’s Annual ANA verification 25% 73 459 


3.1 Percentage of Grade 9 learners performing at the required language level according to the country’s Annual To be confirmed HL: 43% FAL:35% 72 907 


3.2 Percentage of Grade 9 learners performing at the required mathematics level according to the country’s Annual To be confirmed 15% 72 907 


4 Number of Grade 12 learners who become eligible for a Bachelors programme in the public national 

NSC database 17.6% 12 492 

examinations. 

5 Number of Grade 12 learners passing mathematics. NSC database 38.1% 

5 Provide if available. Insert n/a if necessary

Not available yet 



Target 



Indicator 

number 


Performance in 2012/13 5 

(or most recent) 

11.1 The percentage of Grade 1 learners who have received formal Grade R. ASS Not available yet 

11.2 The enrolment ratio of children aged 3 to 5. (This is an indicator of concern to DBE and DSD.) GHS Not available yet 

12.1 The percentage of children aged 9 at the start of the year who are in Grade 4 or above. ASS/GHS Not available yet 

12.2 The percentage of children aged 12 at the start of the year who are in Grade 7 or above. ASS/GHS Not available yet 

13.1 The percentage of youths who obtain a National Senior Certificate from a school. GHS Not available yet 

13.2 The percentage of youths who obtain any FET qualification. (This is an indicator of concern to DBE and DHET.) GHS Not available yet 

14 The number of qualified teachers aged 30 and below entering the public service as teachers for first time during PERSAL Not available yet 

the past year. 

15.1 The percentage of learners who are in classes with no more than 45 learners. ASS Not available yet 

111 

15.2 The percentage of schools where allocated teaching posts are all filled. School Monitoring Not available yet 

Survey (SMS) 

16.1 The average hours per year spent by teachers on professional development activities. SMS Not available yet 

16.2 The percentage of teachers who are able to attain minimum standards in anonymous and sample-based 

assessments of their subject knowledge. 

School Monitoring 

Survey (SMS) 


17 The percentage of teachers absent from school on an average day. School Monitoring 

Survey (SMS) 


18 The percentage of learners who cover everything in the curriculum for their current year on the basis of samplebased 

evaluations of records kept by teachers and evidence of practical exercises done by learners. 


Survey (SMS) 

19 The percentage of learners having access to the required textbooks and workbooks for the entire school year. School Monitoring 

Survey (SMS) 

20 The percentage of learners in schools with a library or media centre fulfilling certain minimum standards. School Monitoring 

Survey (SMS)





Target 



Indicator 

number 


21 The percentage of schools producing the minimum set of management documents at a required standard, for 

instance a school budget, a school development plan, an annual report, attendance rosters and learner mark 

schedules. 


Survey (SMS) 

22 The percentage of schools where the School Governing Body meets minimum criteria in terms of effectiveness. School Monitoring 

Survey (SMS) 

23.1 The percentage of learners in schools that are funded at the minimum level. School Monitoring 

Survey (SMS) 

23.2 The percentage of schools which have acquired the full set of financial management responsibilities on the 

basis of an assessment of their financial management capacity. 


Survey (SMS) 

Performance in 2012/13 5 

(or most recent) 

Not available yet 5 467 



Not available yet 87% 

24.1 The percentage of schools which comply with nationally determined minimum physical infrastructure standards. School Monitoring 

Survey (SMS) 

112 

24.2 The percentage of schools which comply with nationally determined optimum physical infrastructure standards. School Monitoring 

Survey (SMS) 

25 The percentage of children who enjoy a school lunch every school day. School Monitoring 

Survey (SMS) 

Not available yet 1 750 00 

26 The percentage of schools with at least one educator who has received specialised training in the identification 

and support of special needs. 


Survey (SMS) 

Not available yet 45 

27.1 The percentage of schools visited at least twice a year by district officials for monitoring and support purposes. School Monitoring 

Survey (SMS) 

27.2 The percentage of school principals rating the support services of districts as being satisfactory. School Monitoring 

Survey (SMS)


113 

Appendix C: Summary of Nationally Determined Programme Performance Measures 

This appendix lists the National Programme Performance Measures as agreed upon between the Department of Basic Education, Treasury and the Eastern Cape Department of Education. 

KEY PERFORMANCE AREA: PROGRAMME 1 (ADMINISTRATION) 

No. 

Provincial EMIS: 

Operational Data 

PPM 

Number 

Measure Definitions and Details Sources of Data 

1. PPM101 Number of public schools that use Public School: Refers to ordinary and special schools. It excludes independent schools SA SAMS to provide data to the 

national learner tracking system Status Quo: Record the number of public schools that (as per the latest available date) 

use SA SAMS to provide data to LURITS 

2. PPM102 Number of public schools that can 

be contacted electronically (e-mail) 

3. PPM103 Percentage of education current 

expenditure going towards nonpersonnel 

items 

Target: Record the number of public schools that will be targeted to be trained in the use 

of SA SAMS for the relevant quarter. 

Public School: Refers to ordinary and special schools. It excludes independent schools 

Status Quo: Record the number of public schools that can be contacted by email as per 

the latest available data. 

Target: Record the number of public schools targeted to be provided with e-mail 

connectivity in the planned financial year. 

Education Current Expenditure: Refers to all government non-capital education 

expenditure (inclusive of all sub-sectors of education including special schools and 

independent schools) 

Provincial EMIS – 

SNAP Survey 

Frequency of 

Reporting 

Quarterly 


Provincial CFO Annual 

Non-Personnel Items: Refers to all government non-personnel, non-capital expenditure 

in education (inclusive of all sub-sectors of education including special schools and 

independent schools) 

Calculation: Divide current expenditure devoted to non-personnel items in a given 

financial year by the total public current expenditure on education for the same financial 

year and multiply by 100.


KEY PERFORMANCE AREA: PROGRAMME 2 (PUBLIC ORDINARY SCHOOLS) 

No. 

PPM 

Number 

Measure Definitions and Details Sources of Data Frequency of Reporting 

Status Quo: Record the latest available information 

4. PPM201 Number of learners enrolled in public 


5. PPM202 Number of educators employed in 


Target: Record the projected expenditure for the planned financial year 

NB: This measure excludes enrolment in special schools and Grade R 

enrolment in public ordinary schools. 

Status Quo: Record total learner enrolment in public ordinary schools as per 

the latest SNAP data (excluding Grade R enrolment) 

Target: Record the number of learners expected to be enrolled in public 

ordinary schools in the planned financial year (excluding Grade R 

enrolment). 

Educator: refers to any person, who teaches, educates or trains other 

persons or who provides professional educational services. It 

excludes non-educator staff and includes all educators (temporary, substitute 

etc.) 

