Basic Presentation

BASIC EDUCATION 2020/21-2024/25
STRATEGIC PLAN AND 2020/21 ANNUAL

PERFORMANCE PLAN
Joint Meeting: Portfolio Committee on Basic
Education and Select Committee on Education
and Technology, Sports, Arts and Culture
5 May 2020
1
PRESENTATION OUTLINE
1. Purpose
2. Introduction
3. Size and Shape of the Basic Education Sector
4. Background
5. Progress on key selected deliverables
6. Key Government Priorities
7. Education Sector Medium-Term Strategic Framework (MTSF)
8. State of the Nation Address (SoNA)
9. Action Plan to 2024: Towards the realisation of schooling 2030
10. Education Sector Priorities
11. 2020/21 Department of Basic Education (DBE) Annual Performance Plan (APP) development process
12. Measuring our performance:
– 2020/21-2024/25 Strategic Plan and 2020/21 APP
– Impact Statement,Outcomes, Outputs, Indicators and Targets
13. Department of Planning, Monitoring and Evaluation (DPME) analysis of the 2020/21 APP
14. AGSA review of the 2020/21 APP
15. 2020/21 APP monitoring activities affected due to Covid 19 and alternative mechanisms
16. Budget Review:
17. 2019/20 Audit Action Plan based on 2018/19 Audit findings: Finance and Performance Information
18. Recommendations
2
PURPOSE
To present the DBE Strategic Plan
2020/21-2024/25 and Annual
Performance Plan 2020/21 to the Joint
Meeting of the Portfolio Committee
on Basic Education and Select
Committee on Education and
Technology, Sports, Arts and Culture.
3
INTRODUCTION
“By 2030, South Africans should have access to
education and training of the highest quality,
leading to significantly improved learning
outcomes. The performance of South African
learners in international standardised tests
should be comparable to the performance of
learners from countries at a similar level of
development and with similar levels of access.”
National Planning Commission: National Development Plan, November 2011)
4
SIZE & SHAPE OF
THE BASIC
EDUCATION SECTOR
5
6
BASIC EDUCATION SECTOR

Department of Basic
Education (national)
Provincial Education
Departments (9)
Education Districts (75)

Circuit Offices (889)
Schools (24 998)
Independent (Private)
Public schools (23 076)
schools (1 922)
Section 20 Section 21 Public Schools Registered Unregistered independent

Public schools (former Model C) independent schools schools (illegal)
Non-subsidised
Greater financial autonomy Subsidised
independent
independent schools
schools
6
EDUCATION STATISTICS AT A GLANCE, 2019
Size of the Schooling Sector Learners Educators Schools
System:
Public 12 408 755 407 001 23 076
Learners: 12 408 755
Educators: 407 001 Independent 632 443 37 856 1 922
Schools: 23 076
Total 13 041 198 444 857 24 998
Official languages
Learners Educators Schools
English, isiZulu, isiXhosa,
isiNdebele, Afrikaans,
siSwati, Sepedi, Sesotho,
Public Public Public
Setswana, Tshivenda, Independent Independent Independent
Xitsonga, South African
Sign Language
7
BACKGROUND
• The Annual Performance Plan (APP) sets out what the Department intends doing in the financial
year and during the Medium-Term Expenditure Framework (MTEF) period to implement its
Strategic Plan.
• In fulfilling its legal obligation, the Department must produce and table an APP annually to
Parliament. The Strategic Plan should cover a period of at least five years and can be amended
during the five-year period it covers.
• The 2020/21 APP represents the first year of activities towards achieving the objectives
contained in the DBE Strategic Plan 2020/21-2024/25.
• The DBE’s Strategic Plan is anchored on the Government’s long-term plan; the National
Development Plan 2030: Our future – make it work, the MTSF 2019-2024 and the draft Action
Plan to 2024.
8
PROGRESS ON SELECTED
KEY DELIVERABLES
9
PERFORMANCE OF THE CLASS OF 2019 NSC
2019
% Difference
Province Total Wrote Total Achieved % Achieved Ranking

EASTERN CAPE 63 198 48 331 76.5 7 5.9

FREE STATE 25 572 22 602 88.4 1 0.9
GAUTENG 97 829 85 342 87.2 2 -0.7
KWAZULU-NATAL 116 937 95 017 81.3 5 5.1
LIMPOPO 70 847 51 855 73.2 9 3.8
MPUMALANGA 43 559 34 995 80.3 5 1.4
NORTH WEST 26 819 23 272 86.8 3 5.6
NORTHERN CAPE 9 138 6 990 76.5 7 3.2
WESTERN CAPE 50 404 41 502 82.3 4 0.9
NATIONAL 504 303 409 906 81.3 3.1
10
NSC PERFORMANCE 2013-2019
90.0
81.3
78.2 78.2
80.0 75.8 75.1
70.7 72.5
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2013 2014 2015 2016 2017 2018 2019
11
BACHELOR PASS (%) PER PROVINCE 2019
44.5 43.6
45.0
39.1 37.8
40.0 37.2
35.0 32.7 32.3

30.3
30.0 26.8
25.0
20.0
15.0
10.0
5.0
0.0
NG
APE
AT E
TAL EST G A
AP E
APE PO
UTE C ST
- NA W L AN C C PO
GA ERN EE L U
RT H
MA
ERN
E RN LIM
ST FR A Z U
N O PU ST T H
E M EA R
W KW NO
12
0 to 4-year-olds attending Early Childhood
Development (ECD) facilities,
2009-2018
100
90
80
70
70
59
60 57
Percentage
50
42 43
40
29 28
30
20 18
15
10 6
0
0 1 2 3 4
Age
2009 2018
Source General Household Survey 2018: Focus on Schooling

