Honorable Speaker
Deputy Speaker
Honorable Premier
Colleagues in the Provincial Executive Council Members of the Provincial Legislature Leadership of the African National Congress Leaders of the Opposition Parties
Director General
Acting Head of the Department
Senior Management of the Department Staff of the Department
Veterans of the Struggle
Education Ambassadors
Invited Guests
Members of the fourth estate
Ladies and gentlemen
It is my honor, on behalf of the Education fraternity in the Province, to present the budget for the Limpopo Department of Education for the 2015/2016 Medium Term Expenditure Framework period.
I stand here Honorable Speaker, representing the 61 379 proud officials and educators serving our people in the Department of Education to realise the ideal we have set ourselves - of excellence in the provision of quality basic education - to the 1, 6 million learners that the people of Limpopo have entrusted to our care and tutelage.
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We do not take lightly the mandate given to us by the ruling party when it declared that Education is the number one priority. This is a mandate stemming from the proclamation of the Freedom Charter which has set a goal for us which we are aiming to achieve. Our people have through the Freedom Charter declared that “The doors of learning and culture shall be opened to all”. And in striving for this the Charter goes further to state that “education shall be free, compulsory, universal and equal to all children” and that “the colour bar in cultural life, in sport and in education shall be abolished”.
As we celebrate 60 years of the Freedom Charter we cannot help but reflect on this mandate that has been so clearly set for us. As we table this budget we wish to indicate how we plan as a department to implement the various programs within the Department that are aimed at achieving these goals.
We are also guided by Batho Pele principle number six of openness and transparency which states that citizens should be told how National and Provincial Departments are run, how much it costs to run them and who is in charge. In compliance with Batho Pele principle number five which dictates that citizens should have access to information this budget speech is also printed in braille to allow those of us who are partially sighted or visually impaired to have access to this information.
In drafting this budget we were also guided by the Schooling 2030 Long Term Plan which broadly states that by 2030 we will have:
o Learners who are motivated to come to school and to learn,
o Trained teachers who conduct themselves in a professional manner and
continue to develop themselves,
o Principals who are leaders and do all to ensure that a conducive
environment for teaching and learning takes place at their schools,
o Parents who are interested in and well informed about the affairs
concerning the education of their children,
o An abundant supply of teaching and learning materials with computers
playing a pivotal role, and
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o Suitable school infrastructure which is taken care of by the proud learners and teachers
SERVICE DELIVERY
Street Poet, Nasir Olu-Dara Jones, in one of his poems titled "NY State of Mind" says;
"... It drops deep
as it does in my breath.
I never sleep
'cause sleep is the cousin of death. Beyond the walls of intelligence life is defined..."
Ga gona kgomo ya boroko – Aku tleriwi! as we all move in concert for the advancement of quality education for all and the realisation of the ideals of schooling 2030-. Ladies and gentlemen, the time has arrived.
Using the words of the late MEC of Education, Mme Nwedamutswu, May her soul rest in eternal peace, "Managers must manage". For us to attain the ideals as set out by the Freedom Charter, The National Development Plan and Schooling 2030 we will need managers who will lead from the front and drive the Department steadily towards that mark that has been set. In doing so we are encouraged by the immense gains that have been made in the education sphere since the dawn of democracy.
Today honourable members we can say confidently that:
o 96% of the learners in Limpopo attend no-fee paying schools and thus have access to free education;
o All learners have access to uniform education irrespective of their colour, creed or economic standing. We no longer have the different education policies that characterised the old apartheid regime and were designed to perpetuate the mentality of slaves and masters;
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o Learners are motivated to come to schools and to learn;
o Educators are motivated to teach and go an extra mile to ensure the
success of their learners;
o School Management Teams have been trained to ensure that effective
leadership is provided at all schools; and
o School Governing Bodies that are democratically elected are set up and
trained to ensure that Parents actively get involved in the education of their children and hold the School Management Teams accountable for how the school is run.
We have come far and we do have a good story to tell. Today is better than yesterday and tomorrow will be much better than today. This did not all happen and will not happen by chance. It is because we know exactly where we are going; we have counted the cost and set our sails to reach that promised land.
HONORABLE MEMBERS
As we celebrate 60 years of the Freedom Charter I think it is befitting to remind ourselves on this august gathering of great thoughts of the following quote made by President Mandela in 1994:
"... A person, who does what any other person can do, is an Ordinary person.
A person, who can do, what no other person can do, is an Exception.
But, A person who has done what no other person has ever done, is an asset, a national treasure, an institution, a national hero.
This is a person, whom when s/he dies, we will be able to say 'here lies a man or woman who has played his or her role in society..."
This is one quote that as a-people, we should be able to answer in our contribution to better the lives of our people through education.
EDUCATION A FUNDAMENTAL HUMAN RIGHT
MADAME SPEAKER
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As we carry out our mandate we are reminded that ours in not an easy or light one for it is about a fundamental human rights – the right to education.
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) Right to Learn states that;
"Education is a fundamental human right and essential for the exercise of all other human rights. It promotes individual freedom and empowerment and yields important development benefits. Yet millions of children and adults remain deprived of educational opportunities, many as a result of poverty..."
