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Education Annual Report 2002-2003 - Gauteng Online

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Department of EducationAnnual Report 2002/03Including Audited Financial Statements


Vision and MissionOur vision is a smart service delivery of qualitypublic education, which promotes a dynamiccitizenship for socio-economic growth anddevelopment in Gauteng and South Africa.We will be at the cutting edge of curriculumdelivery and provide access to quality lifelonglearning opportunities.This will be shaped by the principles oftransformation, equity, redress and Ubuntu.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/03


ContentsSECTION I EXECUTIVE SUMMARY 1INTRODUCTION BY MEC 21. FOREWORD BY THE CHIEF EXECUTIVE OFFICER 5SECTION II DEPARTMENTAL OVERVIEW 62. MANDATES, GOVERNANCE, MONITORING AND ACCOUNTABILITY 7SECTION III REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICES 133. VISION, MISSION AND STRATEGIC OBJECTIVES 144 ORGANISATION OF THE DEPARTMENT 165. STRATEGIC OBJECTIVES AND LEVEL OF SUCCESS 196. HUMAN RESOURCES REPORT FOR THE 2002/03 FINANCIAL YEAR 377. PERFORMANCE AGAINST SERVICES 56SECTION IV REPORT ON PERFORMANCE OF PROGRAMMES AGAINST THE APPROVED PLANS 788. DEPARTMENTAL ANALYSIS 799. OUTCOME AND OUTPUT STRUCTURE 82SECTION V FINANCIAL REQUIREMENTS 8410. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 2003 85GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/03


11. REPORT OF THE AUDIT COMMITTEE 9312. REPORT OF THE AUDITOR-GENERAL 9513. STATEMENT OF ACCOUNTING POLICIES AND RELATED MATTERSFOR THE YEAR ENDED 31 MARCH 2003 9814. APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003 10215. NOTES TO THE APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003 11416. INCOME STATEMENT FOR THE YEAR ENDED 31 MARCH 2003 11617. BALANCE SHEET AS AT 31 MARCH 2003 11718. CASH FLOW STATEMENT FOR THE YEAR ENDED 31 MARCH 2003 11819. NOTES TO THE ANNUAL FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 MARCH 2003 11920. DISCLOSURE NOTES TO THE ANNUAL FINANCIAL STATEMENTSFOR THE YEAR ENDED 31 MARCH 2003 12921. ANNEXURES TO THE ANNUAL FINANCIAL STATEMENTS YEAR ENDED 31 MARCH 2003 134SECTION VI OUTLOOK FOR THE COMING YEAR 13722. GOALS FOR 2003/04 BY THE CHIEF EXECUTIVE OFFICER 138SECTION VII OTHER INFORMATION 13923. LEGISLATION PRODUCED AND ADMINISTERED BY THE DEPARTMENT 14024. REFERENCES/SOURCES OF INFORMATION 14025. ACCESS TO INFORMATION 140GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/03


SECTION 1EXECUTIVE SUMMARY


EXECUTIVE SUMMARY1. INTRODUCTION BY MECThe 2002 academic year and 2002/03 financial year has been both anexciting and fruitful year in relation to the developments and success in theprovision of education in Gauteng.Ignatius JacobsMEC for EducationThe 2002 Grade 12 results have once again shown a tremendousimprovement on previous years. In 1999, the Gauteng Department ofEducation set a target to attain a 73% pass rate by the year 2003. I ampleased to state that that target was achieved in 2001, two years ahead ofits realisation date. The pass rate has continued to rise to 78,1% in 2002, aphenomenal increase of 21% since 1999. This improved pass rate isindicative of the stability within the education system as well as theincreased dedication on the part of both learners and educators towardsexcellence in teaching and learning. Despite the increase, the province willcontinue to strive to set and meet improved targets. It is extremelygratifying to note that of the total number of distinctions gained in the year2002, 12 321 were obtained by female learners of which63 girl learners featured amongst the top 100 candidates in the Province.The best candidate in the 2002 senior certificate examination was a girl. It isfurther important to note that the girls are out-performing their malecounterparts in subjects that were traditionally so-called 'male' subjects(maths, science and technology). This is an encouraging sign for the futureof gender equality and for women to make huge strides to enter previouslymale dominated professions. It should be noted that there are continuousrequests from institutions that previously wrote the IEB examination tonow write the GDE examination.This is indicative of how the education system is directly elevating young WOMEN and men out of their poverty situationsto ensure that they craft A BETTER LIFE for themselves and their families.The rapid improvement of the Grade 12 results over the past four years did not just happen by chance. It is as a result ofconscious curriculum intervention strategies that were implemented since 1999. A steady progression towards qualitativelife-long learning is being realised in this, the SMART Province of Gauteng. These intervention strategies relate to thesuccessful implementation of the Education Action Zones (EAZ), the Secondary School Intervention Programme (SSIP),the Role Model Intervention Programme (RMIP), improved school and classroom management, improved discipline oflearners and educators, a greater focus on continuous assessment (CASS) and the preparatory examinations, the provisionof additional curriculum support for educators, (including formal in-service training programmes) and the role played bySchool Governing Bodies, Educators and Officials. I want to thank, explicitly the educators, learners and school managersfor all their effort to normalise the school life of the child by improving the quality of teaching and learning.The pedagogical approach in delivering the curriculum on its own will never yield the desired outcomes of ensuring aholistic development of the child who becomes a responsible, patriotic and committed citizen who can assumehis/her economic and social role underpinned by morals and values to enhance and protect our Democracy.Hence, we have implemented strategies like the social plan, the values in education project, volunteerism,sports, arts & culture programmes, science edutainment centre, etc. The combination of the two strandsmentioned above, is underpinned by the fundamental principle of “playing whilst learningedutainment”As a direct consequence of the improvement of the quality of education in Gauteng, a hugeGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/032


EXECUTIVE SUMMARYinflux of students are migrating to this Province and the increase in student enrolments at our schools is becoming difficultto manage. It is with this in mind that we will build capacity for forward planning and demographics to manage access tolearning.Education in primary schools has also taken a turn for the better, with the GDE introducing more creativity and innovationin the classroom. This includes the introduction of numeracy, literacy and reading tests in the Foundation phase. We havealso introduced an active learning series where learners learnt through written text and exercise books on the soccer andcricket world cups. These booklets were for the foundation, intermediate and senior secondary phase. We are currentlyproducing booklets on the rugby world cup, and hockey and netball codes. Key results from our Office For Standards inEducation have clearly indicated the need to enhance the quality of teaching in the foundation phase.In Primary schools, we will be focussing on the following:• School development plans that include schools setting their own targets;• Through target setting foundation phase learners will be encouraged to be numerate, literate and exposed toprogrammes that enhance their reading ability;• More teacher assessment to be linked to teacher development• Specialist training in various subjects;• Additional support for schools for transition from primary into secondary schools;• Partnerships with parents to be extended;• Dealing with the challenges of classroom behaviour and management.This has forced us to look even closer at what policy has contributed to these successes, and how we can take these successes to ahigher level. Efforts for further success have been started in the form of introducing a feeding scheme pilot and then extending it to highschools as well as to provide free scholar transport to rural schools (Farm schools) and informal settlements. Whilst our successes aremany, we remain cognisant that there is much more that needs to be done to effectively eradicate the negative impact of the manyyears of apartheid.We in this province have implemented practical solutions in an effort to deal with the multiplicity of challenges in such a crucial disciplineas education. We hold steadfast the idea that “education provides the tools for absolute emancipation, empowerment andfreedom”. Through sharing in dialogue, best practice and the utilisation of the tool and technique of persuasion in Democracy, we arerecording evidence of success in various aspects of our education since our new democracy in 1994.Some positive trends emerging in education since 1994 include:• A high public confidence in public education;• An increase in the Matric pass rate and endorsement rate• Significant improvement in the amount of learners registering for Mathematics, Science and Technology in comparison tothe past ten (10) years;• An increased enrolment in Higher Education Institutions from our province;• Significant increased in the attendance rate in our institutions; and• A decrease in the number of violent incidents in our schools.The province has made tremendous strides in the provision of education for learners with special education needs. The sector issteadily expanding and the province is investing more in improving the resource infrastructure by provisioning learner materials,assistive devices and hostel accommodation.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/033


EXECUTIVE SUMMARYThe province is also involved in finalising its plans for the roll-out of the inclusion policy and has already identified four schools tobecome full service schools and four schools to become resource centres.The province can also report that we have successfully transformed the technical college sector into a viable Further Education andTraining sector. We have established eight Further Education and Training colleges, each with multiple campuses. The province has alsoappointed Chief Executive Officers at these colleges who operate at the level of a Director.A plan has been developed to expand the ABET and Literacy programme in the province. The plan begins to address the need for theintegration of numeracy, literacy and vocational needs of the out-of-school youth and adults. The province has completed its plan toestablish an ABET agency which should become operational in 2003.The successes of the last nine years and last year in particular will position our education system to achieve its objectivesfor the 21st century, where the intelligence, talents, energy and enthusiasm of our learners will be utilised to the fullest.We will continue to direct our learners to constructive learning, and make them part of the nation's efforts to create jobsand build our economy and to take their rightful place in the information age as knowledge workers.Ignatius JacobsMEC for EducationGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/034


EXECUTIVE SUMMARY1. Foreword by the Chief Executive OfficerMEC Mr Ignatius Jacobs, it is my pleasure to present you with the AnnualReport of the Gauteng Department of Education for the financial year2002/03. You will note from the Report that the department has made greatstrides towards fulfilling the objectives set by government (provincial andnational) for service delivery in education for the medium-term. Thedepartment has further consolidated the gains over the past few years intoexcellent achievements during the year under review.It is my privilege to be part of a performing team of managers, educators andsupport staff who under your visionary leadership are driven by the quest tocreating better teaching, learning and service delivery environment. This isnecessary for the department to remain a learning organisation and cuttingedge for learners to optimize their opportunities to develop holistically inline with our vision and mission statement. It is my view that we have thecreative space and capability made possible by the provincial edge andleadership to do even much better and smarter in subsequent years.Yours in TirisanoMaLlele PeTjeChief Executive OfficerGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/035


SECTION IIDEPARTMENTAL OVERVIEW


DEPARTMENTAL OVERVIEW2. Mandates, Governance, Monitoring And Accountability2.1 Mandate of the DepartmentThe broad mandate of the Department is to provide a compulsory basic education with the additional obligation to ensurethat reasonable measures are adopted to progressively provide access to further education. It has, however, been outlinedthat the South African Schools Act (Act 84 of 1996) fundamentally caters for the needs of those learners that arelocated in schools within the compulsory band. To ensure that the needs are met of those learners throughout thiscountry that wish to continue their pursuit of ongoing teaching and learning activities, the National Ministry has passed theFurther Education & Training Act (Act 98 of 1998). However, the overall commitment of the National Ministry is alsoto cater for the needs of children before their formal entry into the basic schooling phase (Early Childhood Education), theneeds of those learners that have special needs and the desire to promote lifelong learning through the provision ofcontinuous learning activities for adults. In this respect the GDE is bound to enforce the key provisions of EducationWhite Paper 5 on Early Childhood Education (May 2001), Education White Paper 6 on Special NeedsEducation Building an Inclusive Education & Training System (July 2001) and the Adult Basic Education &Training Act (Act 52 of 2000).2.2 Constitutional mandateThe Constitution of the Republic of South Africa (Act 108 of 1996) provides the overall framework for the deliveryof education to the wider citizenry. In this respect the key provisions that impact on the service delivery component of theprovincial education departments rest with the clauses located in Section 29 (Chapter 2) of the Bill of Rights, whichreflects on everyone having the right to:“a basic education, including adult basic education; and to further education, which the state through reasonable measuresmust make progressively available and accessible”.The Constitution does, in addition, empower the provincial education departments to determine their own legislativeinterventions in order to advance the cause of service delivery within the provinces. Thus the provision of basic andfurther education represents a concurrent function between the national and the provincial ministries of education.However, the statutes are clear in that, should any conflict(s) emerge between any provincial policy and/or law then thenational policy and/or law would prevail.2.3 National legislative mandateThe passage of the National Education Policy Act (Act 27 of 1996) (NEPA) provides the basic framework for theNational Minister to, amongst others, determine national educational policies, to monitor the implementation of thesepolicies and to evaluate the general well-being of the educational system. The NEPA provides the National Minister withsignificant functions and responsibilities in terms of the overall oversight function of the education system nationally.The South African Schools Act (Act 84 of 1996) (SASA) provides the broad framework for the provision of a general(basic) education to all the citizens of the country. This piece of legislation broadly encompasses the development of anorganisation, funding and governance framework for all schools in South Africa.The Gauteng Department of Education is also responsible for effecting the provisions of the Employment of EducatorsAct (Act 76 of 1998) and the associated Personnel Administrative Measures (Government Notice 222 of 1998)that fundamentally determine the conditions of service, discipline, retirement and the discharge of educators. In thisrespect the Department is expected to maintain a relevant system for the recording of relevant details pertaining to thehuman resources that the organisation employs. In this regard, the organisation is faced with something of a uniquesituation in that while the broad bulk of the personnel are employed under the Employment of Educators Act, a significantnumber of the administrative staff members are employed under the Public Service Act and are thus subject to the generalPublic Service Employment conditions, which are amended and regulated by the Public Service Regulations.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/037


DEPARTMENTAL OVERVIEWThe Further Education And Training Act (Act of 1998) compels the Gauteng Department of Education to providefor the establishment, governance and funding of public further education and training institutions. This responsibilityextends to monitoring and support to be provided to such institutions. Schools for focussed learning have also beenestablished in Gauteng. The department has the responsibility to ensure that these schools are operational and providedwith support to meet the curriculum needs of the learners.The Gauteng Department of Education is also responsible for effecting the provisions of the South African Council forEducators Act (31 of 2001). The purpose is to promote the professional development of educators and ensure thateducators observe the SACE code of conduct, and conduct themselves within the ethical and professional standards foreducators. Portfolio development workshops were conducted in 2002 with the purpose of assisting educators to developand manage their own portfolios.Education White Paper no 5 on Early Childhood Development - The purpose of the paper is to ensure that ECDprovisions are prioritised. Issues that need attention are access, quality of ECD services and the development of ECDpolicies. The Gauteng Department of Education has to ensure that there are systems in place to increase learner accessparticularly in the Reception Year. A circular on learner admission was amended to deal with learners who are below theage of seven but ready to enter into formal schooling.Adult Basic Education Act (52 Of 2000) - An ABET strategy has been developed to effect the objectives of the Act.Some of the objectives of the ABET strategy are to develop support systems for a curriculum framework that will equiplearners with functional numeracy, literacy, language and communication skills and coordinate the development andimplementation of quality assurance standards in relation to national standards and the National Qualifications Framework.Some of the programmes included in the strategy are teacher development programmes, literacy and numeracy,curriculum and reform. One of the major challenges confronting the Gauteng Department of Education is the reduction ofadult illiteracy through the mobilisation of ABET structures and systems, and the establishment of a reliable learner andteacher database.General And Further Education And Training Quality Assurance Act (58 Of 2001) - Some of the objects of thisact are to establish a quality assurance body to ensure that continuous enhancement of quality is achieved in the deliveryand outcomes of the general and further education and training sectors of the national education and training systems andto develop a quality assurance framework for the general and further education bands of the NationalQualifications Framework. The Gauteng Department of Education has established the Office of Standards in Education tomonitor and evaluate educational standards and quality assurance. Subsequent to that, a Provincial Quality AssuranceCommittee has recently been launched and one of the terms of reference of the committee is to develop a strategy toachieve the objectives of the Act.2.4 Provincial legislative mandateGiven the context of the concurrent nature of education service delivery within the South African context, the Gautengprovince passed the School Education Act (Act 6 of 1995) that, in essence, preceded the passage of the SASA.However, this legislation substantially reflected the desire of those crafters of the SASA in that the School Educationprovided the first attempt, nationally, at devising an organisation, funding and governance model for schools withinthe province. It goes without saying that the School Education Act served as a blueprint for the development of theSASA and all subsequent legislative attempts by other provincial departments to formalise the delivery of schooleducation within their individual provinces.The Gauteng province has reinforced the National Education Policy Act (Act 27 of 1996) bypromulgating a provincial equivalent titled the Gauteng Education Policy Act (Act 12 of 1998)(GEPA) that to all intents and purposes significantly enhances the policy development processesin the province. The GEPA encourages the broad participation of the general citizenry inpolicy debates and provides the framework for the establishment of the GautengEducation & Training Council that serves as an advisory body to the Member ofthe Executive Council (MEC) for Education in the province. Extending theGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/038


DEPARTMENTAL OVERVIEWpolicy advisory role to the grassroots level has prompted the need for regulations to be developed so that the DistrictEducation & Training Councils (DETCs) and Local Education and Training Units (LETUs) could be formalised and beprovided with due administrative support to discharge their roles and responsibilities. To this end, the GautengDepartment of Education issued the Regulations on the Gauteng Education and Training Council, District Education andTraining Councils, Specialist Advisory Councils and Local Education and Training Units (General Notice 4430 of 2001).The Department is also bound by policy mandates that stem from both a national and provincial domain. In this regard,the admission of all learners within the school system is fundamentally determined in terms of the national AdmissionPolicy for Ordinary Public School (General Notice 2432 of 1998). In addition, the National Policy on HIV/AIDS for learnersand educators in public schools and further education and training institutions (General Notice 1926 of 1999) also providesa basis for the GDE to impact on the issues of access for learners and the issues of support, treatment and care in respectof educators and learners afflicted by HIV/AIDS. To reaffirm the Department's commitment to transforming the provisionof Early Childhood Education, the province has provided some policy guidance through the publication of a notice titledTransforming ECD in Gauteng: Early Childhood Development Policy (General Notice 5807 of 2001). Broadly speaking,however, the GDE has attempted to enforce its policy and legislative mandate through promulgating relevant regulations.These regulations have largely been determined in line with primary legislation that has a provincial basis. Thus allregulations promulgated in the province have been developed as interventions that have arisen out of the passage of thefollowing primary pieces of legislation: The School Education Act, The South African Schools Act (as amended), TheGauteng Education Policy Act and the Examinations and Assessment Act (Act 7 of 1997). Fundamentally theregulations invoked in terms of these primary sets of legislation determine the Department's operational frameworkwithin the sphere of schooling. It must, however, be noted that critical policy measures in respect of Curriculum, namelyCurriculum 2005 and the Revised Curriculum Statements largely determine the delivery of the qualitative input within theschool classroom domain.2.5 Good governance legislative responsibilitiesThe Department is bound by the Public Finance Management Act (Act 1 of 1999) to ensure that all revenue,expenditure, assets and liabilities are managed efficiently and effectively. As part of the good governance aspect, financialmanagement responsibilities have been entrusted to accounting officers within the department. The Department as suchis therefore directly responsible for ensuring that Provincial Treasury regulations are incorporated into its business, thatannual budgets are compiled and managed on a monthly basis and that financial systems, risk management and internalcontrols are in place and transparent.The Skills Development Act (Act No. 97 of 1998) allows the Department to provide an institutional framework todevise and implement national, sectoral and workplace strategies to develop and improve the skills of its employees.These strategies must be integrated within the National Qualifications Framework contemplated in the South AfricanQualifications Authority Act, 1995. In this regard, the Department has formulated a Skills Development Plan and hasembarked on the upgrading of employee skills.The Promotion of Access to Information Act (Act No. 2 of 2000) allows the Department to provide access toinformation held that is required by anyone for the exercise or protection of any rights. The Act is in line with theprovision of section 32 (1)(a) of the Constitution which states that everyone has the right to access to any informationheld by the State, and section 32 (1)(b) which provides for the horizontal application of the right to access to informationheld by another person to everyone when that information is required for the exercise or protection of any rights. TheDepartment has appointed two Deputy Access to Information officers whose area of concern is to address queries relatedto services. This is to ensure that a culture of transparency and accountability exists for public and private bodies.The Batho Pele White Paper is based on eight transformation principles. The Department has recognized thattransforming its service delivery is key to guaranteeing that the basic needs of citizens in Gauteng are met and, as such, theDepartment has set out to be more effective by improving its service delivery programmes. Programmes within theDepartment are aligned to the principle of redirecting resources to groups that were previously under-resourced; definingservice standards with defined outputs and targets and performance indicators; human resource development andorganizational capacity to support service delivery needs; seeking potential partnerships with the private sector, non-GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/039


DEPARTMENTAL OVERVIEWgovernmental organizations and community-based organizations; and the development of customer care that is sensitiveto issues of race, gender and disability.The Promotion of Administrative Justice Act (Act No. 3 of 2000)The Department recognizes that it has to promote the provision that everyone has the right to administrative action thatis lawful, reasonable and procedurally fair, and that everyone whose rights have been adversely affected by administrativeaction must be given written reasons for administrative action. In this regard, the Department has set out on an advocacyprogramme to bring to the attention of its beneficiaries that they should report any breakdown in services by first applyingto the Department and then to the Public Protector. The advocacy campaign stipulates that safety should be maintained atall institutions by locking gates during school hours and that learners be supervised during sports and cultural activities.Beneficiaries are also invited to report defects with infrastructure and classroom furniture. Breakdowns in safety andhygienic conditions at schools should also be reported. Conditions around overcrowding, the timeous filling of vacanciesand the pledge to have an educator available for all subjects in all learning areas also form part of the advocacy programmeto promote the Administrative Justice Act.2.6 Strengthening Accountability2.6.1 StakeholdersThe Department works closely with the following stakeholders:• Gauteng Education and Training Council (GETC). This is an advisory body to the Member of theExecutive Council (MEC) for Education in Gauteng. This Council has advised the Member of the ExecutiveCouncil on all Proposed policy, legislation and regulation pertaining to education and training in this Provincesince its inception in February 1997. The council has also advised the MEC on numerous national policy andlegislative proposals and discussion documents.The Council represents a wide range of civil society organisations, each with its own perspective of howeducation and training should be legislated, regulated and administered. By bringing these civil societyorganisations together in open debate, civil society formations are able to debate proposals and initiatives andformulate suggestions to the Member of the Executive Council on legislation, regulation and policy issues.The Council, therefore, is a conduit through which the Member of the Executive Council for Education inGauteng is able to access public opinion and through which organizations in civil society can advise theMember of the Executive Council. Thus the Council has contributed very positively to the shaping oflegislation, regulations and policy for the Province and has added value to the work of the Department.• District Education and Training Councils will be advisory bodies to the District Managers. The MEC willestablish DETCs in respect of each education district in the province. On their own initiative or at therequest of the MEC, or the District Manager, DETCs can investigate and consider matters relating toeducation in general and in the education district in particular and report on its findings to the relevantperson or body. The DETCs can on own initiative or upon the request of their district managers makerecommendations to the district managers on matters regarding education in the education districtsand perform any other function as may be assigned or delegated to it in terms of the GautengEducation Policy Act or any other law.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0310


DEPARTMENTAL OVERVIEW• Local Education and Training Units (LETUs) are also provided for and feed into the DETCs. LocalEducation and Training Units (LETUs), which are groupings of education institutions in each education districtfall under the jurisdiction of the DETC. With the exception of one district, all LETUs in districts have beenestablished in 2002. The LETUs are represented in the DETCs. School Governing bodies form the core ofLETUs, but LETUs can be composed of the same constituencies in their local areas as the stakeholdergroupings of the DETCs.The functions of the LETUs in their local areas are to:• Develop and implement programmes to determine the vision for education and training• Identify needs and determine priorities for education and training• Compile plans for meeting education and training needs for submission and approval by the DistrictEducation and Training Council under whose jurisdiction they fall• Make recommendation on any education related matter to the DETC in their areas• Perform any other function assigned or delegated to it in terms of the regulations for Councils andsubmit such reports as may be requested by the relevant DETC.• Specialist Advisory Councils (SACs) These will be advisory councils to the MEC regarding specializededucation areas. The Further Education and Training Specialist Advisory Council has been established. TheMEC envisages establishing a Science, Technology and Maths Council very soon. These SACs are specific intheir functions according to a brief from the MEC who will nominate specialist members.• The Gauteng Legislature - The Provincial Legislature plays an oversight role in terms of monitoring theDepartment's political mandates.• Gauteng Provincial Action for Children (GPAC) - Each Department, including Education, hasrepresentation on the GPAC. GPAC is directed at driving an integrated plan for furthering the rights ofchildren in the province.• Unions - The Department has forged a partnership between Labour and Government around mattersrelating to the Public Service Coordinating Bargaining Chamber (PSCBC). Different stakeholders are broughttogether in a collective bargaining unit for collective bargaining, dispute resolutions and preventions.• School Governing Bodies - Various structures of the Department work with and support school governingbodies in their efforts to improve the quality of education in our institutions.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0311


DEPARTMENTAL OVERVIEW2.6.2 Monitoring Mechanisms and Implementation of the MandateResponsible Manager Monitor MechanismMECPremier/Executive Council/Auditor-GeneralStrategic Plans and BudgetsQuarterly ReportsAnnual ReportsHODBranch ManagersLine ManagersMECHODBranch managersOperational Plans and BudgetsMonthly ReportsQuarterly ReportsAnnual ReportsOperational Plans and BudgetsMonthly CashflowsMonthly ReportsQuarterly ReportsAnnual ReportsOperational Plans and BudgetsMonthly CashflowsProcurement PlansMonthly ReportsQuarterly ReportsAnnual ReportsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0312


SECTION IIIREPORT ON ORGANISATIONALSYSTEMS AND RESOURCESAGAINST THE DELIVERYOF SERVICES


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES3. Vision, Mission and Strategic Objectives3.1 Vision and MissionOur vision is a smart service delivery of quality public education, which promotes a dynamiccitizenship for socio-economic growth and development in Gauteng and South Africa.We will be at the cutting edge of curriculum delivery and provide access to quality lifelong learningopportunities.This will be shaped by the principles of transformation, equity, redress and Ubuntu.3.2 Government Policy AimsThe Gauteng Provincial Government has identified the following aims for the 2002/03 medium-term cycle:• End poverty and degradation• Build a non-racial and non-sexist society• Ensure sustainable economic growth, development and job creation• End the abuse of women, children, elderly people and people with disability• Address the HIV/AIDS pandemic• Education and developing a skills base3.3 Strategic GoalsThe Department continues to promote and implement key Government Education Priorities for the MTEF period asoutlined in the Implementation Plan for Tirisano 2001-2005. The Department aligned its 2002/03 strategic plan to supportand achieve the aims of Tirisano by integrating them into the programmes and activities of the Department. The aims are:• Dealing with HIV/AIDS especially focussing on children in distress and dealing with HIV/AIDS in the workplace• School Effectiveness and Teacher Professionalism especially focussing on leadership, management andgovernance development, the status and quality of teaching, school safety, Education Action Zones and schoolinfrastructure• Literacy Campaign especially ABET programmes in line with the NQF and institutional effectiveness• FET - improving learner performance especially in mathematics and science, Schools for FocusedLearning and promoting talent identification and development• Values in education especially the promotion of National Symbols• Public Private Partnerships especially for youth employment between theprivate sector and educational institutionsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0314


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES• National and Provincial Departments' Organisational Effectiveness• Monitor Standards in Education3.4 Strategic ObjectivesThe key priorities for the 2002/03 Financial Year are:• Improve Educational Quality• Focus on Black (African, Coloured and Indian) Learners in Disadvantaged Communities, particularly Africanlearners and township schools and especially girl learners• Establish Schools for Focussed Learning• Implement the Further Education and Training Act, 1998• Continue Education Interventions for Quality to consolidate the gains made by the Education Action Zones(EAZ) and Senior Secondary Improvement Strategies• Promote Constructive Partnerships• End all forms of discrimination• Improve Service Delivery and improve customer service• Implement the Adult Basic Education and Training (ABET) Act and promote the Literacy Campaign• Ensure the provision of Early Childhood Development and introduce Grade R• Promote HIV/AIDS Education and Awareness• Transform Farm Schools to Rural Schools• Implement a Social Plan focusing on extra-curricular activities with an emphasis on youth development, sport,culture and changing of the physical environment of schoolsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0315


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES4. Organisation of the Department4.1 Organisational DesignThe Department consists of a Head Office, which is responsible for operational policy, monitoring and evaluation, andtwelve districts that are responsible for all services to learners, educators, schools and local communities. The districts arealso wholly located within local government boundaries.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0316


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYSYSTEMOF SERVICES4.2 Departmental StructureThe Department completed its restructuring in 2001. As a result of operating with the new organogram for over eighteenmonths, a number of changes are being effected to address gaps in service delivery and changes emanating from newfunctions or migration of functions. However, in view of the establishment of the Gauteng Shared Service Centre and thetransfer of most of the HR, finance and procurement functions, and the broader transformation of the public service,further reorganization was inevitable.The full establishment of the Gauteng Shared Service Centre has resulted in the migration of functions and personnel tothe Gauteng Shared Service Centre. Consequently, the Department has had to redesign the remaining line structures inrelation to the functions that have migrated. These changes have been consistent with the provisions of PSCBC Resolution7 of 2003 on Public Sector Transformation.The key changes to the organisational structure of the Department are:• The expansion of the Curriculum division by separating the functions related to FET and GET, theestablishment of a Directorate for Inclusion and Special Programmes.• The expansion of the Institutional Development and Support Division by creating a Directorate for EducationalResourcing and ECD/ABET.• The creation of Directorates for School Nutrition, Social Plan, Special Projects and Strategic Policy andResearch Development.• Realignment of Human Resource Development Management and Support and the Division FacilitiesManagement and Administration under the Branch Financial Resource Management.• As a result of GautengOnLine the Department has had to establish a new branch to deal with the educationaluse of IT and the maintenance of the IT infrastructure in schools. The newly established branch will oversee allIT coordination, operational and maintenance needs and will be headed by the Chief Information Officer.See Approved Organogram on next page.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0317