13
Percentage of learners in Grade 1 who
attended Grade R, 2009-2018
100.0 97.1 94.8 95.0 92.2 94.9 94.8 94.8 93.9 94.4 94.1
90.0
80.0
70.0
60.0
Percentage
50.0
40.0
30.0
20.0
10.0
0.0
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
14
EQUITY
Percentage of 7 to 15-year-olds with disabilities and those without
disabilities attending educational institutions by province, 2014-2018
100.0
90.0
Percentage
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
EC FS GT KZN LP MP NC NW WC
15
18
Percentage of primary and secondary schools combined
with a teacher who received specialised training in
Learners with Special Educational Needs (LSEN) by
province, 2017
100 96
93
90 87 89
82
80 76 78
70 69 68
63
60
Percentage
50
40
30
20
10
0
EC FS GT KZ LP MP NC NW WC SA
Province 16
Source: School Monitoring Survey, 2017
FILLING OF TEACHING POSTS
The percentage of primary and secondary schools combined where allocated teaching
posts were filled in terms of categories of compliance level by province
Source: School Monitoring Survey, 2017

Nationally, this value has improved
from 69% in 2011 to 78% in 2017.
17
FUNZA LUSHAKA PLACEMENTS 2019
Number of placed
PEDs graduates Unplaced graduatesTotal allocation Placement percentage
Eastern Cape 620 136 756 82%
Free State 260 18 278 94%
Gauteng 741 160 901 82%
KwaZulu-Natal 524 182 706 74%
Limpopo 431 58 489 88%

Mpumalanga 314 95 409 77%
North West 292 3 295 99%
Northern Cape 58 9 67 87%
Western Cape 354 163 517 68%
Grand Total 3594 824 4418 81%
Source: PERSAL and PEDs reports, December 2019
18
NATIONAL SCHOOL NUTRITION PROGRAMME (NSNP)
QUARTER 1-QUARTER 3 OF 2019/20
Provincial
Performance EC FS GP KZN LP MP NC NW WC Total
Indicators
Total
Number of
Learners in
1663387 592581 1146152 2061596 1655069 909948 209519 632257 404972 9275481
Q1 - 3
Schools
(Prim, Sec &
Special)
Total
Number of Q
5058 937 1167 4971 3770 1597 417 1331 690 19938
1 - 3 Schools
(Prim, Sec &
Special)
Source: NSNP Provincial Reports Quarters 1-3
19
VOLUME 1 GRADE 1 TO GRADE 9 AND GRADE R
(2017)
Province Total Schools Total Books Schools Books Schools Books % Schools % Books
Allocated Allocated Dispatched Dispatched Delivered Delivered Delivered Delivered

Sum of Sum of Sum of Sum of Sum of Sum of
Province Schools Books DpSchools DpBooks DelSchools DelBooks
EC 5,111 4,602,975 5,111 4,602,975 5,111 4,602,975 100.00% 100.00%
FS 1,078 1,877,545 1,078 1,877,545 1,078 1,877,545 100.00% 100.00%
GP 2,131 5,547,355 2,131 5,547,355 2,131 5,547,355 100.00% 100.00%

KZ 5,964 6,918,670 5,964 6,918,670 5,964 6,918,670 100.00% 100.00%
LP 3,828 4,390,460 3,828 4,390,460 3,828 4,390,460 100.00% 100.00%

MP 1,684 2,978,680 1,684 2,978,680 1,684 2,978,680 100.00% 100.00%
NC 544 787,305 544 787,305 544 787,305 100.00% 100.00%
NW 1,444 2,011,625 1,444 2,011,625 1,444 2,011,625 100.00% 100.00%

WC 1,514 2,835,330 1,514 2,835,330 1,514 2,835,330 100.00% 100.00%
Grand Total 23,298 31,949,945 23,298 31,949,945 23,298 31,949,945 100.00% 100.00%
Source: DBE delivery report, 27 February 2020
20
VOLUME 2 GRADE 1 TO GRADE 9 (2020)
Province Total Schools Total Books Schools Books Schools Books % Schools % Books
Allocated Allocated Dispatched Dispatched Delivered Delivered Delivered Delivered
Sum of Sum of Dp Sum of Dp Sum of Del Sum of Del

Province Schools Sum of Books Schools Books Schools Books
EC 5,099 4,036,700 5,099 4,036,700 5,099 4,036,700 100.00% 100.00%
FS 1,055 1,686,875 1,055 1,686,875 1,055 1,686,875 100.00% 100.00%
GP 2,121 4,883,990 2,121 4,883,990 2,121 4,883,990 100.00% 100.00%
KZ 5,892 6,063,770 5,892 6,063,770 5,892 6,063,770 100.00% 100.00%
LP 3,813 3,869,115 3,813 3,869,115 3,813 3,869,115 100.00% 100.00%
MP 1,633 2,601,260 1,633 2,601,260 1,633 2,601,260 100.00% 100.00%
NC 544 695,530 544 695,530 544 695,530 100.00% 100.00%
NW 1,441 1,812,275 1,441 1,812,275 1,441 1,812,275 100.00% 100.00%

WC 1,501 2,508,835 1,501 2,508,835 1,501 2,508,835 100.00% 100.00%
Grand
Total 23,099 28,158,350 23,099 28,158,350 23,099 28,158,350 100.00% 100.00%
Source: DBE delivery report, 27 February 2020
21
KEY GOVERNMENT PRIORITIES
The MTSF 2019–2024 translates the ruling party’s electoral mandate
into government’s priorities over a five-year period. Basic Education is
critical in priority 2,3, and 6:
• Priority 1: A capable, ethical and developmental state.
• Priority 2: Economic transformation and job creation.
• Priority 3: Education, skills and health.
• Priority 4: Consolidating the social wage through reliable and quality
basic services.
• Priority 5: Spatial integration, human settlements and local
government.
• Priority 6: Social cohesion and safe communities.
• Priority 7: A better Africa and world.
22
MTSF 2019-2024 OUTCOMES (EDUCATION)
• Outcome 1: Improved school-readiness of children.

