School Community Integration Pilot Project - Department of Education

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A comparative analysis of education expenditure in Eastern Cape schools – November 2004 • Although there might be a school within a 5km radius, is there a physical boundary that prevents learners from going to school? The information base is increasingly in place in the Department for a systematic review of school location, size, infrastructure and educator provision that would prioritise scarce resources in viable schools to build up quality education. SCENARIOS FOR RESOURCE PRIORITISATION Three scenarios for post provisioning have been prepared calculating the cost of the educator establishment, and calculating available resources for NPNC and capital, using a computerised simulation of the post provisioning model. Scenario 1 simulates the impact of the proposed three year phased introduction of grade R-7 primary schools and grade 8-12 secondary schools, coupled with the closure of small secondary schools of that cannot reach an enrolment of 300 or more. Small primary schools are not closed, but their LER and LCR are targeted to rise to the space and class norms set out. The average LER would rise slightly from 32.2 to 33.4 and the LCR would fall slightly from 39.0 to 38.4 over the three year period. Permanent educator numbers fall gradually from the current in post numbers of 64,845 in 2004/05 to a filled establishment of 62,505 in 2007/08. This a relatively favourable scenario, with both the size and relative proportion of the non-personnel non-capital budget rising to R943 million by 2007/08 and stabilizing at between 8% to 9% of the total public school budget. At R450, NPNC per capita rises to close to the national target by 2006/07. Capital expenditure would stabilise at R306 million in 2007/08, close to the figure needed to eliminate the backlog over a ten year period. Scenario 2 simulates the impact of a three year phased introduction of the 2004 agreed establishment of 67,074, to which person to post matching is currently being completed. The average LER would fall from 32.2 to 31.0 over the three year period. Permanent educator numbers rise gradually from the current in post numbers of 64,845 in 2004/05 to a filled establishment of 67,124 in 2007/08. This would be a damaging scenario for education over the medium term, with both the size and relative proportion of the non-personnel non-capital budget falling after 2005/06 to R429 million by 2007/08, 4% of the total public school budget. Such a non-personnel non-capital budget would be completely insufficient to support quality education in the classroom through adequate provision of learner materials. NPNC per capita would fall to an unacceptable R206. Capital expenditure would fall to R139 million, insufficient to eliminate the backlog over an acceptable period. Scenario 3 simulates the impact of a three year phased introduction of the proposed 2005 establishment of 61,431. The average LER would rise from 32.2 to 35.0 over the three year period. There would be a similar, although greater impact, to the structural changes proposed in scenario 1. Permanent educator numbers fall gradually from the current in post numbers of 64,845 in 2004/05 to a filled establishment of 61,431 in 2007/08. viii
A comparative analysis of education expenditure in Eastern Cape schools – November 2004 This is also a favourable scenario, with both the size and relative proportion of the non-personnel non-capital budget rising to R1,063 million by 2007/08 and to 10% of the total public school budget. By 2007/08 NPNC per capita would have risen above the NSSF target of R500 per learner. Capital expenditure would rise to R345 million by 2007/08, sufficient to eliminate the backlogs over ten years. RECOMMENDATIONS Resource planning and prioritisation The Eastern Cape needs to take a stronger and more proactive role in discussions over the national funding framework and the equitable share formula, or face a steadily declining relative allocation of national resources to the province. This requires developing fiscal planning and negotiation capacity in both the provincial Treasury and the Department of Education. Under the pressure of increasing expenditure on social grants the province has sharply reduced relative allocations to education over the last three years, more rapidly than in any other province. The province needs to find ways to increase the proportion of expenditure on education over the next MTEF period. The Eastern Cape Department of Education needs to target a better balance of funding between personnel, capital and non-personnel non-capital funding of learning materials and school services. Over the next MTEF period should progressively implement the third scenario set out in this report, which would result by the end of this period 2007/08 in: • An educator establishment of 61,431 giving an average learner educator ratio of 35:1 and 83% of total expenditure on personnel. • A non-personnel non-capital budget of R1 063 billion meeting draft norms and standards targets for recurrent school funding of R500 per learner. • A capital budget of R345 million giving sufficient funding to eliminate school infrastructure backlogs by 2013 and to build additional classrooms in realigned full secondary schools. In the current climate of overdrafts and limited financial resources this requires significant reprioritisation of funds within the province or access to new sources of funding. Post provisioning The Department of Education should declare an educator post establishment of 61,431 for 2005 based on an overall LER of 35. The new establishment should however be phased in over the three years 2005-07 allowing for parallel implementation of recommended structural changes in the public school system. Realignment of schools for quality education One of the chief goals in this realignment of schools should be to release and reprioritise resources for quality education. The objective should be to bring and ix
Page 1 and 2: Province of the EASTERN CAPE DEPART
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A Comparative Analysis of Education
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School Community Integration Pilot Project - Department of Education

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