BRANCHCURRICULUMMANAGEMENTANDDEVELOPMENTGGMDivisionCurriculum&ProfessionalDevelopmentand Support(CPDS)DivisionInstitutionalDevelopment& Support(IDS)DirectorateExaminationsandAssessmentDirectorateCurriculumDevelopment- GETDirectorateGETDirectorateFETDirectorateEducationResourcesDirectorateCurriculumDevelopment- FET/ABETDirectorateECD/ABETDirectorate:TeacherDevelopmentDirectorateInclusion &SpecialProgrammesBranchInformationSystems andTechnologyCIO (DDG)DivisionICTOperationsDivisionKnowledge&InformationManagementMEMBER OF THE EXECUTIVE COUNCILOFFICE OF THE CHIEFEXECUTIVE OFFICEROFSTEDDMDivisionAdvisoryandSupportServicesDMBRANCHOPERATIONSMANAGEMENTCOO (GGM)DirectorateEvaluations,Standardsand AnalysisDirectorateQualityServiceImprovementDirectorateStrategicPolicyResearch &DevelopmentDirectorateLegalServicesParliamentaryServicesRepresentativeStructuresDirectorateCommunicationMegaDistrictJHBSOUTHDivisionDistrictsDivisionDistrictsDivisionManagementAccountingand RiskManagementDirectorateFinancialManagementand PlanningDirectorate InternalControl/InspectorateMegaDistrict:EkurhuleniWestDivisionEducationSupport andCommunityServicesDirectorateSchoolNutritionProgrammeCommunityLiaisonDirectorateSocial PlanDirectorateSpecialProjectsBRANCHFINANCE &RESOURCEMANAGEMENTCFO (GGM)DivisionEducationPolicyCo-ordinationand PlanningDirectorateEducationPlanningandMonitoringDirectoratePolicyCo-ordination,Monitoring &SecretariatServicesDivisionHumanResourceDevelopment,Management& SystemsDirectorateHRAdministrationDirectorate:LabourRelationsDirectorate:HumanResource &OrganisationSystems (HR& OS)DirectorateHRD(Agencies &transversalprogrammesAnti-BiasEMGDGender)DivisionFacilitiesManagement&AdministrationDirectorate:AdministrationandProcurementDirectorate:FacilitiesManagementTechnicalEvaluation(DAC)GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0318


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES5. Strategic objectives and level of successThere are a large number of challenges facing the Department in improving education provisioning andimproving the quality of education in the province over the medium to long term. These challenges includehaving to deal with:• The flow-through rate of learners• The levels of productivity among staff, particularly educators• Institutional performance• Spending choices• Management capacity at all levels• The existing inequities• Improvement of Educational QualityThis section of the report highlights the progress made in relation to these strategic priorities and indicates the systemicachievements in education in Gauteng.5.1 Basic figures on the size of Gauteng Education SectorNumber of InstitutionsThe ordinary schools sector is the largest sector with 2 324 schools (1 913 public ordinary schools and 411 independentordinary schools). This sector is divided into 3 sections, namely public schools (1 913), independent subsidised schools(301) and independent non-subsidised schools (110). The public schools make up for 82% of this sector and 72% of allthe institutions in Gauteng. The other sectors are schools for Learners with Special Educational Needs (LSEN) with 96public institutions and 6 independent special education institutions, 9 Further Education and Training (FET) institutions and244 Adult Basic Education and Training (ABET) institutions. Table 1 below illustrates the number of institutions in Gautengsince 1999.Table 1: Number of institutionsLevelPU - Combined SchoolPU - Primary SchoolPU - Secondary SchoolPU - Tot Ordinary SchoolsPU - ABETPU - LSENPU - Tech Colleges (FET)Total PublicIN - Combined SchoolIN - Primary SchoolIN - Secondary SchoolIS - Combined SchoolIS - Primary SchoolIS - Secondary SchoolIN - LSENIS - LSENTo tal GP19991401300461190121498332246381113144765314258620001401303463190621797332253462317162835622264420011401303464190724495332279502919164815633268420021401307466191324496922625335221658056332679Key:PU = Public institutions, IN = Independent non-subsidised institutions and IS = Independent subsidised institutionsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0319


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICESNumber of LearnersTable 2 indicates that the number of learners has increased by 2% since 1999. The independent schools sector has grown by 22% but it caters for only 8% of learners. The total number of learners inordinary education for 2002 was 1 615 159, of which 1 480 918 learners are in the public ordinary schools, 115 763 in independent subsidised schools and 19 001 in independent non-subsidised schools.Public schools cater for 92% of all learners in ordinary education and 85% of all learners in the province. There were 30 083 learners in LSEN institutions of which 28 036 attended LSEN publicinstitutions, i.e. 98% of learners in this sector. 34 of the schools have Hostels where 3712 learners are accommodated. The FET and ABET institutions had 47 018 and 57 875 learners respectively in 2002.Table 2: Number of LearnersLevel 1999 2000 2001 2002PU - Combined SchoolPU - Primary SchoolPU - Secondary SchoolPU - Tot Ordinary SchoolsMale47,090440,316233,500720,906Female47,287425,153258,772731,212Total94,377865,469492,2721,452,118Male47,479433,347235,696716,522Female Total Male Female Total Male Female Total47,329417,408255,705720,44294,808850,755491,4011,436,96446,469440,603233,445720,51746,346424,746253,418724,51092,815865,349486,8631,445 ,02748,573451,591239,531739,69548,010436,567256,646741,22396,583888,158496,1771,480,918PU - ABETPU - LSENPU - Tech Colleges22,50518,37036,7919,66659,29628,03640,78930,59319,48044,70110,82175,29430,30143,94632,13615,73846,69511,39778,83127,13545,93623,12116,25734,75413,09157,87529,34847,018Total PublicIN - Combined SchoolIN - Primary SchoolIN - Secondary School761,7813,331520559777,6693,3544985641,580,2396,6851,0181,123766,5953,175805409775,9643,2057494851,586,5056,3801,554894768,3914,9771,215734782,6025,0201,1047321,596,9299,9972,3191,466779,0735,8552,2101,451789,0685,9382,1541,3931,615,15911,7934,3642,844IS - Combined SchoolIS - Primary SchoolSecondary IS - School29,08112,1647,07134,57811,2467,82963,65923,41014,90032,16912,5787,75536,63511,2908,01568,80423,86815,77032,11012,4207,25737,12510,9977,10769,23523,41714,36434,83112,7998,48039,97511,2678,29374,80624,06616,773IN - LSENIS - LSENTotal GP309814,816101835,73904101,691,44495330823,91150125836,5181454551,704,37559260827,42310141844,838694011,718,19779327845,10565264858,4171445911,750,540Key: PU = Public institutions, IN = Independent non-subsidised institutions and IS = Independent subsidised institutionsNote: In 1999, information for LSEN was not collected in IN institutions.Gender totals add up to the grand total as the Technical Colleges sector did not collect the Full Time Equivalent (FTE) learners by gender20


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICESNumber of EducatorsIn 2002, there were 44 151 educators in public ordinary schools of which 39 748 were state employees and 4 403 educators were employed by the School Governing Bodies (SGBs). Of these SGB paideducators 4 024 are located in former TED schools. In the independent subsidised and independent non-subsidised schools there were 6 852 and 1 317 educators respectively. The LSEN sector employed2 218 educators in public LSEN institutions and 69 educators in the independent LSEN institutions. There were 2 135 and 2 692 educators employed in the FET and ABET institutions respectively asillustrated in table 3.Table 3: Number of Educators as per Annual School SurveysLevelPU - Combined SchoolPU - Primary SchoolPU - Secondary SchoolPU - Tot Ordinary SchoolsPU - ABETPU - LSENPU - Tech CollegesTotal PublicIN - Combined SchoolIN - Primary SchoolIN - Secondary SchoolIS - Combined SchoolIS - Primary SchoolIS - Secondary SchoolIN - LSENIS - LSENSPMale8324,9076,35512,094SPFemale1,66917,8968,50428,0692,135833 84812,927 31,0521999PRMale1117431950481117621109953918157415362,282PRFemale261,5489002,474732,62827464682,9351,165508Total2,53824,52516,07843,1412,3132,2161,87147,228383731213,8531,3229233653,939SPMale9134,8576,13111,9011,1332,02585313,887SPFemale1,67217,5158,28427,4711,890Total GP 12,927 31,052 7,678 13,887 32,248 8,489 13,968 31,60586232,2482000PRMale2835145583407870904886371,07620243923782,752PRFemale781,9331,0373,04801203,24627688473,1741,049508Total2,69124,65615,90743,2543,0232,1031,90550,28536494844,2501,251947237857,376SPMale8654,8306,07211,76777554088613,968SPFemale1,67417,6058,71127,9901,3051,44486631,6052001PRMale3230142976201616394117521481,140175386131102,886PRFemale852,0851,0723,24201141543,510442145763,2551,1504799,180Total2,65624,82116,28443,7612,0802,1142,06950,0246171661244,3951,3258651311057,639SPMale8694,9446,11711,93090657892014,33414,334SPFemale1,67017,6868,46227,8181,7861,52389832,02532,0252002PRMale37299488824131631,00019260791,18018639824723,095PRFemale812,3031,1953,5791041543,8376282301283,4941,10648810,007Total2,65725,23216,26244,1512,6922,2182,13551,1968202902074,6741,292886247259,461Key: PU = Public institutions, IN = Independent non-subsidised institutions and IS = Independent subsidised institutionsSP = State paid; PR = Privately paid (for independent school) or SGB paid (for public schools)Note: Surveys for educators in the LSEN sector did not collect data by gender. - The statistics that appear are the total figures (i.e. it includes male and female educators).This figure may not correspond to the personnel figures in Section 6: Human Resources Report21


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESEducator attrition in GautengThe educator attrition rate of the permanent core was 5% in 2001 and increased to 6,9% for 2002/03 (including April 2003).There are more permanent educators leaving the system in 2002/03 (February 2002 to April 2003) than in 2001. This is veryhigh among White and Indian educators. The percentages of White educators leaving the system are 12,5%, followed by Indianeducators (10,1%), Coloured educators (8,7%) and African educators (3,7%).What stands out is that the number of permanent educators is shrinking. However, the hiring of more temporary educators hascompensated for the number of educators lost, though this was not analysed.Figure 1:15 .010 .05 .00 .0White Indian ColouredAfrican Ave2001 7.9 5.9 6.5 3.3 5.02002 12.5 10.1 8.7 3.7 6.9Educator by race Figure 2:The age cohort with the highest percentage ofeducator attrition was 55-59 years and those thatwere 60 years and over. A total number 2 229permanent educators left the system for the periodFebruary 2002 to April 2003. Of these educators 758were 50 years and older. There is an increase in thenumber of permanent educators in all the age groupsthat left the system. The attrition rate has increasedover the period January 2001 to April 2003.% Attrition in agecohort6050403020100Indicator Group: AccessThe Gross Enrolment Rate - GER2001 2002/03Age intervalsThe Gross Enrolment Rate (GER) measures the capacity of schools to accommodate the population of the relevantschool-going age. It can be calculated by each grade or by phase. It is defined as the proportion of learners in a particulargrade or phase, divided by the population of the corresponding school-going age and then expressed as a percentage.The GER includes over-aged and under-aged learners. In Gauteng there is an over-enrolment of learners in theprimary school phase, which indicates that more learners between the ages of 7 to 13 have access to primaryeducation which is in line with the provisions of Section 3 of the South African Schools Act. There is a 94%gross enrolment rate in the secondary phase. This suggests that about 6% of learners at every level are outof school.Net-Intake Rate (NIR)The net-intake rate only considers the number of new entrants that are of anappropriate admission age (which is 7 years in this case), divided by the populationof the seven year olds. Fifty nine percentage of learners in grade one inGauteng schools are 7 years old whilst the rest of the learners in gradeone are either over-aged or under-aged.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0322


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESIndicator Group: EfficiencySub-group: Internal EfficiencyObjectives:Reduce repeater and dropout ratesReduce over-age enrolmentReduce the effort to produce one matriculantRepeater and dropout rates:Indicators:Repeater and dropout ratesPercentage of “over-age” learners per gradeLearner years of effort to produce one matriculantFigure 3 demonstrates the repetition rate over theyears 2000 to 2003 and figure 4, the drop out rate for2000 2002. What can be observed is that the generaltrend of the repetition rate by grade is similar duringthe time series. The similarity of the trend is illustratedby all graphs clearly showing a slight drop of repetitionrate around Grade 2, a peaking of the rate in Grade 4, adrop in Grade 7 (the Grade of absolute minimum forthe rate) and peaking again in Grades 10 and 11 (theseGrades also define the absolute maximum for the rates)for all the years, 2000 2003. The exception to the%Figure 3: Repetition rate by Grade%1816.014.012.010.08.06.04.02.00.08-22000200120022003Repetition Rate1 2 3 4 5 6 7 8 9 10 11 12GradesFigure 4: Dropout rate by Grade200020012002Dropout Rates1 2 3 4 5 6 7 8 9 10 11 12Gradestrend is that for the years 2000 and 2002 the repetition rate rose sharply to a peak in Grade 8 whilst during 2002 and 2003 therise did not occur. A comparison of the trend by grade shows that the repetition rate is lower for 2003 than it was in 2000 forGrades 1 7. This is indicative of an improvement.The minimum repetition rate was 3.3% in 2000, whilst it was 0.94% in 2003. Throughout the period, the maximum repetitionrates occur in Grades 10 and 11. That is, for the provincial education system, the lowest repeater rates are in Grade 7 whilst thehighest occur in Grades 10 and 11. It is clear that at the end of the primary school phase, the system enjoys a maximumpromotion of learners whilst just before the end of the secondary school phase (matriculation) the system has its worsepromotion rate.It can also be observed that the general trend of the dropout rate by grade is similar during the time series. All the years show adropout rate ranging between 2,20% and 4,57%. A negative dropout rate implies that new learners have joined the system. Inthe year 2002, the largest number of learners who joined the system were in Grade 3. During 2001, this occurred in Grade 2,Grade 7 and Grade 8. From Grade 8 onwards the dropout rate rises sharply, reaching 19,4% in 2000; 16,4% in 2001 and16,7% during 2002. In conclusion, the dropout rate is constant throughout the period of analysis and it is consistent by grade.Figure 5: Percentage over-age learners in public primary and secondary schools504030201001999 2000 2001 2002Tot Pri 25 25 22 21Total Sec 43 41 38 36GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0323


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESOver-aged EnrolmentThe percentage of over-aged learners reflected in Figure 1 and Tables 4a and 4b show a decreasing trend of over-aged learnersin the public ordinary schools of Gauteng. The percentage is a very crude calculation that looks at an environment whererepeaters are not catered for. The percentages were calculated using the average age in a grade as being 7 years old in Grade 1(8-year-olds regarded as over-aged in this analysis), 8 years old in Grade 2 (9-year-olds regarded as over-aged in this analysis),to 18 years old in Grade 12. This gives an indication that 21% of primary school learners and 36 % of secondary school learnersare over-aged. There is a visible decrease in the number of over-aged learners in both the primary and secondary phases.This crude calculation does give an indication that the number of over-age learners is deceasing but it is still higher in the formerDET schools. It also elucidates that there is a higher number of over-age learners in Grade 10 and Grade 11 than those in Grade12. It is in these grades that there are increases of over-aged learners in the other former departments and the new schools.The notion of holding learners back and not promoting them into Grade 12 becomes much more evident.Table 4a: Percentage of “over-aged” learners per grade in Primary Schools by ex-departmentEx-Dept G1 G2 G3 G4 G5 G6 G7’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02DET 12 17 14 14 22 22 25 22 31 29 26 29 40 37 33 30 46 44 37 35 49 47 41 38 49 49 43 40TED 3 3 3 4 5 5 4 5 6 6 5 6 8 7 6 8 8 8 7 8 9 9 8 9 8 8 7 8HOR 5 6 4 7 9 8 8 7 11 11 9 11 20 18 13 13 25 23 18 17 28 27 21 19 28 27 23 21HOD 5 4 4 11 8 4 7 10 9 6 8 12 15 12 11 11 19 15 13 12 20 20 15 15 18 19 18 14NEW* 15 21 15 11 29 27 23 17 36 37 28 27 53 40 36 32 52 48 39 38 58 49 41 42 52 52 47 43GP 9 12 10 10 16 16 17 16 22 21 19 20 29 27 24 22 33 31 27 26 35 33 29 28 34 35 30 28*New schools that were opened after 1994GP Total for Gauteng ProvinceTable 4b: Percentage of “over-aged” learners per grade in Secondary Schools by ex-departmentEx-Dept G8 G9 G10 G11 G12’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02 ’99 ’00 ’01 ’02DET 34 35 32 29 58 56 52 45 60 59 54 54 63 61 57 55 64 62 55 52TED 7 7 6 7 10 12 10 8 9 12 10 11 9 12 10 10 8 9 8 9HOR 17 17 14 14 41 42 36 30 41 44 39 39 45 45 41 45 40 41 37 41HOD 13 12 11 12 24 24 22 21 23 25 19 24 22 22 23 21 19 21 19 19NEW* 39 37 31 29 45 46 50 39 38 51 50 48 50 52 43 48 49 48 42 47GP 25 25 22 21 41 41 38 31 42 43 39 40 44 44 41 40 44 43 38 36*New schools that were opened after 1994GP Total for Gauteng ProvinceReducing the effort to produce one matriculantThe average age of learners in Grade 12 should be 18 if one considers the South African Schools Act (SASA) of1996 where learners enter Grade 1 in the year that they turn seven years old and then turn 18 years old in theirMatric year. However, when one considers the present matriculants then it should be born in mind that theadmission policy that is based on the SASA was only implemented in 2000. Therefore these matriculantsentered into Grade 1 when they were six years old and therefore it should be expected that theyshould be 17 years of age. However, the graphs below are based on the age requirements of theSASA and therefore an extra year is added for the expected exit point of learners.24GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0324


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESFigure 6: Percentage of learners who were 18 or younger in Grade 12 (Matric) in Ordinary Schools, by public andindependent schools8070605098 99 00 01 02Ind Pu TotYearsIn 1998, 57% of Gauteng's matriculants were 18 years of age or younger, indicating that just over half of the Grade 12population completed their curriculum in the anticipated 12-year period. Thus 43% were over-aged and took many extrayears to reach the exit point. By 2000, the number of learners who were 18 or younger increased to 65% and in 2002, thisnumber increased to 71%. This shows that there is a gradual improvement in moving learners through the system (Figure 1)and hence reducing the learner years for producing one matriculant. A significant change in the indicator can be seen wherethere is a relative increase in the number of learners that are 18 years old and younger in Grade 12, especially in the publicordinary school sector.Indicator Group: EquitySub-Group: InputsObjectives:• To achieve more equitable learner: educator ratios• To reduce average class size• To reduce unequal distribution of resources• To focus resources on specific phases of learning• To enhance gender equity in the education systemIndicators:• Learner: educator ratios• Learner: classroom ratios• Mean absolute deviation in total cost per learner betweenprovinces and between regions and provinces• Distribution of funding across the various educationSectors and phases• Percentages of females employed at different post levelsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0325


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESLearner: Educator Ratios (LER)The Learner Educator Ratio (LER) for the entire public education system for Gauteng has for the last four years stabilised at34:1. This system ratio includes all the state-paid educators from all the institutions and offices. The institutional ratio that is at34, 6:1 portrays a similar trend to the system ratio. The institution ratio is the ratio of all learners in the public institutions(ordinary, LSEN, ABET and FET institutions) divided by the number of state-paid educators.Figure 7: Learner: Educator Ratio (public institutions only)200234.034.6200134.234.8200233.634.2199933.4YEAR33.0Institutional RatioSystem RatioIn the public ordinary schools (refer to table 5a below) the learner educator ratio for 2002 was 37:1 (including principals), withthe ratio for secondary schools being 30:1 and primary schools 35:1. However, more than 15% of schools have an LER that isabove 40:1. Many of these schools are primary schools and more than 83% are from the former DET schools. This is anunusual phenomenon as the Post Provisioning Model is based on the equal distribution of educator posts, thus all schoolsshould have an LER lower than 40:1. This may be due to incorrect reporting from schools in the survey forms, or as a result ofambiguity in questions in the survey form. The main contributing factor is that as a result of the survey being conducted on theth10 school day, many schools experienced an influx of learners that was not anticipated in the previous year, resulting in highernumbers of learners.Table 5a: Learner: Educator Ratio by sectorLevel 1999 1999 2000 2000 2001 2001 2002 2002SP All SP All SP All SP AllCombined School 37.7 37.2 36.7 35.2 36.6 34.9 38.0 36.4Primary School 38.0 35.3 38.0 34.5 38.6 34.9 39.2 35.2Secondary School 33.1 30.6 34.1 30.9 32.9 29.9 34.0 30.5Public Ordinary 36.2 33.7 36.5 33.2 36.3 33.0 37.3 33.5ABET 25.6 24.9 24.9 37.9 37.9 21.5 21.5LSEN 13.1 12.7 15.0 14.4 13.7 12.8 14.0 13.2Tech Col 24.3 21.8 25.6 23.1 26.2 22.2 25.9 22.0Total Public 35.9 33.5 34.4 31.6 35.0 31.9 34.8 31.5IN - Combined School 17.5 17.5 16.2 14.4IN - Primary School 13.9 16.5 14.0 15.0IN - Secondary School 9.3 10.6 11.8 13.7IS - Combined School 16.5 16.2 15.8 16.0IS - Primary School 17.7 19.1 17.7 18.6IS - Secondary School 16.1 16.7 16.6 18.9IN - LSEN 6.3 5.3 6.0IS - LSEN 11.4 5.8 3.6 8.2Key: SP = state paid; All = State paid and privately/SGB paidGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0326


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTables 5b and 5c, illustrate the LER of public ordinary schools by its former department and by quintiles, i.e. its placement onthe resource targeting list for school funding that uses a poverty index to rank schools. In table 5b, it can be noted that the LER is37:1 for most of the former departments besides the ex-HOD and new schools. The new schools have an LER of 44:1 (refer tothe above paragraph on possible reasons for a high LER). However, the LER does decrease to 34:1 when the SGB-paideducators are included in the calculations, but it only decreases in the ex-HOD and ex-TED Schools. The LER of the ex-TEDdrops to 27:1 when SGB-paid educators are included in the calculations. This highlights the social inequalities across exdepartments.The LER for these schools is fairly equal when disaggregating using quintiles.Table 5b: Learner: Educator Ratio by ex-department (public ordinary schools)Ex- Dept1999 1999 2000 2000 2001 2001 2002 2002SP All SP All SP All SP AllDET 37 37 36 36 36 36 37 37TED 35 28 36 28 36 27 37 27HOR 37 36 37 37 37 36 37 37HOD 43 37 37 35 38 35 38 35GDE (new) 43 43 49 48 43 42 44 43Total 37 34 37 33 37 33 37 34Table 5c: Learner: Educator Ratio by quintiles (public ordinary schools)1999 1999 2000 2000 2001 2001 2002 2002SP All SP All SP All SP All1.75 43 43 43 43 37 37 38 381.25 37 37 37 37 37 37 38 381 36 35 35 35 36 36 36 360.75 36 33 36 32 37 33 37 330.25 33 26 33 25 35 26 36 26Total 37 34 37 33 37 33 37 34Average Classroom SizeThe average classroom size has reached 38,8:1 with the exception of the ex-TED whose ratio is at 32:1. The lowerclassroom size in this sector can be attributed to the employment of educators by the SGB.The number of learners in classrooms has increased in 1999 and 2000 as a result of an increase of the LER and an increasein the number of learners. Another factor for the high classroom size could be as a result of curriculum choices andschools creating more free time for the school management team. There may be instances that principals may not teachthe required number of hours and thus 'crowd classes'. [Principals are counted in the post distribution to schools. Whenthey do not offer time in class, the burden is re-distributed to the rest of the educator core resulting in an overload ofteaching contact time for educators. This may then account for the higher classroom size.] The number of classrooms notin use but available, has not been included in this ratio, in order to highlight the actual average number of learnersin a classroom.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0327


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable 6a: Average Classroom Size (Ordinary Schools)Level 1999 2000 2001 2002PU - Combined School 43.5 45.4 41.9 41.5PU - Primary School 40.1 39.5 39.0 38.4PU - Secondary School 43.0 43.4 42.9 38.9Total Public Ordinary 41.2 41.1 40.4 38.8IN - Combined School 18.2 19.2 17.9 19.8IN - Primary School 21.7 19.2 19.3 19.1IN - Secondary School 19.0 21.3 26.7 24.1IS - Combined School 25.1 24.8 23.5 23.9IS - Primary School 28.7 27.8 24.7 25.0IS - Secondary School 26.7 35.1 27.9 29.4Total Independent 25.3 25.8 23.5 24.0Table 6b: Average Classroom Size by ex-department (public ordinary schools)Ex-Dept1999 2000 2001 2002DET 44.8 44.5 44.5 42.2TED 35.5 35.5 33.8 32.8HOR 41.2 42.6 41.0 40.1HOD 40.8 40.7 41.4 39.1GDE (new) 47.3 49.1 49.8 46.7Total 41.3 41.1 40.4 38.8Table 6c: Average Classroom Size by quintiles (public ordinary schools)Quintiles 1999 2000 2001 20021.75 45.7 45.2 45 .3 43.41.25 45.0 46.2 44.4 42.21 44.2 42.7 43.3 41.20.75 39.0 40.4 38.7 37.60.25 35.3 34.6 33.1 32.1Total 41.3 41.2 40.4 38.8What is becoming very evident is that the schools from advantaged areas (ex-TED and from thelowest quintile) have a much lower LER and average classroom sizes. The post-provisioningmodel may ensure equality in the distribution of educator posts but it does not ensure equity.The more advantaged schools have more resources at their disposal and are able toemploy more educators as a result of the higher school fees they charge parents.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0328


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESPer Capita ExpenditureThe system learner per capita expenditure has increased in the last for years by 25% - from R3 730 per learner to R4 660.This ratio takes into consideration the total expenditure divided by the total number of learners. The sector with thelargest increase in terms of its learner per capita expenditure is the ABET sector, followed by ordinary and LSEN schools.The learner per capita of independent schools has increased by 32% in 2002 when compared to learner perCapita in 1999.Table 7a: Total cost per learner (per capita expenditure)Table 7a:Total cost per learner (per capita expenditure)1999/00 2000/01 2001/02 2002/03System per capita 3,730 3,998 4,230 4,660Per capita - public ordinary schools 3,757 4,061 4,251 4,795Per capita - ordinary schools 3,564 3,839 4,025 4,510Per capita - independent schools 1,043 1,125 1,330 1,387Per capita - LSEN 10,137 10,710 15,710 13,289Per capita - FET 5,621 5,741 6,495 6,295Per capita - ABET 1,715 1,870 1,753 2,286Per capita - public education 3,919 4,212 4,451 4,935Table 7b: Distribution of funding across the various education sectors and phasesDistribution of funding across the various education sectors and phasesProgramme Description1999/00 2000/01 2001/02 2002/03Programme 1 Administration124,762 170,634 726,788 596,724Programme 2 Public Ordinary School Education 5,300,191 5,646,903 5,438,350 6,274,787Programme 3 Independent School Education 104,052 117,126 102,117 117,127Programme 4 Education in Specialised Schools 281,196 320,530 413,063 374,712Programme 5 TrainingTeacher122,292 128,221 101,394 41,948Programme 6 Further Education and Training 224,911 246,528 275,947 271,458Programme 7 Non-Formal Education95,310 130,879 99,744 165,192Programme 8 Auxiliary and Associated Services 56,986 53,698 111,087 316,305Gender equity in the education systemFigure 8: Percentage of principals by gender (public ordinary schools)80706050403020100Principal M alePrincipal Female1999 2000 2001 2002YearSince 1999 the number of female educators in public ordinary schools has remained stable around 70% i.e. over two thirds of the educatorsare female. However, female educators hold only 38% and 32% of deputy principal and principal positions respectively. From Figure 4 andTable 8, it is evident that female educators are not appointed in management positions by School Governing Bodies. This does not discountthe fact that the holders of these positions who are primarily male and appointed in the former departments only make these positionsvacant through resignations. However 65% of educators in head of department positions are female.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0329


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable 8: Percentage of educators (state-paid educators only) by gender employed at different post levels1999 2000 2001 2002Principal M 67.5 67.4 67.7 68.2Principal F 32.5 32.6 32.3 31.8Deputy Principal M 61.9 61.7 61.7 61.8Deputy Principal F 38.1 38.3 38.3 38.2Head of Dept M 37.2 35.4 35.4 35.4Head of Dept F 62.8 64.6 64.6 64.6Post Level 1 Educator M 25.9 25.4 24.4 24.9Post Level 1 Educator F 74.1 74.6 75.6 75.1Total Female Educators 69.9 69.8 70.4 70.0Sub-Group: OutputsObjective:• To increase pass rates in poorer areasIndicators:• Average Grade 12 pass rates between districts and ex-departmentsTable 9a: Average pass rate by ex-departmentEx-Dept% Average pass rates% Average pass rates% Average e pass rates200020012002DET 43.7 57.0 64.2TED 88.0 96.3 95.4HOR 52.9 63.5 64.4HOD 65.6 78.6 76.1New* 40.0 45.6 66.0New* = Public Schools that opened after 1994120100806040200Matriculation pass rateDET TED HOR HOD New *Ex-DepartmentNew* = Public Schools that opened after 1994200020012002GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0330


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable 9b: Average pass rate by districtDistrict% Average pass rates2000% Average pass rates2001% Average pass rate2002Ekurhuleni East 61.98 76.60 79.94Ekurhuleni West 61.46 71.33 75.43Gauteng North 56.14 71.47 69.78Gauteng West 70.16 80.92 83.52JHB East 71.66 79..04 75.17JHB North 59.56 74.26 70.81JHB South 57.39 65.30 64.63JHB West 59.92 70.48 76.36Sedibeng East 65.14 75.19 72.26Sedibeng West 47.44 62.46 70.03Tshwane North 64.05 78.43 85.30Tshwane South 66.04 81.08 78.42Figure 9b: Pass rates by districtPass rates100806040200200020012002DistrictsFigure 9c: Provincial Matriculation Pass Rate90807060504030201001996 1997 1998 1999 2000 2001 2002YearGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0331