• Outcome 2: 10-year-old learners enrolled in publicly funded
schools read for meaning.
• Outcome 3: Youths better prepared for further studies and
the world of work beyond grade 9.
• Outcome 4: Youths leaving the schooling system more
prepared to contribute towards a prosperous and equitable
South Africa.
• Outcome 5: School physical infrastructure and environment
that inspires learners to learn and teachers to teach.
23
SONA JUNE 2019
• “We are implementing the Early Grade Reading
Programme, which consists of an integrated package of
lesson plans, additional reading materials and
professional support to Foundation Phase teachers.”
• “This forms part of the broader efforts to strengthen the
basic education system by empowering school leadership
teams, improving the capabilities of teachers and
ensuring a more consistent measurement of progress
for grades three, six and nine.”
• “We also have to prepare our young people for the jobs
of the future.
24
SONA FEB 2020
• The investments we make now in Early Childhood
Development and early grade learning will yield great
economic benefits in the next two decades – and beyond.
• We are making progress with the introduction of the three-
stream curriculum model, heralding a fundamental shift in
focus towards more vocational and technical education.
• Various technical vocational specialisations have already
been introduced in 550 schools and 67 schools are now
piloting the occupational stream.
25
SONA FEB 2020
• Plan to issue tablet computers to school students: The process
of distributing these tablets is underway.
• Every 10 year-old needs to be able to read for meaning: Our
early reading programmes are gathering momentum.
• This year, we will be introducing Coding and Robotics in grades
R to 3 in 200 schools, with a plan to implement fully by 2022.
• Following recognition by the Department of Basic Education in
2018 of South African Sign Language (SASL) as a home
language and the recommendation by the Parliamentary
Constitutional Review Committee that it be the 12th official
language, we are now poised to finalise the matter.
26
ACTION PLAN TO 2024
• The Action Plan to 2024: Towards the Realisation of
Schooling 2030 is the sector plan for basic
education.
• The Action Plan is based on 27 national goals that
are intended to improve basic education across all
levels.
– 13 of these goals, are output goals, dealing with
better school results and better enrolment of
learners in schools.
– The remaining 14 goals deal with things that
must happen for the output goals to be realised.
27
Action Plan to 2024:
Towards the realisation of Schooling 2030
(access, redress, equity, inclusivity, quality, & efficiency)
Goals 1 to 13:
Improved Learning
Outcomes
- Improve learning
outcomes in Language,
Mathematics and
Science as measured
in Grades 3, 6, 9 and
12
- Ensure full access to
compulsory schooling
- Decrease grade
repetition and
retention
- Improve access to
Goals 14 to 27: Further Education and
Interventions - the ‘how to Training (FET) colleges
Improve Learning - Improve quality of
Outcomes’ Grade R
28
COUNCIL OF EDUCATION MINISTERS (CEM)
PRIORITIES FOR THE SIXTH ADMINISTRATION
These priorities were approved…by the Council of Education Ministers to
lay a solid foundation for quality education, in support of improved reading
and learning outcomes:
a) Improving foundational skills of Numeracy and Literacy, especially
reading which should be underpinned by a Reading Revolution.
b) Immediate implementation of a curriculum with skills and
competencies for a changing world in all public schools (Three Stream
Model, Fourth Industrial Revolution, Entrepreneurship, Focus Schools,
etc.)
c) Deal decisively with quality and efficiency through the implementation
of standardised assessments to reduce failure, repetition, and drop out
rates and introduce multiple qualifications such as General Education
Certificate before the Grade 12 exit qualification
29
COUNCIL OF EDUCATION MINISTERS (CEM)
PRIORITIES FOR THE SIXTH ADMINISTRATION
d) Urgent implementation of two years of ECD before

Grade 1, and the migration of the 0 - 4 year olds from
Social Development to Basic Education.
e) Complete an integrated Infrastructure Development
Plan informed by infrastructure delivery and regular
maintenance which is resourced.
f) Work with Sport and Recreation, Arts and Culture,
Health, and South African Police Services to teach and
promote Social Cohesion, Health and School Safety.
30
STRATEGIC AND ANNUAL PERFORMANCE PLANS
PROCESS
• Discussions on priorities, outcomes for the Department, crafting of
indicators and TIDs started with Strategic sessions in August-September
2019, and were concluded and Branch Reviews convened from 4-30
October 2019.
• There are six (6) DBE Outcome Statements that are linked to the MTSF
2019-24, SONA February and June 2019, February 2020, Action Plan
Goals, and other sector commitments.
• This Strategic Plan incorporates the vision of the Action Plan to 2024 and
the Government Priorities.
• The Strategic Plan and the APP have been developed in accordance with
the requirements of the Treasury Regulations.
• The draft plans were submitted to National Treasury (NT) and Department
of Planning Monitoring and Evaluation (DPME) on 30 October 2019.
31
STRATEGIC AND ANNUAL PERFORMANCE PLANS
PROCESS
• The DPME provided feedback on Strategic Plan and APP on 31
January 2020 respectively.
• The Auditor General South Africa (AGSA) provided feedback on
Strategic Plan and APP on 17 March 2020 after tabling which took
place on 11 March 2020.
– The details have been processed and shared with relevant
Managers within Branches.
– An addendum has been prepared to address AGSA findings with
Audit implications.
– The addendum will be submitted to Parliament with relevant
pages after approval by the Minister.
32
MEASURING OUR PERFORMANCE
33
Strategic Plan 2020/21-2024/25
• The Strategic Plan is divided into four
parts:
• Part A: Our Mandate
• Part B: Our Strategic Focus
• Part C: Measuring Our Performance
• Part D: Technical Indicator
Descriptions
34
STRATEGIC PLAN
IMPACT STATEMENT, OUTCOMES AND INDICATORS
Provide quality basic education for all, and lead the establishment and development of a
South African schooling system for the 21st century.
Outcome: 1. Maintain and develop the system of policies, including the curriculum and
assessment, governing the basic education sector to advance a quality and inclusive, safe and
healthy basic education system.
Outcome Indicator Baseline Five-Year Target
1.1 Improve the proportion of 6- 96% respectively (2017). 99%