Provincial EMIS: SNAP 

Survey 


Provincial PERSAL Quarterly 

114 

Status Quo: Record the total number of educators employed in public 

ordinary schools as per latest available data. 

6. PPM 203 Number of non-educator staff 

employed in public ordinary schools 

Target: The number of educators expected to be employed in the planned 

financial year. 

Educator: refers to any person, who teaches, educates or trains other 

persons or who provides professional educational services. 

Non-educator staff: all school-based staff that are not educators. These 

include support staff, administrative staff, hostel staff and professional nonteaching 

staff. 

Status Quo: Record the total number of non-educator staff employed in 

public ordinary schools as per the latest available data. 

Target: Record the number of non-teaching staff expected to be employed 

in the planned financial year. 

Provincial PERSAL Quarterly

Frequency of 

Reporting 


Quarterly 

Quarterly 




115 


No. 

PPM 

Number 

Measure Definitions and Details Sources of Data 

7. PPM204 Number of learners in public ordinary Status Quo: Record the number of learners that benefitted from the “No Fee Provincial Programme 

schools benefiting from the “No Fee School Policy” in the past financial year. 

Manager 

8. School” policy Target: Record the number of learners expected to benefit from the “No Fee 

School Policy” in the planned financial year 

9. PPM205 Number of learners benefiting from Status Quo: Record the number of learners benefiting from the School 

Provincial Programme 

National School Nutrition 

Nutrition Programme per quarter. 

Manager 

Programme (NSNP) (quarterly). 

Target: Record the number of learners targeted to be provided with meals for 

the relevant quarter 

10. PPM 206 Number of learners benefiting from 

scholar transport 

11. PPM207 Number of learners with special 

education needs that are enrolled in 


Status Quo: Record the number of learners benefiting from the government 

provided scholar transport in a quarter. 

Target: Record the number of learners targeted to be provided with scholar 

transport for the relevant quarter. 

Special education needs: Education that is specialised in its nature and 

addresses barriers to learning and development experienced by learners with 

special education needs (including those with disabilities) in public ordinary 

schools. 


Manager or 

Department of 

Transport Programme 

Manager 

EMIS: Annual School 

Survey 

Status Quo: Record the total number of learners with special education needs 

enrolled in public ordinary schools in the past financial year 

Target: Record the number of learners with special needs expected to be 

enrolled in public ordinary schools in the planned financial year. 

NB.: This measure excludes number of learners with special needs 

enrolled in special schools. 

12. PPM208 Number of full service schools Full-service schools: Ordinary schools that are specially resourced and 

orientated to address a range of barriers to learning in an inclusive education 

setting. 


Manager 

Status Quo: Record the number of full service schools (public ordinary) that 

existed in the past financial year 

Target: Record the number of full service schools expected to be




No. 

PPM 

Number 


established in the planned financial year 

13. PPM209 Number of schools visited at least once a quarter by a circuit manager Circuit Manager: PEDs have different names for this portfolio. For 

example, in Gauteng it is IDSOs. 


Manager: Districts 

Quarterly 

Status Quo: Total number of schools (special schools, independent 

schools and public ordinary schools) that were visited by circuit managers 

per quarter for support, monitoring and liaison in the past financial year. 

Target: Total number of schools planned to be visited by circuit mangers 

per quarter in the planned financial year. 

KEY PERFORMANCE AREA: PROGRAMME 3 (INDEPENDENT SCHOOL SUBSIDIES) 

14. PPM301 Number of subsidised learners in Independent Schools: schools registered or deemed to be independent in 

independent schools 

terms of the South African Schools Act (SASA) 


Manager/CFO 


116 

Status Quo: Record the total number of learners in subsidised 

independent schools in the past financial year. 

Target: Record the total number of learners in independent schools 

expected to be subsidised in the planned financial year. 

KEY PERFORMANCE AREA: PROGRAMME 4 (PUBLIC SPECIAL SCHOOL EDUCATION) 

15. PPM401 Number of learners enrolled in public Special School: Schools resourced to deliver education to learners 


requiring high-intensity educational and other support on either a full-time 

or a part-time basis. The learners who attend these schools include those 

who have physical, intellectual or sensory disabilities or serious behaviour 

and/or emotional problems, and those who are in conflict with the law or 

whose health-care needs are complex. 

Status Quo: Record the total number of learners enrolled in public Special 

Schools in the past financial year. 

Target: Record the total number of learners expected to be enrolled in 

public special schools in the planned financial year. 

NB.: This measure excludes learners with special needs enrolled in 

public ordinary schools. 

Provincial EMIS: SNE 

SNAP




KEY PERFORMANCE AREA: PROGRAMME 4 (PUBLIC SPECIAL SCHOOL EDUCATION) 

No. 

PPM 

Number 


15. PPM402 Number of educators employed in public special schools 

Educator refers to any person, who teaches, educates or trains other persons or who provides professional educational services. 

Provincial PERSAL Quarterly 

16. PPM403 Number of professional noneducator 

staff employed in public 


Status Quo: Record the total number of educators employed in public 

Special Schools in the past financial year. 

Target: Record the number of educators expected to be employed in public 

special schools in the planned financial year. 

Professional non-educator staff this are personnel who are classified as 

paramedics, social workers, caregivers, therapists and psychologists etc. 

Status Quo: Record the total number of non-educator specialists employed 

in public Special Schools in the past financial year. 

PERSAL Quarterly 

Target: Record the number of non-educator specialists expected to be 

employed in public Special Schools in the planned financial year. 

117 

KEY PERFORMANCE AREA: PROGRAMME 7 (EARLY CHILDHOOD DEVELOPMENT) 

17. PPM701 Number of learners enrolled in 


18. PPM702 Number of public schools that offer 

Grade R 

Status Quo: Record the total number of learners enrolled in Grade R in 

public schools (both ordinary and special schools) in the past financial year. 

Target: Record the number of Grade R learners expected to be enrolled in 

public schools (both ordinary and special) in the planned financial year. 

NB: This measure requires the total number of learners enrolled in 

Grade R sites attached to public schools only, not independent 

schools. 

Status Quo: Record the total number of public schools (ordinary and 

special) that offered Grade R in the past financial year 

Target: Record the number of public schools (ordinary and special) 

expected to offer Grade R in the planned financial year 

Provincial EMIS: SNAP 

Surveys 

Provincial EMIS:SNAP 

Surveys




KEY PERFORMANCE AREA: PROGRAMME 7 (EARLY CHILDHOOD DEVELOPMENT) 

No. 

PPM 

Number 

19. PPM 703 Number of Grade R practitioners 

employed in public ordinary schools 

per quarter. 