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESFigure 9d: Matriculation Pass Rate by race and gender120100Matric pass rate by race and gender80%604020MF0Af Co Ind Whi TotalRaceMatric pass rateAfricanColouredIndianWhiteTotalMale 69.1 75.6 87.4 97 69.9Female 68.3 79 92.7 99.3 77.8The provincial Matric pass rate has over the last five years increased from below 60% in 1998 to above 78% in 2002. Thecomparison of Matric performance according to race indicates that White learners have the highest pass rates. With theexception of Africans, there are more female learners that pass Matric in Gauteng than male learners across the differentracial groups. African learners form the majority of Matric learners and come from a low base of around 32% before1998.The tables below are a further indication of pass rates for learners who sat for the Mathematics and Science SeniorCertificate Examination in 2002:Table 10a: Number of learners who wrote Mathematics and Science by race and gender in 2002Subject descriptionTable 10b: Number of learners passing Mathematics and Science by race and gender in 2002Table 10c: Percentage of learners passing Mathematics and Science by Race and GenderSubject descriptionAfricanAfricanColouredColouredIndianIndianWhiteWhiteTotalMale Female Total Male Female Total Male Female Total Male Female Total Male Female TotalMathematics HG 41.6 40.2 41.0 61.1 57.1 58.9 76.4 80.4 78.6 85.0 87.3 86.2 69.3 74.2 71.7Mathematics SG 47.7 37.0 41.9 42.8 51.4 47.5 71.3 74.2 72.8 78.4 89.2 83.5 56.3 49.7 52.8Physical Science HG 36.4 36.0 36.2 68.3 65.4 66.8 64.6 78.3 71.5 80.8 86.6 83.4 62.9 68.4 65.3Physical Science SG 59.0 52.9 56.0 53.5 61.4 57.0 85.4 81.1 83.3 84.4 92.3 86.9 65.7 59.4 62.8TotalMale Female Total Male Female Total Male Female Total Male Female Total Male Female TotalMATHEMATICS HG 1446 996 2442 72 91 163 347 419 766 2427 2527 4954 4380 4118 8498MATHEMATICS SG 10495 12427 22922 670 809 1479 558 600 1158 4161 3675 7836 16016 17633 33649PHYSICAL SCIENCE HG 2004 1488 3492 101 107 208 475 484 959 2923 2422 5345 5605 4586 10191PHYSICAL SCIENCE SG 6108 6152 12260 503 399 902 287 270 557 2234 1026 3260 9216 7897 17113Subject descriptionAfricanColouredIndianWhiteTotalMale Female Total Male Female Total Male Female Total Male Female Total Male Female TotalMATHEMATICS HG 602 400 1002 44 52 96 265 337 602 2064 2205 4269 3036 3056 6092MATHEMATICS SG 5007 4592 9599 287 416 703 398 445 843 3263 3279 6542 9013 8768 17781PHYSICAL SCIENCE HG 729 536 1265 69 70 139 307 379 686 2362 2097 4459 3523 3135 6658PHYSICAL SCIENCE SG 3604 3256 6860 269 245 514 245 219 464 1886 947 2833 6054 4688 10742GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0332


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable 10d: Number of learners passing Mathematics and Science with distinctionsSubject descriptionTable 10e: Percentage of learners passing Mathematics and Science with distinctions in 2002Subject descriptionIndicator Group: QualitySub-Group: InputsObjectives:• To improve the balance of education expenditure and increase expenditure on complimentary inputsIndicators:AfricanAfricanColouredColouredIndianIndianWhiteWhite• Proportional expenditure on different budget items including percentage of expenditure on salaries andpercentage of salaries on teaching versus non-teaching staffTotalMale Female Total Male Female Total Male Female Total Male Female Total Male Female TotalMathematics HG 8.5 4.5 6.9 4.5 5.8 5.2 20.0 16.9 18.3 20.8 21.7 21.2 18.4 18.9 18.7Mathematics SG 6.9 4.3 5.6 5.6 9.6 8.0 10.3 16.9 13.8 8.0 14.5 11.3 7.4 9.0 8.2Physical Science HG 3.2 2.2 2.8 7.2 4.3 5.8 15.0 8.7 11.5 15.1 15.1 15.1 12.4 12.0 12.2Physical Science SG 0.7 0.4 0.6 0.0 1.2 0.6 0.4 1.4 0.9 0.3 2.1 0.9 0.5 0.9 0.7TotalMale Female Total Male Female Total Male Female Total Male Female Total Male Female TotalMathematics HG 51 18 69 2 3 5 53 57 110 429 478 907 560 579 1139Mathematics SG 343 196 539 16 40 56 41 75 116 261 476 737 663 790 1453Physical Science HG 23 12 35 5 3 8 46 33 79 356 317 673 438 376 814Physical Science SG 25 14 39 0 3 3 1 3 4 5 20 25 31 40 71GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0333


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable 11: Proportional expenditure on different budget programmesProgramme Description 1999/00 2000/00 2001/02 2002/03Programme 1 Administration 1.98 2.50 10.00 8.10Programme 2 Public Ordinary School Education 84.00 82.87 74.82 77.58Programme 3 Independent School Education 1.65 1.72 1.40 1.44Programme 4 Education in Specialised Schools 4.46 4.70 5.68 4.59Programme 5 Teacher Training 1.94 1.88 1.39 0.63Programme 6 Further Education and Training 3.56 3.62 3.80 3.33Programme 7 Non-Formal Education 1.51 1.92 1.37 1.25Programme 8 Auxiliary and Associated Services 0.90 0.79 1.53 3.09There is a decrease in Programme 5 as educator training (teacher colleges) has become a National competence and hencethere is a reorganisation of the Programmes in the 2003/4 budget. A decrease is also noticed in Programme 2, i.e. publicordinary schools. It is a proportional decrease as the budget/expenditure for this programme has increased over the lastfour years (refer to table 7b above). The increase in Programme 8 is as a result of Gauteng Online.Figure 10: Percentage of expenditure on salaries100%80%60%40%20%0%1999 2000 2001 2002Non-Personnel CostYearPersonnel CostThe percentage expenditure figures in Figure 6 include conditional grants and illustrate that the personnel/non-personnelsplit has been achieved and exceeds the policy goal of an 85:15 split. The personnel/non-personnel spilt is currently at 80:20.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0334


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable 12: Infrastructure and school facilities as per School Register of Needs (SRN)DESCRIPTION 1996SRNClassroom shortage (%)24%Condition of school buildingGood (Number)1089Minor Repairs (Number)813Weak (Number)103Very Weak (Number)20No access to computer(Number)620Schools without media centers (Number)56No telephones (Number)326No water onsite (%)5%Schools without sports facilities (%)37%Power source (%)Any87%None13%Schools without toilets13%Criminal IncidentsBurglariesAssault casesSerious crimesProperty loss2000SRN26%6641157276361648942%35%93%7%1.10%2850630220R24,8mThe table above reflects the SNR situation for both 1996 and 2000. During 2002, the following improvements were effected:New schools CompletedAdditions to existing structuresMobile UnitsSpecial roomsSports facilitiesSource: Facilities Management & Administration dataPROJECT66Classrooms 174Ablution Blocks 18Media Centres 6Computer Laboratories 6Combi Courts 12Soccer Fields 6DoE Projects School Refurbishment 24Table 13a: Percentage of schools with Extra- and Co-Curricular ActivitiesEx DeptSoccer AthleticsNetballCricketRugbyTennisVolleyballNEWDETHODHORTED15.94.357.618.821.59.12.020.33.817.627.37.888.152.548.86.81.630.518.819.00.00.71.78.814.04.53.237.35.030.713.63.971.222.52.8Softball0.00.310.20.04.6Hockey0.00.00.02.58.9Watersports0.00.20.00.06.7Other0.01.311.90.03.6GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0335


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable 13b: Percentage of Learners with Extra- and Co-Curricular ActivitiesEx DeptNEWDETHODHORTEDSoccerAthleticsNetballCricket RugbyTennisVolleyballSoftballHockeyWatersports Other10.8 11.4 7.1 2.1 0.8 0.5 1.9 0.1 0.2 0.1 0.223.4 15.8 7.1 2.4 0.8 1.2 2.5 0.6 0.3 0.4 0.815.0 24.8 12.0 6.2 0.2 2.9 6.0 1.7 0.3 1.3 1.06.8 14.5 4.3 2.9 2.3 0.8 1.4 0.3 1.6 0.5 0.77.5 23.1 11.2 8.2 9.2 3.6 0.7 1.3 4.9 6.2 1.7Extra-curricular activities are an important part of the total development of the learners, yet few learners take part. Except for soccerand athletics, the percentage of learners participating in extra-curricular activities is well below 20%. Although ex-DET schoolsaccommodate most Gauteng learners, these schools lack adequate extra-curricular facilities. Whilst soccer, athletics and netball seemto be the most popular of the sporting codes across all ex-departments, there is a high percentage of learners participating in rugby andcricket in ex-TED schools. Even though schools do not have the facilities to offer softball, hockey and water sports, data collectedshow that a small percentage of learners participate in these codes. An explanation for this may be that learners make use of separatefacilities or that the survey forms were incorrectly completed. Whatever the reason, what is clear is that there is a distinct need forthese codes to be offered.NOTES TO THIS SECTION:The analysis in this section is based on data from the Headcount Surveys and the Annual Schools Surveys conductedbetween 1998 and 2003. The data differs slightly from Operational Management Systems such as PERSAL.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0336


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES6. Human Resources Report for the 2002/03 financial year6.1 Service DeliveryTable 6.1.1- Main Service for Service Delivery Improvement and StandardMain ServicesActualCustomersPotentialCustomersStandard of ServiceActual Achievement againstStandardsPayment of subsidies to section21 schoolsProcurement and delivery of allLearner Support Materials tosection 21 schoolsPayment of subsidies to FETcollegesProvide education in publicordinary schoolsPlacement of learners in specialschools1675 1913 All schools paid within 30days of the start of thefinancial year238 238 Before the end of theacademic year33 33 By the end of April andSeptember each year1 480 918 Not available Gross enrolment ratio of100%558 Not available Place all learners in need ofcompulsory school going -age in special schoolsAll schools were paid on time100% of stationery deliveredand 98% of textbooksdelivered on timeAll colleges receivedsub sidies on timeGross enrolment ratio of114% for primary and 96%for secondary schools558 learners were assessedand placedTable 6.1.2 - Consultation Arrangements for customersType of ArrangementProvide policyProvide policy advice and implementationmatters to district managersRepresent the interests of a cluster ofschools in the DETCs and deal with localimplementation issuesTable 6.1.3 - Service Delivery Access StrategyAccess StrategyImproving client access to services at district officesHelp desk (Telephone number: 0800 00 5175)Actual CustomerGauteng Education andTraining Council ( 70organisations representing civilsociety with an interest ineducation)District Education and TrainingCouncils (6)136 Local Education andTraining UnitsPotentialCustomerActual AchievementsForum meets on aquarterly basis toreview policy12 (One per Six DETCs weredistrict) established250 136 establishedActual AchievementsHelp desks and contact numbers of officials whodeal with issues of admissions, school feeexemptions, and sch ool policy matters arecirculated to the publicAssisted the public on a range of queries andcomplaints and assisted schools in relation toemergency repairs to school buildingsTable 6.1.4 - Service Information ToolType of Information ToolGDE websiteTable 6.1.5 - Complaint MechanismComplaint MechanismCall centre for complaints: (Tel: 0800 00 5175) has been establishedto deal with complaints on resourcing, school infrastructureActual AchievementsAll circulars and developments in education areavailable through the webActual AchievementsCalls received were from schools in relation toemergency repairsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0337


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICES6.2 ExpenditureTable 6.2.1 - Personal costs by ProgrammeProgramme TotalExpenditure(R'000)624,6816,362,4098,808 11413,78428,109277,275133,886107,558TrainingExpenditure(R'000)Professionaland SpecialServices(R'000)Personnelcost aspercent ofTotalExpenditureAveragePersonnelCost perEmployee(R'000)EmploymentPr1: management & administration 3,083 - 76% 67 7,153Pr2: pub ordinary school education 28,352 - 86% 109 50,319Pr3: independent school education - - 0% 32 8Pr4: education specialised school 90 - 75% 145 2,136Pr5: teacher col lege education - - 57% 181 88Pr6: further education and training 130 - 91% 1,343 18 8Pr7: non -formal education 16,278 - 52% -Pr8: Auxiliary and associated services 1,553 - 29% -Special functions - - 0% -Z=Total as on Financial Systems (BAS) 49,486 0 83% 111 59,892- 4058,066,105ersonnel PExpenditure(R'000)475,8245,503252308,94415,950252,49469,69730,77806,657,095Table 6.2.2 - Personal costs by Salary bandSalary Bands PersonnelExpenditure (R’000) Percentage of Total Personnel Cost Average Personnel Cost per EmployeeTotal PersonnelExpenditureNumber ofEmployeesLower skilled (Levels 1-2)356,004 5.3481096,722,209 7400Skilled (Levels 3-5)265,662 4685236,722,209 3877Highly skilled production (Levels 6-8)4,783,908 71.21141836,722,209 41897Highly skilled supervision (Levels 9-12)1,232,198 18.31846546,722,209 6673Senior management (Levels 13 -16)19,067 0.34333416,722,209 44Other65,370 165,370,0006,722,209 1TOTAL6722209 1001122396722209 5989238


Table 6.2.3 - Salaries, Overtime, Home Owners Allowance and Medical Aid by ProgrammeProgrammeAbet education: departmentalEducation specialist schoolsExamination servicesFurther education and trainingK599999999Management (education)Management and adminNon-formal educationPrimary schools (public)Primary schools (state aided)Pub ordinary school educationPublic school: Neurological handicappedPublic school: Severely mentally handicappedSecondary schools (public)Secondary schools (state aided)State aided school: neurological handicappedState aided school: severely mentally handicappedSubject curriculum development: managementTeacher college educationTeachers centresTeachers training collegesTechnical college of educationTOTALSalaries(R'000)19193,2520174,105025303,79112,56025,714644,057,25031844716,792367122119024,580316924,809,636Salariesas % ofPersonnelCost0.173072.5018.867.632.569.642.472.575.475.977.365.270.973.5066.27.543.285.271.5Overtime(R'000)0000007,32320001270000000210007,491Overtimeas % ofPersonnelCost0000001.60.100000000000.10000.1HOA(R' 000)04,89006,1550410,5164831180125,6090131314000646000148,569HOA as%ofPersonnelCostMedicalAss.(R'000)MedicalAss. as %ofPersonnelCostTotalPersonnelCost(R'000)0 00 19,5921.8 15,391 5.8 264,8460 00 12,2562.6 14,307 6 239,9930 00 353 00 1332.3 27,105 6 449,1321.2 1,278 3.3 38,6750.3 541 1.5 36,94800 0 1512.2 344,137 6.1 5,599,4970 3 0.74222.2 12 25890.6 442 2 21,7160.7 0.70 2.30 005631721624400 0 31.7 1,863 5 37,1370 0 0 400 0 0 370 0 0 1082.2 405,087 6 6,722,207TABLE 6.2.4 - Salaries, Overtime, Home Owners Allowance and Medical Aid by Salary BandSalary bands Salaries(R'000)Salariesas%ofPersonnelCostOvertime(R'000)Overtimeas%ofPersonnelCostLower skilled (Levels 1-2) 262,626 73.8 2990.1 8,092 2.3 13,988 3.9 356,004Skilled (Levels 3- 5) 189,299 71.3 1,814 0.7 5,386 2 19,323 7.3 265,662Highly skilled production (Levels 6 -8) 3,462,369 72.4 4,233 0.1 106,705 2.2 302,293 6.3 4,783,908Highly skilled supervision (Levels 9 -12) 884,474 71.8 1,145 0.1 28,215 2.3 68,891 5.6 1,232,198Senior management (Levels 13-16) 10,840 56.9 00 170 0.9 592 3.1 19,067Other 3000 0 0 0 0 0 65,370TOTAL 4,809,638 71.5 7,491 0.1 148,568 2.2 405,087 6 6,722,209HOA(R'000)HOA as%ofPersonnelCostMedicalAss.(R'000)MedicalAss. as %ofPersonnelCostTotalPersonnelCost(R'000)GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0339


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES6.3 EmploymentTable 6.3.1 - Employment and Vacancies by Programme at end of periodProgramme Number of Posts Number of PostsFilled* 4007 posts filled additional to establishment as a result of Substitutes, Growth, Redress AND Excess employeesTable 6.3.2 - Employment and Vacancies by Salary Band at end of periodSalary BandNumber ofPostsVacancy RateNumber of PostsFilledAdditional totheEstablishmentProg 1: Administration Permanent 4164 3037 126.7 302Prog 1: Administration Permanent 102 102 0 41Prog 2: Public Ordinary Schools Permanent 51674 45984 151.1 601Prog 2: Public Ordinary Schools Temporary 5732 8351 -76.1 3034Prog 4: Special Schools Permanent 2 2 0 2Prog 4: Special Schools Temporary 4 4 0 4Prog 5: Teacher Colleges Permanent 153 75 51 9Prog 5: Teacher Colleges Temporary 13 13 0 0Prog 6: FET Permanent 2276 1722 24.3 4Prog 6: FET Temporary 10 414 -4040 0Prog 7: ABET Permanent 168 158 6 2Prog 7: ABET Temporary 29 30 -3.4 8TOTAL 64327 59892 6.9 4007Numberof PostsFilledVacancyRateNumber ofPosts FilledAdditionalto theEstablishment8333 5300 36.4 164Lower skilled (Levels 1-2), PermanentLower skilled (Levels 1-2), Temporary982 2329 -137.289Skilled (Levels 3-5), Permanent7671 5970 22.2 188Skilled (Levels 3 -5), Temporary669 1780 -166.1143Highly skilled production (Levels 6 -8), Permanent37035 34950 5.6 534Highly skilled production (Levels 6 -8), Temporary4237 4801 -13.32857Highly skilled supervision (Levels 9 -12), Permanent5347 4713 11.9 29Highly skilled supervision (Levels 9 -12), Temporary5 6 -201Senior management (Levels 13 -16), Permanent48 43 10.4 2TOTAL 64327 59892 6.9 4007Table 6.3.3 - Employment and Vacancies by Critical Occupation at end of periodCritical OccupationsNumber of Number of Vacancy Rate Number ofPosts Posts FilledPosts FilledAdditionalto theEstablishmentAdministrative related, Permanent 13562 11586 14.6 378All artisans in the building metal machinery etc.,Permanent 1193 1030 13.7 14Finance and economics related, Permanent 217 134 38.2 3Human resources & organisation development &relate prof, Permanent 765 470 38.6 7Computer system designers and analysts., Permanent 8 1 87.5 0Legal related, Permanent 3 3 0 0Other occupations 48578 46667 3.9 3605Rank: Member executive council, Permanent 1 1 0 0TOTAL 64327 59892 6.9 4007GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0340


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES6.4 EvaluationTable6.4.1 - Job EvaluationSalary BandNumber ofPostsNumber ofJobsEvaluated% of PostsEvaluatedNumber ofPostsUpgraded%ofUpgradedPostsEvaluatedLower skilled (Levels 1-2) 9315 0 0 68 0Skilled (Levels 3-5) 8340 0 0 25 0Highly skilled production (Levels 6 -8) 41272 0 0 8 0Highly skilled supervision (Levels 9 -12) 5351 0 0 4 0Senior Management Service Band A 33 0 0 0 0Senior Management Service Band B 11 0 0 0 0Senior Management Service Band C 3 0 0 0 0Senior Management Service Band D 1 0 0 0 0Other 1 0 0 0 0TOTAL 64327 0 0 105 0Table6.4.2 Profile of employees whose positions were upgraded due to their posts being upgradedBeneficiariesAfrican Asian Coloured White TotalnoneTable6.4.3 Employees whose salary level exceed the grade determined by Job Evaluation [i.t..o PSR 1.V.C.3]OccupationNumber of Job Evaluation Remuneration Reason for No ofEmployees Level Level Deviation Employees inDeptnoneTable6.4.4 - Profile of employees whose salary level exceeded the grade determined by job evaluation [i.t.o. PSR 1.V.C.3]BeneficiariesAfrican Asian Coloured White Totalnone6.5 Employment ChangesTable6.5.1 - Annual Turnover Rates by Salary BandSalary BandEmploymentat Beginningof PeriodAppointments Terminations TurnoverRateLower skilled (Levels 1 -2), Permanent 8333 33 279 3.3Lower skilled (Levels 1 -2), Temporary 982 2588 2989 304.4Skilled (Levels 3-5), Permanent 7671 52 141 1.8Skilled (Levels 3-5), Temporary 669 1399 1630 243.6Highly skilled production (Levels 6 -8), Permanent 37035 558 1687 4.6High ly skilled production (Levels 6 -8), Temporary 4237 7020 7242 170.9Highly skilled supervision (Levels 9 -12), Permanent 5347 44 353 6.6Highly skilled supervision (Levels 9 -12), Temporary 5 8 11 220Senior management (Levels 13 -16), Permanent 48 0TOTAL 64327 11702 14332 22.3GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0341


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable6.5.2 - Annual Turnover Rates by Critical OccupationOccupationEmploymentat Beginningof PeriodAppointments Terminations TurnoverRateAdministrative related, Permanent 13562 866 235 1.7All artisans in thebuilding metal machinery etc.,Permanent 1193 4 0 0Finance and economics related, Permanent 217 23 23 10.6Human resources & organisat developm & relate prof,Permanent 765 124 1630 213.1Computer system designers and analysts., Permanent 8 2 1687 21087.5Legal related, Permanent 3 1 1 33.3Other occupations 48578 10682 10756 22.1Rank: Member executive council, Permanent 1 0 0 0TOTAL 64327 11702 14332 22.3Table6.5.3 - Reasons why staff are leaving the departmentTermination TypeNumberPercentageof TotalResignationsPercentageof TotalEmploymentTotalTotalEmploymentDeath, PermanentDeath, TemporaryResignation, PermanentResignation, TemporaryExpiry of contract, PermanentExpiry of contract, TemporaryDismissal -operational changes, PermanentDismissal -operational changes, TemporaryDischarged due to ill health, PermanentDischarged due to ill health, TemporaryDismissal -misconduct, PermanentDismissal -misconduct, TemporaryRetirement, PermanentRetirement, TemporaryOther, PermanentOther, TemporaryTOTAL215591421108510310630342682195563673623143321.50.49.97.60.774.20.200.500.103.90.50.30.21000.30.12.21.70.216.50.100.10000.90.10.1022.314332143321433214332143321433214332143321433214332143321433214332143321433214332143326432764327643276432764327643276432764327643276432764327643276432764327643276432764327Resignations as % of Employment23.3GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0342


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESTable6.5.4 - Promotions by Critical OccupationOccupationAdministrative related, PermanentAll artisans in the building metal machineryetc., PermanentFinance and economics related, PermanentHuman resources & organisat developm &relate prof, PermanentComputer system designers and analysts.,PermanentLegal related, PermanentOther occupationsRank: Member executive council, PermanentTotalEmploymentat Beginningof Period1356211932177658348578164327Promotionsto anotherSalaryLevel620128016030686Salary LevelPromotionsasa%ofEmployment0.505.51033.31.2041.5Progressionsto anotherNotchwithinSalary Level00030018021Notchprogressionsasa%ofEmployment00.80.11.10.20.20.900.3Table6.5.5 - Promotions by Salary BandSalary BandLower skilled (Levels 1-2), PermanentLower skilled (Levels 1-2), TemporarySkilled (Levels 3-5), PermanentSkilled (Levels 3-5), TemporaryHighly skilled production (Levels 6 - 8), PermanentHighly skilled production (Levels 6-8), TemporaryHighly skilled supervision (Levels 9-12), PermanentHighly skilled supervision (Levels 9-12), TemporarySenior management (Levels 13-16), PermanentTOTALEmploymentat Beginningof Period83339827671669370354237534754864327Promotionsto anotherSalaryLevel0312123571828112686Salary LevelPromotionsasa%ofEmployment00.30.21.810.45.3204.21.1Progressionsto anotherNotchwithinSalary Level12431761126100179Notchprogressionsasa%ofEmployment00.80.11.10.20.20.9000.3GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0343


Total4624138053543345128663327634279105182198727659892Total5Female,White41952113621363213002001177654812757Female,White1Female,Indian10972129932000100028001244Female,Indian0Female,Coloured6013221318144210000791561687Female,Coloured1REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICES6.6 Employment EquityT able 6.6.1 - Total number of Employees (incl. Employees with disabilities) per Occupational Category (SASCO)Occupational CategoriesMale,AfricanMale,ColouredMale,IndianMale,WhiteFemale,AfricanLegislators, senior officials and managers, Permanent123 3 6 11Legislators, senior officials and managers, Temporary00 0 01Professionals, Permanent8232760 456 3278 16839Professionals, Temporary110271 38 336 2185Clerks, Permanent42718 9 56 1298Clerks, Temporary19813 1 4 793Service and sal es workers, Permanent60118 0 66Service and sales workers, Temporary2712 0 02Craft and related trades workers, Permanent32 1 21 4Craft and related trades workers, Temporary00 0 11Plant and machine operators and assemblers, Permanent681 6 1 3Plant and machine operators and assemblers, Temporary60 1 02Elementary occupations, Permanent3196105 2 53 1542Elementary occupations, Temporary123422 0 35 616Other, Permanent650 2 12 143TOTAL15415 1015 519 3809 23446Male, Male, Male, Male, Female,African Coloured Indian White AfricanEmployees with disabilities00 0 2144


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICEST able 6.6.2 - Total number of Employees (incl. Employees with disabilities) per Occupational bandsMale,AfricanMale,ColouredMale,IndianOccupational Bands TotalTop Management, PermanentProfessionally qualified and experiencedspecialists and mid-management,PermanentProfessionally qualified and experiencedspecialists and mid-management,TemporarySkilled technical and academicallyqualified workers, junior management,supervisors, foremen, PermanentSkilled technical and academicallyqualified workers, junior management,supervisors, foremen, TemporarySemi-skilled and discretionary decisionmaking, PermanentSemi-skilled and discretionary decisionmaking, TemporaryUnskilled and defined decision making,PermanentUnskilled and defined decision making,TemporaryNot Available, TemporaryTOTAL1415413666010678212773568146401541522151553694812892601015320302603871605191Male,White61463218823346127211303809Female,African121490015736211710397931570689023446Female,Coloured2116112191268348761601687Female,Indian11071921128411625401244Female,White21527391551431373173583411275776666211363865310247313475413224715989245


Total3348564599356213542Total287613117150Female,White0251811819141650Female,White69012256000018108018011001550Female,IndianFemale,IndianREPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICEST able 6.6.3 - RecruitmentOccupational Bands Male,AfricanMale,ColouredMale,IndianMale,WhiteFemale,AfricanFemale,ColouredSenior Management, TemporaryProfessionally qualified and experiencedspecialists and mid-management,PermanentProfessionally qualified and experiencedspecialists and mid-management,TemporarySkilled technical and academicallyqualified workers, junior management,supervisors, foremen, PermanentSkilled technical and academicallyqualified workers, junior management,supervisors, foremen, TemporarySemi-skilled and discretionary decisionmaking, PermanentSemi-skilled and discretionary decisionmaking, TemporaryUnskilled and defined decision making,PermanentUnskilled and defined decision making,Tempora ryNot Available, PermanentNot Available, TemporaryTOTALMale,African091115101613504201659013338Male,Coloured0012210170430084Male,Indian00042805020039Male,White2805134312011500441Female,African11401802592261336211027519911Female,Coloured011136627005000203No data00000046


11330475312122336920TotalTotal00361051741001630Female,WhiteFemale,White00102400000340Female,IndianFemale,Indian00152430200440REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICEST able 6.6.4 - PromotionsOccupational BandsMale,AfricanMale,ColouredMale,IndianMale,WhiteFemale,AfricanFemale,ColouredTop Manageme nt, PermanentSenior Management, PermanentProfessionally qualified and experiencedspecialists and mid-management,PermanentSkilled technical and academicallyqualified workers, junior management,supervisors, foremen, PermanentSkilled technical and academicallyqualified workers, junior management,supervisors, foremen, TemporarySemi-skilled and discretionary decisionmaking, PermanentSemi-skilled and discretionary decisionmaking, TemporaryUnskilled and defined decision making,PermanentUnskilled and defined decision making,TemporaryTOTAL104105003752152411018210000141011313100002800425350010101009213021014020268Male,AfricanMale,ColouredMale,IndianMale,WhiteFemale,AfricanFemale,ColouredNo data0000047


Total13071016 53609021024452893320714332Total0Female,White085879820047323036913271Female,White00505715622761312670Female,IndianFemale,Indian0507513679256303830REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICEST able 6.6.5 - TerminationsOccupational BandsMale,AfricanMale,ColouredMale,IndianMale,WhiteFemale,AfricanFemale,ColouredSenior Management, TemporaryProfessionally qualified and experiencedspecialists and mid-management,PermanentProfessionally qualified and experiencedspecialists and mid-management,TemporarySkilled technical and academicallyqualified workers, junior management,supervisors, foremen, PermanentSkilled technical and academicallyqualified workers, junior management,supervisors, foremen, TemporarySemi-skilled and discretionary decisionmaking, PermanentSemi-skilled and discretionary decisionmaking, TemporaryUnskilled and defined decision making,PermanentUnskilled and defined decision making,TemporaryNot Available, TemporaryTOTAL0451167991525481821889338780101385432411480189070294716000900940186395103841917471560303230762148078121915507Male,AfricanMale,ColouredMale,IndianMale,WhiteFemale,AfricanFemale,ColouredNo data0000048