year-olds (Grade R) enrolled in
educational institutions by 2024.
1.2 Improve the proportion of 5- 88% (2017). Enrolment rates of 5 and 6-
year-olds (Grade RR) enrolled in year-olds at 95% by 2024.
educational institutions by 2024.
1.3 Improve the proportion of New: System for monitoring 15% increase of the
Grade R learners that are school quality will be implemented to baseline that will be
ready by 2024. determine the baseline by 2021. established in 2021.
35
STRATEGIC PLAN
Outcome : 1. Maintain and develop the system of policies, including the curriculum and
1.4 Increase the number of Bachelor-level passes in NSC: Bachelor-level passes:
youths obtaining Bachelor-level 172 043 (33.6%) in 2018. 190 000 by 2024.
passes in the NSC by 2024.
1.5 Increase the number of Youths passing Mathematics at Youths passing Mathematics
youths obtaining 60% and above 60% and above: 28 151 (12%) in at 60% and above: 35 000.
in Mathematics by 2024. 2018.
1.6 Increase the number of Youths passing Physical Science at Youths passing Physical
youths obtaining 60% and above 60% and above: 30 368 (17.6%) in Science at 60% and above:
in Physical Science by 2024. 2018. 35 000.
36
STRATEGIC PLAN
Outcome 2. Maintain and develop information and other systems which enable transformation
and an efficient and accountable sector.
2.1 Improve learning outcomes in Grade 6 New Grade 6 performance in the new
in critical subjects reflected through the Systemic Evaluation: Mathematics
new Systemic Evaluation by 2024. Literacy: (targets to be determined after
first assessment).
2.2 Improve learning outcomes in Grade 9 New Grade 9 performance in the new
in critical subjects reflected through the Systemic Evaluation - Mathematics:
new Systemic Evaluation by 2024. (targets to be determined after first
assessment).
2.3 Improve learning outcomes in Grade 6 Average score for Grade 6 Average score for Grade 6 in the
Mathematics according to the in the SEACMEQ: Southern and Eastern Africa Consortium
international SEACMEQ by 2020. Mathematics: 552 (2013) for Monitoring Educational Quality
(SEACMEQ) for: Mathematics: 600
37
STRATEGIC PLAN
Outcome 2. Maintain and develop information and other systems which enable transformation
2.4 Improve learning outcomes Average score for Grade 6 in Average score for Grade 6 in the
in Grade 6 Reading according to the SEACMEQ: Literacy: 538 SEACMEQ: Literacy: 600 by 2020.
the international SEACMEQ by (2013).
2020.
2.5 Improve learning outcomes Grade 9 performance in the Average score for Grade 9 in the
in Grade 9 in Mathematics in the TIMSS: Mathematics: 372 Trends in International
TIMSS programmes by 2023. (2015) Mathematics and Science Study
(TIMSS): Mathematics: 420 by
2023.
2.6 Improve learning outcomes Grade 9 performance in the Average score for Grade 9 in the
in Grade 9 Science in the TIMSS TIMSS: Science: 358 (2015). TIMSS: Science: 420 by 2023.
programmes by 2023.
38
STRATEGIC PLAN
Outcome 3. Maintain and develop knowledge, monitoring and research functions to advance
more evidence-driven planning, instruction and delivery.
3.1 Improve the proportion of New Grade 3 performance in the new

Grade 3 learners reaching the Systemic Evaluation: Reading:
required competency levels in (targets to be determined after first
reading and numeracy skills as assessment).
assessed through the new
Systemic Evaluation by 2024.
3.2 Increase the average score 320 average score in the 355 average score in the PIRLS by
obtained by Grade 4 learners in PIRLS (2016). 2021.
the PIRLS by 2021.
3.3 Increase the average score 376 average score in the 426 average score in the TIMSS score
obtained by Grade 5 learners in TIMSS (2015). by 2023.
the TIMSS by 2023.
39
STRATEGIC PLAN
Outcome 4. Advance the development of innovative and high-quality educational materials.
4.1 Increase the percentage of 64% of schools have some 90% to be connected for
schools with access to functional connectivity (POA Q4: teaching and learning (DTPS
internet connectivity for teaching 2018/19). and private sector).
and learning connected through
different options, working with the
Department of Telecommunications
and Postal Services (DTPS).
4.2 Improve the availability of New 100% of Grade 3 learners who
quality early reading materials for learn through indigenous
teaching Home Language Literacy in languages have graded
indigenous languages. reading books.
40
STRATEGIC PLAN
Provide quality basic education for all, and lead the establishment and development
of a South African schooling system for the 21st century.
Outcome 5. Conduct strategic interventions to assist and develop provincial education
systems.
5.1 Increase the number of New 10 by 2024/25
mediation sessions
conducted to ensure accurate
interpretation of assessment
data.
Outcome :6 Increase the number of District Director forums held
6.1 Increase the number of 3 per year 15 by 2024/25
District Director forums held.
41
PROGRAMMES OF THE DBE
The ANNUAL PERFORMANCE PLAN summarises the priorities of the DBE as
aligned to the MTSF 2019-2024 and the Action Plan to 2024: Towards the
Realisation of Schooling 2030.
The activities of the DBE have been structured into five programmes as
elaborated in the Annual Performance Plan:
• PROGRAMME 1: ADMINISTRATION
• PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING

• PROGRAMME 3: TEACHERS, EDUCATION HUMAN RESOURCES AND
INSTITUTIONAL DEVELOPMENT
• PROGRAMME 4: PLANNING, INFORMATION AND ASSESSMENT
• PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES
42
ANNUAL PERFORMANCE PLAN
2020/21
The Annual Performance Plan is
divided into four parts:
• Part A: Mandate
• Part B: Strategic Focus
• Part C: Measuring Our Performance
• Part D: Technical Indicator
Descriptions
43
2019/20
PROGRAMME PERFORMANCE INDICATORS
Programme No. of Annual Bi-annual Quarterly
indicators Targets Targets Targets
per
programme
One 2 1 - 1
Two 14 9 1 4
Three 10 8 - 2
Four 12 8 1 3
Five 5 2 - 3
Total 43 28 2 13
distribution
Percentage 100% 65% 5% 30%
distribution
44
2020/21 APP
PROGRAMME PERFORMANCE INDICATORS
Programme No. of Bi-Ennial Annual Bi-annual Quarterly
indicators Targets Targets Targets
per
programme
One 5 2 - 3
Two 31 29 1 1
Three 13 8 1 4
Four 16 1 15 - -
Five 5 2 - 3
Total 70 1 56 2 11
distribution
Percentage 100% 1% 80% 3% 16%
distribution
45
2020/21 APP: PROGRAMME 1
Medium-term targets
Output Reporting
Indicators Cycle 2020/21 2021/22 2022/23
Outcome 2: Maintain and develop information and other systems which enable transformation
Output: Ensure that administration, planning and Human Resource (HR) systems evolve to deal
with, and support emerging priorities, of the National Department.
1.1.1 Percentage of valid
invoices paid within 30 days
upon receipt by the Quarterly 100% 100% 100%
Department