And it further states;
"... It is for governments to fulfil their obligations both legal and political in regard to providing education for all of good quality and to implement and monitor more effectively education strategies. Education is a powerful tool by which economically and socially marginalized adults and children can lift themselves out of poverty and participate fully as citizens"
This right, if realised, will provide economic emancipation to our people. This is only possible if our communities join us in ensuring education is considered an apex priority.
HONORABLE MEMBERS
Normative instruments have been laid bare for all of us to understand that Education remains a Societal issue. We are all stakeholders in ensuring a good quality education for all.
HONORABLE MEMBERS
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KIND DONATIONS
In the light of this we are humbled by those amongst us, from the private sector, traditional leaders, spiritual leaders and members of the community who have without compulsion refused to stand by and let education be the sole responsibility of the Department. These are the ones who have acknowledged that it takes the whole village to raise a child.
We honour those who have taken it upon themselves to reach out to our learners by offering guidance and lending a hand when the school or the Department asked for it. We honour in particular all those who have done it away from the glitz and glamour of the television cameras or the media, all those who may never be acknowledged in this life. We say to them “know that He who sees what is done in secret will reward you openly for all to see.”
While we do all in our power to ensure the continued provision of quality education I need to state now that this Department is eternally indebted to you our unsung heroes and heroines who have offered support – material or otherwise – to our learners. We acknowledge the bursaries, the school uniforms, School Furniture, School Infrastructure, School equipment, Information Communications Technology equipment, Sanitary towels, Career Guidance and other interventions meant to improve the performance of our learners that you have provided.
Rolivhuwa! Ha-nkhensa! Baie dankie!
EXCELLENCE IN OUR PRESENCE
Our honourable Premier has on numerous occasions declared that we are reclaiming our position as a Province of Academic Excellence. This is a clarion call we have heeded and will attain. The picture of Limpopo being a province of everything sub-standard is over. We are of High Definition - Picture Perfect mode. The tide is turning. We have seen that with last year’s Grade 12 examination results, Limpopo was one of only four provinces whose results did not decline but increased.
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During the recent National Teaching Awards we have seen our educators scooping awards recognising the good work they have done. I take this opportunity to congratulate them, they made us very proud and we are privileged as this house to have 'excellence in our presence'. These educators are:-
1. Leonard Kope Malatsi, St Paul High School, 1st Prize - Excellence in Secondary School Leadership.
2. Nndavheleseni Thomas Mudau, Jonathan Mushathama School, 1st Prize - Excellence in Teaching Physical Science (FET).
3. Azwihangwisi Virginia Malingana, 1st Prize - Kha Ri Gude Literacy Volunteer Educator.
4. Nkaneke Joyce Komana, 1st Prize - Kha Ri Gude Mass Literacy Volunteer Supervisor.
5. Tintswalo Stephina Mayimela, 2nd Prize - Kha Ri Gude Literacy Volunteer Coordinator.
6. Charita Shikwambana, 3rd Place - Kha Ri Gude Mass Literacy Inclusive Education Volunteer Coordinator.
Le re dirile batho! Re a leboga! Congratulations and thank you for putting Limpopo Province on the national map.
Let me in the same breadth also congratulate the District Senior Managers for Vhembe District, Dr NG Rambiyana and Mr. SM Ravhuanzwo who were bestowed with the 2015 Premier Excellence Award for Service in Education. Vhembe is one of the Top Districts in the country in producing qualitative and quantitative results.
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Furthermore, Vhembe District made us proud by scooping two top prizes in the National District Excellence Awards namely; The Best Performing District with more than 150 Schools and District with the Highest Learner Retention in the Kha Ri Gude. The prizes amongst others include a Study Trip to China, Lap Tops, Wi-Fi Connectivity and TV Screens.
These achievements tell us that as Limpopo we have the potential and can achieve even more as Christopher Wallace would say "...Never tense or hesitant to celebrate excellence in our presence..."
APPRECIATION
Honorable Members, before we could go harder and farther, allow me to remind honorable members about the road we traversed during the 2014/15, under the stewardship of my two comrades, my sisters, colleagues and above all the two strong women, MALIBONGWE! These social scientists worked hard in concert for the advancement for free-quality education.
Join me in saluting Mme Dikeledi Magadzi and the late Mme Thembisile Nwedamutswu. Through their views and action, we were able to see their vision too. They were doing it for Limpopo. They were doing it for South Africa. I must also commend the former Acting Head of Department Mme Onicca Dederen for the role she played in supporting the two brave women.
EDUCATION IS A SOCIETAL ISSUE
We call on all our communities to get involved in the education of their children. Our new School Governing Bodies (SGBs) began the term of office on the 01st April 2015 and to this effect we would like to commend our communities for successful School Governing Bodies elections. SGBs must ensure that the schools are governed to the best interest of all the stakeholders, always putting the best interest of their schools before any personal interests.
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All SGBs will be trained and receive continued support to fulfil this responsibility.
Whilst this election process confirms, indeed, that Education is rooted within our societies, we must protect it from anything or anyone who may want to use it as a vehicle to disturb learning and teaching. Communities and the department cannot be in an ‘Abusive Relationship’. Our schools are Centres of Academic Excellence and not training grounds for peace-time revolutionaries. We hope that this process will do away with the notion of ‘Us and Them’ and will indicate that it is only ‘Us’ – The Department, The Community and Learners – in a triangle that cannot be broken or separated.