Status Quo: Record the number of Grade R employed in public ordinary 

schools per quarter. 

Target: Record the number of ECD teachers expected to be employed for 

the relevant quarter. 

KEY PERFORMANCE AREA: PROGRAMME 8 (INFRASTRUCTURE DEVELOPMENT) 

20. PPM801 Number of public ordinary schools to be provided with water supply 

Status Quo: Record the number of public ordinary schools that have water 

supply as per the latest available information 

21. PPM802 Number of public ordinary schools to 

be provided with electricity supply 

Target: Record the number of public schools targeted to be supplied with 

water in the planned financial year. 

Definition: School with electricity refers to schools that have any source of 

electricity including solar panels and generators. 


Manager 

Provincial NEIMS 

Programme Manager 



Quarterly 



118 

Status Quo: Record the number of public ordinary schools that have 

electricity as per the latest available information 

22. PPM803 Number of public ordinary schools to 

be supplied with sanitation facilities 

23. PPM804 Number of classrooms to be built in 


Target: Record the number of public ordinary schools targeted to be 

electrified in the planned financial year. 

Sanitation facility: Refers to all kinds of toilets 

Status Quo: Record the number of public ordinary schools that have 

sanitation facilities (toilets) as per the latest available information 

Target: Record the number of public ordinary schools targeted to be 

supplied with sanitation facilities in the planned financial year. 

Classrooms: Rooms where teaching and learning occurs, but which is not 

designed for special instructional activities. It excludes specialist rooms. 

Status Quo: Record the total number of classrooms that exist in public 

ordinary schools as per the latest available information 

Target: Record the number of classrooms targeted to be built in public 

ordinary the planned financial year. This measure excludes specialist 

rooms. 




Programme Manager


119 

KEY PERFORMANCE AREA: PROGRAMME 8 (INFRASTRUCTURE DEVELOPMENT) 

No. PPM 


Number 

24. PPM805 Number of specialist rooms to be built in public ordinary schools (all 

rooms except classrooms-INCLUDE; laboratories, stock rooms, sick bay, kitchen, etc.) 

Specialist Rooms: Rooms designed for special instructional and noninstructional 

activities. It EXCLUDES administrative offices and classrooms (as defined in PPM 212) and includes rooms such as laboratories, stock 

rooms, sick bays, kitchen, library, resource centre etc. 




Status Quo: Record the total number of specialist rooms that exist in 

public ordinary schools as per the latest available information 

Target: Record the number of specialist rooms planned to be built in public 

ordinary schools the planned financial year. 

KEY PERFORMANCE AREA: PROGRAMME 9 (AUXILIARY AND ASSOCIATED SERVICES) 

25. PPM 901 Number of candidates for the Grade Status Quo: Record total number of candidates that wrote the senior 

12 senior certificate examinations certificate examination in the past financial year. 

(matric exams) 

Target: Record the number of candidates expected to be registered for the 

national senior certificate examinations in the planned financial year. 

26. PPM 902 Number of candidates who passed 

National Senior Certificate 

27. PPM 903 Number of learners who obtained 

Bachelor passes in the National 

Senior Certificate (NSC) 

28. PPM 904 Number of learners who passed 

Maths in the NSC examinations 

29. PPM 905 Number of learners who passed 

Physical Science in the NSC 

examinations 

Status Quo: Record the number of NSC candidates who passed in the 

National Senior Certificate (NSC) 

Target: Record the number of learners expected to pass the next NSC 

examinations. 

Status Quo: Record the number of learners who obtained Bachelor passes 


Target: Record the number of learners expected to achieve Bachelor 

passes in the next NSC examinations. 

Status Quo: Record the number of learners who passed Maths in the 

National Senior Certificate (NSC) 

Target: Record the number of learners expected to pass Maths in the next 

NSC examinations. 

Status Quo: Record the number of learners who passed Physical Science 


Target: Record the number of learners expected to pass Physical Science 

in the next NSC examinations. 


Manager: Examinations 

Database 


Manager: NSC 

Examinations Database 


Manager: NSC 



Manager: NSC 



Manager: NSC 






Annual


120 

KEY PERFORMANCE AREA: PROGRAMME 9 (AUXILIARY AND ASSOCIATED SERVICES) 

No. PPM 


Number 

30. PPM 906 Number of Grade 3 learners who passed Language in the Annual National Assessment (ANA) 

Status Quo: Record the number of Grade 3 learners who passed 

Language in the ANA. 


Manager: ANA Database 


Target: Record the number of Grade 3 expected to pass Language in the 

next ANA 

31. PPM 907 Number of Grade 3 learners who 




passed Language in the Annual 






passed Language in the Annual 


35. PPM 911 Number of Grade9 learners who 



Status Quo: Record the number of Grade 3 learners who passed Maths in 

the ANA. 

Target: Record the number of Grade 3 learners expected to pass Maths in 

the next ANA. 




next ANA. 


the ANA. 

Target: Record the number of Grade 6 expected to pass Maths in the next 

ANA. 




next ANA. 


the ANA. 

Target: Record the number of Grade 9 expected to pass Maths in the next 

ANA. 















Annual

Appendix D: Technical Indicator Descriptors 

PROGRAMME 1 

Indicator title 

Short definition 

Purpose/importance 

Source/collection of data 

Method of calculation 

Data limitations 

Type of indicator 

Calculation type 

Reporting cycle 

New indicator 

Desired performance 

Indicator Responsibility 

PM101 Number of public schools targeted to use SASAMS to provide data to the national learner 

tracking system 

Schools on SASAMS 

The measure tracks progress with regards to improving school functionality by providing an 

electronic administration system. 

EMIS 

Count of number of public ordinary schools on SASAMS 

Reliability of EMIS data 

Output Measure 

Non-cumulative 

Annually 

Continues without change from 2010/11 financial year 

At least 3 420 in 2012/13 financial year 

Chief Director: Strategic Management Monitoring and Evaluation 










New indicator 



PM102 Number of public schools that can be contacted electronically (e-mail) 

Public schools that can be contacted electronically (e-mail) 

The measure tracks progress with regards to improving school functionality by providing an 

electronic administration system. 

EMIS 

Count of number of public ordinary schools on SASAMS 




Quarterly 





121


PM103 Percentage of education current expenditure going towards non-personnel items 









New indicator 



Current expenditure going towards non-personnel 

The measure seeks to assess efficiency in resource deployment on personnel and non-personnel 

expenditure. 