1.1.2 Number of reports on 4 4 4
misconduct cases resolvedQuarterly
within 90 days
1.1.3 Number of capacity
building programmes Annually 10 12 14
offered to the DBE officials
46
Medium-term targets
Output Reporting
Output: Ensure that administration, planning and Human Resource (HR) systems evolve to deal
with, and support emerging priorities, of the National Department.
1.2.1 Annual 2021/22 APP2022/23 APP
Performance Plan 2020/21 APP approved
Annually approved byapproved by
approved by 31 March by March 2020
each financial year March 2021 March 2022
1.2.2 Quarterly Reports Quarterly Four Quarterly ReportsFour QuarterlyFour Quarterly
submitted to National submitted to NT andReports Reports
Treasury(NT) and the DPME 30 days after thesubmitted tosubmitted to NT
DPME 30 days after the end of each quarter NT and DPMEand DPME 30
end of each quarter 30 days afterdays after the
the end ofend of each
each quarter quarter
47
Medium- term targets
Output Reporting
Outcome 1: Maintain and develop the system of policies, including the curriculum and
Output: Ensure that policies and the curriculum evolve to deal with emerging priorities, including
those relating to early childhood development, inclusive education, twenty-first-century skills, the
support and monitoring of learning outcomes.
2.1.1 Number of Technical schools
monitored for implementation ofQuarterly
Curriculum and Assessment Policy 18 18 18
Statements (CAPS).
2.1.2 Number of learners obtaining subject
passes towards a National Senior
Certificate (NSC) or extended SeniorBi-annually 60 000 60 000 65 000
Certificate, including upgraded NSC per
year.
48
Output Indicators Reporting
Cycle 2020/21 2021/22 2022/23
2.1.3 Number of Children/

Learners with Profound
Intellectual Disability (C/LPID) Annually 3 527 3 727 3 927
using the Learning Programme for
C/LPID
2.1.4 A National Report is Annually Approved National Report Approved National Approved National
produced on monitoring of the on monitoring of the Report on monitoring Report on monitoring
implementation of the Policy on implementation of the of the of the implementation
Screening, Identification, Policy on Screening, implementation of of the Policy on
Assessment and Support (SIAS) as Identification, Assessment the Policy on Screening,
a mechanism for early and Support (SIAS) as a Screening, Identification,
identification and intervention. mechanism for early Identification, Assessment and
identification and Assessment and Support (SIAS) as a
intervention. Support (SIAS) as a mechanism for early
mechanism for early identification and
identification and intervention.
intervention.
2.1.5 Amend legislation to Annually Amendment of National Approved costed plan Drafting of Education
regulate the new ECD landscape. Education Policy Act legislation with new
(NEPA), SASA and Children’s ECD functions from the
Act completed within 9 Children’s Act.
months of Cabinet
proclamation on change.
49
Reporting
Output Indicators Cycle 2020/21 2021/22 2022/23
Report on
2.1.6 Develop new
investigation into First phase of Approved funding
funding models for ECD Annually
delivery. ECD funding implementation model
models
Approved report
2.1.7 Develop and on the national DBE begins to
operationalise an ECD
audit conducted on ECD Registration register ECD
Education Management Annually
Information System Early Childhood system developed centres and
(EMIS). Development (ECD) programmes
centres
2.1.8 Develop and Report on ECD
Online NQF Level 4
operationalise an Early service delivery Provincial Quality
ECD qualification
Childhood Development Annually model and its Assurance Partners
(ECD) Human Resource platform
workforce identified
Development (HRD) Plan. operational
implications
50
Reporting
2.1.9 Number of districts monitored on

implementation of the National
Curriculum Statement (NCS) for Grades Annually 8 8 8
10 -12.
2.1.10 Number of provinces monitored

on extra-support classes to increase the Annually 9 9 9
number of learners achieving Bachelor
level passes.
2.1.11 Number of schools monitored for

implementing compulsory 90 (10 per 90 (10 per 90 (10 per
entrepreneurship education. Annually
province) province) province)
51
Output Indicators Reporting Cycle
2020/21 2021/22 2022/23
2.1.12 An Annual Sector Report is Annually Approved Annual Sector Approved Annual Approved Annual
produced on the implementation Report on the Sector Report on the Sector Report on
of the General Education implementation of the implementation of the the
Certificate (GEC). General Education General Education implementation
Certificate (GEC) Certificate (GEC) of the General
Education
Certificate (GEC)
2.1.13 An Annual Sector Report on Annually Approved Annual Sector Approved Annual Approved Annual
is produced schools that are Report on schools that Sector Report on Sector Report on
prepared to respectively are prepared to schools that are schools that are
implement and pilot the Technical respectively implement prepared to prepared to
Occupational Stream in 2021/22. and pilot the Technical respectively implement respectively
Occupational Stream in and pilot the Technical implement and
2021/22 Occupational Stream in pilot the Technical
2021/22 Occupational
Stream in 2021/22
2.1.14 Number of schools Annually 10 schools (2 per piloting 10 schools (2 per 10 schools (2 per
monitored for piloting the coding Province) piloting Province) piloting Province)
and robotics curriculum.
Reporting
Outcome 3: Maintain and develop knowledge, monitoring and research functions to advance
Output: Ensure that national decisions relating to innovations in areas such as reading and
language acquisition are informed by sound evidence.
2.2.1 Number of schools monitored on the
implementation of the reading norms. Annually 30 40 50
2.2.2 Number of schools monitored on the
implementation of the Incremental Annually 30 40 50
Introduction to African Languages (IIAL).
2.2.3 Number of underperforming schools
monitored on the implementation of the Annually 125 130 135
Early Grade Reading Assessment (EGRA).
2.2.4 Number of schools with Multi-grade
classes monitored for implementing the Annually 81 90 90
Multi-grade toolkit.
53
Cycle 2020/21 2021/22 2022/23
Approved AnnualApproved Approved
Sector Report onAnnual SectorAnnual Sector
the Report on theReport on the
2.2.5 An Annual Sector Report is implementation implementation implementati
produced on the implementationAnnually of the Nationalof the Nationalon of the
of the National Reading Plan. Reading Plan Reading Plan National
Reading Plan
Approved AnnualApproved Approved