WORKING TOGETHER WE CAN DO MORE
HONORABLE MEMBERS
The department together with Law Enforcement Agencies will now be working together against any form of injustice that prevails and undermines the right to learning and teaching within our school environments. We believe in the 'Freedom Demands' as adopted in Kliptown sixty years ago. We will not allow anyone to make us fail the Freedom Charter. This we do as we acknowledge that lawlessness actually takes away the freedom of others to satisfy the selfish ambitions of a few ill-disciplined individuals.
Lawlessness in any arena of life be it in our communities, schools, universities, workplace, parliament and legislatures, is not a solution to address any problem. Lawlessness is not the future. Lawlessness is not the Freedom Charter. We are of the Freedom Charter. Lawlessness is not enshrined in any 'Freedom Demands'.
MADAME SPEAKER
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MERGER OF SCHOOLS
I must stress it though, that, gathered here, we have brilliant minds in our communities that sometimes find themselves idling and brewing evil ideas. No time for devil's workshops would be tolerated. And we must not allow that as a-people that lived, live and will continue to live under the pillars of the Freedom Charter, promote and work against the gains of freedom.
In order to optimise constrained resources and ensure the provision of quality education, small and non-viable schools have to be merged in line with policy prescripts enshrined in Section 12 (a) of the South African Schools Act No.84 of 1996. This process will result in some school buildings no longer being used and these will be transferred to the Department of Public Works, which is the custodian of state immovable assets.
During the merger of schools, communities were consulted and minimal objections were raised. We have already merged 69 out of the identified 301 schools. Of the 232 remaining schools; 227 require the provision of resources such as classrooms, educators and transport where necessary. The remainder, where there are objections we are addressing at political level.
I must emphasize this point, Honorable Members, that in some cases, we find that there are some amongst us in the Education fraternity, who after the merger, and losing out on positions as Chairpersons of SGBs, Principals and other key decision-making portfolios then mobilize the community against the mergers. We see you.
HARMONIZING THE ETHNIC RELATIONS
Honorable Members, I want to emphasize, unequivocally, that the department will under no circumstances compromise the quality of education just to preserve the status-quo. It is a sad reality honorable members that we need to open a conversation, on the issue of Ethnic and Tribal relations, where my language and my culture and where I came from before I landed in a certain school is not going to be an unfortunate issue to the deserved principals.
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I must therefore remind our Traditional leaders, School Governing Bodies, Civic Organisations, Unions and other relevant stakeholders, that the appointment of the Principals, who are Departmental representatives in schools, is regulated under the Employment of Educators Act, which empowers the Head of Department to make the appointment, not anyone else. So we must stop this notion that is being spread that as communities you are the right people to appoint a principal. The roles are clearly defined and will be respected. Indeed, honorable members we need a provincial dialogue to harmonize tribal and ethnic relations. We are of one country, one flag, one national anthem and one identity, yes, united in our diversity.
We are in the momentous era where the ‘freedoms’ enshrined within the Constitution are realized. What becomes your role in the society we lead? The doors of learning and culture shall be open to all. We are the children and grandchildren of Nelson Mandela. Our future is certain!
MADAME SPEAKER
We dare not fail the people of this province. Indeed, we are not the ones to make Walter Sisulu, Oliver Tambo, Nelson Mandela, Nelson Diale, Collins Chabane and other departed freedom fighters to toss and turn in their graves because the nation they lost their youthfulness for, is betraying the course for the “freedoms they lived and died for, side by side, through-out their lives, and won their liberty”, and indeed, our liberty.
Our collective role is to instil a sense of responsibility among us all, young and old, male and female and black and white. We owe our being to the road we traversed as a nation. We owe our being to the struggle for freedom.
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We will never ever fail and fault the Freedom Charter, because, doing that will be to defeat the more than 50 000 great minds that converged in Kliptown some sixty years ago, indeed, we can see their vision too.
Madame Speaker, together with the Department of Arts and Culture, in honoring our Constitution and identity, as a country, we will continue with flag-raising and singing of the National Anthem in our schools. We have to instil a sense of ownership and responsibility to the course of brotherhood, as articulated in the Freedom Charter and the Vision 2030. Indeed we are proudly South African.
THE 2015/16 FINANCIAL YEAR BUDGET
In his State of the Province Address, Premier Chupu Mathabatha had this to say;
"The government will also ensure the eradication of inappropriate sanitation facilities and unsafe school infrastructure. This will also include repairs to storm damaged schools and provision of new schools, new classrooms, laboratories, libraries and more importantly, water.
I have got no doubt that this will go a long way in ensuring that our children learn in a more conducive environment."
Allow me Honorable Members, to present to you our priority list for the Financial Year, which now has seven programs.
Today the Department is tabling a budget of R 25,284 billion for 2015/16 Financial Year. Honorable Members, I wish to point out that the National Treasury has indicated that the country is operating in a fiscally constrained environment during this Medium Term Expenditure Framework. Therefore whilst this represents an increase of 4, 5%, it should be noted that this increase is a drop in the ocean compared to the priorities and the wage bill the department is expected to provide for.