Records from Office of the Chief Financial Officer 

Ratio between the CoE and budget for operations 

Reliability of IYM and Annual Financial Statements 

Outcome Measure 


Quarterly 

Continues without change from the 2011/12 financial year 

At least 6.4% of the current expenditure to go towards non-personnel items 

The Chief Financial Officer 


122

PROGRAMME 2 


PM201: Number of learners enrolled in public ordinary schools 

Short definition Learners enrolled in public ordinary schools (excluding Grade R) 








New indicator 



In line with the provision of the Constitution it is vital that the Department tracks school attendance 

of children 

EMIS 

Count of number of learners enrolled in public ordinary schools 


Output measure 



Continues from 2010/11 financial year 

At least 1 754 963 in the 2012/13 financial year 










PM202: Number of educators employed in public ordinary schools 

Educators employed in public ordinary schools 

To ensure that the education system is adequately capacitated with core staff 

PERSAL 

Count of number of educators employed in public ordinary schools 

Reliability of the PERSAL 





New indicator Continues from 2010/11 


At least 62 910 educators in 2012/13 financial year 

Indicator Responsibility Chief Director: Human Resource Management 


123








PM203: Number of non-educator staff employed in public ordinary schools 

Non-educator staff employed in public ordinary schools 

To ensure that the education system is adequately capacitated with support staff 

PERSAL 

Count of number of educators employed in public ordinary schools 







New indicator Continues from 2010/11 



Indicator Responsibility Chief Director: Human Resource Management 










New indicator 



PM204: Number of learners in public ordinary schools benefiting from the “No Fee 

School” policy 

Learners in public ordinary schools benefiting from the “No Fee School” policy 

The measure tracks the progress with regards to ensuring that learners from indigent families 

are able to access education through the provision of the no fee school policy. 

Institutional Management Development and Governance Records 

Count of the number of learners benefiting from the no fee school policy 






All 1 600 751 indigent learners in Quintile 1 to 3 schools are benefiting from the “No Fee 

School” policy in 2012/13 

Chief Director: Institutional Management Development and Governance 


124










New indicator 

PPM205: Number of learners in schools targeted to benefit from the National School Nutrition Programme 

(NSNP) 

Learners in schools benefiting from the National School Nutrition Programme (NSNP) 

To track the number of learners benefiting from the school nutrition programme. This is part of a strategy to ensure 

that all children access education regardless of their economic backgrounds. 

Records of Education Social Support Services 

Count of number of learners in schools benefiting from the National School Nutrition Programme (NSNP) 

Reliability of records from schools and Districts 



Quarterly 


Desired performance At least 1 704 000 learners in 2012/13 


Chief Director: Education Social Support services 










New indicator 

PM206: Number of learners benefitting from scholar transport 

Learners in schools who qualify to benefit from the learner transport scheme 

To track the number of learners benefiting from the learner transport scheme. This is part of a strategy to ensure 

that all children access education regardless of their economic backgrounds. 

Records of Education Social Support Services 

Count of number of learners in schools benefiting from the National School Nutrition Programme (NSNP) 

Reliability of records from schools and Districts 



Quarterly 


Desired performance At least 54 471 learners in 2012/13 


Chief Director: Education Social Support services 


125










New indicator 



PM207: Number of learners with special education needs that are enrolled in public ordinary schools 

Learners with special education needs enrolled in public ordinary schools 

To track progress with regards to achieving the goal of universal access for disabled children and youths (aged 6 –18 

years) to basic education 

EMIS and Statistics South Africa 

Count of the number of disabled learners with special education needs enrolled in public ordinary schools 







Chief Director: Education Social Support Services 










New indicator 



PM208: Number of full service schools 

Full service schools 

Full service schools aim at giving an integrated care and support to all learners. These schools play a crucial 

role in mainstreaming learners with disability in the education system and society at large. 

EMIS 

Count of number of full service schools in the province 

None 





At least 2 in 2012/13 financial year 



126










New indicator 



PM209: Number of schools visited at least once a quarter by a circuit manager 

Schools visited at least once a quarter by a circuit manager 

This is part of the processes conducted to monitor and provide support to schools in the Province 

Institutional Management Development and Governance Records 

Count of the number of schools visited at least once a quarter by a circuit manager at least once a quarter 

Reliability of records from Districts 





All schools visited at least once a quarter in the 2013/14 financial year 



127

PROGRAMME 3 






PM301: Number of subsidized learners in independent schools 

Subsidized learners in independent schools 

The Department has a responsibility to track and account for the learners in independent schools. This enables 

the Department to plan for the funding for learners in these schools. 

Records from Education Social Support Services Chief Directorate 

Count of number of subsidized learners in independent schools in the financial year 





New indicator 



Reliability of records from the Education Social Support Services Chief Directorate 



Quarterly 

Continues without changes from 2012/13 financial year 

At least 37 070 in the 2012/13 financial year 



128

PROGRAMME 4 










New indicator 



PM401: Number of learners enrolled in public special schools 

Learners enrolled in public special schools 

This seeks to track progress with regards to the access of education opportunities for learners with 

special needs. 

EMIS 

Count of number of learners enrolled in public special schools 






At least 10 099 in the 2012/13 financial year 






PM402: Number of educators employed in public special schools 

Educators employed in public special schools 


PERSAL 






New indicator 



Count of number of educators employed in public special schools in the financial year 







Chief Director: Human Resource Management 


129




PM403: Number of professional non-teaching staff employed in public special schools in the 

planned financial year 

Professional non-teaching staff employed in public special schools 

To ensure that the special schools are adequately capacitated well qualified support staff 







New indicator 



PERSAL 

Count of number of professional non-teaching staff employed in public special schools in the 

financial year 






At least e non-teaching staff in 2012/13 financial year 

Chief Director: Human Resource Management 


130

PROGRAMME 5 










New indicator 



PM501: Number of students enrolled in NC(V) courses in FET Colleges 

Students enrolled in NC(V) courses in FET Colleges 

To track progress with regards to enrolments in FET colleges in the NC (V) Programmes 

Vocational Education Services Records 

Count of number of students enrolled in NC(V) courses in FET Colleges in the financial year 

Reliability of data from FET Colleges 





At least 18 000 students in 2012/13 financial year 

Chief Director: Vocational Education Services 










New indicator 



PM502: Number of FET College NC(V) students who completed full courses successfully 

FET College NC(V) students who completed full courses successfully 

To track progress with regards to completion rates in FET colleges in the NC (V) Programmes in the 



Count of number of FET College NC(V) students who completed full courses successfully in the financial 

Reliability of data from FET Colleges 





At least 8 600 students in 2012/13 financial year 



131

PROGRAMME 6 










New indicator 



PM601: Number of learners enrolled in public AET Centres 

Learners enrolled in public AET Centres 

To track progress with regards to the number of adult learners enrolling in the AET programmes. 