Sector Report onAnnual SectorAnnual Sector
the number ofReport on theReport on the
2.2.6 An Annual Sector Report is public schoolsnumber ofnumber of
produced on the number of public monitored on thepublic schoolspublic schools
schools monitored on theAnnually availability ofmonitored onmonitored on
availability of readers. readers the availabilitythe
of readers availability of
readers
54
Reporting
Output Indicators
Cycle 2020/21 2021/22 2022/23
Outcome 4: Advance the development of innovative and high quality educational materials.
Output : Promote the use of evidence in materials development through a stronger use of
emerging technologies.
2.3.1 Number of schools per province
monitored for utilisation of Information, 27 (3 per 27 (3 per 27 (3 per
Communication and Technology (ICT) Annually
province) province) province)
resources.
2.3.2 Percentage of public schools with
Home Language workbooks for learners in
Grades 1 to 6 per year after having placed Annually 100% 100% 100%
an order.
Mathematics workbooks for learners in
Grades 1 to 9 per year, after having placed Annually 100% 100% 100%
an order.

workbooks for learners in Grades R per Annually 100% 55 100% 100%
year, after having placed an order.
Reporting
Output Indicators
Cycle
2020/21 2021/22 2022/23
2.3.5 An Annual Sector Report is Approved

produced on the learners provided Approved Approved
Annual
with Mathematics English First Annually Annual Sector Annual Sector
Additional Language (EFAL) and Sector
Report Report
textbooks in Grades 3, 6, 9 and 12. Report
2.3.6 The number of schools monitored

for home languages in which Literacy
Grades 1-3 Lesson Plans have been Annually 10 10 10
developed for terms 1 to 4.
2.3.7 Number of special schools with

access to electronic devices. Annually 140 307 0
56
Output Reporting
Outcome 5: Conduct strategic interventions to assist and develop provincial education systems.
Output: Continue with the strategic use and monitoring of conditional grants and other funds to
advance national priorities, as well as additional interventions in all or specific provinces to
advance the attainment of sector-wide goal.
Approved Annual Approved Approved
Sector Report on Annual Sector Annual Sector
2.4.1 An Annual Sector Report is the number of Report on the Report on the
produced on the number of Annually teachers trained number of number of
teachers trained on inclusion. on inclusion. teachers trained teachers
on inclusion… trained on
inclusion.
Approved Annual Approved Approved
Sector Report on Annual Sector Annual Sector
the number of Report on the Report on the
2.4.2 An Annual Sector Report is
produced on the number of Annually learners in public number of number of
learners in public special schools. special schools. learners in learners in
public special public special
schools schools.
57
Output Reporting
Output: Continue with the strategic use and monitoring of conditional grants and other funds to
advance national priorities, as well as additional interventions in all or specific provinces to
advance the attainment of sector-wide goal.
Approved Annual Sector Approved Annual
2.4.3 An Annual Sector Report on the percentage Sector Report on Approved Annual
of public special schools the percentage of Sector Report on
Report is produced on the
serving as resource public special the percentage of
percentage of public special Annually centres. schools serving as public special
schools serving as resource resource centres. schools serving as
centres. resource centres.
2.4.4 An Annual Sector Annually Approved Annual Sector Approved Annual

Report is produced on the Report on the Sector Report on Approved Annual
establishment of focus establishment of Focus the establishment Sector Report on
Schools per Provincial Schools per Provincial of Focus Schools the establishment
Education Department. Education Department. per Provincial of Focus Schools
Education per Provincial
Department. Education
58 Department.
Reporting
Output: Ensure that governance systems evolve to deal with, and support emerging priorities, in
particular those relating to teacher placement and accountability of schools.
90% of 90% of
3.1.1 Percentage of School Governing Body 95% of 2000
2000 2000
(SGBs) that meet the minimum criteria in Annually sampled
terms of effectiveness. sampled sampled
schools
schools schools
100% of 100% of
3.1.2 Percentage of schools producing the 100% of 2000
2000 2000
minimum set of management documents at Annually sampled
a required standard. sampled sampled
schools
schools schools
3.1.3 Number of Funza Lushaka bursaries
awarded to students enrolled for initial Annually 12 500 12 500 12 500
Teacher Education.
59
Reporting
Output Indicators
Cycle 2020/21 2021/22 2022/23
3.1.4 Number of quarterly
monitoring reports tracking the
percentage of Funza Lushaka
graduates placed within six (6) Quarterly 4 4 4
months upon confirmation that
the bursar has completed studies.
3.1.5 Number of quarterly
monitoring reports indicating the
number and percentage of schools Quarterly 4 4 4
where allocated teaching posts
are all filled.
3.1.6 An Annual Sector Report is Annually Approved Annual Approved Annual Approved Annual
produced on the number of Sector Report on the Sector Report on Sector Report on
qualified teachers aged 30 and number of qualified the number of the number of
below entering the public service teachers aged 30 qualified teachers qualified teachers
as teachers. and below entering aged 30 and aged 30 and
the public service as below entering below entering
teachers the public service the public service
as teachers as teachers
60
Reporting
Output Indicators
Cycle 2020/21 2021/22 2022/23
Output: Ensure that national decisions relating to educator conditions of service, and innovations
in areas such as teacher training, development and assessments, are informed by sound
evidence.
Approved Approved Approved
National Report National National Report
on monitoring the Report on on monitoring
functionality of monitoring the the functionality
3.2.1 A National Report is produced on Provincial Teacher functionality of of Provincial
monitoring the functionality of Provincial Development Provincial Teacher
Teachers Development Institutes and Annually
Institutes and Teacher Development
District Teacher Development Centres. District Teacher Development Institutes and
Development Institutes and District Teacher
Centres. District Teacher Development
Development Centres.
Centres.
61
Reporting
Output Indicators
Cycle 2020/21 2021/22 2022/23
Output: Ensure that national decisions relating to educator conditions of service, and innovations
in areas such as teacher training, development and assessments, are informed by sound
evidence.
3.2.2 A National Report is Approved National Approved National Approved National
produced on monitoring the Report on monitoring Report on Report on
implementation of Teacher the implementation monitoring the monitoring the
Development Programmes by of Teacher implementation of implementation of
PEDs with special focus on Development Teacher Teacher
EFAL, Mathematics, Physical Programmes by PEDs Development Development
Sciences and Accounting. Annually
with special focus on Programmes by Programmes by
EFAL, Mathematics, PEDs with special PEDs with special
Physical Science and focus on EFAL, focus on EFAL,
Accounting. Mathematics, Mathematics,
Physical Science Physical Science
and Accounting. and Accounting.
62
Cycle 2020/21 2021/22 2022/23
Outcome 3: Maintain and develop knowledge, monitoring and research functions to advance more evidence-
driven planning, instruction and delivery.
Output: Ensure that national decisions relating to educator conditions of service, and innovations in areas
such as teacher training, development and assessments, are informed by sound evidence.
3.2.3 Number of PEDs that had their post provisioning