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The budget is funded by R 23 billion from equitable shares, R 1, 9 billion from conditional grants and R 362, 8 million from Provincial own revenue. Equitable shares accounts for 91%, conditional grants for 7, 6% while own revenue accounts for 1,4% of the total budget.
COMPENSATION OF EMPLOYEES
R 21, 5 billion is for the payment of salaries or Compensation of Employees for 61 379 officials in the employ of the Department. This accounts for 85% of the total budget. This allocation should be seen in the context of the sector, which is labour intensive, where the norm is around 80% for Compensation of Employees. R 19, 6 billion or 91% of the total budget for salaries goes to Program 2, which is for the payment of educators in Public Ordinary Schools. It is worth noting that the salaries for educators accounts for 78% of the total budget. This is a result of the acknowledgement of Government of the immense contribution that educators are making to the realisation of the ideal of quality basic education for all.
GOODS AND SERVICES
Goods and Services have been allocated R 1, 8 billion with R 877 million of this being funded from conditional Grants and therefore ring-fenced. Of the remaining amount R 386 million is for the procurement of Learner and Teacher Support Material, R 141 million for Scholar Transport and R 482 million for operation costs of the Department.
TRANSFERS AND SUBSIDIES
R 1, 085 billion has been allocated for Transfers and Subsidies.
PAYMENT FOR CAPITAL ASSETS
Payment for capital assets has been allocated R 786, 7 million with R 745 million of that being for infrastructural assets. Due to budgetary constraints the whole infrastructure program is solely funded by conditional grants. The Department will therefore be prioritising critical areas that impact negatively on the provisioning of basic education.
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REVIEW OF 2014/5 FINANCIAL YEAR
EDUCATION MANAGEMENT INFORMATION SYSTEM
The Education Information Management System (EMIS) ensures that quality information is available as and when required to support the systems for planning, budgeting and resourcing and provides departmental statistics.
We have rolled-out the South African Schools Administration Management System (SA-SAMS) to all 3935 public schools and provided training for uploading of critical information from schools to update provincial and nation databases.
The Department is integrating and customising the EMIS, SA-SAMS and the Learner Unit Record Information Tracking System (LURITS). This integration is aimed at improving our information for planning, reporting, monitoring and evaluation processes. A Business Intelligence tool has been developed and our management is being trained to use the tool for improved data analysis and reporting.
Honorable Members, these systems will go a long providing a vehicle through which school, circuits, districts and the department will respond to information requests.
THE NATIONAL SCHOOL NUTRITION PROGRAMME
The National School Nutrition Programme (NSNP) aims to enhance the learning capacity of learners through the provision of healthy meals at all quintiles 1 to 3 schools. Where it is implemented, the programme has shown to improve punctuality, regular school attendance, concentration and the general wellbeing of participating learners.
The province was providing meals to one million five hundred and ninety three thousands seven hundred and fifteen (1 593 715) learners.
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The figure is inclusive of nine hundred and forty thousand and forty three (942 043) learners in Primary schools, six hundred and forty four thousand and one hundred and thirty one (644 131) learners in secondary schools and seven thousand five hundred and forty one (7 541) learners in Special schools for all school going days.
The implementation of the programme resulted in positive spinoffs of temporarily creating short term employment for ten thousand four hundred and eighteen (10,418) Food handlers, whose key responsibilities is to cook for the learners and make sure that they are timely provided with nutritious meals on daily bases.
The Department went an extra mile by employing 377 youths as School-Based Monitors across the province through funding from the Expanded Public Works Programme (EPWP). Their key responsibility is to make sure that the NSNP is effectively and efficiently implemented at school level.
SCHOLAR TRANSPORT
This project promotes access basic education for all; where the Department provides transport for qualifying learners who stay 5 kilometres or more from the nearest public ordinary school.
Honorable Members, there are nineteen thousand one hundred and sixty two (19 162) learners currently benefitting from scholar transport. We have managed to provide all the schools that have requested assistance in this regards. We must also state that the Programme has been able to create 215 jobs within the transport fraternity.
IN-SCHOOL SPORT, ARTS AND CULTURE
Honorable Members, participation of children in sport helps build self-esteem and confidence. It promotes health and wellness and motivates children to excel academically and build social skills. Arts and Culture programmes promote social cohesion as learners are exposed to other cultures.
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In promoting this the Department has partnered with the Department of Sport, Arts and Culture.
SCHOOL SAFETY
Schools are directly responsible for providing an environment conducive to the delivery of quality teaching and learning by, among other things, promoting the rights and safety of all learners, teachers and parents.
Provincial guidelines on School Safety have been developed to serve as a management tool to identify and manage risk and threats of violence in and around schools. This will be a tool for Officials responsible for school safety, Principals, Senior Management Team Members in schools, SGB members, Teachers and Learners. This is critical in empowering all responsible in understanding their responsibilities regarding school safety.
The Department has and will continue to maintain a solid partnership with the South African Police Services (SAPS) aimed at linking schools with local police- stations and the establishment of functional School Safety Committees.
PUBLIC SPECIAL SCHOOLS
Join me Honorable Members in celebrating and congratulating the Rivoni Special School learners for registering 100% pass rate during the National Senior Certificate Examinations in 2014, despite their conditions of visual impairments.