The programme broadly aims at eradicating adult illiteracy to enable people to be self-reliant and 

employable thereby alleviating poverty 


Count of number of Learners enrolled in public AET Centres in the financial year 

Reliability of data from AET centres 





At least 65 167 learners in 2012/13 financial year 











New indicator 



PM602: Number of educators employed in public AET Centres 

Educators employed in public AET Centres 



Count of number of educators employed in public AET Centres in the financial year 

Reliability of data from AET centres 








132

PROGRAMME 7 





PM701: Number of learners enrolled in Grade R in public schools 

Learners enrolled in Grade R in public schools 

The Department records the number of learners enrolling for Grade R as part of its efforts to track 

progress with regards to universal access to Grade R 

EMIS 






New indicator 



Count of number of Learners enrolled in Grade R in public schools in the financial year 






At least 171 272 learners in 2012/13 financial year 











New indicator 



PM702: Number of public schools that offer Grade R 

Public schools that offer Grade R 

Linked to the above, the Department has embarked on a process to attach Grade R classes to public primary 

schools. This will result in better resource allocation and improved educational outcomes. 

EMIS 

Count of number of Public schools that offer Grade R in the financial year 






At least 4 568 public schools in 2012/13 financial year 



133

Indicator title PPM703: Number of ECD Practitioners undergoing accredited NQF training Level 4 

Short definition ECD Practitioners undergoing accredited NQF training Level 4 


Prior to White Paper 5, many ECD practitioners had not been formally trained to render services as ECD 

practitioners. The Department as embarked on a programme to raise the quality of qualifications of ECD 

practitioners through training which has been pitched at NQF levels 4 and 5. 







New indicator 



Records from the Early Childhood Development Directorate 

Count of number of ECD Practitioners undergoing accredited NQF training Level 4 in the financial 

year 

Reliability records from the Early Childhood Development Directorate 



Quarterly 


At least 1 414 practitioners in 2012/13 financial year 



134

PROGRAMME 8 








PM801: Number of public ordinary schools to be provided with water supply 

Public ordinary schools provided with water supply 

To track progress with regards to the provision of basic needs at schools in the Province 

Facilities and Infrastructure Management Records 

Count of the number of schools provided with water supply in the financial year under review 

Reliability EFMS data 





Quarterly 

New indicator 

Continues without change from the 2010/11 – financial year 

Desired performance At least 194 schools in 2012/13 


Chief Director: Facilities and Infrastructure Management 








PM802: Number of public ordinary schools to be provided with electricity supply 

Public ordinary schools to be provided with electricity supply 



Count of the number of schools provided with electricity in the financial year under review 






Quarterly 

New indicator 






135




PM803: Number of public ordinary schools to be supplied with sanitation facilities 

Public ordinary schools to be supplied with sanitation facilities 







Count of the number of schools provided with sanitation facilities in the financial year 

under review 






Quarterly 

New indicator 







PM804: Number of classrooms to be built in public ordinary 

Classrooms built in public ordinary schools 








To track progress with regards to the provisioning of school structure which will result in reduction 

of the learner classroom ratio 


Number of all classrooms built in public ordinary schools in the financial year 




Quarterly 

New indicator Continues without change from the 2010/11 





136








PM805: Number of specialist rooms to be built in public ordinary schools (all rooms except 

classrooms- include: laboratories, stock rooms, sick bay, kitchen etc.) 

Specialist rooms built in public ordinary schools 

To track progress with regards to the provisioning of school structure which will result in the creation 

of a conducive environment for learning and teaching 


Number of specialist rooms built in public ordinary schools in the financial year 






Quarterly 

New indicator 






137

PROGRAMME 9 




PM901: Number of candidates for the Grade 12 National Senior Certificate examinations 

(NSC) 

Candidates for the Grade 12 NSC examinations (matric exams) 

To ensure that all candidates for the Grade 12 NSC are registered for the examination 


Count of number of candidates for the Grade 12 NSC examinations in the financial year 






New indicator 



Exams database 

Late registration by some learners 





At least 74 000 candidates in 2012/13 financial year 

Chief Director: Curriculum Management 





PM902 : Number of candidates who passed National Senior Certificate 

Candidates for the Grade 12 National Senior Certificate (matric) examinations who wrote and passed 

To determine how many candidates, who registered in a particular year, actually passed the Grade 12 

NSC examinations 

Examinations database 






New indicator 



Count of number of candidates who passed the Grade 12 NSC examinations in the financial year 

Reliability of the Examinations database 




Introduced from the 2013/14 financial year 

At least 74 000 NSC candidates in 2012/13 and 48 312 passed 



138




Source/collection of 

data 






New indicator 



PPM903: Number of learners who obtained Bachelor passes in the National Senior Certificate (NSC) 

Candidates for the Grade 12 National Senior Certificate (matric) examinations who wrote and obtained Bachelor 

passes 

To determine how many candidates, who registered in a particular year, actually obtained Bachelor passes in the 

Grade 12 NSC examinations 


Count of number of candidates who obtained Bachelor passes in the Grade 12 NSC examinations in the financial 

year 

Reliability of the Examinations database 





At least 74 000 candidates in 2012/13 and 10 632 obtained Bachelor passes 





Source/collection of 

data 






New indicator 



PPM904: Number of learners who passed Mathematics in the NSC examinations 

Candidates for the Grade 12 National Senior Certificate (matric) examinations who wrote and passed Mathematics in 

the NSC examinations 

To determine how many candidates, who registered in a particular year, actually passed Mathematics in the NSC 

examinations 


Count of number of candidates who passed Mathematics in the NSC examinations in the financial year 

Reliability of the Examinations data base 





At least 74 000 candidates in 2012/13 and 15 340 passed Mathematics 



139










New indicator 



PPM905: Number of learners who passed Physical Science in the NSC examinations 

Candidates for the Grade 12 National Senior Certificate (matric) examinations who wrote and passed 

Physical Science in the NSC examinations 

To determine how many candidates, who registered in a particular year, actually passed Physical 

Science in the NSC examinations 


Count of number of candidates who passed Physical Science in the NSC examinations in the 

Reliability of the Examinations data base 





At least 74 000 candidates in 2012/13 and 13 147 passed Physical Science 





PPM906: Number of Grade 3 learners who passed Language in Annual National Assessment 

Count of number of learners in Grade 3 who passed Language in the Annual National Assessment in 

the financial year 

To determine how many learners in Grade 3 passed Language in the Annual National Assessment in a 

particular year 




Examination database 

Count of number of learners in Grade 3 who passed Language in the Annual National Assessment in the 

Reliability of the Examination database 







New indicator 


Desired performance At least 71 374 passed Language in ANA in 2012/13 




140




PPM907: Number of Grade 3 learners who passed Mathematics in Annual National 


Count of number of learners in Grade 3 who passed Mathematics in the Annual National Assessment 

To determine how many learners in Grade 3 passed Mathematics in the Annual National Assessment 

in a particular year 





Count of number of learners in Grade 3 who passed Mathematics in the Annual National Assessment in 








New indicator 


Desired performance At least 79 304 passed Mathematics in ANA in 2012/13 























New indicator 









PPM909: Number of Grade 6 learners who passed Mathematics in Annual National 



















New indicator 


























New indicator 








PPM911: Number of Grade 9 learners who passed Mathematics in Annual National Assessment 



















New indicator 








144 

Appendix D: Information and supplementary indicators Relevant for Planning in the Education Sector. 