processes assessed for compliance with the post- Annually 9 9 9
provisioning norms and standards.
Approved Annual Approved Annual Approved
Sector Report on Sector Report on Annual Sector
the number of the number of Report on the
Grade R Grade R number of
3.2.4 An Annual Sector Report is produced on the practitioners with practitioners Grade R
number of Grade R practitioners with at least NQF Annually
level 6 and above qualification. at least an NQF with at least an practitioners
level 6 and above NQF level 6 and with at least an
qualification. above NQF level 6 and
qualification. above
qualification.
3.2.5 Number of subjects where teacher
Development Programmes have been conducted at
district level and reported by provinces in the National Bi-annually 4 6 8
Strategy on Learner Attainment (NSLA).
Reporting
Output Indicators
Cycle
2020/21 2021/22 2022/23
Output: Strategic use and monitoring of provinces to advance national priorities, as well as
additional interventions in all or specific provinces to advance the attainment of sector-wide goal.
3.3.1 Number of PEDs monitored on the

Quality Management System (QMS). Quarterly 9 9 9

implementation of Education Management
System: Performance Management and Quarterly 9 9 9
Development System (EMS PMDS).
64
Medium-term targets
Output Indicators Reporting Cycle
2020/21 2020/21 2021/22
Output: Ensure that policies and the infrastructure evolve to deal with emerging priorities,
including those relating to basic services and the replacement of inappropriate structures.
4.1.1 Number of new
schools built and completed
through Accelerated Schools Annually 31 29 30
Infrastructure Delivery
Initiative (ASIDI).
4.1.2 Number of schools

provided with sanitation Annually 798 1500 1500
facilities through ASIDI.
4.1.3 Number of schools
provided with water Annually 125 0 -
through ASIDI.
65
Output Reporting
Output: Ensure that monitoring systems such as South African School Administration and
Management system (SA-SAMS), assessment and examination systems evolve to deal with, and
support emerging priorities, in particular those relating to school completion, learning outcomes
and the accountability of schools.
4.2.1 Number of General Education
and Training (GET) Test items
developed in Language and Annually 500 500 500
Mathematics for Grades 3, 6 and 9.
4.2.2 Number of NSC reports produced. Annually 4 4 4
66
Reporting
Output Indicators
Cycle 2020/21 2021/22 2022/23
4.2.3 Number of question papers
set for June and November Annually 292 292 292
examinations.
4.2.4 Percentage of public schools 98% 98% 98%
using the standardised School Annually
Administration System (SA-SAM).
4.2.5 A National Report is Annually Approved National Approved National Approved
produced on the number of Report on the Report on the National Report
provinces monitored for number of number of on the number
implementation of LURITS. provinces provinces of provinces
monitored for monitored for monitored for
implementation of implementation of implementation
LURITS LURITS of LURITS
67
Reporting
Approved National
4.2.6 A National Report is Approved National Approved National
Report on learner
produced on learner Report on learner Report on learner
performance
performance linked performance linked
performance linked to Annually to the National
linked to the
to the National
National Assessment Assessment
National
Assessment
Framework. Assessment
Framework Framework
Framework
Approved National Approved National Approved National

4.2.7 A National Report is Report on Report on Report on
produced on developing and developing and developing and developing and
operationalising a school Annually operationalising a operationalising a operationalising a
readiness assessment system. school readiness school readiness school readiness
assessment system assessment system assessment system
68
Output Reporting
Indicators Cycle
2020/21 2021/22 2022/23
Output: Strategic use and monitoring of districts to advance national priorities, as well as
additional interventions in all or specific districts to advance the attainment of sector-wide goal in
relation to mentorship, development and support of officials at district level.
4.3.1 Number of officials from districts

that achieved below the national
benchmark in the NSC participating in Annually 60 60 60
a mentoring programme.
4.3.2 Percentage of school principals

rating the support services of districts Biennially 75% 0 80%
as being satisfactory.
69
Output Reporting
4.3.3 Percentage of District Directors that

have undergone competency assessment Annually 95% 96% 97%
prior to their appointment.
4.3.4 Percentage of underperforming

schools visited at least twice a year by
district officials for monitoring and Annually 75% 80% 85%
support purposes.
4.3.5 Number of District Director forums

held. Annually 3 3 3
4.3.6. Number of districts in which teacher

development has been conducted as per Annually 55 60 65
district improvement plan.
70
Output Reporting
Output: Ensure that policies relating to care and support services evolve to deal with emerging
priorities, including those relating to school nutrition, school safety, social cohesion, and learner
health and wellness.
5.1.1 Number of schools monitored for
the provision of nutritious meals. Quarterly 115 120 125
5.1.2 Number of professionals trained
in South African School Choral Annually 900 900 900
Eisteddfod (SASCE) programmes.
5.1.3 Number of PEDs with approved
annual business plans for the
HIV/AIDS Life Skills Education Annually 9 9 9
Programme.
71
Output Reporting
Indicators Cycle
2020/21 2021/22 2022/23
5.1.4 Number of districts monitored