The Department has 34 public special schools and 15 full service schools and a further 300 are being piloted as inclusive schools with 60 per district. We have been able to train Support Teams based at the schools, the circuit, the district to better support these schools. We are currently considering incremental introduction of such in all the schools.
For the first time in the history of this department, we have been able to procure and deliver Assistive Devices and related Learner and Teacher Support
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Material for our Special Schools. This is a gradual start and like all the years we will work on a Top-Up process.
I must further state, Honorable Members, that, our Special Schools are part of the Scholastic Programme, which means they are following the ordinary mainstream curriculum, using the Curriculum Assessment Policy Statement (CAPS) Grade through Braille. We are indeed, injecting the dose of the future.
ANNUAL NATIONAL ASSESSMENTS
Madam Speaker, learner performance in the lower grades is a matter of concern to all of us. This is evidenced by low achievement levels in the Annual National Assessments (ANA). Although there has been a marked upward improvement in some grades and in some subjects particularly in languages, performance in Mathematics remains low, particularly in grade 9. For this reason, we have analysed the results and developed differentiated strategies to respond to those pertinent aspects that are proving difficult for teachers to teach and learners to learn. These strategies, if implemented as envisaged will address low achievement levels not only in those grades but across the schooling system.
LEARNER IMPROVEMENT
Honourable members, in 2014, Limpopo once again registered an improvement in the Grade 12 learner performance. Although the set target of 80% was not reached, the results improved from 71.8% to 72.9%. In line with the national trend, the general expectation was that performance would decline as a result of the introduction of a new curriculum. But, I am happy Honourable members that this did not happen this time around. Limpopo defied all odds and increased its pass percentage by 1.1%. And for this, we are truly proud.
Again, Honourable Members, in terms of producing quality results, Limpopo was amongst the Top 4 provinces in the country that produced a high number of bachelor passes. The bar has been raised; we are reaching for the stars.
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TEACHER DEVELOPMENT
Madam speaker let me state that in 2014/15 financial year the Department trained Grade 7, 8 and 9 teachers on the Curriculum and Assessment Policy Statement (CAPS) for its introduction in these grades. We continue to provide Continuous Professional Development Programmes for Mathematics, Sciences, Accounting, Economics and Business Studies teachers.
Support programmes in the same subjects are provided to subject advisors to help them monitor and support schools effectively.
The Department of Basic Education has introduced a training programme for Grade 8 and 9 Mathematics teachers called 1+ 4. This simply means that these teachers are trained one day in the week for them to apply the knowledge acquired in the next four days. This programme is aimed at improving learner attainment in Grade 9 Mathematics.
INFRASTRUCTURE PROVISIONING
The issue of infrastructure is a thorny issue in the province. We really have to work with speed, together with the Department of Public Works and our Implementing Agents, to ensure we have safe infrastructure for our learners and teachers. We are a-people for Education realisation for all. Continuously.
We had targeted to complete 677 projects inclusive of water and sanitation, however due to budget cuts the following were achieved:
- under the new and replacement infrastructure and upgrades and additions programmes 56 main infrastructure projects providing 292 classrooms, 21 administration blocks, 30 nutrition centres, 7 schools have been provided with water and 13 schools have been provided with sanitation.
- An additional 190 classrooms, 3 administration blocks and more than 68 sanitation facilities have been renovated through the renovations, rehabilitation and refurbishment programme and
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- We have managed to complete 130 sanitation and 35 water projects under our upgrades and additions programmes and 8 rehabilitation and refurbishment projects for sanitation facilities.
Madam Speaker in total over sixty six thousand and eighty nine (66 089) learners and two thousand two hundred and thirty six (2236) educators will benefit from the facilities completed.
PLAN OF ACTION FOR 2015/16
FURTHER EDUCATION AND TRAINING AND ADULT EDUCATION AND TRAINING
Unlike in the previous year, where the Department implemented its plans through nine programs, for the 2015/16 MTEF period the Department will be implementing its projects through seven programs. This is due to the fact that the functions for Further Education and Training and Adult Education and Training have been transferred to the Department of Higher Education and Training.
PROGRAM 1: ADMINISTRATION
This Program function services the Office of the MEC, Head Office, District and Circuit Offices and Education Management Information Systems (EMIS). Program 1 has been allocated R 1, 5 billion or 6% of the total budget.
DISTRICT MANAGEMENT AND SUPPORT
Honorable members, the primary function of education districts is to support schools, assisting school principals and educators to do their work in line with education policies and procedures. We have to optimize our functional excellence through a well-oiled machinery.
In improving the quality of our monitoring and service delivery at local level the Department had made a pronouncement during its 2014/15 budget speech
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that it would be investigating the optimal number of Districts in order to improve efficiency, productivity and accountability. In addition to this the Council of Education Ministers gave a directive in November 2014 to look at the extent to which districts are being supported to ensure that curriculum is effectively delivered in schools. To realise this, the Department together with the Department of Basic Education (DBE) made an analysis of the current number of Districts and the support offered to them. The Department has thus concluded that based on the current budget constraints it will revert to the five Districts, namely Capricorn, Mopani, Sekhukhune, Vhembe and Waterberg. This will ensure that the limited resources are better channelled to support these Districts.