This section will not be subjected to auditing. It provides useful information for planning. It assists planners with readily available information for reporting to the legislature, premier’s 

office and other reporting requirements in the provinces. 

1. SCHOOL CALENDAR YEAR 

TABLE 1: BASIC STATISTICS 

Total number of learner days as per national school calendar 195 198 200 

Total number of educator days as per national school calendar 197 200 204 

2. INSTITUTIONS 

Institutions: Overview 

Total number of schools in the province (public + independent + ordinary + special) 5 778 5 818 5 829 5 780 

Total number of FET Colleges in the province (public + private) 8 8 8 

Number of private FET Colleges 0 0 0 

Total number of AET institutions in the province (public + private) 289 289 289 292 

Number of private AET Colleges 0 0 0 

Institutions: Public Ordinary Schools (Programme 2) 

2009/10 

Actual 

2010/11 

Actual 

2011/12 

Actual 

0 0 0 

Total number of public ordinary schools 5655 5653 5 620 5 576 

Number of public primary schools 2278 2 276 2 282 2 247 

Number of public secondary schools 841 841 842 841 

Number of public combined schools 2495 2 495 2 495 2 488 

Number of public ordinary schools with SASA Section 21 A, C or D functions 4 480 

Number of Public Ordinary Schools Declared as No-Fee Schools 4 130 

Institutions: Independent Ordinary Schools (Programme 3) 

Total number of independent ordinary schools 164 165 169 162 

Number of independent schools receiving a subsidy 115 108 108 109 

Number of independent primary schools receiving a subsidy 94 77 76 43 

2012/13 

Actual



Number of independent secondary schools receiving a subsidy 77 30 30 18 

Number of independent combined schools 63 62 62 48 

Number of independent schools not receiving a subsidy 50 59 59 53 

Institutions: Public Special Schools (Programme 4) 

Total number of public special schools 41 41 42 42 

Number of independent special schools (this item is not part of Programme 4 but useful for inclusion) 0 0 0 - 

Number of primary schools 28 28 28 - 

Number of secondary schools 9 9 10 - 

Number of combined special schools - - - - 

2009/10 

Actual 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Actual 


Institutions: Public Further Education and Training Colleges (Programme 5) 

Total number of public FET Colleges 8 8 8 

Number of FET College Satellite campuses 33 34 35 

Institutions: AET CENTRES (Programme 6.) 

Number of public AET Centres 

289 289 289 292 

Institutions: ECD (Programme 7.) 

Number of public ordinary schools that offer Grade R 4413 4565 4 565 4 477 

Number of independent schools that offer Grade R, that are subsidised 79 

Total Number of independent schools that offer Grade R 107 130 

Total number of ECD sites (institutions not registered as independent schools) in the province (source: DSD) 295 293 296 819 

Number of ECD sites (institutions not registered as independent schools) subsidised by the province - - - - 

3. STAFFING

2012/13 

Actual 


Staffing: Overview 


Total number of public employees in the education sector in the province (educator + non-educator; institutionbased 

+ office based; schools = FET Colleges + AET)) 

2009/10 

Actual 

2010/11 

Actual 

2011/12 

Actual 

91430 84797 87279 

Total number of publicly employed educator staff in the province (institution-based + office based) 80727 74206 76989 

Total number of publicly employed non-educator staff in the province (institution-based + office-based) 11373 10591 10290 

Total number of school-based educator staff (public + independent) 65698 63240 66122 

Total number of school-based non-educator staff (public + independent) 7382 7011 6780 

Total number of school-based educators in public ordinary schools employed by SGBs or private organisations 

Total number of staff in public ordinary schools (educator + non-educator + state-paid + SGB paid) 

Number of office-based educator staff 1576 1517 1496 

Number of office-based non-educator staff 2999 3284 3201 


Staffing: Programme 2 

Number of publicly employed educators in public ordinary schools 64863 62427 65279 

Number of publicly employed non-educator staff in public ordinary schools 6275 5927 5798 

Number of publicly employed educators in public ordinary primary schools 18119 17476 18125 

Number of publicly employed educators in public ordinary secondary schools 14796 13974 15394 

Number of publicly employed non-educator staff in public ordinary primary schools 1703 1599 1548 

Number of publicly employed non-educator staff in public ordinary secondary schools 2378 2245 2230 

Number of publicly employed non-educator staff in combined schools 31948 30977 31745 

Number of publicly employed non-educator staff in combined schools 2194 2083 1945 


Total number of staff in independent schools 3 859 4 239 

Total number of educator staff in independent schools 2 563 2 822 

Total number of non-educator staff in independent schools 1 133 1 417 

Total number of educator staff in subsidised independent schools 1 887



Total number of non-educator staff in subsidised independent schools 865 


Total number of staff in public special schools 1942 1897 1908 

2009/10 

Actual 

Total number of educator staff in public special schools 835 

2010/11 

Actual 

2011/12 

Actual 

1001 854 

Total number of non-educator staff in public special schools 1107 896 1054 

2012/13 

Actual 



Total number of staff in public FET Colleges (privately employed + publicly employed + educators + noneducators) 

Number of publicly employed educator staff in public FET Colleges 

Number of publicly employed non-educator staff in public FET Colleges 

Number of privately employed educator staff in public FET Colleges 

Number of privately employed non-educator staff in public FET Colleges 

935 978 987 

642 679 691 

293 299 296 


Total number of staff in public AET Centres (privately employed + publicly employed + educators + noneducators) 

Number of publicly employed educator staff in public AET Centres 

Number of publicly employed non-educator staff in public AET Centres 

Number of privately employed educator staff in public AET Centres 

Number of privately employed non-educator staff in public AET Centres 

3866 3382 3377 

3866 3382 3377 

- - - 

- - 

- - - 

Staffing: Programme 7



Total number of Grade R practitioners (ordinary schools + special schools + public schools + independent 

schools) 