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICES6.6.6 - Disciplinary ActionDisciplinary action Male,AfricanMale,ColouredTOTAL Statistics not collected in this format.Male,IndianMale,WhiteFemale,AfricanFemale,ColouredFemale,IndianFemale,WhiteTotal06.6.7 - Skills DevelopementOccupationalGroup MSenior Officials and ManagersProfessionalsClerksPlant, Machine Operators and AssemblersElementary OccupationsAfrican117357272400150AfricanF9898 065352486ColouredM2471 48428022ColouredF143194887016IndianM22314091404IndianF9418221706WhiteM313163030010WhiteF1862 614105018Total3 368246998734312DisabledM78000DisabledF4100006.7 Performance6.7.1 - Performance Rewards by Race, Gender and DisabilityNumber ofBeneficiariesTotalEmploymentPercentage ofTotalEmploymentCost(R'000)Average Costper Beneficiary(R)African, Female 197234450.8 1,4317,264African, Male 58154150.4 4648,000Asian, Female 112440.1 88,000Asian, Male 15190.2 77,000Coloured, Female 816860.5 577,125Coloured, Male 410150.4 307,500White, Female 24127560.2 1757,292White, Male 538070.1 265,200TOTAL29859887 0.52198 737649


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICESTable 6.7.2 - Performance Rewards by Salary Band for Personnel below Senior Management ServiceSalary Band Number ofBeneficiariesTotalEmploymentPercentage ofTotalEmploymentCost (R'000) Average Costper Beneficiary(R)Skilled (Levels 3 -5)Highly skilled production (Levels 6 -8)Hig hly skilled supervision (Levels 9-12)TOTAL6242502983877418976673524470.20.60.70.6161,76941321982,6677,3108,2607376Table 6.7.3 - Performance Rewards by Critical OccupationCritical Occupations Number ofBeneficiariesTotalEmploymentPercentage ofTotalEmploymentCost (R'000)Average CostperBeneficiary(R)Administrative related 1611.6 7 7,000119Household and laundry workers 14410.2 2 2,000Human resources clerks 22600.8 5 2,500Human resourcesrelated 1175.9 2 2,000Library mail and related clerks 22960.7 7 3,500Material-recording and transport clerks 13100.3 3 3,000Other administrat & related clerks and organisers 133490 2 2,000Rank: Education specialist: chief (o) 100 47 47,000Rank: Education therapist. 100 8 8,000Rank: Educational specialist: first (o) 400 29 7,250Rank: Head of department (s) 6800 517 7,603Rank: Lecturer (t) 11100 7 7,000Rank: Lecturer: senior (t) 200 12 6,000Rank: Principal (p3s3t3ss3) 100 8 8,000Rank: Principal (p4s4t4ss4) 1011000 75 7,500Rank: Principal: deputy (s) 2800 209 7,464Rank: Teacher (s) 17100 1,253 7,327Secretaries & other keyboard operating clerks 12600.4 2 2,000TOTAL2985015 5.9 2197 7372Client inform clerks(switchb recept inform clerks) 5.3 2 2,00050


6.8 Foreign WorkersTable 6.8.1 - Foreign Workers by Salary BandSalary Band Employmentat BeginningPeriodPercentageof TotalEmploymentat End ofPeriodPercentageof TotalChange inEmploymentPercentageof TotalTotalEmploymentat Beginningof PeriodTotalEmploymentat End ofPeriodTotalChange inEmploymentLower skilled (Levels 1-2) 3442.52934.1-5100 -80855Skilled (Levels 3-5) 911.31517.6612080855Highly skilled production (Levels 6-8) 2632.53541.2918080855Highly skilled supervision (Levels 9-12) 11.300-120 -80855Other 1012.567.1-480 -80855TOTAL801008510051008085 5Table 6.8.2 - Foreign Workers by Major OccupationMajor Occupation Employmentat BeginningPeriodPercentage Employmentof Total at End ofPeriodPercentageof TotalChange inEmploymentPercentageof TotalTotalEmploymentat Beginningof PeriodTotalEmploymentat End ofPeriodTotalChange inEmploymentAdministrative office workers 457175 3 3.5 80 85 5Elementary occupations 3442.52882.4 -6 7.1 -80 85 5Other occupations 11.32200 1 1.2 80 85 5Rank: examination revisers 405041102.5 1 1.2 80 85 5Service workers 11.37700 6 7.1 80 85 5TOTAL8010085 106.3 5 5.9 80 85 56.9 LeaveTable 6.9.1 - Sick LeaveSalary Band TotalDays% DayswithMedicalCertificationNumberofEmployeesusing SickLeave% of TotalEmployeesusing SickLeaveAverageDays perEmployeeEstimatedCost(R'000)Totalnumber ofEmployeesusing SickLeaveTotalnumber ofdays withmedicalcertificationLower skilled (Levels 1-2) 126822122668.561,497265382660Skilled (Levels 3-5) 1097020.21868761,829265382213Highly skilled production (Levels 6-8) 100324191980074.6530,6842653819046Highly skilled supervision (Levels 9-12) 1382116.325849.756,772265382252Senior management (Levels 13-16) 8318.1140.161322653815Other 10304031265383Not Available 382.620199265381TOTAL137928192653810054092426538 26190GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0351


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICESTable 6.9.2 - Disability Leave (Temporarily and Permanent)Salary Band TotalDays% DayswithMedicalCertificationNumberofEmployeesusingDisabilityLeave% of TotalEmployeesusingDisabilityLeaveAverageDays perEmployeeEstimatedCost(R'000)Totalnumber ofdays withmedicalcertificationTotalnumber ofEmployeesusingDisabilityLeaveLower skilled (Levels 1 -2) 11911.894.1131414 221Skilled (Levels 3-5) 4377.12310.4197431 221Highly skilled production (Levels 6-8) 40377.116474.225,241287 221Highly skilled supervision (Levels 9-12) 6925.92410.92932041 221Not Available 382.610.538131 221TOTAL53237221100241662 374 221Table 6.9.3 - Annual LeaveSalary BandTotal Days TakenAverage per EmployeeEmploymentLower skilled (Levels 1-2)Skilled (Levels 3-5)Highly skilled production (Levels 6-8)Highly skilled supervision (Levels 9-12)Senior management (Levels 13-16)OtherNot AvailableTOTAL508101826067281244776985559161640139591792073967208414625280340632352852


Number of Employeesas at 31 December200258212701338426455350048854AveragePayment perEmployee (R)345529197158828238REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERY OF SERVICESTable 6.9.4 - Capped LeaveTotal days of cappedleave takenAverage number ofdays taken peremployeeAverage capped leaveper employee as at 31December 2002Number of Employees Total number ofcapped leave availableat 31 December 2002Lower skilled (Levels 1-2) 24926 1 78 20,352Skilled (Levels 3-5) 11872 1 73 20,352Highly skilled production(Levels 6-8) 93103 5 68 20,352Highly skilled supervision(Levels 9-12) 25379 1 79 20,352Senior management (Levels13-16) 54 0 107 20,352Other 136 0 0 20,352Not Available 1 0 0 20,352TOTAL 155471 8 71 2035245139619752323125815111223740003476362Table 6.9.5 - Leave PayoutsReason Total Amount(R'000)Number ofEmployeesLeave payout for 2002/03 due to non-utilisation of leave for the previous cycleCapped leave payouts on termination of service for 2002/03Current leave payout on termination of service for 2002/03TOTAL3822,1022722167117571778553


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES6.10 HIVTable 6.10.1 - Steps taken to reduce the risk of occupational exposureUnits/catagories of employees identified to b at high riskContracting HIV & related diseases (if any)Not AvailableKey steps taken toreduce the RiskTable 6.10.2 - Details of Health Promotion and HIV/AIDS Programmes[Tick Yes/No and provide required information]Question Yes No Detail s, if yes1. Has the department designated a member of the SMS toimplement the provisions contained in Part VI E of Chapter 1of the Public Service Regulations, 2001? If so, provideher/his name and position.2. Does the department have a dedicated unit or have youdesignated specific staff members to promote health and wellbeing of your employees? If so, indicate the number ofemployees who are involved in this task and the annualbudget that is available for this purpose.3. Has the department introduced an Employee Assistance orHealth Promotion Programme for your employees? If so,indicate the key elements/services of the programme.4. Has the department established (a) committee(s) ascontemplated in Part VI E.5 (e) of Chapter 1 of the PublicService Regulations, 2001? If so, please provide the namesof the members of the committee and the stakeholder(s) thatthey represent.5. Has the department reviewed the employment policies andpractices of your department to ensure that these do notunfairly discriminate against employees on the basis of theirHIV status? If so, list the employment policies/practices soreviewed.6. Has the department introduced measures to protect HIV -positive employees or those perceived to be HIV -positivefrom discrimination? If so, list the key elements of thesemeasures.7. Does the department encourage its employees to undergoVoluntary Counselling and Testing? If so, list the results thatyou have achieved.8. Has the department developed measures/indicators tomonitor & evaluate the impact of your health promotionprogramme? If so, list these measures/indicators.Acting Senior Manager: HRAFanie ReynekeEmployee Assistance Programme Unit16 Employees (12 District Offices, 4 HeadOffice)Budget = R4,000,000Counselling Services for Employee wellbeing andImpact of HIV/ Aids in the WorkplaceA committee involving the department,education and public service unions hasbeen established.Recruitment Policy of the DepartmentHIV/Aids PolicyAdvocacy CampaignsThe department will embark on a fullbusiness impact studythat entails VCT.Linked to above process.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0354


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES6.11 Labour RelationsTable 6.11.1 - Misconduct and Disciplinary Hearings finalized 1 April 2002 to 31 March 2003Outcome of Disciplinary hearingNumberCorrectional CounsellingDealt with at institutional levelVerbal warningDealt with at institutional levelWritten warningDealt with at institutional levelFinal written warning 26Suspended without pay 5Fines 46Demotion 6Dismissal 40Not guilty 3Case withdrawn 1Total 127Table 6.11.2 - Types of misconducts addressed at Disciplinary hearingsType of misconductNumberUnprocedural Labour Action 21Absenteeism 41Mismanagement of finances of State 8Theft 9Unjustifiably prejudice of Department 7Failure to carry out lawful order 3Without permission performs other work 4Under the influence of intoxicating liquor 2Assault 13Intimidation 2Abusive / Insolent behaviour 3Fraud 14Total 127Table 6.11.3 - Disputes LodgedOutcome of disputesNumberWithdrawn 12Dismissed 8Unresolved 60Resolved 26No jurisdiction 10Total 116Table 6.11.4 - Precautionary SuspensionNumber of people suspendedNumber of people whose suspension exceeded 30 days87Note: The data in this Chapter (Section 6.11 - Labour Relations) was provided by the Division:Human Resources and was not based on PERSAL.6.12 InjuriesNone6.13 ConsultantsSee financial reportGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0355


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7. Performance against servicesThe mandates of the department are extensive and demanding. The Department has organised its mandates intoeight programmes that are underpinned by five services streams.The Department will provide the following education programmes:• Public Ordinary Schooling This involves the provision of ordinary schooling to all learners in the provincecurrently from both the compulsory schooling band and beyond, i.e. Grade 1 to Grade 12 and includes publicpre-primary schools inherited from the ex-TED.• Independent Schools This involves the provision of subsidies to independent schools that qualify and tomonitor the conditions that are pre-requisites for continued funding.• Special Schools Education This involves the provision of schooling to all learners with special education needsin the province currently from both the compulsory schooling band and beyond, i.e. Grade 1 to Grade 12 andnon-formal education programmes.• Early Childhood Development This programme will focus on providing Grade R in state, private andcommunity centres. The programme will also seek to provide ECD programmes for the pre-Grade R learners.• Further Education and Training This service is to provide pre-tertiary technical and vocational education as partof further education. This service includes the establishment of learnership programmes.• Adult Basic Education and Training This service involves the provision of formal ABET programmes to adultsand youth. The service involves the provision of Level 1-5 ABET programmes.• Teacher College EducationUnderpinning all these programmes mentioned above are the following services:• Curriculum development, implementation and support to teachers, learners and management, as well as theassessment of learning. Included here is specialist support to learners in the form of therapist andeducational psychologists.• Institutional Development and Support to schools through school development planning, subsidies, monitoringinstitutional performance and monitoring and developing school governance.• Human Resource Development provision of in-service programmes, management development and preservicebursaries.• Resources Management and Provision procurement of goods and services for schools that are not selfmanagingand provision of learner and teacher support materials and administrative equipment and laboursavingdevices. In addition, building maintenance and school building programmes are provided.• Standards and benchmarking a school evaluation service has been established to measure and reporton institutional and learner performance per school.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0356


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.1 Programme 1 : Administration7.1.1 Representative StructuresA number of statutory bodies have been established over the years. These statutory bodies contribute to the policymakingprocess and advise the MEC on various matters.A new Mathematics Science and Technology Specialist Advisory Council was established in 2002. Its brief is to advise theMember of the Executive Council on all legislation within its specialized field of expertise.The other Specialist Advisory Council, the Further Education and Training Specialist Advisory Council, has been functioningfor more than a year and has advised the Member of the Executive Council on five sets of policies for Further Educationand Training Institutions.The Gauteng Education and Training Council has been operating for six years. Prior to determining legislation, regulationsand policy, the Member of the Executive Council consults with the Gauteng Education and Training Council. The GautengEducation and Training Council commented on four sets of regulations during the past year.Educational Districts are in the process of establishing District Education and Training Councils. These councils investigateand consider maters relating to education in general and in the education district in particular and report on their findings.Six District Education and Training Councils have been established thus far.The Educational Districts are also in the process of establishing Local Education and Training Units. So far 136 LocalEducation and Training Units have been established. The Local Education and Training Units fall under the jurisdiction ofthe District Education and Training Councils and make recommendations to the District Education and Training Councils.These Local Education and Training Units are groupings of institutions demarcated within a specific area.The Examination and Assessment Board makes recommendations to the Member of the Executive Council and the Headof the Department concerning examination and assessment policy and the implementation thereof.7.1.2 Whole-School EvaluationThe Office for Standards in Education conducted Whole-School Evaluation in schools across each of the 12 EducationDistricts. A total of 118 out of the sample of 205 schools (58%) sampled for 2002 were evaluated. The sample includedsecondary, primary, special education needs schools and rural schools. The initial focus was on schools situated within thetwo nodal areas, namely, Alexandra and Katlehong.A major strength of the process of Whole-School Evaluation is the opportunity given to schools to carry out their ownself-evaluation. Although most schools did not use the national criteria thoroughly enough to conduct a detailed selfevaluation,they found the exercise very useful as it gave them a means of evaluating their performance, and raised theirawareness of statutory requirements as well as the school's strengths and weaknesses.7.1.3 Library Information SystemsA one-day workshop was held to motivate and inform educators who are responsible for library resources at schools.Over 600 educators attended, which demonstrated the enthusiasm and commitment of the educators. At this meeting acompetition was launched to sponsor 12 educators to attend the conference of the International Association of SchoolLibraries in Durban. The entries received proved that there are schools that are doing excellent work in providing libraryresources on their own initiative.A lockable mobile library-shelving unit filled with library resources was donated to 22 rural schools in the Gauteng NorthDistrict as part of a joint project with the Gauteng Department of Sport, Recreation, Arts and Culture.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0357


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESIntensive marketing increased registered library borrowers from 8 593 in December 2002 to 9 304 (end of June 2003) and1 483 video section members. During the first six months of 2003 a total of 7 468 users visited the library, 1 050telephone requests were handled, 552 professional information searches were conducted and 33 335 library resourcesand 9 582 video section resources were issued. The courier service to deliver books to educators and schools wasexpanded in 2002 to include 13 visiting points and is used on a regular basis by educators and officials.The mobile library service began decentralising its services to serve distant schools better. The mobile library servicerendered a service to 23 schools in Gauteng; a total of 171 educators received 3 381 resources. Eight more schools havebeen included in the service.7.1.4 Policy MonitoringPolicy-monitoring exercises are carried out twice a year. Normally the exercises concentrate on the levels at whichschools comply with National and Provincial policies.The first exercise conducted during the 2002/03 financial year monitored the implementation of the Misconduct ofLearners at Public Schools and Disciplinary Proceedings (General Notice 6903 of 2000, as amended by General Notice2591 of 2001). The second exercise determined the manner in which schools were coping with the implementation of theprovision contained in the Education Laws Amendment Act, 2001, that established Representative Councils of Learners asthe only recognized and legitimate learner formations at schools.7.1.5 Asset ManagementThe Department manages fixed assets such as school buildings, vacant sites and office accommodation. Movable assetsunder the control of the Department include furniture and equipment as well as a fleet of 254 subsidized vehicles.In maintaining movable assets such as furniture and equipment, the Department makes use of the BAUD system wherebyassets are grouped into user-defined classes, bar coded, scanned and the information is down loaded. Users verifyinventory reports as generated.All fixed assets for educational purposes under control of the Department have been captured on the Premis systemduring the 2002/03 financial year. The system comprises a complete record with regard to the erf number, extent, zoning,title deed number, access to the title deed itself, township plus extension, magisterial district, street address, servitudesand building restrictions, township conditions, valuation rates and taxes, site infrastructure, buildings on site with avaluation of the buildings. No properties were disposed of during the financial year.An audit on school buildings completed recently is in the process of being updated to determine the current condition ofbuildings, which shows that 20% of schools are in good condition, 40% in fair condition, and 40% in poor condition. Inline with the results a roll-out plan is in process to curb degeneration of this asset.A service provider was appointed to manage the movable assets register. Losses that occurred as a result of theftwere reported to the CEO and SAPS as required by the PFMA. Where the loss or damage occurred as a result ofomission on the part of officials, legal advice is sought and/or the matter is referred to Labour Relations toinstitute disciplinary proceedings against the guilty party. As a result, the level of theft has reducedtremendously during the 2002/03 financial year.A process is in place to track and manage the use of subsidized vehicles and take disciplinary actionagainst offenders to curb the misuse and theft of these vehicles.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0358


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.1.6 Output and service delivery trendsStrategyOutputService deliveryindicatorService deliverytarget or milestones- 2002/03Performanceagainst targetMake provincial systemswork in harmony withthe nationalDepartment throughsuccessfulimplementation ofpolicyImplementation ofcurriculum frameworksExams which meetnational standardsInstitutionalperformanceHuman Resourcerecruitment,provisioning anddevelopment systemsNumber of educatorstrained and number ofschools implementingCurriculum 2005 as pernational scheduleAll exam centres runTrouble - free examsNumber of schoolsevaluatedNumber of vacanciesfilled timeously,especially in institutions39 000 public schooleducators and 1 908public schoolsProvincial Grade 12exam results endorsedby SAFCERT150 schools evaluatedAll appointmentsprocessed within threemonthsEducation Informationcollected and reportedFinancialPlanning,Management andControl in accordancewith legislativerequirements andeducational policiesCredibility ofprocurement systemsmaintainedSurveys conducted andreports publishedAudit ReportCost effective andtimeous procurementAll reports publishedwithin four to eightmonths after the surveyAudit report withoutqualification anddisclaimerAll procurement istimeous and costeffective and withoutfraud and corruptionLegendXAchievedPartially achievedNot achieved7.2 PROGRAMME 2: PUBLIC ORDINARY SCHOOLS7.2.1 Early Childhood DevelopmentOf the existing 96 public pre-primary schools, 39 have been privatised, nine converted to new public primary schools, 14transferred to public primary schools, 14 closed, one converted to a training centre for the disabled, one has become asatellite district office, and four have been merged with Department of Heath crèches. The majority of the original 416permanent educators have been permanently placed in concomitant teaching posts and a few have been temporarilyreassigned to district offices.Fourteen of these schools lodged an urgent application in the Pretoria High Court, requesting a suspension of theirclosure, so that the educators could remain at their current workstations. The position of the last 14 schools hinges onthe outcome of the pending court case. A number of educators remain in these posts.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0359


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESAn additional 184 Grade R sites were established in January 2003 bringing the total number of Grade R sites and Grade Rpractitioners to 552. These sites were funded by a conditional grant, and are expected to increase by 5% annually inorder to meet the increasing demand. This increase also means that resources and the budget for Early ChildhoodDevelopment will have to be increased as well. A standard basic learner resource kit as well as subsidies were provided toall established Grade R sites, as well as subsidies for salaries.A management plan for the management and implementation of the Revised National Curriculum Statements in 2004 hasbeen completed. At school level, Cluster and Head of Department forums have been developed to facilitate the deliveryof the curriculum and to forge stronger links with schools. All Grade R practitioners (552) have been trained on the GradeR curriculum.Research and consultation for the establishment of an Early Childhood Development Agency began in 2002 and is ontrack.7.2.2 The maintenance of Outcomes-Based Education/Curriculum 2005At least 80% of district officials has been trained on the latest methods in numeracy and the rollout of the latter to schoolsin 2003 will be in line with the Revised National Curriculum Statements. Of significance is the fact that district officialsfurthermore had the opportunity to be trained as master trainers in HIVawareness. Approximately 70 % of districtofficials attended the course and all districts rolled out the training to schools. Of note is the much-appreciated training ofdistrict officials on the Revised National Curriculum Statements by Head Office officials.Opportunities that optimised individual staff members' outputs and the successful management of outputs to achieveDepartmental goals were an induction workshop for new staff members to acquaint them with new policy, proceduresand protocol and workshops to orientate officials on the development of learning programmes.The planning for the implementation and management of the Revised National Curriculum Statements was done in linewith the policy of the National Department of Education. However, in circumstances such as the development of learningprogrammes, policy has been customised to suit provincial and educator needs. Over 16 000 educators were geared fortraining in March and June 2003.Motivation for the implementation of a revised curriculum strategy was underpinned by a need to generate a new focuson teaching and learning. Previously, a number of submissions and reports have drawn attention to the conditions affectingimplementation. They underline the fact that the considerable variation in the success of the implementation hasdepended, amongst other things, on resources, infrastructure, conditions of teaching and learning, local and institutionalcapacity, the willingness to implement, pressure in the form of policy, support from implementing agencies, adequate andtimeous information and training, and feasible timeframes.Each of these factors has been present in different combinations in different contexts leading to considerable variability ofimpact and experience.Critical to a strengthened implementation process, therefore, are a curriculum framework which pays specialattention to provincial needs, a provincial teacher education strategy which locates teacher preparation anddevelopment of the new curriculum in the hands of a selected and specialised cadre of curriculum trainers forshort-term orientation, the production of learner support materials that are aligned to policy, the alignmentbetween curriculum and assessment, an earmarked budget for the implementation of the curriculum, andthe establishment of a quality assurance framework for the effective monitoring and support of theimplementation process.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0360


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.2.3 Extending Outcomes-Based Education to the FET BandAs part of the provincial strategy district curriculum officials were capacitated to support schools to implement thephasing-in of Outcomes-Based Education in the Further Education and Training band. To this end the Further Educationand Training Directorate held an information session in October 2002 with district curriculum sub-directorates onmanaging the transition in Grade 10 in 2003. The respective Further Education and Training coordinators then heldinformation sessions with the respective district Further Education and Training facilitators for the various FurtherEducation and Training subjects.In order to facilitate the process of managing the transition of Grade 10 learners in 2003 to the Nated 550 Curriculumafter having being exposed to an Outcomes-Based Education curriculum for three years, five advocacy workshops wereheld in October 2002 with schools across the province. The Further Education and Training Directorate conducted theseworkshops where principals of schools as well as two heads of department per school were briefed on managing theprocess.Pacesetters, which provide a framework for implementing continuous assessment and portfolios for Grades 10 and 11 inall subjects, have been finalised and facilitators will mediate them by engaging educators in clusters. Workshops wereconducted on continuous assessment and portfolio assessment practices and requirements.School visits are undertaken by coordinators with a view to providing on site mentoring and support. During school visitsmodels of best practice in teaching and learning are identified so that they can be shared among other teachers throughsubject cluster meetings. School visits also provide information on resources needed as well as on areas of need in teacherdevelopment programmes.7.2.4 Senior Certificate ExaminationIn 1999 the Gauteng Department of Education set a target to attain a 73% pass rate by the year 2003 and a pass rate of85% by 2004. The Department has exceeded the target set for 2003 by 5% in 2002 by attaining a pass rate of 78.07%.Since 1997 the pass rate has improved by 26.57% and the failure rate has decreased from 48.5% in 1997 to 21.93% in2001.Results 2001 to 2002Overall Senior Certificate Pass Rate 73.7% 78.07 % + 4.37%Pass rate for Senior Certificate with21.3% 21.91% +0.61%EndorsementNumber of endorsements attained 13 693 14092 + 399Number of distinctions obtained 15898 19624 + 3726Results for the past five years2001 2002Difference(2001 to2002)GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0361


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESThe following table indicates the results for the years 1998 to 20022002 2001 2000 1999 1998Overall pass rate78.07 % 73.7 % 67.5 % 57.05 % 55.6 %Total number of candidates who entered 69542 68002 73989 77640 82563Total number of candidates who wrote 6 or more subjects 64316 64381 68202 71757 78722Total number of candidates who passed with a SC with14092 13693 12896 11479 12488endorsementTotal number of candidates who passed SC36117 33633 33160 29457 30169Quality of resultsAlthough the number of Senior Certificate entries for 2002 decreased slightly there was a greater proportion ofcandidates who registered for a Senior Certificate with matriculation endorsement and with subjects on the higher grade.The improved pass rate becomes more noteworthy when one considers that learners from previously disadvantagedschools are making significant contributions towards this improvement. Significant improvement was noted in all thedifferent townships in the province.The total number of candidates who attained matriculation endorsements and the number of distinctions obtained bearstestimony to the quality of results achieved in 2002. The number of distinctions improved from 15 898 in 2001 to19 624 in 2002 an improvement of 3 726.The improvements can be attributed to the implementation and monitoring of continuous assessment. Continuousassessment was comprehensively implemented for the second time in 2002. It consists of the following components:Portfolios, Preliminary Examinations and Standardised tests. Learners are working consistently throughout the year.Provincial preliminary examinations were set for all national subjects as well as other subjects for schools in the province.All full-time candidates at all schools in the province wrote a preliminary examination. This allowed the schools to evaluatetheir learners against provincial standards and helped to prepare learners for the final examinations. Standardised testswritten throughout the course of the year also helped candidates to remain focused. Other factors, which contributed tothe improved results, were improved school and classroom management and discipline, improved school governance,additional curriculum support and in-service training programmes, attendance at Saturday classes and holiday schools, theprovision of incentives to educators in the form of awards, the stabilisation of the entire educational system, and analysesof internal results at the district and school level.7.2.5 Intervention ProgrammesThe Senior Secondary Intervention Programme (SSIP) strategy is now in its fourth year and has consistently targetedGrade 10 to 12 learners from poorly performing schools. The schools in the programme were those that previouslyachieved pass rates of between 0 - 20% and 21 - 49%. The strategy was run in conjunction with the Education ActionZones Programme of the Department. The strategy offered learners in these schools extra classes in the afternoons, onSaturdays and during the winter and spring holidays. Teacher development programmes were also part of the strategy.The subjects targeted in the programme are Mathematics, Physical Science, Biology, English 2nd Language,Accounting, Economics, Business Economics, Geography and History. Tutors were carefully selected and learnerattendance was consistently good.The SSIP programme resulted in an improvement in learner performance. The total number of schoolsinvolved in the strategy was 149. 103 schools showed improvements in the overall pass rate. A totalof 70 of the 103 schools (47%) showed an increase of more than 10% in pass rate. It must benoted that a total of 15139 candidates are located in these schools. This constitutes 21.7%of total number of learners that registered for the examinations. Katleho-ImpumeleloSecondary School had the highest increase of 68.9%.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0362


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESOn average, the schools in the SSIP programme showed a 13.64% increase in pass rates. This is very encouraging as theincrease far exceeds the provincial increase (4.37%).The Role Model Intervention Programme (RMIP) strategy is aimed at improving the performance of “above average”learners to increase their chances of accessing higher education. Twelve RMIP sites were set up in the province andlearner attendance in the programme was good. Some of these learners were adopted by the private sector andunderwent intensive tuition in Mathematics and Science in particular.More than 25 learners were involved in a University Preparedness Initiative. These interventions contributed and helpedto improve the quality of results attained by the learners. Specific attention was given to girl learners to improve thequality of their results and to ensure that more girls enrol for endorsement with Mathematics and Science as subjects. Theprogram is supplemented by constructive partnership initiatives targeting mainly the girl learner.7.2.6 Education support services offeredThe education support service includes psychological services, school social work services, extracurricular or schoolenrichment, gender support within the curriculum, and a dedicated support structure for the HIV/AIDS Life skills programmefor learners in schools. Not all these services are duplicated at a district level and district units are required to provide supportwithin limited allocations.Some of the aspects around which support were provided relate to substance use and abuse, learner pregnancy, child abuseand gender-based violence.District Support Teams have workshopped School- Based Support Teams in these areas. These workshops to educators haveproved to be effective in the support of learners experiencing such barriers in schools. The School-Based Support Teams arerequired to submit a quarterly report that informs the district team on the management of support to learners in schools.Cases that pose as a challenge or need specialised intervention are referred and addressed by the relevant facilitator at thedistrict. If a need arises, these cases are referred further to specialists outside the Department. For example, there is a networkwith a variety of non-governmental organisations in the district and other departments.In 2002, 306 learners were supported and could complete the 2002 academic year. This year, it is estimated by the districtoffices that the numbers will double. It is important to state that the cases supported are those that are reported, and that asubstantial number still remain unreported.It is important to note that substance use and abuse is taking place in schools. Generally, reports state that there is an increase inlearners who use substances. To some extent, alcohol and cigarettes have become so socially acceptable that the number oflearners using these is not referred for support.A cluster of functions related to children in distress that relates to orphans and children in need of care and support, children inconflict with the law and other vulnerable groups like out-of-school youth are being reviewed and national departments are inthe process of revisiting the roles of the various departments with regard to access and quality of services provided. It isimportant to note that both the Childcare Bill and the Child Justice Bill have implications that have to be taken into account.Most of the 236 posts for Aid classes providing remedial support to learners experiencing learning breakdowns have beenoperationalised after some confusion related to how posts are to be utilized. The maintenance of special classes, albeit aninappropriate medium of support within outcomes-based education, was another feature of this support. The next step in thissupport strategy is to transform these services into learning support units congruent with outcomes-based education.The main support strategy for the implementation of the inclusion policy is through the district and school-based supportteams. School-based support teams serve as the first line of support within schools. Training on the support to be provided byteams was conducted during the year, thereby increasing the capacity of school-based educators to identify and addresslearning needs at school level.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0363