The number of circuits remains at 134. Honorable members, our focus for this year will be strengthening our support to district and improving our monitoring and evaluation systems.
We must take the route to optimal performance for functional excellence.
E-LEARNING
We will in her honour, gradually, make sure that progressive steps towards e- Learning bear fruits for academic excellence in the country. We, as a Province, like others, will together with our municipalities and the private sector move towards declaring our Schools as Wi-Fi Hot Spots.
We appreciate the interest that we received from various quarters of society in ensuring the learners, teachers and the community of Limpopo are able to study and access information through these Information Communications Technologies.
PROGRAM 2 - PUBLIC ORDINARY SCHOOLS
This program which is responsible for the overall management of Public Ordinary Schools has been allocated a budget of R 21, 9 billion. The following priorities are provided for under this program:-
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NATIONAL SCHOOL NUTRITION PROGRAMME
We have since being instructed during the Premier's 2015 State of the Province Address, that in the light of the recent challenges experienced in the implementation of this programme, we should review the current model of supplying food to schools in order to ensure safety, efficiency and effectiveness. This review must also ensure the participation of as many capable suppliers and other relevant social partners as possible.
Indeed, the process is underway, and we will be inviting all interested parties to work with us in ensuring all our learners in three thousand eight hundred and fifty four (3 854) quintiles 1 to 3 schools are benefitting and provided with nutritious meals for 190 days. We will be providing all the learners with eating utensils in the form of plates and spoons.
We acknowledge that since the expansion of the Programme to secondary schools, there has been tremendous increase in school attendance, punctuality and high concentration, which ultimately leads to improvement of learner’s health and academic performance/excellence. This is justified by the percentage increase of grade 12 results.
LEARNER IMPROVEMENT INTERVENTIONS
Annually after the release of the Grade 12 results the Department analysis these results and comes up with targeted intervention strategies. The analysis has been finalised and the interventions to be implemented will include, amongst others, Radio Lesson Broadcasts in the three SABC Radio Stations; Munghana Lonene FM, Phalaphala FM and Thobela FM.
These Radio Lesson Broadcasts will focus on the 10 key subjects namely: Accounting, Agricultural Sciences, Business Studies, Economics, Geography, History, Life Sciences, Mathematical Literacy, Mathematics and Physical Sciences.
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In addition to this the Department will also produce learner self-study materials, teacher intervention guides, set pieces and question banks in the ten key subjects and Technology subjects.
Special attention will be given to the Sekhukhune District as we have noted that this Department has been a perpetual under performer.
SCHOLAR TRANSPORT
The Plan for this year, in line with what the Premier said during the State of the Province, is to provide scholar transport to a target of 23 000 deserving learners who are traveling over 5 kilometers single trip.
A new model based on capacity of the vehicle and distance travelled will be introduced. This model will alleviate short distance problems and will be beneficial to both the Service Provider and the Department.
Honorable Members, as the demand for scholar transport is increasing due to new settlement and relocations and more learners qualify; we will continue to assist them to access learning facilities with ease.
SCHOOL FUNDING NORMS AND STANDARDS
Honourable members an amount of R 869 million has been allocated for the funding of schools in terms of the Norms and Standards as compared to the total allocation of R 1, 2 billion of the previous financial year. The cut has been caused by the shortfall in the funding of Compensation of Employees and the overall financial challenges experienced by the country.
Of the allocation for norms and standards R 524 million has been allocated for the running costs of the schools. All schools in quintile 1 to 3 are now classified as no-fee paying schools and will be funded at R 323, 50 per learner, while quintile 4 and 5 schools will received R 163,00 per learner and R 65,00 per learner respectively. The balance of the allocation will be retained by the Department to procure stationery and textbooks on behalf of the schools. All schools will be supplied with stationery on a 100% basis and textbooks as a top-up based on what has been supplied to the schools previously.
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All textbooks are expected to have a life-span of five years and schools are expected to implement a retrieval strategy that will ensure that all books are returned at the end of the year.
SCHOOLS FURNITURE
As part of ensuring that we live up to the mandate of each learner having a school desk, an amount of R 34 million has been budgeted to address backlogs in the provision of school furniture. All projects for the construction of new schools will include the provision of school furniture. The Department has also signed a memorandum of agreement with the Department of Correctional Services for the repair of damaged school furniture in schools.
In implementing this project an analysis of the reasons for the cancellation of this tender during the 2014/15 financial year will be made which will ensure that the challenges experienced with that tender are addressed when it is re- advertised.
PROGRAM 3: INDEPENDENT SCHOOLS
We have allocated R 118 million to subsidise all those independent schools whose performance in Grades 1 to 12 is equal to or greater than the average performance of Public Ordinary Schools. Transfers are made only to those schools that have and implement proper financial systems and internal controls.
PROGRAM 4: PUBLIC SPECIAL SCHOOLS
Public Special Schools has been allocated R 405 million which includes the Compensation of Employees and operating costs.
During the 2015/16 financial year the Department will continue with the program that was started in the previous year of providing special assistive devices to the partially sighted and visually impaired learners. All educators that are responsible for the implementation of this program will receive targeted training to ensure that they are able to utilise and assist the learners in utilising these devices.