2009/10 

Actual 

2010/11 

Actual 

2011/12 

Actual 

5 073 5 160 5 137 

Number of publicly employed Grade R practioners in public ordinary schools 5 073 5 160 5 137 

Number of privately employed Grade R practioners in public schools (both ordinary and special schools) 

Number of Grade R practitioners in independent schools 


Number of educators employed in Auxiliary Services 

Number of non-educators employed in Auxillary Services 

2012/13 

Actual 


4. LEARNERS 

Learners: Overview 

Total number of learners in schools (public + independent + ordinary + special) 1 990 502 1 915 209 

Number of learners in special schools (public + independent) 9 153 9 117 

Number of learners in ordinary schools (public + independent) 1 981 339 1 961 910 

Number of female learners in schools (public + independent + ordinary + special) 986 757 944 362 

Number of male learners in schools (public + independent + ordinary + special) 1 003 724 970 847 

Number of learners with disabilities (public + independent + ordinary + special) 36 972 32 426 

Number of learners with disabilities (ordinary public +ordinary independent) 27 809 23 309 

Learners: Programme 2 

Number of learners in public ordinary schools 2 034 902 2020094 1915743 1 906 092 

Number of learners in Grades 1 to Grade 7 in public ordinary schools 586344 581285 563382 1 116 232 

Number of learners in Grades 8 to 12 in public ordinary schools 414 223 410559 408153 618 209 

Number of female learners in public ordinary schools 955 989 940 858 

Number of male learners in public ordinary schools 972 395 965 234 

Number of female learners in Grades 1 to 7 in public ordinary schools 542 157 530 730



Number of female learners in Grades 8 to 12 in public ordinary schools 325 598 325 823 

Number of male learners in Grades 1 to 7 in public ordinary schools 591 658 585 502 

Number of male learners in Grades 8 to 12 in public ordinary schools 290 225 292 386 

Number of learners with disabilities in public ordinary schools 17614 20962 27 180 22 583 

Number of Grades 1 to 7 learners with disabilities in public ordinary schools 19 057 17 022 

Number of Grades 8 to 12 learners with disabilities in public ordinary schools 7 212 4 937 

Number of female learners with disabilities in public ordinary schools 10 925 9 339 

Number of male learners with disabilities in public ordinary schools 15 344 13 244 

Number of new entrants in Grade 1 183 391 170 582 

2009/10 

Actual 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Actual 



Total number of learners in independent schools 43 079 49257 52730 55 818 

Number of learners in subsidised independent schools 27 350 35 305 

Number of learners in Grades 1 to 7 in subsidised independent schools 20 002 

Number of learners in Grades 8 to 12 in subsidised independent schools 15 303 

Number of learners in subsidised primary independent schools 20 002 

Number of learners in subsidised secondary independent schools 15 303 


Total number of learners in public special schools 8973 9 249 9142 9 117 

Number of male learners in public special schools 5 561 5 613 

Number of female learners in public special schools 3 592 3 504 

Students: Programme 5 

Number of public FET College full-time equivalent students 17 680 19 448 21 392 

Number of public FET College Students (headcount) 

Number of female public FET College headcount students

Number of Public Ordinary Schools 5917 5767 5620 5 576 

Number of Public Ordinary Schools without water supply 1 073 833 821 

Number of Public Ordinary schools without electricity 1 132 1028 1028 

Number of Public Ordinary schools without toilets 522 419 387 

Number of classrooms in Public Ordinary schools 56261 55661 55101 



Number of male public FET College headcount students 11 300 11 285 11 119 

Number of students enrolled for the NC (V) qualification (NQF level 2) 5050 5002 5000 



Number of students in technical fields 363 360 349 

Number of students that successfully completed programmes 303 301 301 


Total number of students enrolled in AET institutions 35 691 36 973 39 087 42 653 

Number of AET Students enrolled at GET level Not Applicable - 

Number of AET Students enrolled at FET level Not Applicable - 

2009/10 

Actual 

2010/11 

Actual 

2011/12 

Actual 

2012/13 

Actual 

150 


Total number of Grade R learners in schools (ordinary public + ordinary independent) 168 687 166 052 

Number of Grade R learners in public ordinary schools 164 991 162 010 

Number of Grade R learners in independent ordinary schools 3 696 4 042 

Total number of Grade R learners in ECD Centres 5 011 

Number of Pre-Grade R learners in public ordinary schools 12 974 9 234 

Number of Pre-Grade R learners in independent ordinary schools 2 125 2 303 

Infrastructure

Public combined schools 

Quintile 1 (poorest) 467 129 14 772 31.6 294 15 066 31.0 

Quintile 4 24 555 640 38.4 213 853 28.8 



Table 2: Budget Information 

Public primary schools 

Number of 

Learners* 

Number of Publicly 

employed educators** 

Public Ordinary schools 

Public Learner- 

Educator Ratio 

Privately employed 

educators** 

Total number 

of educators 

Effective Learner to 

Educator Ratio 

Quintile 1 (poorest) 106 752 3 276 32.6 49 3 325 32.1 

Quintile 2 89 961 3 226 27.9 58 3 284 27.4 

Quintile 3 298 320 8 758 34.1 151 8 909 33.5 

Quintile 4 19 374 510 38.0 108 618 31.3 

Quintile 5 (least poor) 49 153 1 431 34.3 725 2 156 22.8 

151 

Quintile 2 227 113 8 089 28.1 156 8 245 27.5 

Quintile 3 199 329 6 414 31.1 139 6 553 30.4 

Public secondary schools 

Quintile 1 (poorest) 

Quintile 2 

Quintile 3 

Quintile 4 

Quintile 5 (least poor) 

86 336 2 597 33.2 215 2 812 30.7 

70 917 2 635 26.9 134 2 769 25.6 

196 510 7 191 27.3 274 7 465 26.3 

21 387 726 29.5 96 822 26.0 

36 942 1 250 29.6 589 1 839 20.1

Age 9 127 148 4 207 299 - - 145 801 

Age 10 119 286 3 797 385 - - 145 971 


Age 14 126 997 3 310 685 - - 153 878 

Age 15 127 480 3 301 1 162 72 - 161 192 

Age 16 126 503 2 987 1 288 144 - 167 389 

Age 17 113 677 3 176 1 207 217 - 169 348 

Age 18 99 301 2 804 790 441 - 167 069 


Table 3: Age Specific Enrolment Rate (ASER) 

Number of learners in 

ordinary public 

schools 

Total number of 

learners in ordinary 

Independent schools 

Provincial education sector– Age-specific enrolment rates (2010)[1] 