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESImplementation of the inclusion policy includes developing special schools as resource centres, developing guidelines forschools on institutional development, developing district-based support teams, developing guidelines for inclusion in SouthAfrican classrooms, Early Childhood Development in an inclusive education system, Adult Basic Education and Training in aninclusive education system, and Further Education and Training in an inclusive education system.This year there was a campaign to regularise practices and irregular patterns of admissions to public schools and appropriateservices in general. The campaign on admissions during this year indicated the extent to which admissions requirements andpractices are in need of systemic review. There is still misunderstanding around the placement of learners in sufficientlysupportive environments that provide for the full service required by the learner. The need to place learners within institutionswhere the necessary human, physical and material support can be provided should be further developed and advocated.The provincial assessment team evaluated a large number of applications over a period of time for admissions to Special andSpecialised Schools. The provincial team met to work on those applications that spanned across districts and those that couldnot be resolved at a district level. The provincial team dealt with 558 applications. It should be noted that admissions to specialand specialised schools take place throughout the year.7.2.7 AdmissionsDistricts targeted informal settlements using oral communication strategies. A Provincial admissions task team was establishedto develop a common admissions strategy. A circular on admissions was issued to provide the districts and schools withguidelines for the admission procedure. A common format for declaring a school full as well as a reporting format was alsodeveloped.In 2002, we saw a high demand for admission to Grades 1 and 8. The influx of parents to schools and District Education Offices,requesting admission for their children, reflected the lack of public knowledge on admissions procedures.All learners were successfully placed. The placement of learners was coordinated and facilitated through the use of admissionlists developed by schools and monitored by districts.7.2.8 Whole-School DevelopmentThe monitoring tool used for monitoring all institutions, including schools for Learners with Special Educational Needs, wasdeveloped in consultation with all Institutional Development and Support Officials from all districts. Other than theinformation on the profile of the school, the tool is based on the nine key focus areas of Whole School Development, on whichschools are monitored, namely, Leadership and Management, Governance, Basic Functionality, Curriculum, LearnerAchievement, School Infrastructure, Parents, Families and Community, Values in Education and Personnel.For each of the nine focus areas there are indicators for expected and acceptable levels of performance. The user of the tool isthen able to score each aspect using the indicators and a 5-point scale, and in consultation with the school in questionformulate an intervention strategy based on the areas that require intervention.There are districts that have a congestion of scholar transport routes. Over and above the other development andmonitoring work that they must handle, they have to deal with the scholar transport system. There is a needtherefore, for boosting such districts with extra personnel.The EQUIP Programme, a partnership with NBI currently includes 76 schools across nine of thetwelve districts in Gauteng. Of these, 68 of the schools are ex-DET and eight are Ex-HOR schools.From the total of 76 schools, 68 schools have three-year development plans.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0364


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESThe quality of the plans varies in how appropriate they are in addressing the real problems and challenges facing theschool. The majority of schools have to be assisted on an ongoing basis through a process of monitoring and support toimplement their plans. Monitoring includes regular meetings with schools to check their progress in implementing theirplans, checking that the plan involves all stakeholders and that there are communication methods in place to keepeveryone informed of progress. Support includes the provision of training to address areas of weakness identified by theschool and assisting the school with small incentive grants to help them carry out some of their development initiatives.Without the monitoring and support mentioned, most schools would have difficulty making progress. Many of the EQUIPschools have demonstrated progress in the implementation of their plans both through visible improvements in the schoolas well as in learner performance.Finally it needs to be mentioned that a focus on school development planning must be accompanied by an alignedmonitoring and support programme and development planning needs to be seen as a continuous process rather than aonce-off event.7.2.9 Learner Support and Teaching MaterialsAn introduction to the basic Revised National Curriculum Statement concepts should prepare educators and district officialsto take informed decisions on evaluating Learner Support and Teaching Materials.A group of 700 educators and district officials were trained and were able to evaluate Learner Support and Teaching Materialsirrespective of having no prior Revised National Curriculum Statement training. An evaluation instrument that is user-friendlierand that sets a standard for reviews was developed. The use of the evaluation instrument takes place at three important pointsin Learner Support and Teaching Materials utilization: the selection of new materials, the expansion of existing materials andthe declaration of obsolete materials.7.2.10 In-school Sport and CultureOver 500 000 learners are participating in sporting activities and nine youth activities are coordinated and supported at districtlevel. School sport structures have been formalized that deal with these activities both at school, cluster, area, district andprovincial level.Capacity-building programmes in sport administration, coaching and technical officiating are conducted by sporting codes foreducators one term prior to events. These are mostly informal. Annual Awards are also organised to reward those whoperform well.Other optional events where youth are engaged were activities such as Youth Day Celebration, Farm And Rural school flagshipspecial programmes with the Department of Sport, Recreation, Arts and Culture.7.2.11 Rural Schools EducationThe pilot strategy was implemented within the context of emergency intervention, necessitated by conditions of physicaldegradation, lack of basic facilities and services, inaccessibility of some of our rural farm schools (particularly in terms ofsecondary education). Therefore conditions of teaching and learning in most of these schools were nil.The implementation of our pilot strategy was also informed by the Tirisano implementation plan, with particular reference tofour of the nine priority areas, namely making our schools centres of community life, phasing out of conditions of physicaldegradation in all schools, developing the professional capacity of staff and ensuring the success of active learning throughoutcomes-based education. The Department is currently developing a provincial policy in line with national policies andlegislation.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0365


7.2.12 Output and service delivery trendsStrategyTo provide effectivecurriculum deliveryand support servicesTo provide effectiveinstitutionaldevelopment andsupport servicesTo provideeducationalresources toinstitutionsOutputCurriculum 2005 isimplemented successfully inGrade 5 and Grade 9 in allschoolsCurriculum 2005 ismaintained in Grades 1, 2,3, 4, 7 and 8 throughclassroom and learning areasupportReport 550 is maintained inGrades 6, 10, 11 and 12Teachers prepared for theimplementation ofCurriculum 2005 in Grade6Learner performanceSenior CertificateExaminationsAssessment Systemimplemented in all GradesThe provisioning ofLearning Support MaterialThe implementation of theinclusion policySGBs trained to governPerformance of institutionsmonitoredOver-age learners in thesystemUnder-age learners in thesystemSchools that qualify forsubsidies receive subsidieson timeEducators providedPS staff providedClassrooms builtBacklogs in basic servicesincluding sanitation facilitieseliminatedService deliveryindicatorNumber of educatorssupportedNumber of educatorssupportedNumber of educatorssupportedNumber of Grade 6and Grade teacherstrained to implementC2005Percentage pass rate inthe Senior CertificateNumber of schoolsimplementing CASS inall GradesAll learners with LSMon timeA sample of publicschools implementingthe inclusion policyNumber of SGBmembers trainedNumber of schoolsmonitoredNumber of over -agelearners in the seniorsecondary phaseNumber of under-agelearners in the seniorsecondary phaseNumber of schoolsreceive their subsidywithin 15 days of thestart of each quarterNumber of educatorsdeployed according tothe post provisioningmodelNumber ofadministration staffdeployed according tothe post provisioningmodelNumber of ClassroomsbuiltNumber of schoolswithout basic servicesService delivery target ormilestones - 2002/0310% of teachers supported on sitein the classroom; 75% of teacherssupported at cluster meetings and95 % supported via memorandumsand support communicated toschools10% of teachers supported on sitein the classroom; 75% if teacherssupported at cluster meetings and95 % supported via memo randumsand support communicated toschools10% of teachers supported on sitein the classroom; 75% of teacherssupported at cluster meetings and95 % supported via memo randumsand support communicated toschools3 000 teachers trainedIncrease Matric Pass Rate to 78%examinations2 100 schools implemented.LSM in schools before beginning ofschool yearTo be determined3 000 SGB members trained1 908 schools visited twice a yearReduce over-age learnersPending review of Admission Policyin respect of age700 section 21 schools39 000 educators deployed in publicordinary schools11 000 PS personnel deployed inpublic ordinary schools500 classroomszeroPerformance againsttargetGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0366


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESStrategyOutputService deliveryindicatorService delivery target ormilestones - 2002/03Performance againsttargetAll existing movable andimmovable assets wellmaintained and accountedforAll schools account forassets including itsusabilityAll schools develop and maintain anasset registerReal classroom backlogdeterminedAn approved prioritybacklogs listA well-research needs learningaudit and analysisHuman Resourcesof the Departmentare appraised anddevelopedEducators trained as aresult of needs identified inDASPS staff trained in relationto PPMSNumber of educatorsappraisedNumber of PS staffappraised5 000 teachers appraised4 000 PS staff appraisedxDAS is not fullyinstitutionalisedxPerformanceManagementframework notapproved until January2003LegendXAchievedPartially achievedNot achieved7.3 PROGRAMME 3: INDEPENDENT SCHOOLS7.3.1 Subsidies to Independent Schools For 2002The Department received applications for subsidy from 222 independent schools. These applications were supposed tobe accompanied by the schools' audited financial statement for 2002 and proof of “Not operating for Profit”. A total of220 schools met all the compliance criteria and were duly subsidised. Two schools had their applications turned down asthey did not meet all the subsidy compliance criteria. First time subsidies were approved for 11 schools during 2002,which brought the total number of subsidised schools to 233.7.3.2 Monitoring of Independent SchoolsOn a quarterly basis, the department visits all independent schools receiving subsidies to verify the headcounts for subsidypurposes. During 2002/03, the department initiated the process of developing a management checklist in line withrequirements of the legislation related to subsidies. The department also requests and evaluates the audited financialstatements of subsidised independent schools.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0367


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.3.3 Output and service delivery trendsStrategyTo subsidiseindependent schools asper school fundingnormsOutputSchools that qualify forsubsidies receivesubsidies on timeSchools visited forinspection of conditionsfor learning and to checkfor compliance with theapproved curriculaService deliveryindicatorNumber ofschools thatreceive their subsidywithin 15 days of thestart of each quarterNumber of SchoolsmonitoredService deliverytarget or milestones-2002/03300 schools paid ontime400 schoolsPerformanceagainst targetLegendXAchievedPartially achievedNot achieved7.4 PROGRAMME 4: EDUCATION FOR LEARNERS WITH SPECIALEDUCATION NEEDS7.4.1 Curriculum supportEducators at special schools are being trained within the educator development process within the unfolding curriculumroll-out. In addition to the training provided an additional generic component on the identification of learning needs withinspecial settings and the teaching of learners with disabilities is being developed. This will assist in both the development ofeducators as well as the development of learning programmes in special schools.The care and support needs arising out of the stage we find ourselves in with regard to the HIV/AIDS pandemic is likely toput a strain on the support personnel required. The development of the school social work service is therefore becomingan urgency that has to be dealt with in the coming year.7.4.2 Support staff in special schoolsA research process was set up to determine the level of need for Psychological services within special and ordinaryschools and determine the extent of support required in the different institutions. The outcome of the study is stillawaited, but early indications are that the service is need of expansion in both special schools, as some specialschools did not have the service, as well as within POS. The Department has set aside 150 posts for psychologistsin anticipation of this need. This will allow for incremental increased access to the services across institutions.The pool of 365 therapists is still based at special schools only. The availability of therapists to fill post indisadvantaged communities is still a problem.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0368


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.4.3 QualificationsThe results of the audit into special need provisioning undertaken by the national Department of Education in all specialschools will provide a comprehensive look at the skills level of support staff and educators in special schools. Theprogramme for the strengthening of special schools and the educators will be developed on the basis of the needsindicated.7.4.4 Transfers of learners with less serious disabilities to POSIn terms of the inclusion roll-out plan in Gauteng, four primary schools have been to identified and converted to fullservice schools. In addition, six special schools have been identified for the conversion into special schools with theadditional responsibility of being a resource centre. This will be the main strategy for the unfolding of appropriateplacements for the addressing of barriers to learning and development.7.4.5 Institutional DevelopmentIDSO and Head Office officials attended SGB meetings at institutional level where they provided support in terms ofpolicy issues, interpretation and clarification of circulars, and assisted in the resolution of problems. Support was alsoprovided during the by-elections of SGB members where vacant positions existed.Training for the SGBs was conducted on Whole-School Development, Basic Financial Management, Interviews, ProjectManagement, Administration Skills, Conflict Management and Policy Development to 1 300 members as per attendanceregisters.The Representative Council of Learners were supported by the Teacher Liaison Officers (TLO) by providing material ontheir roles, functions and responsibilities.Members of Representative Council of Learners were trained on Communication Skills, Leadership Skills, HIV/AIDS andon their roles and functions. In total, 2 185 members were trained and attendance was 100 % in all sessions as perinvitation and attendance registers. Induction sessions were also conducted for the newly elected RCL members.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0369


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.4.6 Output and service delivery trendsStrategy Output Service deliveryindicatorTo provide effectivecurriculum delivery andsupport servicesTo provide effectiveinstitutional developmentand support servicesTo provide edu cationalresources to institutionsThe Human Resources ofthe department areappraised and developedCurriculum 2005 ismodified and implementedin Grade 4 and Grades 8 inall special schoolsSpecialised and individualprogrammes monitoredand supportedReport 550 is maintained inGrades 10,11 and 12 in allLSEN schoolsAssessment Systemimplemented in all GradesTrained SGBs in all schoolsPerformance of institutionsmonitoredLSM provided for theimplementation ofCurriculum 2005 andspecialised programmesSchools received subsidieson timeEducators providedPS staff providedEducators trained as aresult of needs identified inDASPS staff trained in relationto PPMSNumber of educatorstrainedNumber of educatorssupportedNumber of educatorssupportedNumber of schoolsimplementing CASS in allGradesNumber of SGB memberstrainedNo of schools monitoredNumber of schools withthe required LSM andassistive devicesNumber of schools receivetheir subsidy within 15 daysof the start of each quarterNumber of educatorsdeployed according to thepost provisioning modelNumber of administrationstaff deployed according tothe post provisioning modelNumber of educatorsappraisedNumber of PS staffappraisedService delivery targetor milestones - 2002/0350 teachers2 000 teachers supported2 000 teachers supported108 schools assessed(severely disabledexempted)300 SGB memberstrained108 schools visited twicea year108 schools have all thematerials and assistivedevices108 Section 21 schools2 000 teachers deployed1000 PS personneldeployedPerformance againsttarget500 teachers appraised xDAS is not fullyinstitutionalised500 PS staff appraised xPerformanceManagementframework notapproved until January2003LegendXAchievedPartially achievedNot achievedGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0370


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.5 PROGRAMME 5: TEACHER COLLEGES7.5.1 Closure of CollegesThe last teacher training college closed at the end of the 2002 academic year. The teacher training college sector inGauteng closed at the end of the 2002/03 financial year, with all identified colleges and students incorporated into theHigher Education Sector.7.5.2 Output and service delivery trendsStrategyTo ensure that allcolleges are closedOutputTo subsidise theremaining students at theteacher collegeTo provide PRESETBursariesService deliveryindicatorThe college receives itssubsidy within 15 daysof the start of eachquarterNumber ofbursariesService deliverytarget or milestones -2002/03College paid on time50 Computer Studiesspecialists. 50Mathematics, 50Physical Science & 50Biology specialistswere awarded PRESETbursaries. 700 specialbursaries per year forthe next 5 years inscarce subjects.Performanceagainst targetLegendXAchievedPartially achievedNot achieved7.6 PROGRAMME 6: FURTHER EDUCATION AND TRAINING (FET)7.6.1 ReorganisationThe forming of a new institutional landscape for FET colleges is progressing well and the Department has had a 100 %success rate in the first phase which entailed declaring and merging 32 former technical colleges into eight mega multisitesFET institutions. Eight single councils for the new FET institutions have been established. The province has alsosuccessfully run training, for college councillors in Change Management; more than 20 council members attended trainingwhich was held in November 2002. The Technisa College is not part of the mainstream FET college sectortransformation. It is being established and will be developed into a National Distance/Open Learning Facility.Institutional planning and development programmes and activities have already been initiated with draft merger plansdeveloped in October 2002. Eight new posts of Principal at the level of Director were created and appointments have justbeen made. Post levels 1 and 2 for educators are currently being advertised.All eight FET Institutions compiled draft merger plans, which were evaluated by the Directorate's staff. The commentsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0371


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESwere used to refine the plans. FET institutions are expected to use the merger plans as a basis for preparing collegestrategic plans to be submitted to the Department for approval.7.6.2 GovernanceThe first phase of reorganisation saw the establishment of the interim councils in terms of section 10 of the FET Act.These councils were subsequently replaced by the 8 permanent councils whose members are appointed by the MEC interms of section 9 of the Act. These council members were trained on change management, capacity-building and qualityassurance. The establishment of SRCs in the merged institutions was also achieved. The challenge in this regard issuccession planning and sustenance of training programmes.7.6.3 Monitoring, Funding and LearnershipsStaff of the 33 FET Institutions have been trained on both FETPACI and II in order to ensure that there is a commonframework of norms and standards that will ensure uniform reporting of FET activities in the institutions. The wellattendedworkshop was held in Pretoria in February 2003.The monitoring instrument used to measure institutional effectiveness was designed to ensure measurement ofmanagement effectiveness, identifying areas of intervention and training needs.About eleven learnerships are being run across the eight FET institutions in the Province. These involve about 909learners participating in the learnerships. These learnerships only cover about four SETAs, i.e. wholesale and retail,services, Theta and Merseta.The Skills Programmes involve about 3 504 learners in FETIs in the Skills Programmes, which cut across a range of fields.Engineering and Hair Care carries the bulk of learners involved, i.e. at 1 928 and 1 293 respectively. A great deal oftraining activities for educators also occurred during this reporting period in the following areas: moderating, mentoring,assessors, skills development, quality assurance and workplace skills plans.7.6.4 Policy Development and PlanningProvincial policy development processes are in place. Some of the following draft interim policies for FETinstitutions have been developed:• Disciplinary measures• Admissions policies• Student Representative Councils• Financial records and statements• Determination of learning programmesComments were received from the Gauteng Education and Training Council (GETC) and FurtherEducation and Training Specialist Advisory Council (FETSAC) and these were incorporated inthe final draft where applicable. However, there are still some policies and guidelinesremaining to be developed and finalised.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0372


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.6.6 Output and service delivery trendsStrategy Output Service delivery indicatorService delivery targetor milestones-2002/03Learnership programmes are Number of learnerships 10 programmesimplemented successfully programmes implementedLearnership pilots are Number of pilot learnerships 3 pilot programmesinstitutionalised and capacity programmes undertakenfor implementationdevelopedReports 191 and 550 are Number of educators 50 teachersmaintained in Technical trainedColleges and TechnicalSchoolsFET Assessment and Number of colleges 33 colleges implementedCertification introduced, and implementing the assessmentGENFETQA systems policy in all Gradesimplemented in all FETIsaccording to the nationalscheduleWell-performing, accessible Number of colleges 33 collegesinstitutions that are relevant monitoredto the development andeconomic needs ofcommunities and the countryHigh quality institutions that Number of colleges 33 collegesare eligible for funding and reorganisedmeet the norms andstandards of performanceWidened participation and Number of Full Time 65 000 FTEsrecruitment as well as Equivalentsincreased intakeHighly productive, skilled and Number of learners who Learners - To beemployable learners graduatedetermined separately forthe different fieldsTransfer payment received The colleges receive their College paid on timesubsidy within 15 days of thestart of each quarterTo provide effectivecurriculum delivery andsupport servicesTo provide effectiveinstitutional developmentand support servicesTo provide educationalresources to institutionsThe Human Resources ofthe Department areappraised and developedEducators and middlemanagers trained as a resultof needs identified in DAS,data from FETMIS and CCFtargetsPS staff trained in relation toPPMS and data from FETMISAll governing bodies trainedin accordance with the FETAct and CollegeCollaboration Fund targetsNumber of educatorsappraised500 teachers appraisedNumber of PS staff appraised 500 PS staff appraisedNumber of SGB memberstrainedAll SGB members trainedPerformance againsttargetNot measuredxDAS is not fullyinstitutionalisedxPerformanceManagement frameworknot approved untilJanuary 2003LegendXAchievedPartially achievedNot achievedGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0373


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.7 PROGRAMME 7: ADULT BASIC EDUCATION AND TRAININGThe ABET sector in the province has initiated processes of transformation and reorganisation in line with the newlegislative framework (ABET Act, No 52 of 2000). The implementation of the ABET Act is at an initial phase that hasbeen characterised by planning meetings and workshops to raise awareness and to facilitate the implementation process.An implementation strategy for the province is being finalised in consultation with relevant structures and stakeholders.Furthermore, the establishment of the ABET agency is at an advanced stage.7.7.1 Reorganisation of ABETABET is strategically located at NQF level one for the purpose of providing all necessary skills to the majority of thepeople that were excluded from accessing the formal education system in the past. The activities of the Department overthe 2002/03 period have largely focused on supporting the 45 ABET centres and its 197 satellites where programmes aremediated by 2 745 educators (largely employed on part-time basis) to 57 543 learners, the majority of whom are in Grade12 (Matric).ABET literacy provision through a poverty alleviation project is progressing well. The processes of recruitment andselection of the project coordinator for the province has been finalised. The appointed project coordinator is housed inthe FET/ABET offices. The SANLI Pilot Project feedback processes have been concluded and the distribution of learningsupport materials to all ABET centres has also been completed.The establishment of the ABET agency has seen considerable progress. The first two phases that dealt with the legalestablishment of the agency and issues related to the functional organisation of the agency has been completed. Phasethree, that deals with funding and a financial forecast model, has been initiated.7.7.2 GovernanceThe current governing structures that prevail at ABET centres operate on an ad hoc basis and are regarded as interimstructures until they have been formally established in terms of the ABET Act. However, ABET centres have set upStudent Representative Councils (SRCs) with the assistance of District officials and training has been prioritised for thesenewly established SRCs.7.7.3 Monitoring Institutional PerformanceA tool for monitoring the management and effectiveness of ABET centres has been developed and piloted in line withstandards developed by OFSTED. 56 % of all ABET centres were visited during the piloting of the instrument and mostwere found to be reasonably managed with dedicated and efficient managers and committed staff. However, the visitsalso revealed reorganisation inconsistencies and resource deficits.7.7.4 Policy Development and PlanningThe Provincial policy development process to draft regulations for the establishment and strengtheningof ABET governing structures has been initiated. A programme has also been developed to assistABET centres to embark on institutional development planning.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0374


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.7.5 CurriculumRegular monthly meetings with ABET centre managers were held to discuss Curriculum and Assessment issues wherematerials on Curriculum and Assessment were distributed and mediated. ABET Coordinators (Head Office) conducted aseries of workshops for ABET centre managers and ABET Level 4 educators that covered broad issues related toCurriculum Implementation, Assessment and Quality Assurance. All ABET District Facilitators were trained on desktopportfolio moderation in ABET centres and 200 educators were trained on OBE assessment policies and portfoliomoderation.In terms of curriculum research and development a joint GIED/GDE initiative resulted in the development of IllustratedLearning Programmes (ILPs) in Isizulu, the Natural Sciences and Economic Management Sciences. These ILPs weredistributed to all ABET centres. Training on skills related to subsistence farming and small to medium enterprises iscurrently being coordinated by the Ikhwelo project, a national initiative.7.7.6 Output and service delivery trendsStrategy Output Service delivery indicatorTo provide effectivecurriculum delivery andsupport servicesTo provide effectiveinstitutional development andsupport servicesTo provide educationalresources to institutionsThe Human Resources of theDepartment are appraisedand developedABET learnership programmesare implementedABET Assessment andCertification introduced, andGENFETQA systemsimplemented in all ABETinstitutionsInstitutions prepared fortransformation in line with newABET ActRe-organised institutions in linewith the new organisation,structure and funding asoutlined in the ABET ActPolicies and systems forfunding of ABET centresdevelopedPolicies and systems forfunding of ABET centresdevelopedResources for ABETprogrammes mobilisedInstitutions receive fundingbased on a per capita allocationor as per new funding model tobe designed nationallyModified DAS model for ABETEducators trained as a result ofneeds identified in DASPS staff trained in relation toPPMSNumber of learnershipprogrammes implementedNumber of ABET centresimplementing the assessmentpolicy in all GradesService delivery target ormilestones - 2002/033 programmes x211 ABET centresimplementedNumber of centres supported 211 centresNumber of centresreorganisedPolicy and SystemsimplementedPolicy and SystemsimplementedNumber of specificpartnerships formedNumber of institutionsreceiving personnel and nonpersonnelgrantsNumber of educatorsappraisedNumber of educators trainedNumber of PS staff appraised211 centresPolicy DevelopedSystems developed andimplementedAt least one per centre211 centres500 teachers appraised500 teachers trained500 PS staff appraisedManagers trained Number of managers trained 100 managers trainedPerformance againsttarget-ABET agency was not inplacexDAS is not fullyinstitutionalised.xDAS is not fullyinstitutionalisedxPerformance Managementframework not approveduntil January 2003LegendXAchievedPartially achievedNot achievedGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0375


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.8 PROGRAMME 8: AUXILIARY SERVICES7.8.1 Examinations and AssessmentABET Level 4 examinationsABET examinations were successfully conducted at 44 centres where 4604 candidates registered for the examinations.The marking of scripts was completed on schedule and the results were processed and released in mid-December 2002.Assessment of Learners at Grade 9 (GETC)Comments were forwarded to the National Department relating to the draft document on the Interim Policy Frameworkfor the Assessment of Learners in Grade 9 in 2002. The Curriculum and Examination Directorate contributed towards thedevelopment of CTAs at national level after which circulars were developed to mediate policy on the administering ofCTAs, the National Framework document for the Assessment of learners, the revised portfolio requirements and themoderation procedures. The Department also embarked on an extensive training programme on the institutionalisation ofcontinuous assessment (CASS).FETC Systems in 2002The National Curriculum Statements (NCS) are only to be introduced in Grade 10 of the FET band in 2006. In theinterim, OBE methods are to be phased-in to teach Report 550 to the current set of Grade 10 learners. The Departmentmediated the phasing-in document to all the Districts. The Curriculum (FET) and the Examination Directoratecommented on the Qualifications Framework for FET.Examinations DeliveryA total of 69 542 full-time candidates and 53 469 part-time candidates were registered for the 2002 Senior CertificateExaminations in Gauteng. The candidates wrote their examinations at 789 Examination Centres spread across Gauteng,as well as, at Embassies in several overseas countries. 137 different subjects were examined and 290 question paperswere set. 14 092 (21,91%) full-time candidates passed the Senior Certificate Examination with endorsement (an increaseof 2,83% on the 2001 figures). An overall pass rate of 78,1% was achieved. Furthermore, a total of 19 624 distinctionswere obtained by full-time candidates in 2002 (compared to 15 848 in 2001). For the 2003 Senior CertificateExaminations, the GDE has experienced an increase in the enrolment of candidates for the Senior CertificateExaminations, such that, 71 675 full-time learners and 54 706 part-time learners have registered to write this examination.7.8.2 CAPEX ProgrammeFor the period 1 April 2002 to 31 March 2003, 11 new primary schools and 1 new secondary school were built.The major maintenance projects for 2002/03 included additions to existing infrastructure and major repairs andrenovations. A scheduled maintenance plan for all schools is currently being finalised for implementation in 2004.Most major maintenance projects were completed on schedule; however, a number of projects (11 intotal) were delayed on the grounds of poor workmanship, inadequate project management andcontractor cash flow problems. In some instances no valid tenders were received which resulted inthe re-advertisement of tenders. Changing site conditions after the initial audit was doneinfluenced the original scope of work of certain projects while community interaction andrequirements contributed to a redefinition of the scope of work.Approximately R38 million has been spent on routine maintenance whichGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0376


REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESinclude the Big Six Complaints logged through the newly established Call Centre in addressing problems experienced withregard to burst water pipes; blocked sewerage; water delivery; emptying septic tanks; falling ceilings; live open electricalwires; replacing doors/locks; glazing; sealing/painting roofs; painting; floor tiling and providing blackboards/pin boards.The GDE allocated an estimated R62,9 million towards the regeneration and beautification of schools within the province.The programme focused on regeneration through building work, electrical installation, the erection of concrete palisadefencing and the provision of fire-fighting equipment. Schools were selected according to the quintile rating indisadvantaged communities. A total of 43 schools from across the province benefited from the programme. Six projectswere undertaken in joint partnership with the private sector viz., the Gauteng Education Development Trust (GEDT).These projects involved the following institutions: Rosina Sedibane Sport School, The Oprah Winfrey Leadership Academyfor Girls South Africa, Matthew Goniwe School of Leadership and Governance, SACTE Troyeville, Walter Sisulu PrimarySchool and Thuba Makote School,7.8.3 Special Projects: Gauteng Online.comGautengOnLine began as a Provincial Government initiative that intended to improve the overall quality of education inthe province. A key objective of the initiative was the desire to contribute towards building the human resources capacityof the Province and the country through the provision of quality education using an ICT platform. Many of theGautengOnLine strategies and policies are still under construction, but those related to Classroom Infrastructure, FrontOffice Specifications, Research and the use of computers to deliver education (e-Learning) have been developed fully. Atpresent, the Front Office Tender is under consideration and a number of submissions are awaiting approval, followingwhich the key strategies highlighted above are to be instituted.7.8.4 Output and service delivery trendsStrategy Output Service delivery indicatorTo develop the HumanResources of theImplement SkillsDevelopment PlanNumber of EmployeesdevelopedDepartment Implement Equity Plan Representivity of theDepartmentTo provide an external Effective and efficient Matric Exams, GET examsexamination for Grade 12, examinations and certification and ABET exams conductedGET and ABET.serviceas scheduledTo develop and implementa CAPEX PlanTo ensure that theinformation systems and ITinfrastructure of thedepartment are in place andoperationalMonitoring and moderationof public examinationsPreparation, printing and Number of examinationdelivery of public examination papers set and distributedquestion paperswithout problemsPhysical resources Plan MTEF CAPEX planimplementedSchools with interconnectivity Number of schools withinterconnectivitySchool Information Systemdesigned and installedService delivery target ormilestones - 2002/03600 employeesEquity ReportMatric Exams, GET examsand ABET exams conductedas scheduledNumber of institutions 20% of all examinationmonitored and no. of learners centres monitored dailyCASS marks moderated during the exam period.5 % of CASS portfolios foreach subject weremoderated in all schoolsSystem developed andimplemented in schools259 papersPerformanceagainst targetPlan Approved in line withMTEF Budget500 schools xProcurement wasdelayed due tospecification andother problems500 schools implementingxsystemsProcurement wasdelayed due tospecification andother problemsGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0377