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The challenge that is being experienced in this regard is that of the provision of support staff for these schools. The Department has identified the critical support positions that must be filled as a matter of urgency within our critical budget constraints. This process will be completed within the 2015/16 financial year.
PROGRAM 5: EARLY CHILDHOOD DEVELOPMENT
Early Childhood Development has been allocated R 164 million. 2 485 Public Ordinary Schools offer Grade R programmes for learners five years and older. This amounts to a coverage rate of 96%.
Recognising the importance of Early Childhood Development the Department will be working together with the Department of Social Development to implement this program. The Department of Social Development is responsible for the registration and management of ECD community centres which cater for learners in ages zero to four years, while the Department is responsible for the provision of curriculum in community sites and Grade-R programmes and facilities in Public Ordinary Schools. The Department’s responsibility also includes the training of the practitioners. During the 2015/16 financial year Grade R practitioners will be enrolled on a 3 year Diploma at NQF Level 6 with the University of the North West through distant learning. We believe that this intervention will assist us to lay a solid foundation in the primary schooling sector
PROGRAM 6: INFRASTRUCTURE DEVELOPMENT
Infrastructure Development and has been allocated a budget of R 805 million. This program as indicated earlier is solely funded by the Education Infrastructure Grant.
A lot has been said about the backlog we found ourselves in as the department when it comes to the provision of Infrastructure in the province. Let me state that we are, like the legends of the phoenix rising from the ashes.
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Our people deserve the best. We will carry on with the water and sanitation programme in response to the need for meeting basic services at our schools.
The department will continue utilizing the Department of Public Works as an implementing agent of choice; however sanitation projects will be implemented through Mvula Trust and LEDA, whereas CSIR will be implementing the conditional assessment of all infrastructure of the Department.
The Department will also address the challenge of all stalled and abandoned projects to ensure that they are completed to address the infrastructure challenges currently experienced.
The Department will also be prioritising schools with the most dire sanitation facility challenges and inappropriate school buildings. Towards this end 253 schools will be provided with SANITATION FACILITIES in the financial year with a further 380 over the MTEF period.
Additional to this 858 CLASSROOMS will be built in Public Ordinary Schools during the financial year and 1 892 CLASSROOMS over the remaining period of the MTEF.
Honorable Speaker 10 NEW SCHOOLS will be completed during the financial year with a further 16 completed over the remaining period of the MTEF.
As we reflect on the challenges we face of dealing with the huge backlogs on infrastructural delivery we are really saddened by the emergence of a criminal element amongst our people which uses the concerns of the community to burn schools and set us back years.
I am also honoured Honorable Members to announce that due to the growth patterns of Polokwane we will begin with the Construction of BENDOR SECONDARY SCHOOL. The city is one the fastest growing cities in the country and the migration into the city has been huge, be it in migrant labour and otherwise. This has to ensure we provide better quality and accessible education for all, thus easing the frustrations of parents, children and schools.
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We will also be relocating MALAMULELE SECONDARY SCHOOL to a new site that has been identified for both accessibility and ensuring learning and teaching take place in a good environment.
We are a government at work for a better life for all. Honorable Members, I must also make it known and understood that ASIPHUMELELE SPECIAL SCHOOL, will finally hit the ground up, PFUNANANI SPECIAL SCHOOL and RIVONI SCHOOL FOR THE BLIND we will also be relocating to new sites and they will be provided with all the services required.
The infrastructure challenges experienced by SETOTOLWANE SPECIAL SCHOOL are some of the matters that we are currently working on and in due time we will made an appropriate pronouncement in this regard.
TERMINATION OF CONTRACTS
Due to the dire need for water and sanitation in our schools we have decided to terminate the contract with one of the Implementing Agents engaged on the water and sanitation programme and various service providers due to poor performance.
The Department of Education is in the process of replacing the implementing agent and other service providers who have failed to meet their contractual obligations. Failure to respond in timely manner to our obligation on infrastructure provisioning by service providers cannot be tolerated.
CONDITIONAL ASSESSMENT
The Department has further engaged the service of the CSIR to conduct a conditional assessment of all its infrastructural assets. This exercise will indicate the state of the condition of the Department’s assets and the amount required to bring them to an acceptable level in terms of the Norms and Standards for Schools Infrastructure.
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This is expected to be completed in July 2015 and will be crucial in directing the planning process of the Department to ensure that resource allocation is aimed at the critical areas.
This kind of an exercise will assist the department with their engagement with both the National and Provincial Treasury to secure funding for addressing our backlogs.
An exercise is currently underway to build capacity within the Infrastructure unit of the Department that will be responsible for planning and project monitoring purposes in conjunction with the Department of Public Works.
In this regard we express a word of appreciation to the National Department of Basic Education and the National Treasury who are assisting the Department in this recruitment and selection process. The results thus far are promising and we believe that the properly qualified and experienced professionals have been identified and will be appointed once the selection process is completed
PROGRAM 7: EXAMINATION AND EDUCATION RELATED SERVICES
Examination and Education Related Services and has been allocated R 341 million. Examinations are administered within this program and R 246 million has been allocated for that purpose. With this allocation we aim to deliver and incident free examination during the 2015 Grade 12 examination like we did in 2014 and in the previous years. With the matured system that the Department is running and the dedication of all our invigilators the Department was one of a few in the country where no examination irregularities were reported in the previous examinations.