Total number of 

learners in special 

schools 

FET colleges (headcount) 

< Age 6 107 818 3 708 23 - 11 251 

A(B)ET ECD Centres Population Age-specific 

enrolment rate 

Age 6 133 942 4 041 34 - 4 056 145 114 

Age 7 143 813 5 213 145 - 361 144 285 

Age 8 138 626 4 783 190 - - 144 514 

152 



> Age 18 172 885 4 113 1 284 41 341 - 

Total 1 906 108 55 818 9 117 42 215 15 668

2.5 Secondary Adjusted Net Enrolment Rate (ANER) 87.6 88.7 

2.6 Percentage of qualified educators 98% 97% 

2.7 Attrition Rate of Teachers 2 193 2 114 

2.8 % of schools with multigrade classes 36.3% 33.7% 

2.9 % of learners that fell pregnant in the previous year 0.8% 0.7% 

2.10 Learner educator Ration (LER) 29.7 28.7 

2.11 Learner educator Ration in ordinary public schools (LER) 30.1 29.0 

2.12 Learner educator Ration (LER) in ordinary independent schools 20.6 20.2 


Table: 4: Supplementary Indicators 

Source : The National Department of Basic Education provide information for these indicators to provincial education departments in December and February. 


1. Early Childhood Development (ECD) 2010 2011 Data sources 

1.1. Percentage of 5 year olds enrolled in an education institution 92.1% 91.0% 

1.2 Gross Enrolment Rate (GER) (Grade R) in ordinary schools 108.3 101.5 

1.3 Percentage of Grade 1 learners who have done Grade R 71.2% 76.0% 

1.4 Percentage of schools (public and independent) that offer Grade R 96.1% 96.7% 

1.5 Percentage of public schools that offer Grade R 96.2% 97% 

2. All ordinary schools (public and independent) 

2.1 Apparent (Gross) Intake Rate (AIR) 

2.2 Primary Gross Enrolment Rate 

153 

2.3 Secondary Gross Enrolment Rate 

2.4 Primary Adjusted Net Enrolment Rate (ANER) 99.1 99.0 

2.13 Average class size in a school 

2.14 Average class size in ordinary public school 

2.15 Average class size in ordinary independent school

4.1 Number of learners that are in special schools 9 034 8 781 

5.1 Adult Literacy Rate 73.4 74.4 

5.2 % of children that have experienced violence at school 24.1% 43.9% 

5.3 % of learners who were absent at school 17.7 6.0 

5.5 % of 24 years olds who have completed Grade 12 27.4% 30.7% 



2.16 National Senior Certificate (NSC) pass rate 61.6% 

2.17 % of Grade 12 learners who become eligible for a Bachelors programme in the public national examinations. 15.7% 

2.18 % of Grade 12 learners passing mathematics. 33.5% 

2.19 % of Grade 12 learners passing physical science. 46% 

3. Public: Independent Distribution Schools 

3.1 % of learners in independent schools 2.5% 2.7% 

3.2 % of schools that are independent 2.7% 2.9% 

4. Ordinary: Special Schools 

154 

4.2 Number of schools classified as special schools 40 41 

5. GENERAL 

5.4 % of children attending schools who are orphans


6. FINANCE INDICATORS 

6.1 Percentage of public current expenditure on non-personnel items (schooling) 

6.2 Per capita expenditure on Grade R 

6.3 Per capita expenditure for Grade R LTSM 

6.4 Per capita expenditure for schooling (all grades) 

6.5 Expenditure on schooling as a percentage of total government expenditure 

6.6 Capital as a percentage of non-capital expenditure 

155


156 

APPENDIX E: ACRONYMS 

ABET: Adult Basic Education and Training LTSM: Learning and Teaching Support Materials 

ACE: Advanced Certificate in Education MST: Mathematics, Science and Technology 

AET: Adult Education and Training MTEF: Medium-Term Expenditure Framework 

CEM: Council of Education Ministers NCS: National Curriculum Statement 

CEMIS: Central Education Management Information System NC (V): National Curriculum (Vocational) 

CLC: Community Learning Centre NPDE : National Professional Diploma in Education 

CTLI: Cape Teaching and Learning Institute NEPA: National Education Policy Act 

DHET: Department of Higher Education and Training NGO: Non-Governmental Organisation 

DOCS : Department of Community Safety NQF: National Qualifications Framework 

DBE: Department of Basic Education NSC: National Senior Certificate 

DBSTs: District-Based Support Teams NSNP: National School Nutrition Programme 

DEMIS: District Education Management Information System OHSA: Occupational Health and Safety Act 

ECD: Early Childhood Development PFMA: Public Finance Management Act 

ECM : Enterprise Content Management PILIR: Policy on Incapacity Leave and Ill-Health Retirement 

EE: Employment Equity PPI: Programme Performance Indicator 

EIG: Education Infrastructure Grant PPP: Public-Private Partnership 

EMIS: Education Management Information System PPM: Programme Performance Measure 

EPP: Education Provisioning Plan QIDS-UP: Quality Improvement, Development, Support and Upliftment Programme 

EPWP: Expanded Public Works Programme RCL: Representative Council of Learners 

EWP: Employee Wellness Programme SACE: South African Council for Educators 

FET: Further Education and Training SAQA: South African Qualifications Authority 

GET: General Education and Training SASA: South African Schools’ Act 

GETC: General Education and Training Certificate SASAMS: School Administration and Management System 

HEI: Higher Education Institution SAPS: South African Police Services 

ICT: Information and Communication Technology SETA: Sector Education and Training Authority 

IE: Inclusive Education SGB: School Governing Body 

IMG: Institutional Management and Governance SIAS: Screening, Identification, Assessment and Support 

I-SAMS: Integrated School Administration and Management System SITA: State Information Technology Agency 

IQMS: Integrated Quality Management System SMT: School Management Team 

KM: Knowledge Management SPMDS: Staff Performance Management and Development System 

LSEN: Learners with Special Education Needs WSE: Whole-School Evaluation

Important contacts 

Contact us Customer Care 

Tel:+27(0)86 063 8636 

Fax: +27 (0)40 608 4021 

http://www.ecdoe.gov.za/contact-us 

E-mail: customercare@edu.ecprov.gov.za 

SWITCHBOARD: + (0)40 608 4200 

Postal Address 

The Eastern Cape Department of Education 

Private Bag X0032 

Bhisho, Eastern Cape, RSA, 5605 

Physical Address 

Steve Vukile Tshwete Education Complex 

Zone 6, Zwelitsha 

Province of the Eastern Cape, RSA 

Gemprint 043 722 0755 (48991)

Annual Performance Plan 2013/14 - Department of Education

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?