SECTION IVREPORT ON PERFORMANCE OFPROGRAMMES AGAINST THEAPPROVED PLANS


REPORT ON PERFORMANCE OF PROGRAMMES AGAINST THE APPROVED PLANS8. Departmental AnalysisThe 2002/03 Strategic Plan was built on the successes of the 2001/02 financial year. The macro strategy for 2002/03 wasto intensify education service delivery to improve education quality and to institutionalise the gains made in 2001/02. Themajor thrust of the education department, as laid out in 2002/03 strategic plan, was to improve infrastructure, to improveteaching and learning and to improve learner performance.There has been adequate access to schooling in Gauteng in the last few years. The apparent intake rate (AIR), which looksat the number of learners entering Grade 1 for the first time, is at 111%. This means that the education system isadequately accessible and meeting the needs of the school-going age population. This high rate may mean that Gautenghas admitted more learners than expected. This may have been influenced by the announcement by the Minister thatlearners aged 6 could be admitted to Grade 1 in public ordinary schools. There has been a 2,6% increase in the number oflearners in public schools in January 2003 and a 10% increase in independent schools when compared to 2001. Theincrease in the ordinary sector has not only been due to normal population demographics but also due to migration intoGauteng from other provinces and other countries. According to the Headcount Survey (This survey is undertaken by theDepartment annually) conducted in 2002, there were 63 406 learners who entered the provincial schooling system fromoutside the province, i.e. 4% of learners. Many of these learners reside in informal settlements where no planning or anyinfrastructure exists. This increase in the number of learners has led to demands for extra classrooms and moreimportantly, a demand for extra educators in the province.We expanded programmes under the Social Plan and improved on the teacher support component of the SecondarySchools Improvement Programme and the Role Model Interventions Programme. The 2002/03 financial year also saw theroll-out of the curriculum redress strategy in the form of the Mathematics, Science and Technology (MST) Strategy and theopening of a number of schools for focussed learning. The year 2002/03 also saw the roll-out of phase 1 of the GautengOnline Project and a successful pilot in 30 schools. The pilot was made possible through partnerships with a number ofleaders in the IT industry.The 2002/03 financial year also saw programmes beginning to address the rolling out of the ABET Act, FET Act, WhitePaper on Inclusive Education and the White Paper on ECD, resulting in the expansion of services in a number ofprogrammes against increasing financial pressures.In 2002/03, the department successfully completed the process of incorporating teacher education and training into theHigher Education sector and closed the last provincial teacher training college at the end of the 2002 academic year.There has also been an increase in the resource allocation to schools. A similar trend is seen in both the ABET and FET(technical colleges) sectors where there have been learner increases as well. This means that the number of educatorsthat are deployed in these sectors will have to increase, where previously the increase of learners has been absorbedwithin the sector and resources allocated to it did not significantly change.Affordability requirements would not allow for the creation of more than 48 000 posts at this point. This position mighthave to be reconsidered at a later stage depending on the actual intake of Grade 1 learners, the Mathematics, Science andTechnology (including GautengOnLine) strategy and expansion, Curriculum Re-organisation and related Teacher Supplyand Utilization Development Strategy and the management of class sizes. The growing need for posts and the increasedunit cost per educator are forcing the Department out of the anticipated ratio of 85%:15% split between personnel andnon-personnel expenditure as currently projected for the academic year 2003. The goal was set to reach a split of 85%to 15% between personnel and non-personnel expenditure as well as an 85% to 15% split between educator personneland non-educator personnel by the year 2005.The Department is under increasing pressure to provide teachers to schools where there is an increase in learners, eventhough the department's budget cannot absorb the increased educator costs. This is currently pushing the personnel/ nonpersonnelratio higher towards the personnel costs, which is also resulting in an increase in the actual class sizes. The realthreat is that the actual class sizes may increase beyond a ratio of 1:40.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0379


REPORT ON PERFORMANCE OF PROGRAMMES AGAINST THE APPROVED PLANSThe Department is also improving the progression rate of learners. The dropout rate in the General Education andTraining phase was reduced significantly especially in the senior phase. As a result, we are now also experiencing pressurefor spaces in secondary schools as more learners are being retained in the system.Other areas of focus include the curriculum delivery strategy that seeks to improve upon learner attainment levels in allGrades; a shift in focus to deal with teacher development through Higher Education Institutions and SAQA accreditedproviders and to build delivery and support systems between head office and districts and between districts and schools toimprove service delivery and improve institutional performance.The Department has entered into an agreement to use the Gauteng Shared Service Centre to support delivery of goodsand services and administration to all levels within its ambit. The relationship with the Gauteng Shared Service Centre isunderpinned by a service level agreement with clear benchmarks for each service area so as to improve the level ofservice delivery through dedicated and professional services.In assessing the state of the Department during 2002/03, the following axes were used:· Skills and Resources The department is adequately resourced and has the required facilities, technologyand funds. The competence of the personnel requires great development and is the major challenge of thedepartment. A skills development plan has been developed and adopted in line with the HRD strategicframework of the Gauteng Province.· Structure The department has completed its restructuring during 2001/02. The restructuring was broughtabout by major changes in the statutory mandates for education. Further reorganization was howeverinevitable in view of the establishment of the Gauteng Shared Services Centre (GSSC). During 2002/03, thedepartment has had to tweak the organogram in the light of the migration of functions to the GSSC. A largenumber of people have also migrated to the GSSC.· Systems and processes As a result of restructuring, a number of systems and process have been reengineeredand are slowly being institutionalised. The change over from FMS to BAS has proved to be achallenge, especially as we have delegated a number of professional and administrative functions to districtlevel. Management structures at all levels, including governance at schools are functional. The IT capacity ofthe department in this regard requires urgent review. The Gauteng Online Project promises to revolutionizeteaching and learning, business processes and communication.· Shared values The department has over a period of time developed a dynamic drive to redress theimbalances of the past and to ensure equity in the provision of education in Gauteng. A charter of values hasalso been developed to enhance corporate synergy and cohesion.· Staff The department has a very good level of representivity in offices. Lagging behind, however, are theinstitutions. The level of experience is negatively impacted on by a high level of natural attrition especially atmiddle management level. The department has put in place a development plan to address the issuesrelated to succession planning. Some more effort and greater focus will be necessary to ensure effectiveWorkplace HIV/AIDS support. As part of employee wellness, a Voluntary Counselling and Testing (VCT)programme needs to be introduced.· Strategy The department has a detailed strategy and policy for the allocation of resourcesbased on poverty and need. Both schools and districts are funded through redressmechanisms. The School Effectiveness Improvement Strategy for curriculum deliveryprovides a platform from which all change initiatives directed at schools will belaunched.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0380


REPORT ON PERFORMANCE OF PROGRAMMES AGAINST THE APPROVED PLANS· Style or Symbolic Behaviour The department values integrity, loyalty, honesty and performance. This isbeing built into a proposed performance recognition scheme for all personnel and institutions. Individuals,groups and institutions will be recognised for their performance and the promotion of the values of thedepartment.During 2002/03 the GDE continued to institutionalise the Performance Management System for SeniorManagers. The aim was to ensure that our managers are making the maximum possible contributiontowards the achievement of Departmental goals. The Performance Management System currently in placewill assist us in coaching and motivating our employees so that they not only meet their objectives but alsounderstand the strengths they need to emphasize to ensure that we provide quality service to the public.The performance wheel will be kept turning daily in an informal and formal process by three aspects, viz.planning, coaching and reviewing. The Gauteng Shared Service Centre has been contracted to roll - out aPerformance Management System for level 1 to level 12 employees. A pilot process was started on 1stAugust 2002. The Performance Management System for senior managers has been also been aligned withthe strategic goals of the department as outlined in our balanced scorecard.The implementation of the Public Finance Management Act continues to bring challenges to theDepartment. During 2002/03, an extensive reporting and monitoring programme was put into operationalto improve the financial management capacity within the Department. Standards and systems of internalcontrols were designed and implemented by management to provide reasonable assurance as to theintegrity and reliability of the financial statements and to adequately safeguard, verify and maintainaccountability.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0381


REPORT ON PERFORMANCE OF PROGRAMMES AGAINST THE APPROVED PLANS9. Outcome and Output StructureThe table below sets out the departments strategic objectives and targets and measures the performance against the standard.OUTCOMESDescription of Outputs Unit of Measure Standard1. Creating access tolifelong learning2. Developing the humanresources for economicfunctionality (employabilityand self-employment)3. Ensuring equitabledistribution of resources andredressing the imbalances ofthe past4. Making cooperativegovernance work byensuring integrated planningand service deliveryAll learners of compulsorySchool-going age in schoolsReduced illiteracy levels inGautengHigh learner performanceTarget2002/03Net Enrolment Ratio 94% 95%Enrolment numbers inABET and literacy80,000 65 000ClassesMatric results 85% 70%School-based andworkplace-basedprogrammes operationaland effectivePerformanceagainst targetÿüÿüÿüÿüÿü10Sources of datathDay HeadcountABET Annual SurveySAFCERT/GENFETQA approved SeniorCertificate ResultsGETC results 85% 65% Suspended by NDoE GET Certificate ResultsPoverty-Based Resource Per capitaR4 000 (NationalR 4 500Intergovernmental FiscalÿüÿüTargetingexpenditureAverage)ReportPersonnel allocation to Learner-educator 35:1 34:1Intergovernmental Fiscalÿüÿüschoolratios (system ratio)ReportPersonnel appointments Gender Equity Index 50% male- female33%Equity Report (Department ofmade in line with Equity at Management Levels splitÿüLabour)Employment PrinciplesClassrooms built and No. of classrooms still 500 classrooms per500GPG CAPEX Reportÿümaintainedto be builtyearNo. of schools fenced 100 schools 70GPG CAPEX Reportÿüÿüin high risk areasNo. of schools 50 schools per year 50GPG CAPEX ReportÿüregeneratedNo overcrowding Learner-classroom 35-40 learners per40Intergovernmental FiscalÿüÿüratioclassReportQualified teachers EducatorAll teachers have the45 000Report by SACE andqualifications minimumÿüÿüDepartmental ReportREQV 13 qualificationGPG Bursary Scheme (all No. of Bursaries per 100 GPG Bursaries40GDE Annual Reportÿüÿüprovincial departments) yearawardedIntegrated HIV/AIDS strategy Learner andAnnual Report by theimplemented (withemployeePremiers HIV/AIDS CouncilÿüÿüDepartment of Health) programmes in place82


REPORT ON PERFORMANCE OF PROGRAMMES AGAINST THE APPROVED PLANSOUTCOMESDescription of Outputs Unit of Measure Standard4. Making cooperativegovernance work byensuring integrated planningand service deliveryPrimary Schools NutritionProgramme (withDepartment of Health)Number of learnersreceiving a morningsnack to improveactive learningcapacitySafe School Project (with Number of schools inDepartment of Safety and high risk areasLiaison)implementing securitymeasuresPartnerships No. of projectsdelivered throughPublic-PrivatePartnershipsAll schoolsimplementing safetyand security measuresCitizen (user) satisfaction Quality of service Baseline andstandards to beIntegrated Service Deliverybetween Education andSports, Recreation, Arts andCulture in the areas ofSports, Library InformationSystems, Youth and Culture(Memorandum ofUnderstanding)Sustainable Developmentand School MaintenanceProgramme through schoolstakeholder participation andeffort(in collaboration withDACEL)Number of jointprojectsNumber of schoolsparticipating inprogrammeestablishedAt least one projectper areaAll schoolsparticipating in theprogrammeTarget2002/03240 000200 schools pilot theimplementation of safetyand security measures5 5Performanceagainst targetÿüÿüÿüÿüÿüÿüReport on Surveyconducted in 2001 ÿü3 projects1 000 Schools participatein a competition insupport of making theWorld Summit onSustainable Environmenta successÿüÿüÿüÿüLegendXAchievedPartially achievedNot achievedSources of dataReport by Department ofHealthReport by Department ofSafety and LiaisonAnnual Report on PPPsPSC/GDE/GPG Report onBatho PeleAnnual Report by SRACAnnual School Survey83


SECTION VFINANCIALREQUIREMENTS


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 2003Report by the Accounting Officer to the Executive Authority1. General review of the state of financial affairsThe 2002/03 Financial year has been a trying but rewarding year. There were a large number of developments ineducation that have impacted positively on education delivery and outcomes.1.1 Policy decisions and strategic issuesDuring the 2002/03 financial year, the Department was faced with a large number of matters of policyand strategic issues. These key matters and issues include:• Introducing the Schools for Focussed Learning the creation of specialised education programmes to improveaccess to mathematics, science, the arts, sport and economic and management sciences.• The reorganisation of the public services and the freezing of vacant posts to accommodate the placement ofaccess personnel from other departments.• The expansion of the scholar transport service to all learners in rural areas and informal settlements.• The implementation of the FET Act in relation to the merging of 33 provincial technical colleges to create eightFurther Education and Training Institutions.• The decision at national level to amend the admissions age of learners to Grade 1, this created additionaldemand for spaces in schools.1.2 Significant events and programmes undertakenDuring the academic year 2002, we saw the continued improvement in the Matric Results rising to 78,4%, an increase ofmore than 4%. This was made possible by our continued investment in supplementary and intervention programmes suchas the Senior Secondary Intervention Programme, Role Model Intervention Programme, Education Action Zones andWhole School Evaluation. The academic year 2002 also saw a tremendous increase in the allocations made for recurrentexpenditure to support schools through the Resource Targeting List. Learner and teacher support material was deliveredon time to the majority of schools. Where problems occurred, these were mainly due to the unavailability of titles. TheGeneral Education and Training Certificate (GETC) assessment programme continued in Gauteng despite the rest of thecountry suspending the programme due to a lack of readiness. This was an achievement for the province.As a result of growth in the independent school sector, pressure is developing for greater funding. The transitionalarrangements around the performance criteria for funding ended in the 2002/03 financial year. Therefore schools notachieving the requisite 50% pass rate in Matric will not qualify for subsidies.Education for learners with special education needs is expanding gradually. This will be creating pressure as more andmore out-of-school learners with special needs gain access to special education. This year the Department was also ableto increase efficiencies related to personnel management and class size.The last remaining College of Education in Gauteng closed its doors to the public at the end of 2002. This has not resultedin a saving, as the funds would be used to continue providing bursaries for teacher trainees at university level as part of theDepartment's recruitment strategy.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0385


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 2003The Department has successfully merged the 33 former technical colleges into eight Further Education and TrainingInstitutions as provided for under the Further Education and Training Act.The Adult Basic Education and Training Programme (ABET) is stabilising and a clear intervention programme is in place toimprove the performance of learners in the formal ABET examinations at Level 4. The Department has also improved theresourcing levels in the ABET centres.The Senior Certificate examinations were conducted without any administrative problems and were successfullyconducted at all examination centres. The Department has also expanded its basket of examinations functions to includeABET and the General Education and Training Certificate.The Department's human resources development programme was successful in targeting both pre-service teachertrainees and in-service trainees. The Department successfully targeted all educators in preparation for the introduction ofGrade 6 of Curriculum 2005 and the introduction of the GET Certificate at the Grade 9 level.The CAPEX Programme has expanded tremendously as a result of greater investment by the province. A large number ofnew school projects and major renovation projects were initiated during 2002/03. A large number of proactiveinterventions were made in relation to schools in high-risk dolomite areas.1.3 Education Financing and Funding TrendsDuring the 2002/03 financial year, the Department received a budget of R7 914 667 000. This amount was increased byR243 586 000 with the Adjustment Budget. The increase in the adjustment budget was mainly for increase in conditions ofservice and the roll-over of R90 million for Gauteng Online.There were also a number of virements between programmes as a result of reclassification of expenses as a result ofpersonnel movement in relation to the closure of colleges of education and public pre-primary schools.Overall, the budget for personnel increased to over R6,589 billion. The CAPEX budget was over R521 million with R50million transferred to institutions for minor and emergency repairs.The non-personnel non-capital budget was over R1,047 billion. This amount was mainly for professional services, LSM,scholar transport, interventions and subsidies to institutions. Over R435 million was used for direct recurrent expenses inpublic institutions. Over R118 million was used for subsidies to independent schools.1.4 Overspending and UnderspendingThe Department spent 98% of its allocated budget in the year under review. This represents a 1% increase from theprevious year's percentage of the budget spent. Overall, the Department has underspent by R206 303 000. The reason forthe underspend is the disallowance of expenditure to the value of R93 976 000 at a programme level. The amount to bedisallowed is mostly as a result of an overspend in personnel by R67 514 000 which represent a 1,8 % of underallocationby the provincial Treasury for adjustment in personnel costs in the Adjustment Budget. The allocation forGautengOnline was underspent by R148 639 000 due to delays in tender processes.In relation to GautengOnline there were delays in the establishment of computer laboratories in the targetedschools. This did not result in any disruptions in educational programmes as this is the initial roll-out ofinformation and communications technology to schools and programmes would be developedthereafter in each school. The Department has increased its establishment to create a new Branchto deal with information systems and the roll-out of information and communicationstechnology into schools. The Department has projected that while delivery was delayed in2002/03 the target for 2002/03 and those set for 2003/04 will be met by the end of2003/04.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0386


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 20032. Services Rendered2.1 List of services rendered by the DepartmentThe activities of the Department of Education are organised in the following eight programmes:• Administration - To provide overall management of the education system in accordance with the NationalEducation Policy Act, the Public Finance Management Act, and other policies.• Public ordinary school education - To provide public ordinary education from Grades 1 to 12 in accordancewith the South African Schools Act.• Independent school subsidies - To support independent schools in accordance with the South AfricanSchools Act.• Public special school education - To provide compulsory public education in special schools in accordance withthe South African Schools Act and White Paper 6 on inclusive education.• Teacher College Education - To provide pre-service teacher training to meet the needs of the province.• Further Education and Training -To provide Further Education and Training (FET) at public FET colleges inaccordance with the Further Education and Training Act.• Adult Basic Education and Training-To provide Adult Basic Education and Training (ABET) in accordance withthe Adult Basic Education Act.• Auxiliary and associated services-To provide the education institutions as a whole with training and support.2.2 Tariff PolicyExam Related TariffsThe Department publishes a circular annually outlining the process and costs related to the abovefunctions. Circular 78/2002 stipulated the following fees:• The fee for rechecking is R6 per script;• The fee for re-marking is R48 per subject; and• The fee to view an exam script after re-marking/rechecking is R150 per subject.2.3 Free ServicesThere are no free services offered by the Department that would yield significant revenue if user fees were levied.3. Trading ActivitiesThis Department did not have any trading activities for the year under review.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0387


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 20034. Trading EntitiesThe department does not have any trading entities under its control.5. Public EntitiesThere were no public entities under the control of this Department for the year under review.6. Public-Private PartnershipsThere were no public-private partnerships entered into by the Department for the year under review.7. Capacity ConstraintsThe process related to the establishment of the Gauteng Shared Service Centre and the transfer of functions during2002/03 has resulted in a number of services being affected. This is a result of some remaining line function structures notbeing adequately resourced due to lack of available personnel. In addition, other functions were also affected, as vacanciescould not be filled due to the excess personnel, remaining in the departments after the function was transferred, nothaving being redeployed to other departments as per agreement with unions.The capacity constraints in relation to financial and other services have been addressed through the training of financialstaff and senior and middle managers. The training focussed on financial policies, delegations and procedures, includingcompliance with the Public Finance Management Act.8. Utilisation of Donor FundsDuring the 2002/03 financial year, the Department did not receive any cash donations. Donations were received in kindfor 89 projects with an estimated value of R66 million.9. Other Organisations to whom Transfer Payments have been madeThe Department has always operated with financial constraints to achieve all its objectives. During the 2002/03 financialyear, the Department has developed a number of collaborations with non-profit making institutions and trusts to coresourceand deliver projects to achieve the strategic goals of the Department. The projects for the 2002/03 financial yearwere clearly defined and were the basis of service level agreements. These organisations are required to present quarterlyprogrammes and financial reports and to submit annual audited financial statements.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0388


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 2003During the 2002/03 financial year the following amounts were transferred to the listed organisations:OrganisationAmount in RGauteng Institute of Educational Development 6 000 000Science Education Trust 1 000 00010. Corporate Governance Arrangements10.1 Audit CommitteeAn Audit Committee, chaired by a member from outside the public sector was established in the year 2001 andfunctioned well during 2002/03. The Audit Committee services a cluster of departments, viz. Department of Education,Department of Sport Arts and Culture and the Department of Safety and Liaison. The committee consists of threemembers from civil society and one representative from the three Departments. The audit committee is effective in that itprovided valuable support and oversight to the department in relation to financial management and accountability.10.2 Internal AuditInternal Audit performs an independent, objective assurance and consulting activity designed to add value and improve theDepartment's operations. Gauteng Audit Services, a unit within Shared Service Centre which has been operational sincethe year 2001, assists the department in accomplishing its objectives by employing a systemic, disciplined approach toevaluating and improving the effectiveness of risk management, control and governance processes.The internal audit system has been effective in relation to a range of matters arising in the Department and schools.However, during 2002/03, eleven cases were identified for auditing but because of capacity problems, the Departmentcould not process the investigation within the targeted timeframes. The department is currently building an inspectorateunit to ensure that allegations of fraud and corruption are investigated.10.3 Risk ManagementThe business risk identification and control-mapping project for all departments in Gauteng was facilitated in the year2000. In the year 2001 the Department conducted a detailed review of the risks highlighted in the year 2000 report anddeveloped risk management plans for the years 2001 and 2002. The risk profile of the Department will be reviewed in theyear 2003. The Department has also developed appropriate structures for the ongoing review of operation identified ashaving risks.The departmental philosophy of risk management recognises that managing risk is an integral part of ensuring sustainabledelivery mechanisms for the Department. The complex environment within which the Department operates necessitatesa holistic approach to the management of risk. Our approach involves managing risks according to principles of goodgovernance as they relate to overall responsibilities of management. The approach attempts to address the complexitiesof our service delivery initiatives, processes, the structure and the stakeholder expectation. The risk management effortsare coordinated to realise the benefits of a multidisciplinary approach and to create a higher level of understanding of riskdrivers in the Department and to manage risk at a strategic level. Day-to-day management of risk is devolved in variousline functional units and individual heads of units are expected to manage their own operational risks and ensure thatappropriate controls are in place. The governance framework for risk includes: the Audit Committee responsible formaintaining the quality, integrity and reliability of the Department's compliance to internal and external audit processesand accounting and control systems and a Departmental Fraud Prevention Plan Committee that is responsible forreviewing and assessing risk control systems, ensuring that risk policies and strategies are effectively managed.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0389


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 200310.4 Fraud PreventionThe Department has a fraud prevention strategy. A massive programme to contain fraud was developed and wassupported by a capacity building programme and information sharing sessions to improve awareness and whistle-blowing.This is supported by a hotline for whistle blowing. Communication of the Zero Tolerance Policy of the Department is alsoa high priority in the management of risk. Reporting of key indicators regarding the process in the implementation of therisk management and fraud prevention policies, as well as the success thereof, will be the basis of monitoring performancein this regard.Fraud Prevention Policies that have been developed and are being implemented•The Department's policies, procedures, rules, regulations and other prescripts (including the PFMA andsupporting Treasury Regulations) are already in place• The disciplinary code and procedure• A code of Ethics and Business Conduct that contains a set of values in which management believes, andrequires their employees to subscribe to• An Anti-Fraud and Corruption Policy, including a fraud and corruption response plan and comprehensive stepsfor the proper resolution of reported and detected incidents and allegations of fraud and corruption• Minimum Information Standards• Financial disclosure has been implemented for all senior managers. All senior managers and individuals involvedin procurement and other departmental transactions are required to disclose conflict of interest.During the 2002/03 financial year, the Department has taken action against officials both in offices and institutions.Twenty cases have been concluded and has resulted in 12 dismissals, 3 warnings with fines, 1 reduction in salary level, 2demotions in post rank and 2 suspensions without pay.10.5 Other IssuesIn relation to safety, health and environment issues, the Department has developed extensive guidelines for schools to dealwith these issues. The Department has also developed a billboard, indicating key aspects related to school safety that willbe erected in all public schools.In relation to workplace and HIV/AIDS, clear programmes have been developed to manage the impact of HIV/AIDSthrough the implementation of an Employee Assistance Programme and a Wellness programme to support all personnel.11. Discontinued activitiesThe Department has discontinued services under Programme 5: Teacher College Education at the end of the2002 academic year. This is as a result of the incorporation of colleges into the Higher Education sector.During 2000/01 financial year the Department incorporated three colleges into universities and decided toclose the remaining two as the last cohort of student teachers graduate. During the 2001/02 financialyear one college was closed and in the academic year 2002 the last college closed. The programmewill be discontinued as of the 2003/04 financial year.The impact on services is dependent on the higher education institutions attracting andrecruiting student learners to meet the provincial demand for new teachers. TheDepartment has decided to use the learner subsidies of this programme tooffer lucrative bursaries to learners at universities in exchange for anemployment contract at the end of their studies.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0390


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 200312. New/Proposed new activitiesThere are no new or proposed new activities that have been undertaken by this Department.13. Progress with financial management improvements13.1 Financial ManagementThe implementation of the Public Finance Management Act continues to bring challenges to the Department. Anextensive reporting and monitoring programme has been put in place to improve financial management capacity in theDepartment. Of importance to report, is that the Department started to utilise a new general ledger system (BasicAccounting System) on 1 April 2001. The Department has adapted to the new system, however delays in processingclaims remain. We are expecting an improvement in repetitive functions in personnel management, finance andprocurement as a result of the migration of functions to the Gauteng Shared Service Centre.13.2 Internal ControlsStandards and systems of internal controls are designed and implemented by management to provide reasonableassurance to the accountability chain. Systems and controls include the proper delegation of responsibilities within aclearly defined framework, effective accounting procedures and adequate segregation of duties. PerformanceManagement for senior managers has been re-aligned with the strategic goals of the Department as outlined in thebalanced scorecard. The Department has so far cleared most of the audit queries raised by the Auditor General for 1998to 2001 financial years.14. Events after the reporting dateThere are no known events that took place after the accounting date that could materially influence the Department'sstate of financial affairs.15. Performance informationIn relation to financial performance, the Department established a monthly process where all managers are required topresent an analysis of expenditure to date against operational plan targets and projected cashflows. This process results ina report with recommendations to each manager in the Department on how to address deviations and other complianceissues. Underpinning this process are the principles outlined in the PFMA.On a quarterly basis, all senior managers meet to review programmes and financial performance which is based on thequarterly programme reports from all managers in relation to operational and strategic targets and financial data fromBAS.In relation to programme outputs, the provincial legislature annually evaluates the financial and non-financial performanceoutputs with the aid of an external education specialist. The specialist verifies the Department's performance and statisticson behalf of the legislature.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0391


10. MANAGEMENT REPORT FOR THE YEAR ENDED 31 MARCH 2003ApprovalThe annual financial statements set out on pages 98 to 136 have been approved by the Accounting Officer....................................MaLlele PeTjeChief Executive Officer31 May 2003GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0392


11. REPORT OF THE AUDIT COMMITTEE11. REPORT OF THE AUDIT COMMITTEEWe are pleased to present the report for the financial year ended 31March 2003.Audit Committee Members and attendanceThe Audit Committee met during the financial year on four occasions in terms of the charter. Meetings were held on thefollowing dates 27 February 2002 (Safety), 14 June 2002 (Shared Services Centre), 27 September 2002 (Education), 11February 2003.Members and their attendance at meetings during the year was as followsMeetings attendedY Gordhan (Chair person)4AduToit1P Sibiya3T Majaja4S Mpanza4A Dlodlo4M PeTje 4Audit Committee ResponsibilityThe Audit Committee reports that it has complied with its responsibilities arising from section 38(1)(a) of the PFMA andTreasury Regulations 3.1.13. The Audit Committee also reports that it has adopted appropriate formal terms of referenceas its audit committee charter, has regulated its affairs in compliance with its charter and has discharged all it’sresponsibilities as contained therein.The Effectiveness of Internal ControlWe have reviewed various reports made by the internal auditors, the audit report of the Auditor General and the AnnualFinancial Statements including matters of emphasis contained therein. In terms of these reports there has been nosignificant or material non-compliance with prescribed policies, procedures and internal controls. A risk assessment hasbeen performed during the financial year under review and is currently being updated by the Internal Audit Division of theGauteng Shared Services Centre.The quality of in-year management and quarterly reports submitted in terms of the Act and the Division ofRevenue Act.The Audit Committee is satisfied with the content and quality of quarterly reports prepared and issued by theAccounting Officer and the Department during the year under review.GAUTENG DEPARTMENT OF EDUCATION93


11. REPORT OF THE AUDIT COMMITTEEEvaluation of Annual Financial StatementsThe Audit Committee has:• Reviewed and discussed with the Auditor-General and the Accounting Officer the audited Annual FinancialStatements to be included in the Annual Report;• Reviewed issues raised by the Auditor-General and management response during the Audit Committeemeeting held to approve the Annual Financial Statements;•Reviewed changes in accounting policies and practices; and• Reviewed significant adjustments resulting from the audit.The Audit Committee concurs and accepts the conclusions of the Auditor-General on the Annual Financial Statements andis of the opinion that the audited Annual Financial Statements be accepted and read together with the report of theAuditor-General._________________________________Chairperson of the Audit Committee14 August 2003GAUTENG DEPARTMENT OF EDUCATION94