CONCLUSION
Madam speaker I would like to draw the attention of the house to the fact that while the Department has been allocated a budget of R 25 billion only R 482 million is available to fund operational costs of the Department. This entails operational costs for the Head Office, District Offices and 134 circuit offices.
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This makes it apparent that the Department cannot afford to engage in “nice- to-have” activities and that the focus will be only on business-critical activities. The Department will continue to implement stringent cost curtailment and cost containment measures to ensure that it is still able to deliver on its mandate within the limited resources at its disposal.
In conclusion, let me take this opportunity to send our deepest regards to the Spirit of Mme Thembisile Nwedamutswu. She was a sister, a comrade and a colleague to me and some of us. Her short but sterling work within the department of Education will always be remembered.
We wish all our departmental officials, teachers, learners, SGB Members, social partners and all our stakeholders the best as we move in concert in the advancement of quality Education for all.
HONORABLE SPEAKER
Now the question we should be asking ourselves as communities will then be;
What therefore becomes your role as the community in protecting and defending the gains of freedom in relation to Education? Indeed what becomes our role in the determination of a good quality education for a guaranteed future for our people.
Honourable members, in response to the challenge posed by President Mandela will we be proud of your contribution to the society and the community you live in and say "Here lies a National Treasure. A Hero. An institution. An Asset"?
The answer lies in our deeds for the advancement of the National Development Plan.
Motherland or death, we shall succeed! I thank you!!!
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Table3.2(a):Summaryofpaymentsandestimatesbyprogramme:Education
Main Adjusted
Revised
appropriatio appropriatio
estimate
nn 2014/15
1273573 20811895 112496 379607 169823 1108625 341314
1270473 20978354 112496 379607 169823 1308625 343314
1471339 21100994 112496 380683 169823 1358084 343314
24197333 24562692 24936733
Rthousand
1. Administration
2. Public Ordinary Schools Education
3. Independent Schools Subsidies
4. PublicSpecial SchoolsEducation
5. Early ChildhoodDevelopment
6. InfrastructureDevelopment
7. ExaminationAndEducationRelatedServices
Total paymentsandestimates
2011/12
1120577 17223937 71588 288944 163901 1220617 223783
2013/14
1117659 19555597 93477 353183 117652 1147035 263373
2015/16 2016/17
1521972 1602459 21928114 23291962 118458 124736 404615 430287 164826 169277 805128 845384 341592 363130
2017/18
1699809 24418549 130973 456679 179170 953589 384226
Outcome
2012/13
1157265 18482761 86515 322196 112089 564420 283223
Medium-termestimates
20313347 21008469 22647976
25284705 26827235 28222994
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Table 3.2 (b) : Summary of provincial payments and estimates by economic classification: Education
R thousand
Current payments
Compensation of employees Goods and services
Interest and rent on land
Transfers and subsidies to:
Provinces and municipalities
Departmental agencies and accounts
Higher education institutions
Foreign governments and international organisations Public corporations and private enterprises Non-profit institutions
Households
Payments for capital assets
Buildings and other fixed structures Machinery and equipment Heritage Assets
Specialised military assets Biological assets
Land and sub-soil assets
Software and other intangible assets
Payments for financial assets
Total economic classification
2011/12
18 408 539
667 491
2013/14
20 419 538
1 082 904
2015/16
23 412 795
1 085 121
2016/17
24 888 293
1 126 781
2017/18
26 263 100
1 041 392
Outcome 2012/13
19 644 386
791 992
Medium-term estimates
267 221 225 – 13 794 18 409 ––– ––– –––
563 520 630 428 905 407 103 704 147 549 158 863
Main Adjusted Revised
appropriatio appropriatio estimate 2014/15
21 815 724 21 969 560 22 270 210
16 647 288 17 554 909 18 707 840 1 761 251 2 089 476 1 711 698 –1–
19 662 960 19 809 980 20 103 191 2 152 764 2 159 580 2 167 019 –––
1 268 212 1 282 395 1 300 513
21 515 773 22 877 086 24 320 897 1 897 022 2 011 207 1 942 203 –––
380 380 380 39 941 39 941 39 941 ––– ––– ––– 1 089 973 1 104 156 1 104 156 137 918 137 918 156 036
1 237 317
572 091
1 145 534
786 789
812 161
918 502
1 113 397 1 310 737 1 366 010
380 401 421 21 516 22 878 24 321 ––– ––– ––– 885 267 914 360 818 024 177 958 189 142 198 626
1 228 187 567 747 1 141 395 9 130 4 344 4 139 ––– ––– ––– ––– –––
1 072 830 1 272 830 1 327 603 38 567 35 907 36 407 ––– ––– ––– ––– 2 000 2 000 2 000
–
20 313 347
–
21 008 469
–
22 647 976
–
25 284 705
–
26 827 235
–
28 222 994
–––
24 197 333 24 562 692 24 936 733
745 371 782 364 887 418 41 418 29 797 25 784 ––– ––– ––– ––– – – 5300
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