12. REPORT OF THE AUDITOR-GENERALAUDITOR-GENERALREPORT OF THE AUDITOR-GENERAL TO THE GAUTENG PROVINCIAL LEGISLATURE ON THEFINANCIAL STATEMENTS OF VOTE 5-GAUTENG DEPARTMENT OF EDUCATION FOR THE YEARENDED 31 MARCH 200312.1 AUDIT ASSIGNMENTThe financial statements as set out on pages 98 to 136 for the year ended 31 March 2003, have been audited in terms ofsection 188 of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996), read with sections 3 and 5 ofthe Auditor-General Act, 1995 (Act No. 12 of 1995). These financial statements, the maintenance of effective controlmeasures and compliance with relevant laws and regulations are the responsibility of the accounting officer. Myresponsibility is to express an opinion on these financial statements, based on the audit.12.2 NATURE AND SCOPEThe audit was conducted in accordance with Statements of South African Auditing Standards. Those standards requirethat I plan and perform the audit to obtain reasonable assurance that the financial statements are free of materialmisstatement.An audit includes:• Examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements,• Assessing the accounting principles used and significant estimates made by management, and• Evaluating the overall financial statement presentation.Furthermore, an audit includes an examination, on a test basis, of evidence supporting compliance in all material respectswith the relevant laws and regulations which came to my attention and are applicable to financial matters.I believe that the audit provides a reasonable basis for my opinion.12.3 AUDIT OPINIONIn my opinion, the financial statements fairly present, in all material respects, the financial position of the GAUTENGDEPARTMENT OF EDUCATION at 31 March 2003 and the results of its operations and cash flows for the year thenended, in accordance with prescribed accounting practice and in the manner required by the Public Finance ManagementAct, 1999 (Act No. 1 of 1999) as amended.GAUTENG DEPARTMENT OF EDUCATION95


12. REPORT OF THE AUDIT COMMITTEE12.4 EMPHASIS OF MATTERWithout qualifying the audit opinion expressed above, attention is drawn to the following matters:12.4.1 PayablesI was not able to verify the completeness and accuracy of the balance of payables at year-end. This was primarily due tothe late submission and/or non-submission of information requested, which could be attributed to the problemsexperienced by the department to obtain reports from BAS.12.4.2 Use of general journalsI noted with concern the number of journals that were processed at the GAUTENG DEPARTMENT OF EDUCATION.More than16 000 journals were processed in the 2002-2003 financial year. Some journals represented transactions that needed to becaptured on BAS. A large number of journals were in fact correcting journal entries which were vague in description.12.4.3 DebtorsThe trade debtors balance of R 43 605 205 at 31 March 2003 consisted of two categories of debtors which representedmore than 90 percent of trade debtors, namely, ex-employees (R 28 693 164) and breach of contract debtors (R 11 601157).12.4.3.1 Ex-employee debtorsEx-employee debtors consisted mainly of overpayments to employees by the GAUTENG DEPARTMENT OFEDUCATION. Employees were overpaid due to various reasons, which could mainly be attributed to an inefficientprocess of removing employees from PERSAL in good time.The following shortcomings were identified in respect of debtor files:iiiiiiivvSome debtor files had no supporting documentation for the debts raised.Some of the files were incomplete in respect of contact details and other relevant information.Lack of monitoring sick leave which resulted in overpayments.Employees not being removed from PERSAL in good time whilst the department acknowledged receipt oftermination of service.Some debtors paid their debt either through the pension fund or to the state attorneys directly. These paymentswere not allocated to the debtors accounts.GAUTENG DEPARTMENT OF EDUCATION96


12. REPORT OF THE AUDIT COMMITTEE12.4.3.2 Breach of contract debtorsBreach of contract debtors represented students who were provided with study loans, which they had to repay withservice equal to the duration of the loan. These debtors were classified as breach of contract debtors since thedepartment was not able to meet its commitments to these students. This could be attributed primarily to theredeployment of teachers.12.4.3.3 Recoverability of debtorsA review of the movement in the capital balances (original debt and balance at 31 March 2003) indicated that of the totaldebt recovered, more than 50 percent related to debtors which were raised in the last five years. In addition the auditindicated that recoverability of these debtors were uncertain due to debtors files not being complete.12.5 APPRECIATIONThe assistance rendered by the staff of the Gauteng Department of Education during the audit is sincerely appreciated.J.A.C. DU PLESSISfor Auditor-GeneralJohannesburg31 July 2003GAUTENG DEPARTMENT OF EDUCATION97


13. STATEMENT OF ACCOUNTING POLICIES ANDRELATED MATTERS FOR THEYEAR ENDED 31 MARCH 2003The financial statements have been prepared in accordance with the following policies, which have been appliedconsistently in all material respects, unless otherwise indicated. However, where appropriate and meaningful,additional information has been disclosed to enhance the usefulness of the financial statements and to complywith the statutory requirements of the Public Finance Management Act, Act 1 of 1999 (as amended by Act 29 of1999), the Treasury Regulations for Departments and Constitutional Institutions issued in terms of the Act andthe Division of Revenue Act, Act 5 of 2002.1. Basis of preparationThe financial statements have been prepared on a modified cash basis of accounting, except where statedotherwise. The reporting entity is in transition from reporting on a cash basis of accounting to reporting on anaccrual basis of accounting. Under the cash basis of accounting transactions and other events are recognisedwhen cash is received or paid. Under the accrual basis of accounting transactions and other events arerecognised when incurred and not when cash is received or paid.2. RevenueVoted funds are the amounts appropriated to a department in accordance with the final budget known as theAdjusted Estimates of Provincial Expenditure. Unexpended voted funds are surrendered to the ProvincialRevenue Fund.Interest and dividends received are recognised upon receipt of the funds, and no accrual is made for interest ordividends receivable from the last receipt date to the end of the reporting period. They are recognised asrevenue in the financial statements of the department and then transferred to the Provincial Revenue Fund.3. Donor aidDonor Aid is recognised in the income statement in accordance with the cash basis of accounting.4. Current expenditureCurrent expenditure is recognised in the income statement when the payment is made.5. Unauthorised, irregular and fruitless and wasteful expenditureUnauthorised expenditure means:• the overspending of a vote or a main division within a vote, or expenditure that was not made in accordancewith the purpose of a vote or, in the case of a main division, not in accordance with the purpose of themain division.• unauthorised expenditure is treated as a current asset in the balance sheet until such expenditure isrecovered from a third party or funded from future voted funds.Irregular expenditure means expenditure, other than unauthorised expenditure, incurred in contravention of or not inaccordance with a requirement of any applicable legislation, including:• examining, on a test basis, evidence supporting the amounts and disclosures in thefinancial statements• the Public Finance Management Act,• the State Tender Board Act, or any regulations made in Terms of this act, orGAUTENG DEPARTMENT OF EDUCATION98


13. STATEMENT OF ACCOUNTING POLICIES ANDRELATED MATTERS FOR THE YEAR ENDED 31 MARCH 2003• any provincial legislation providing for procurement procedures in that provincial government.• Irregular expenditure is treated as expenditure in the income statement.Fruitless and wasteful expenditure means expenditure that was made in vain and would have been avoided hadreasonable care been exercised. Fruitless and wasteful expenditure must be recovered from a responsible official(a debtor account should be raised), or the vote if responsibility cannot be determined.6. Debts written offDebts are written off when identified as irrecoverable. No provision is made for irrecoverable amounts.7. Capital expenditureExpenditure for physical items on hand on 31 March 2003 to be consumed in the following financial year, iswritten off in full when they are received and are accounted for as expenditure in the income statement. Physicalassets acquired are expensed i.e. written off in the income statement when the payment is made.8. InvestmentsMarketable securities are carried at market value. Market value is calculated by reference to stock exchangequoted selling prices at the close of business on the balance sheet date.Non-current investments excluding marketable securities are shown at cost and adjustments are made onlywhere in the opinion of the directors, the investment is impaired. Where an investment has been impaired, it isrecognised as an expense in the period in which the impairment is identified.Increases in the carrying amount of marketable securities classified as non-current assets are credited torevaluation and other reserves in shareholders' equity. Decreases that offset previous increases of the samemarketable security are charged to the income statement. Increases/decreases in the carrying amount ofmarketable securities classified as current assets are credited/charged to the income statement.On disposal of an investment, the difference between the net disposal proceeds and the carrying amount ischarged or credited to the income statement. On disposal of a marketable security classified as a non-currentasset, amounts in revaluation and other reserves relating to that marketable security, are transferred to retainedearnings.9. Investments in controlled entitiesInvestments in controlled entities are those entities where the reporting entity has the ability to exerciseany of the following powers to govern the financial and operating policies of the entity in order to obtainbenefits from its activities:GAUTENG DEPARTMENT OF EDUCATION99


13. STATEMENT OF ACCOUNTING POLICIES ANDRELATED MATTERS FOR THEYEAR ENDED 31 MARCH 2003• To appoint or remove all, or the majority of, the members of that entity's board of directors or equivalentGoverning body;• To appoint or remove the entity's chief executive officer;• To cast all, or the majority of, the votes at meetings of that board of directors or equivalent governing body;• To control all, or the majority of, the voting rights at a general meeting of that entity.Investments in controlled entities are shown at cost.10. ReceivablesReceivables are not normally recognised under the cash basis of accounting. However, receivables included inthe balance sheet arise from cash payments that are recoverable from another party.Receivables for services delivered are not recognised in the balance sheet as a current asset or as income in theincome statement, as the financial statements are prepared on a cash basis of accounting, but are disclosedseparately in the notes to enhance the usefulness of the financial statements.11. PayablesPayables are not normally recognised under the cash basis of accounting. However, payables included in thebalance sheet arise from cash receipts that are due to either the Provincial Revenue Fund or another party.12. ProvisionsA provision is a liability of uncertain timing or amount. Provisions are not normally recognised under the cashbasis of accounting, but are disclosed separately in the notes to enhance the usefulness of the financialstatements.13. Lease commitmentsLease commitments for the period remaining from the accounting date until the end of the lease contract aredisclosed as a note to the financial statements. These commitments are not recognised in the balance sheet as aliability or as expenditure in the income statement as the financial statements are prepared on the cash basis ofaccounting.14. AccrualsThis amount represents goods/services that have been delivered, but no invoice has been received from thesupplier at year end, or where the goods/services have been delivered, and an invoice is on hand but remainsunpaid at year end. These amounts are not recognised in the balance sheet as a liability or as expenditure in theincome statement as the financial statements are prepared on a cash basis of accounting, but are howeverdisclosed.GAUTENG DEPARTMENT OF EDUCATION100


13. STATEMENT OF ACCOUNTING POLICIES ANDRELATED MATTERS FOR THE YEAR ENDED 31 MARCH 200315. Employee benefitsShort-term employee benefitsThe cost of short-term employee benefits is expensed in the income statement in the reporting period that thepayment is made. Short-term employee benefits, that give rise to a present legal or constructive obligation, aredeferred until they can be reliably measured and then expensed. Details of these benefits and the potentialliabilities are disclosed as a note to the financial statements and are not recognised in the income statement.Termination benefitsTermination benefits are recognised and expensed only when the payment is made.Retirement benefitsThe department provides retirement benefits for its employees through a defined benefit plan for governmentemployees. These benefits are funded by both employer and employee contributions. Employer contributionsto the fund are expensed when money is paid to the fund. No provision is made for retirement benefits in thefinancial statements of the department. Any potential liabilities are disclosed in the financial statements of theProvincial Revenue Fund and not in the financial statements of the employer department.Medical benefitsThe department provides medical benefits for (certain/all) its employees through defined benefit plans. Thesebenefits are funded by employer and/or employee contributions. Employer contributions to the fund areexpensed when money is paid to the fund. No provision is made for medical benefits in the financial statementsof the department. Retirement medical benefits for retired members are expensed when the payment is made tothe fund.16. Capitalisation reserveThe capitalisation reserve represents an amount equal to the value of the investments and/or loans capitalised, ordeposits paid on behalf of employees of a foreign mission, for the first time in the previous financial year. Ondisposal, repayment or recovery, such amounts are transferable to the Revenue Fund.17. Recoverable revenueRecoverable revenue represents payments made and recognised in the income statement as an expense inprevious years, which have now become recoverable from a debtor due to non-performance in accordance withan agreement. Repayments are transferred to the Revenue Fund as and when the repayment is received.18. Comparative figuresWhere necessary, comparative figures have been adjusted to conform to changes in presentation in the currentyear. The comparative figures shown in these financial statements are limited to the figures shown in the previousyear's audited financial statements and such other comparative figures that the department may reasonably haveavailable for reporting.GAUTENG DEPARTMENT OF EDUCATION101


14. APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 200314. APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003Programme2002/03 2001/02AdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas % ofrevisedallocationRevisedAllocationActualExpenditureR'000R'000R'000R'000R'000R'000R'0001. Management & AdministrationCurrent579,814-579,814579,814-100%765,476691,813Capital16,910-16,91010,1126,79860%11,85234,6712. Public School EducationCurrent5,931,31151,0005,982,3115,978,3793,932100%5,283,9965,284,127Capital343,476-343,476347,408-3,932101%171,456154,2233. Independent School EducCurrent117,127-117,127117,127-100%117,127102,117Capital--- --- -4. Education in Special SchoolsCurrent373,912-373,912373,912-100%414,341413,063Capital800-80016663421%--5. Teacher College EducationCurrent41,948-13,00028,94828,10983997%130,402101,394Capital--------6. Further Education & TrainingCurrent271,458-271,458271,458-100%-274,614Capital------276,3141,3347. Non-Formal EducationCurrent165,192-13,000152,192133,88618,30688%132,06099,743Capital------8,191-8. Auxiliary & Associated ServicesCurrent156,305-25,000131,305123,7117,59494%195,835111,087Capital160,000-160,0008,266151,7345%--9. Special FunctionsCurrent----405405--304Capital--------Total8,158,253-8,158,2537,971,943186,31098%7,507,0507,268,4902002/03 2001/02Direct charge against the NationalRevenue FundAdjustedAppropriationR'000VirementR'000RevisedAllocationR'000ActualExpenditureR'000Savings/Underspend(Excess)R'000Expenditureas%ofrevisedallocationRevisedAllocationR'000ActualExpenditureR'0001. Provinces Equitable Share8,158,253-8,158,2537,971,943186,31098%7,507,0507,268,490State Debt Costs-------Total8,158,253-8,158,2537,971,943186,31098%7,507,0507,268,490GAUTENG DEPARTMENT OF EDUCATION102


FINANCIAL REQUIREMENTSAPPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 20032002/03 2001/02Economic classificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)R'000 R'000 R'000 R'000 R'000Expenditureas%ofrevisedallocationR'000RevisedAllocationActualExpenditureR'000Current7,637,067-7,637,0677,614,12122,946100%7,254,0547,077,976Compensation of employees6,544,18345,0006,589,1836,578,70310,480100%6,216,4446,117,624Transfer Payments509,591-10,500499,091491,9917,10099%446,735467,505Other583,293-34,500548,793543,4275,36699%590,875492,847Capital521,186-521,186357,822163,36469%252,996190,514Transfer Payments50,000-50,00034,50415,49669%--Other capital expenditure133,476-133,476141,2647,788106%180,921105,780Acquisition of fixed assests337,710-337,710182,054155,65654%72,07584,734Total8,158,253-8,158,2537,971,943186,31098%7,507,0507,268,4902002/03 2001/02GFS classificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000Compensation of employees6,544,18345,0006,589,1836,578,70310,480100%6,216,4446,117,630Use of goods & Services536,807-34,500502,307512,713-10,406102%499,661534,543Property Expense46,486-46,48630,71415,77266%41,21038,917Subsidies499,091-499,091526,618-27,527106%446,735375,353Grants10,500-10,500------Social Benefits------50,00023,959Transfer payments--------Other Expenses----123123-591,287Non Financial assets521,186-521,186323,318197,86862%252,99586,801Total8,158,253-8,158,2537,971,943186,31098%7,507,0507,268,490GAUTENG DEPARTMENT OF EDUCATION103


APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003DETAILS PER PROGRAMME 12002/03 2001/02Program per subprogramme1. MECAdjustedAppropriationR000VirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000Current1,000-1,00077822278%599731Capital--------2. Management & AdministrationCurrent578,814-578,814579,036-222100%764,877691,082Capital16,910-16,91010,1126,79860%11,85234,671Total596,724-596,724589,9266,79899%777,328726,4842002/03 2001/02CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000579,814-579,814579,814-100%765,476691,822Compensation of employees468,510468,510469,026-516100%565,370394,508Transfer Payments---1,000-1,000-90,00090,000Other111,304111,304109,7881,51699%110,106207,314Capital16,910-16,91010,1126,79860%11,85234,662Transfer Payments------Other capital expenditure---2,781- 2,781--26,500Acquisition of fixed assets16,910-16,9107,3319,57943%11,8528,162Total596,724-596,724589,9266,79899%777,328726,4842002/03 2001/02GFS classificationCompensation of employeesAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000468,510-468,510469,026-516100%565,370394,515Use of goods & Services66,090-66,09079,386-13,296120%70,132193,937Property Expense45,214-45,21430,40214,81267%40,01038,456Subsidies---1,000-1,000-90,000-Grants--------Social Benefits-------1,414Transfer payments--------Other Expenses------590,000Non-Financial assets16,910-16,91010,1126,79860%11,8128,162Total596,724-596,724589,9266,79899%777,329726,484GAUTENG DEPARTMENT OF EDUCATION104


FINANCIAL REQUIREMENTSAPPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003DETAILS PER PROGRAMME 22002/03 2001/02Program per subprogramme1. Curriculum Delivery & SupportAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000Current66,295-66,29567,509-1,214102%44,24837,630Capital--------2. Institutional Development & SupportCurrent30,000-30,00033,743-3,743112%21,94024,058Capital--------3. Resource ProvisioningCurrent5,736,29981,0005,817,2995,823,443-6,144100%5,190,3085,215,990Capital343,476-343,476347,408-3,932101%171,456154,223ECD9,051-9,0515,4553,59660%--4. Human Resource DevelopmentCurrent23,695-23,69511,78211,91350%-2,350Capital--------5. Other Related ServicesCurrent40,411-30,00010,4116829,7297%-8Capital--------6. EAZCurrent5,000-5,0004,74026095%7,500995Capital--------7. Social PlanCurrent20,000-20,00027,442-7,442137%20,000712Capital--------8. Clean School CampaignCurrent560-56042513576%--Capital--------9. Alexander Renewal ProjectCurrent---3,158-3,158--2,384Capital--------Total6,274,78751,0006,325,7876,325,787-100%5,455,4525,438,3502002/03 2001/02CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R0005,931,31151,0005,982,3115,978,3793,932100%5,283,9965,284,180Compensation of employees5,349,01581,0005,430,0155,435,651-5,636100%4,794,6834,932,342Transfer Payments295,654-295,654283,32712,32796%170,917192,443Other286,642-30,000256,642259,401-2,759101%318,396159,395Capital343,476-343,476347,408-3,932101%171,456154,170Transfer Payments50,000-50,00034,50415,49669%--Other capital expenditure133,476-133,476138,483-5,007104%171,45677,598Acquisition of fixed assests160,000-160,000174,421-14,421109%-76,572Total6,274,78751,0006,325,7876,325,787-100%5,455,4525,438,350GAUTENG DEPARTMENT OF EDUCATION105


APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 20032002/3 2001/2GFS classificationCompensation of employeesSavings/ExpenditureRevised ActualVirementUnderspendas%of RevisedAllocation Expenditure(Excess )revised AllocationallocationR000 R000 R000 R000 R000 R000 R000 R000AdjustedAppropriation5,349,01581,0005,430,0155,435,651-5,636100%4,794,682ActualExpenditure4,932,342Use of goods & Services285,370-30,000255,370259,337-3,967102%263,723236,588Property Expense1,272-1,272641,2085%1,200186Subsidies295,654-295,654317,831-22,177108%170,917192,443Grants--------Social Benefits------50,000219Transfer payments--------Other Expenses--------Non-Financial assets343,476-343,476312,90430,57291%174,93076,572Total6,274,78751,0006,325,7876,325,787-100%5,455,4525,438,350GAUTENG DEPARTMENT OF EDUCATION106


FINANCIAL REQUIREMENTSAPPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003DETAILS PER PROGRAMME 32002/3 2001/2Program per subprogramme1. Independent School EducationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000Current116,127-116,127115,622505100%117,127102,104Capital--------2. Institutional Development & SupportCurrent1,000-1,0001,505-505151%-13Capital--------Total117,127-117,127117,127-100%117,127102,1172002/3 2001/2CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000117,1270117,127117,1270100%117,127102,117Compensation of employees00252-252---Transfer Payments116,127116,127115,622505100%117,111102, 104Other1,0001,0001,253-253125%1613Capital00000---Transfer Payments00000---Other capital expenditure00000---Acquisition of fixed assests00000---Total117,1270117,127 117,1270100%117,127102,1172002/03 2001/02GFS classificationCompensation of employeesAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000---252-252---Use of goods & Services1,000-1,0001,253-253125%1613Property Expense--------Subsidies116,127-116,127115,622505100%117,111102,104Grants--------Social Benefits--------Transfer payments--------Other Expenses--------Non-Financial assets--------Total117,127-117,127117,127-100%117,127102,117GAUTENG DEPARTMENT OF EDUCATION107


APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003DETAILS PER PROGRAMME 42002/03 2001/02Program per subprogramme1. Curriculum Delivery & SupportCurrentCapitalAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000200---200-354--154-177%---621-2. Institutional Development & SupportCurrent1,500-1,5001941,30613%-203Capital--------3. Resource ProvisioningCurrent371,212-371,212372,465-1,253100%414,341410,839Capital800-80016663421%--4. Human Resource DevelopmentCurrent1,000-1,00089910190%-1,400Capital--------Total374,712-374,712374,078634100%414,341413,0632002/03 2001/02Economic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)as%ofrevisedallocationRevisedAllocationActualExpenditureCurrentR000 R000 R000 R000 R000 R000 R000 R000373,912- 373,912373,912- 100% 414,341 413,063Compensation of employees305,012-305,012304,891121100%349,581340,464Transfer Payments67,000-67,00066,874126100%58,66467,806Other1,900-1,9002,147-247113%6,0964,793Capital800-80016663421%--Transfer Payments-----Other capital expenditure--------Acquisition of fixed assests800-80016663421%--Total374,712-374,712374,07634100%414,341413,0632002/03 2001/02GFS classificationCompensation of employeesSavings/ExpenditureRevised ActualVirementUnderspendas%of RevisedAllocation Expenditure(Excess)revisedAllocationallocationR000 R000 R000 R000 R000 R000 R000 R000AdjustedAppropriation305,012-305,012304,891121100%349,581ActualExpenditure340,464Use of goods & Services1,900-1,9002,147-247113%6,0964,581Property Expense-------23Subsidies67,000-67,00066,874126100%58,66467,185Grants--------Social Benefits-------190Transfer payments--------Other Expenses--------Non-Financial assets800-80016663421%-620Total374,712-374,712374,078634100%414,341413,063GAUTENG DEPARTMENT OF EDUCATION108


FINANCIAL REQUIREMENTSAPPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003DETAILS PER PROGRAMME 52002/03 2001/02Program per subprogramme1. Teacher Training CollegeAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR'000 R'000 R'000 R'000 R'000 R'000 R'000 R'000Current41,948-13,00028,94828,10983997%130,402101,394Capital--------Total41,948-13,00028,94828,10983997%130,402101,3942002/03 2001/02CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR'000 R'000 R'000 R'000 R'000 R'000 R'000 R'00041,948-13,00028,94828,10983997%129,170101,394Compensation of employees27,948-13,00014,94815,950-1,002107%116,11773,508Transfer Payments10,500-10,500--123123--7,607Other3,50010,50014,00012,2821,71888%13,05320,279Capital------1, 232-Transfer Payments--------Other capital expenditure------1,232-Acquisition of fixed assests--------Total41,948-13,00028,94828,10983997%130,402101,3942002/03 2001/02GFS classificationCompensation of employeesAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR'000 R'000 R'000 R'000 R'000 R'000 R'000 R'00027,948-13,00014,94815,950-1,002107%116,11773,508Use of goods & Services3,50010,50014,00012,2821,71888%13,0531,112Property Expense--------Subsidies-------7,607Grants10,500-10,500------Social Benefits-------19,167Transfer payments--------Other Expenses----123123---Non-Financial assets------1,232-Total41,948-13,00028,94828,10983997%130,402101,394GAUTENG DEPARTMENT OF EDUCATION109


APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 2003DETAILS PER PROGRAMME 62002/3 2001/2Program per subprogrammeAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R0001. Curriculum Delivery & SupportCurrent-------5,207Capital--------2. Institutional Development &SupportCurrent1,000-1,00021378721%-2,971Capital------276,314-3. Resource ProvisioningCurrent270,458-270,458271,245-787100%-265,770Capital-------1,3344. Human Resource DevelopmentCurrent-------666Capital--------Total271,458-271,458271,458-100%276,314275,9482002/03 2001/02CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000271,458-271,458271,458-100%273,280274,616Compensation of employees252,458252,458252,458-100%258,539256,501Transfer Payments14,80014,80014,800-100%5,7014,427Other4, 2004,2004,200-100%9,04013,688Capital------3,0341,332Transfer Payments--------Other capital expenditure------3,0341,332Acquisition of fixed assests--------Total271,458-271,458271,458-100%276,314275,9482002/03 2001/02GFS classificationCompensation of employeesAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000252,458-252,458252,458-100%258,539256,501Use of goods & Services4,200-4,2004,200-100%9,04012,798Property Expense-------124Subsidies14,800-14,80014,800-100%5,7014,385Grants--------Social Benefits-------1,002Transfer payments--------Other Expenses-------41Non-Financial assets------3,0341,097Total271,458-271,458271,458-100%276,314275,948GAUTENG DEPARTMENT OF EDUCATION110


DETAILS PER PROGRAMME 72002/03 2001/02Program per subprogramme1. Curriculum Delivery & SupportAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000Current40040028511571%454647Capital-----2. Institutional Development & SupportCurrent50050014990%-283Capital-----3. Resource ProvisioningCurrent112,240-13,00099,24077,93321,30779%102,28569,776Capital-----4. Human Resource DevelopmentCurrent1,0001,00059240859%-6Capital-----5. Out of School ActivitiesCurrent20,04020,04018,1301,91090%-6,332Capital---8,191-6. Education Policy Reserve FundCurrent30,90730,90726,3054,60285%29,32122,699Capital-----7. InterventionsCurrent10510510,640-10,53510133%--Capital-----Total165,192-13,000152,192133,88618,30688%140,25199,7432002/03 2001/02CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000165,192-13,000152,192133,88618,30688%135,05299,743Compensation of employees99,240-13,00086,24069,69716,54381%100,15471,961Transfer P ayments5,5105,5104,3891,12180%3,5671,872Other60,44260,44259,80064299%31,33125,910Capital------5,199-Transfer Payments--------Other capital expenditure------5,199-Acquisition of fixed assests--------Total165,192-13,000152,192133,88618,30688%140,25199,7432002/03 2001/02GFS classificationCompensation of employeesAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R00099,240-13,00086,24069,69716,54381%100,15571,960Use of goods & Services60,442-60,44259,79364999%36,52824,187Property Expense---7-7---Subsidies5,510-5,5104,3891,12180%3,5671,629Grants--------Social Benefits-------1,967Transfer payments--------Other Expenses--------Non-Financial assets--------Total165,192-13,000152,192133,88618,30688%140,25099,743GAUTENG DEPARTMENT OF EDUCATION111


DETAILS PER PROGRAMME 82002/03 2001/02Program per subprogramme1. Human Resource DevelopmentAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000Current32,305-15,00017,30517,29213100%20,00010,338Capital--------2. Examination ServicesCurrent62,000-10,00052,00058,907-6,907113%53,83555,580Capital---166-166---3. Computer ServicesCurrent32,000-32,00031,60439699%15,00037,062Capital-------4. GautengonlineCurrent30,000-30,00014,36015,64048%100,0007,028Capital160,000-160,0008,100151,9005%--5. Resource PlanningCurrent---117-117--263Capital-------6. Other Support ServicesCurrent---577-577--1,339Capital--------6. GFS classificationSettingCurrent---854-854-7,000-523Capital--------Total316,305-25,000291,305131,977159,32845%195,835111,0872002/03 2001/02CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000156,305-25,000131,305131,841-536100%135,612110,737Compensation of employees42,000-10,00032,00030,7781,22296%32,00048,340Transfer Payments---6,102-6,102-7751,246Other114,305-15,00099,30594,9614,34496%102,83761,151Capital160,000-160,000136159,8640%60,223350Transfer Payments--------Other capital expenditure-------350Acquisition of fixed assests160,000-160,000136159,8640%60,223-Total316,305-25,000291,305131,977159,32845%195,835111,0872002/03 2001/02GFS classificationCompensation of employeesAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R00042,000-10,00032,00030,7781,22296%32,00048,340Use of goods & Services114,305-15,00099,30594,7204,58595%101,07361,023Property Expense---241-241--128Subsidies---6,102-6,102-775-Grants--------Social Benefits--------Transfer payments--------Other Expenses-------1,246Non-Financial assets160,000-160,000136159,8640%61,987350Total316,305-25,000291,305131,977159,32845%195,835111,087GAUTENG DEPARTMENT OF EDUCATION112


FINANCIAL REQUIREMENTSAPPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 20032002/03 2001/02Program per subprogramme1. Special FunctionsAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000Current----405405--304Capital--------Total----405405--3042002/03 2001/02CurrentEconomic ClassificationAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000----405405--304Compensation of employees--------Transfer Payments-------Other----405405-304Capital--------Transfer Payments--------Other capital expenditure--------Acquisition of fixed assests--------Total----405405--3042002/03 2001/02GFS classificationCompensation of employeesAdjustedAppropriationVirementRevisedAllocationActualExpenditureSavings/Underspend(Excess)Expenditureas%ofrevisedallocationRevisedAllocationActualExpenditureR000 R000 R000 R000 R000 R000 R000 R000--------Use of goods & Services----405405--304Property Expense--------Subsidies--------Grants--------Social Benefits-------Transfer payments--------Other Expenses--------Non-Financial assets--------Total----405405--304GAUTENG DEPARTMENT OF EDUCATION113


15. NOTES TO THE APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 20031. Detail of current and capital transfers as per Appropriation Act (after Virement):Detail of these transactions can be viewed in note 6 (Transfer payments) to the annual financial statements.2. Detail of specifically and exclusively appropriated amounts voted (after Virement):Detail of these transactions can be viewed in note 1 (Charge to Provincial Revenue Fund) to the annual financialstatements.3. Detail of special functions (theft and losses)Detail of these transactions per programme can be viewed in note 7 (Details of special functions) to the annualfinancial statements.4. Explanations of material variances from Amount Voted (after virement):4.1 Per programme:Programme 1The deviation from the budget is due to overspending in personnel cost. The percentage increase in conditions ofservice did not match the general increase in salaries. The other over-expenditure is in respect of centralpurchasing of goods and services, which happens centrally in this programme.Programme 2The deviation from the budget is due to overspending in personnel cost. The percentage increase in conditions ofservice did not match the general increase in salaries.Programme 3The deviation is due to a sudden increase in the number of learners, hence an increase in the allocation ofsubsidies of this program.Programme 4The deviation from the budget is due to overspending in personnel cost. The percentage increase in conditions ofservice did not match the general increase in salaries.Programme 6The deviation from the budget is due to overspending in personnel cost. The percentage increase in conditions ofservice did not match the general increase in salaries. The increase in the learner numbers resulted in an incraesein subsidies too.Programme 7The savings is from personnel expenditure due to the use of part-time educators who do not qualify forthe same benefits as full-time personnel plus outstanding orders for in respect of Financial Managementand Quality Enhancement grant projects.Programme 8The savings is mainly from the GautengOnline as a result of delays in tender procedures.GAUTENG DEPARTMENT OF EDUCATION114


15. NOTES TO THE APPROPRIATION STATEMENT FOR THE YEAR ENDED 31 MARCH 20034.2 Per GFS classification:Compensation of employeesPersonnel expenditure has exceeded budget in the year under review due to a shortfall in the adjustment budget.The savings reflected by the total expenditure to budget is due to the fact that part of the expenses have beendisallowed at programme level.Use of goods and servicesThe overspend in this category is due to some misallocation between this category and the non-financial assetscategory.Property expensesThe savings are due to the reduction in the number of buildings utilised by the department as a result of therestructuring process.Subsidies/Transfer paymentsTransfers to schools exceeded the budget because of the increase in the number of learners in the currentacademic year.Non-financial assetsThe underspend in this category is largely through to savings on GautengOnline expenditure which was delayeddue to the cancellation of the tender process. Part of the underspend is attributable to misallocation between thiscategory and the use of goods and services.5. Reconciliation of appropriation statement to income statement:2002/03R'0002001/02R'000Total expenditure per income statement 8,065,919 7,268,548Less: Unauthorised expenditure at programme level (93,976) (58)Actual expense per appropriation statement 7,971,943 7,268,490GAUTENG DEPARTMENT OF EDUCATION115


16. INCOME STATEMENT FOR THE YEAR ENDED 31 MARCH 200316. Income Statement for the Year ended 31 March 2003REVENUE Note 2002/03 2001/02R'000 R'000Voted FundsCharge to Provincial Revenue Funds 1 8,158,253 7,507,050Non Voted FundsOther revenue to be surrendered to the revenue fund 2 19,993 14,119TOTAL REVENUE 8,178,246 7,521,169EXPENDITURECURRENTCompensation of employees 3 6,657,095 6,141,281Use of goods and services 4 521,966 430,148Property expenses 5 30,780 38,732Transfer payments 6 532,746 467,505Special functions: Authorised losses 7 - 304CAPITALNon-financial assetsBuildings and structures 8 265,752 160,173Machinery and equipment 9 57,580 30,405TOTAL EXPENDITURE 8,065,919 7,268,548NET SURPLUS/(DEFICIT) 112,327 252,621Add back unauthorised, irregular, fruitless and wasteful expenditure disallowed 10 93,976 58NET SURPLUS/(DEFICIT) FOR THE YEAR 11 206,303 252,679GAUTENG DEPARTMENT OF EDUCATION116


17. BALANCE SHEET AS AT 31 MARCH 200317. Balance Sheet as at 31 March 20032002/03 2001/02ASSETS Note R'000 R'000Current assets 197,301 298,064Unauthorised, irregular, fruitless andwasteful expenditure disallowed 10 153,114 61,551Cash and cash equivalents 12 58 187,180Receivables 13 44,129 49,333Total assets 197,301 298,064LIABILITIESCurrent liabilities 197,301 298,064Voted funds to be surrendered 14 178,827 260,143Revenue to be surrendered 15 2,405 7,484Bank overdraft 16 7,497 -Payables 17 8,572 30,437Total liabilities 197,301 298,064GAUTENG DEPARTMENT OF EDUCATION117


18. CASH FLOW STATEMENT FOR THE YEAR ENDED 31 MARCH 200318. Cash Flow Statement for the year ended 31 March 2003CASH FLOWS FROM OPERATING ACTIVITIESNet cash flow generated by operating activitiesCash generated/(utilised) to (increase)/decrease working capitalVoted funds and Revenue funds surrenderedNet cash flow available from operating activities2002/03 2001/02Note R'000 R'00018 529,635 443,25719 (108,224 ) 66,98220 (292,698) (132,003)128,713 378,236CASH FLOWS FROM INVESTING ACTIVITIESPurchase of equipmentPurchase of land and buildings(323,332) (190,578)18 (57,580) (30,405)18 (265,752) (160,173)Net cash flows from operating and investing activities(194,619) 187,658Net increase/(decrease) in cash and cash equivalentsCash and cash equivalents at beginning of periodCash and cash equivalents at end of period(194,619) 187,658187,180 (478)12/ 16 ( 7,439) 187,180GAUTENG DEPARTMENT OF EDUCATION118


19. NOTES TO THE ANNUAL FINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH 200319. Notes to the Annual Financial Statements for the year ended 31 March 20031. Charges to National/Provincial Revenue Fund1.1 Appropriated FundsIncluded in the above are funds specifically and exclusively appropriated for the National Departments (Voted funds) and ProvincialDepartments (Voted funds) and Provincial Departments (Equitable share)Programmes Total Variance TotalAppropriation Actual Over/(under) Appropriation2002/03 2002/03 2002/03 2001/021. Management & Administration 596,724 596,724 - 777,3292. Public School Education 6,325,787 6,325,787 - 5,456,4513. Independent School Education 117,127 117,127 - 117,1274. Education in Special Schools 374,712 374,712 - 414,3415. Teacher College Education 28,948 28,948 - 130,4026. Further Education & Training 271,458 271,458 - 276,3147. Non-Formal Education 152,192 152,192 - 140,2518. Auxiliary & Associated Services 291305 291,305 - 194,8358,158,253 8,158,253 - 7,507,0501.2 Conditional grants Notes 2002/03 2001/02R'000R'000Total grants received Annexure 1 475,371 190,3172. Other Revenue to be surrendered to the revenue fund2002/03 2001/02R000R000Interest on outstanding debtors 1,880 222Official Housing 318 340Examination certificates 202 212Examination fees 511 585Stale cheques 3,681 5,312Debtor recovered 3,751 837Other advances 615 107Other revenue 2,128 352Insurance commissions 6,031 5,509Advertisements: Provincial Gazette 874 170Sundry receipts 2 47319,993 14,119GAUTENG DEPARTMENT OF EDUCATION119


19. NOTES TO THE ANNUALFINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH20033. Compensation of employees2002/03 2001/02R'000R'000Appropriation to the Executive and LegislatureBasic salary costs 5,550,083 4,729,380Pension contributions 713,018 645,281Medical aid contributions 359,359 316,034Other salary related costs 34,635 450,5866,657,095 6,141,281Average number of employees 61,226 60,0794. Use of goods and servicesNotes 2002/03 2001/02R000R000Equipment 32,887 31,497Professional and specialised services 4.1 121,658 93,269Repairs and maintenance of assets 4.2 5,638 3,293Material items 4.3 312,914 246,583Other 48,869 55,506521,966 430,1484.1 Professional and special services2002/03 2001/02R'000R'000Auditors' remuneration 5,776 4,977Contractors 378 317Consultants and advisory services 22,341 23,486Commissions and committees - 1Computer services 7,037 5,458Catering 9,959 2,968Municipal services 30,764 45,036Security 12,211 11,026Other 33,192 -121,658 93,2694.2 Repairs and maintenance of assets2002/03 2001/02R'000R'000Repairs and maintenance 5,638 3,2935,638 3,293GAUTENG DEPARTMENT OF EDUCATION120


19. NOTES TO THE ANNUAL FINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH 20034.3 Material items2002/03 2001/02R000R000Bursaries 13,756 12,968Electricity & water 2,726 48,135Government garage transport 30,946 26,370Mainframe time 26,414 36,595Private & Public transport 21,150 14,613Stationery 30,000 34,430Text books 38,845 11,430Training external 49,232 18,632Accommodation local 7,634 3,107Advertisements 22,005 3,976Capacity building program 14,219 6,945Courses & seminars 5,232 3,614Departmental meetings / workshops 47,454 4,564Engineering - 5,948Quantity surveyors - 3,334Schools stationery 3,049 3,362Training in -house 252 3,560Transfer fees - 5,000312,914 246,5835. Property expense2002/03 2001/02R'000R'000Rent 30,627 38,732Interest 153 -30,780 38,732GAUTENG DEPARTMENT OF EDUCATION121


19. NOTES TO THE ANNUALFINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH20036. Transfer payments - Current2002/03 2001/02R'000R'000To independent schools 119,196 102,045To bus companies - 3,398Subsidy special education 66,874 68,266Subsidy farmers - 1,056Transfer to non-profit institutes - 153Other transfers - 1,489Third party claims - 42Section 21 Schools 318,707 201,074Other institutions 27,969 -Other expenses - 89,982532,746 467,505Notes to the Annual Financial Statements cont'Prior year's figures have been corrected as follows:- Subsidy normal R68266 changed to Subsidy special education- Subsidy special education R201 074 changed to Section 21 schools7. Special functions: Authorised lossesNotes 2002/03 2001/02R'000R'000Material losses through criminal conduct 7.1 - 304- 3047.1Material losses through criminal conductCurrent Capital 2002/03 2001/02Nature of losses expenditure expenditure R'000 R'000Theft of printing paper - - - 304- - - 3048. Buildings and structuresNotes 2002/03 2001/02R000R000Current (Rental, maintenance and sundry) 136,595 41,484Capital 8.1 129,157 118,689Total capital and current expenditure 265,752 160,173GAUTENG DEPARTMENT OF EDUCATION122


19. NOTES TO THE ANNUAL FINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH 20038.1 Capital buildings and structures analysed as follows:2002/03 2001/02R'000R'000Land 388 -Buildings - Schools 128,769 160,173129,157 160,1739. Machinery and equipmentNotes2002/03 2001/02R'000R'000Current (Rental, maintenance and sundry) 4,637 -Capital 9.1 52,943 30,405Total capital and current expenditure 57,580 30,405Notes to the Annual Financial Statements cont9.1 Capital equipment analysed as follows:2002/03 2001/02R'000R'000Computer equipment 14,507 1,211Office equipment & furniture 28,062 16,907Other machinery & equipment 10,374 12,28752,943 30,40510. Unauthorised, irregular, fruitless and wasteful expenditure disallowedNotes 2002/03 2001/02R'000R'000Unauthorised expenditure 10.2 93,976 -Irregular expenditure 10.3 - 58Unauthorised expenditure in respect of previousyears not yet approved 10.4 59,138 61,493153,114 61,551GAUTENG DEPARTMENT OF EDUCATION123


19. NOTES TO THE ANNUALFINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH200310.1 Reconciliation of unauthorised expenditure2002/03 2001/02R'000R'000Opening balance 61,551 61,493Current year unauthorised 93,976 -Irregular expenditure - 58Prior years expenditure allowed/corrected during current year (2,413) -Closing balance 153,114 61,55110.2 Unauthorised expenditureIncident Disciplinary steps taken/ 2002/03 2001/02criminal proceedings R'000 R'000Program 1 over expenditure not allowed Corrective steps to be put in 15,803 -Program 2 over expenditure not allowed place the following financial year. 67,514 -Program 3 over expenditure not allowed 3,574 -Program 4 over expenditure not allowed 4,053 -Program 6 over expenditure not allowed 3,032 -93,976 -10.3 Irregular expenditureIncident Disciplinary steps taken/ 2002/03 2001/02criminal proceedings R'000 R'000A training workshop was authorisedfor payment without approvalThe employee resigned . - 5858Notes to the Annual Financial Statements cont10.4. Unauthorised expenditure in respect of previous years not yet approved2002/03 2001/02R000R000Year disallowed1997/98 39,909 39,9092000/01 19,229 21,58459,138 61,493GAUTENG DEPARTMENT OF EDUCATION124


19. NOTES TO THE ANNUAL FINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH 200311. Analysis of net surplus for the yearVoted funds to be surrendered to the Revenue FundAdd back unauthorised, irregular, and fruitlessNon voted fundsOther revenue to be surrendered to the RevenueFund12. Cash and cash equivalentsPaymaster General Account (Bank/current account)Cash on hand13. Receivables CurrentAmounts owing by other departmentsStaff debtorsOther debtors2002/03 2001/02R000R00092,334 238,50293,976 5819,993 14,119206,303 252,6792002/03 2001/02R000R000- 187,12858 5258 187,180Notes 2002/03 2001/02R000R00028 4,677 10,50013.3 296 81213.4 39,156 38,02144,129 49,33313.1 Amounts of R 48, 2 million (2001/02: R 34 million) inclusive of interest may not be recoverable, but has not been written offin the income statement.The debtors' amount in the balance sheet does not include interest because of the cash accounting basis.The department has made a submission to the Standing Committee on Public Accounts for the write off of the irrecoverableamount. It is expected that the above amount will be written off in november 2003 after the adjustment budget.The collection capacity has been increased through the Gauteng Shared Service Centre and it is expected that R18 million of theoriginal capital debt will be recovered.GAUTENG DEPARTMENT OF EDUCATION125


19. NOTES TO THE ANNUALFINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH200313.2 Age analysis - receivables current2002/03 2001/02R000R000Less than one year 5,267 -One to two years 3,220 -More than two years 39,774 49,33348,261 49,33313.3 Staff debtors2002/03 2001/02R000R000Travel & Subsistence 296 812296 81213.4 Other debtors2002/03 2001/02R000R000Trade Debtors 30,091 30,743Disallowance: cheque fraud 3,969 3,538Disallowance: suppliers 1,270 1,120Disallowance: miscellaneous (180) 1,044Disallowance: short/losses in progress 808 -Disallowance: interest on latepayment 96 -Sundry debtors 3,102 1,57639,156 38,02114. Voted funds to be surrenderedNotes 2002/03 2001/02R000R000Opening balance 260,143 146,951Transfer from income statement 186,310 238,560Paid during the year 20 (267,626) (125,368)Closing balance 178,827 260,143GAUTENG DEPARTMENT OF EDUCATION126


19. NOTES TO THE ANNUAL FINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH 200315. Revenue funds to be surrenderedNotes 2002/03 2001/02R000R000Opening balance 7,484 -Transfer from income statement for revenueto be surrendered 19,993 14,119Paid during the year 20 (25,072) (6,635)Closing balance 2,405 7,484Notes to the Annual Financial Statements cont16. Bank Overdraft2002/03 2001/02R'000R'000Paymaster General Account (Bank/current account) 7,497 -17. Payables CurrentNotes 2002/03 2001/02R'000R'000Transport interface control 1,724 1,021Amounts owing to other departments 28 989 272Advances received 17.1 30 4,975Other payables 17.2 5,829 24,1698,572 30,43717.1 Advances received2002/03 2001/02R000R000Advance received Departmental Activities 30 4,97530 4,975GAUTENG DEPARTMENT OF EDUCATION127


19. NOTES TO THE ANNUALFINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH200317.2 Other payables2002/03 2001/02R000R000Persal Payables 7,248 10,987Claims payable / (receivable): PMG Governmentprinter (4,844) 666Salary reversal control (600) 9,848Reissue: Cheque manual 477 965Cancel cheque/Re-issue (Interface) 2,569 575Tender deposits - 471State guarantee payments bank 897 369Sundry 82 288Special Functions - -5,829 24,169Notes to the Annual Financial Statements cont18. Net cash flow generated by operating activitiesNotes 2002/03 2001/02R000R000Net surplus as per Income Statement 206,303 252,679Adjusted for items separately disclosed 323,332 190,578Purchase of land and buildings 8 265,752 160,173Purchase of equipment 9 57,580 30,405Net cash flow generated by operating activities 529,635 443,25719. Cash generated (utilised) to (increase)/decrease working capital2002/03 2001/02R'000R'000(Increase)/decrease in Unauthorised, Wasteful,Irregular expenditure 10 (91,563) (58)(Increase)/decrease in receivables 13 5,204 (10,980)(Increase)/decrease in prepayments and advances - (378)(Increases)/decrease in other current assets - 61,896Increase/(decrease) in payables 17 (21,865) 16,502(108,224) 66,982GAUTENG DEPARTMENT OF EDUCATION128


DISCLOSURE NOTES TO THE ANNUAL FINANCIALSTATEMENTS FOR THE YEAR ENDED 31 MARCH 200320. Voted funds and Revenue funds surrendered2002/03 2001/02R'000R'000Voted funds surrendered 14 (267,626) (125,368)Revenue funds surrendered 15 (25,072) (6,635)(292,698) (132,003)19. Disclosure Notes to the Annual Financial Statements for the year ended 31 March 2003These amounts are not recognised in the financial statements, and are disclosed to enhance the usefulness of the financial statementsand to comply with the statutory requirements of the Public Finance Management Act, Act 1 of 1999 (as amended by Act 29 of1999), the Treasury Regulations for Departments and Constitutional Institutions issued in terms of the Act and the Division ofRevenue Act, Act 5 of 2002.21. Contingent liabilitiesAs at As at 31Liable to Nature of contingent liability Notes 31 March 2003 31 March 2002R000R000Financial institutions Housing loan guarantees Annexure 2 127,437 118,358Legal cases against thedepartment 6,610 -134,047 118,358Comparative figures have been adjusted from R368 000 to R118 million based on information from the PERSAL system.22. Commitments2002/03 2001/02R000R000Capital expenditureApproved and contracted 11,719 34,000Approved but not yet contracted 2,165 -13,884 34,000GAUTENG DEPARTMENT OF EDUCATION129


19. NOTES TO THE ANNUALFINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH200323. Accruals23.1 Listed by GFS standard item2002/03 2001/02R'000R'000Use of goods and services 16,861 3,322Machinery and Equipment - 44616,861 3,76823.2 Listed by programme level2002/03 2001/02R000R000Programme 1: Administration 740 370Programme 2: Public Ordinary Schools Education 13,411 3,226Programme 7: Non-formal Education 2,709 170Programme 8: Auxiliary and Associated Services 1 216,861 3,768Disclosure Notes to the Annual Financial Statements cont23.3 Unallocated payments2002/03 2001/02R000R000District 9: JHB EAST - 4,550- 4,55024. ProvisionsNotes 2002/03 2001/02R'000R'000South African Revenue Service 24.1 - 3,230- 3,230Provision raised as a result of additional employee taxes payable.This was due to the fact that the IRP 5's were incorrectly calculated.GAUTENG DEPARTMENT OF EDUCATION130


DISCLOSURE NOTES TO THE ANNUAL FINANCIALSTATEMENTS FOR THE YEAR ENDED 31 MARCH 200324.1 For each class of provision listed on previous page:2002/03 2001/02R'000R'000Opening balance 3,230 -Increase in provision made during the period - 3,230Amounts used (I.e. incurred and charged against the provision) (3,230) -Closing balance - 3,23025. Employee benefits2002/03 2001/02R'000R'000Leave entitlement 80,851 73,501Thirteenth cheque 401,732 347,385Performance bonus 816 2,200483,399 423,08626. Leases26.1 Operating leases: Minimum lease payments2002/03 2001/02R'000R'000Not later than 1 year 31,851 28,956Later than 1 year and not later than 3 years 166,400 151,364Later than 3 years 334,578 304,162532,829 484,482Disclosure Notes to the Annual Financial Statements cont27. Key management personnel27.1 Remuneration2002/03 2001/02R'000R'000Remuneration 2,849 2,676GAUTENG DEPARTMENT OF EDUCATION131


19. NOTES TO THE ANNUALFINANCIAL STATEMENTS FORTHE YEAR ENDED 31 MARCH2003The total number of individuals receiving remuneration within this category are 5 employees. Viz MEC, CEO and three GroupGeneral Managers. Comparative figures have been adjusted because in prior year all 43 senior managers were included in thecalculation.28. Related party transactionsTransactions with other departmentsTransactions with other departments are mainly charges relating to government garage vehicles, government printer and salarypayments of employees transferred between provinces.Owing byOwing toother departments other departmentsName of department R'000 R'000South District council 0034 - (1)NAT - Public works - (3)Greater PTA Metro council 0023 - (2)Northern Cape - (1)Greater JHB Metro council 0026 - (8)Vaal metropolitan council 0030 - (2)Eastern Gauteng Service Council 0018 - (6)Western Gauteng Service Council 0034 - (1)PMG GG Transport - (965)Western Cape - -GP Education - -GP Health 5 -GP Shared Service centre 4,412 -GP Social services 14 -Eastern Cape 17 -North West 33 -Free State 29 -Kwa-Zulu Natal 1 -Claims Rec: GP Departments 11 -Mpmulanga 10 -NAT - Education 100 -NAT - Government Printer 1 -NAT - Correctional Services 9 -Limpopo 35 -4,677 (989)GAUTENG DEPARTMENT OF EDUCATION132


ANNEXURES TO THE ANNUAL FINANCIAL STATEMENTS YEAR ENDED 31 MARCH 200321.1 ANNEXURE 1: STATEMENT OF CONDITIONAL GRANTS RECEIVED BY PROVINCIALDEPARTMENTS AS AT 31 MARCH 2003NAME OF DEPARTMENTDivision ofRevenueActGRANT ALLOCATIONAdjustmentsEstimateRoll OversTotalAvailable (1)Actual UnspentR'000 R'000 R'000 R'000 R'000 R'000EXPENDITURE%ofAvailableSpentCapital CurrentR'000 R'000National Department of EducationEarly Childhood Development 6,396 123 2,532 9,051 5,455 3,596Financial Management & Quality Enhancement 27,591 492 2,824 30,907 26,305 4,602HIV/AIDS 17,466 246 1,478 19,190 17,613 1,57760% 5,45585% 26,30592% 17,613National TreasuryInfrastructure Maintenance Grant 62,918 - 336 63,254 63,254- 100% 62,458 796Gauteng Provincial TreasuryProvincial Infrastructure grant 261,000 - - 261,000 233,874 27,126Gautentonline 100,000 - 90,000 190,000 41,361 148,63990% 233,87422% 27,000 14,361475,371 861 97,170 573,402 387,862 185,54068% 323,332 64,530EXPLANATION OF VARIANCESEarly Childhood DevelopmentThe savings is as a result of amounts set aside for training of Practitioners and SGB which did not take place during the year. The department was in constant contact withthe national department of education regarding processes leading to the training of practitioners. A rollover request has been submitted to the provincial treasury.Financial Management & Quality EnhancementThe savings is as a result of outstanding requisitions to be paid in the new financial year. Rollover request has been submitted to the provincial treasury.GautengonlineThe delay in spending is due to the cancellation of the tender, which was subsequently re-advertised. A rollover request has been submitted to the provincial treasury.133


ANNEXURES TO THE ANNUAL FINANCIAL STATEMENTS YEAR ENDED 31 MARCH 200321.2 ANNEXURE 2: STATEMENT OF FINANCIAL GUARANTEES ISSUED AS AT 31 MARCH2003GuaranteedinstitutionGuarantee inrespect ofOriginalGuaranteedcapital amountOpening balanceas at 01/04/2002Guarantees issuedduring the yearGuarantees Releasedduring the yearGuarenteed interestoutstanding as at31/03/2003Closing Balance31/03/2003Realised lossesi.r.o. claims paidoutR'000 R'000 R'000 R'000 R'000 R'000 R'000Various banks 7591 Employees 690,313 118,358 9,300 221 - 127,437 -Total 690,313 118,358 9,300 221 - 127,437 -134


ANNEXURES TO THE ANNUAL FINANCIAL STATEMENTS YEAR ENDED 31 MARCH 200321.3 ANNEXURE 3: PHYSICAL ASSET MOVEMENT SCHEDULEPHYSICAL ASSETS ACQUIRED DURINGFINANCIAL YEAR 2002/03OpeningBalanceAdditionsDisposalsTransfers InTransfersOutClosingBalanceR'000 R'000 R'000 R'000 R'000 R'000LAND AND BUILDINGS 118,689 129,157 - - - 247,846Land - 388 - - - 388Non-Residential Buildings (Schools) 118,689 117,050 - - - 235,739Capital work in Progress - 11,719 - - - 11,719MACHINERY AND EQUIPMENT 30,405 52,943 - - - 83,348Computer equipment 1,211 14,507 - - - 15,718Furniture and office equipment 16,907 29,990 - - - 46,897Other machinery and equipment 12,287 8,446 - - - 20,733149,094 182,100 - - - 331,194PHYSICAL ASSETS ACQUIRED DURINGFINANCIAL YEAR 2001/02OpeningBalanceAdditionsDisposalsTransfers InTransfersOutClosingBalanceR'000 R'000 R'000 R'000 R'000 R'000LAND AND BUILDINGS - 118,689 - - - 118,689Land - - - - - -Non-Residential Buildings (Schools) - 118,689 - - - 118,689Capital work in Progress - - - - - -MACHINERY AND EQUIPMENT - 30,405 - - - 30,405Computer equipment - 1,211 - - - 1,211Furniture and office equipment - 16,907 - - - 16,907Other machinery and equipment - 12,287 - - - 12,287- 149,094 - - - 149,094GAUTENG DEPARTMENT OF EDUCATION135


SECTION VIOUTLOOK FOR THECOMING YEAR


22. GOALS FOR 2003/0422. GOALS FOR 2003/04 BY THE CHIEF EXECUTIVE OFFICERSection VII Other Information22. Legislation produced and administered by DepartmentThe GAUTENG DEPARTMENT OF EDUCATION is creating an environment that promotes an improvement inperformance across the entire provincial education system.During 2002/3, no new legislation was produced and administered by the Department.The key thrust is the improvement of learner attainment at all phases and grades in the system. To achieve the improvedperformance standards at all phases and grades the Department will particularly focus on institutional performance,teacher performance, and the performance of all other staff. A further focus will be on curriculum design and delivery, theefficiency of the system and the effectiveness of both Districts and Head Office. The crucial role of the Office forStandards is vital for the establishment of standards and then quality assuring them.23. References/Sources of informationOur vision Quarterly and mission Reviews statement can only be realized when the greater majority of learners who complete theirschooling, do so in the shortest possible time and at a reasonable cost. Reports from BMT school visitsIt is also the intention of the department that learners gain quality skills and relevant values. This will give them acompetitive ReportsadvantagefromandthewillOfficeenableforthemStandardsto determinevisitstheir own opportunities and make their own choices asresponsible citizens. The need therefore exists to harness existing resources as effectively as possible to strengthen thequality ofteachingMonitoringandbylearningIDS officialsand toatensuredistrictthatlevelcurriculum reform serves both the provincial and national priorities ofeducation. Auditor-General reportsThe revised curriculum will be supported through teacher training, together with the appropriate Learner SupportMaterials, for effective implementation in 2003 and 2004 in the Foundation Phase. This will include a focus on Information External service providers to monitor operational processesCommunication Technology as a standard feature in schools.Learners in primary and secondary schools will also be supported through the School Nutrition Programme that will beadministered 24. Access by the to Department information of Education and will involve other departments such as Social Welfare and Populationdevelopment, Health, Land Affairs and Agriculture in an attempt to remove some of the barriers to learning.The department ensures open access to all reports and entertains all questions and queries directed to the department.The To this department end the department has committed uses itself the following to increasing mediums funding to distribute for programmes the annual in the report. Early Childhood Development, FurtherEducation and Training and Extra-curricular, Values in Education and Adult Basic Education and Training sectors.WebsiteThe Department of Education through the provincial government has ensured that the provincial education budget for the2003/04 financial All publicyeareducationis increasedinstitutionsto meetunderthesethechallenges.administrationHowever,of theit shoulddepartmentbe known that the province isexperiencing a greater than expected demand for learning space as a result of migration into our schools and its trackrecord for Governingsuccess.BodiesIt is with confidence that we foresee the participation in education programmes of teachers, learners and stakeholders and The Gauteng Legislaturetheir embracement of our vision and mission to meet their full potential as citizens of both Gauteng and South Africa. National and Provincial government departmentsPrivate sector partners Embassies_______________Malile Petje All public librariesCEO Mayoral officesAvailable electronically on requestGAUTENG DEPARTMENT OF EDUCATION137


SECTION VIIOTHERINFORMATION


23. LEGISLATION PRODUCED AND ADMINISTERED BY THE DEPARTMENT23. Legislation produced and administered by the DepartmentDuring 2002/3, no legislation was produced and administered by the Department24. References/Soucres of information Quartlerly Reviews Reports for the BMT school visits Monitoring by IDS officials at district level Auditor-General reports External service providers to monitors operational processes25. Access to informationThe department ensures open access to all reports and entertains and queries directed to the department. To this end thedepartment uses the following mediums to distribute the annual report. Gauteng Department of Education Website All public education institutions under the administration of the department Governing Bodies The Gauteng Legislature National and Provincial government departments Private sector partners Embassies All public libraries Mayoral offices Available electronically on requestGAUTENG DEPARTMENT OF EDUCATION139

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