and supported in the implementation 75 75 75
of the National School Safety Quarterly
Framework (NSSF), social cohesion,
sport and enrichment programmes
5.1.5 Number of stakeholder

engagements held to promote the
Constitution and its values using social Quarterly 4 4 4
cohesion, sports and enrichment
programmes
72
DPME FEEDBACK
ON 2020/21 APP
73
DPME FEEDBACK ON 2020/21 APP
DPME COMMENT MANAGEMENT RESPONSE
The Department is advised to ensure To ensure MTSF alignment, MTSF analysis
alignment between the APP and MTSF. was conducted and all Branches were
engaged.
The Department has also listed some The policy on Incremental Introduction of
weaknesses without indicating how these African Languages (IIAL) is currently being
will be resolved. For example, for the issue of implemented, to promote use of other
disadvantaging some learners through the African languages in our schools.
usage of English as a language of teaching
and learning, there is no clear plan besides
mentioning that the schooling system needs
to pay special attention to the promotion of
all official languages.
The Department has reflected an impact Impact statement was revised and finalised in
statement which is in line with their mandate January to read as follows: Provide quality
and the MTSF. However, phrases such as Basic Education for all, and lead the
“develop, maintain and support” make the establishment and development of a South
impact statement read like an activity. African schooling system for the 21st century
74
DPME FEEDBACK ON 2020/21 APP
In programme 5, the department is advised The activities proposed for the suggested
to include indicators that focus on indicators are conducted by health personnel
deworming of learners, health and wellness from the Department of Health. It is not
in schools; for example, health and wellness practicable/prudent to include such as
drive i.e. eye test, hearing aid, and BMI ultimately, the DOH has the final say in its
testing among others. resource allocation and use. They also collect
the data.
There must be alignment between outputs This alignment was checked for all output
and output indicators. indicators in the final 2020/21 APP.
The Department has developed key risks; Mitigation Strategies were updated in the
however, the mitigating factors are not final 2020/21 APP.
included. The department is advised to
develop the key risks and mitigating factors
for all the outcomes.
Court Rulings to be included in plans: Sign Language has been part of National
KwaZulu-Natal Court Judgement on Senior Certificate exams since 2018.
Provisioning of South African Sign Language
as language of instruction.
75
AGSA FEEDBACK
ON 2020/21 APP
76
AGSA FEEDBACK ON 2020/21 APP
Ensure that the indicator clearly indicates the Indicators indicate the specified fields as
nature of the input or output, the activities, recommended.
the desired outcomes and impacts, and all
relevant definitions and standards used in
each field.
Include specific references to sampling Means of verification no longer includes a

guidelines in the short definition to give a percentage instead it is sample verification
general understanding of the indicator. monitoring reports.
The purpose should adequately explain what Agree with the recommendation.
the indicator is intended to show and reflect
its importance.
Method of calculation should clearly and Recommendation has been actioned.

specifically state inputs.
Data limitations as well as factors that may Data limitations have been provided for all
be beyond the entities’ control should be indicators in the 2020/21 APP.
identified and documented.
77
2020/21 APP MONITORING
ACTIVITIES AFFECTED DUE
TO COVID 19
78
2020/21 APP MONITORING ACTIVITIES AFFECTED DUE TO
COVID 19
INDICATOR ALTERNATIVE MONITORING PLAN
2.1.4 A National Report is produced on Possibilities for virtual monitoring will be
monitoring of the implementation of the explored to ensure effective implementation.
Policy on Screening, Identification,
Assessment and Support (SIAS) as a
mechanism for early identification and
intervention.
2.1.13 An Annual Sector Report on is Teacher training will need to be conducted in

produced schools that are prepared to a manner that complies with requirements
respectively implement and pilot the for social distancing. However, this may result
Technical Occupational Stream in 2021/22. delays in getting teachers prepared for
piloting/implementation.
Teacher training will need to be conducted in

a manner that complies with requirements
2.4.1 An Annual Sector Report is produced on for social distancing.
the number of teachers trained on inclusion.
79
COVID 19
3.1.4 Number of quarterly monitoring reports Virtual meetings.
tracking the percentage of Funza Lushaka
graduates placed within six (6) months upon
confirmation that the bursar has completed
studies.
3.3.1 Number of PEDs monitored on the Monitoring through physical visits will be
Quality Management System (QMS). replaced with desk-top / virtual monitoring
(video/tele conferencing, emails etc)
implementation of Education Management
System: Performance Management and
Development System (EMS PMDS).
5.1.1 Number of schools monitored for the Technology based methods will be used.
provision of nutritious meals.
5.1.2 Number of professionals trained in The 2020 music syllabus is likely to be

South African School Choral Eisteddfod deferred to the 2021 financial year. Training
(SASCE) programmes (To request for of professionals would not be necessary as
withdrawal of the indicator). this activity had already been undertaken
during the last quarter of the 2019/20
financial year.
80
2020/21 APP MONITORING ACTIVITIES AFFECTED
DUE TO COVID 19
5.1.4 Number of districts monitored and The targeted number of Districts to be

supported in the implementation of the monitored will be adjusted downwardly from
National School Safety Framework (NSSF), 75 to 49 Districts located in the inland
social cohesion, sport and enrichment provinces to cushion the impact of COVID-19.
programmes The Districts in the coastal provinces will be
supported through the Operational Plan in
response to hotspots ONLY. The targets in the
outer financial years remain unchanged.
81
COVID 19
5.1.5 Number of stakeholder Co-curricular activities such as Stakeholder Engagements
engagements held to promote were meant to be face-to-face but DBE will need to
the Constitution and its values migrate engagements completely to virtual interactive
using social cohesion, sports spaces. Thus the proposal to adjust targets from counting
and enrichment programmes the number of engagements to counting the number of
participants reached through the multiple virtual
engagements. Therefore the indicator should be adjusted
to now read as follows:
5.1.5 Number of learners, educators, parents, SGBs and
other educations stakeholders reached through social
cohesion programmes.
Medium Term Targets:
1. 2020/21 7500
2. 2021/22 8000
3. 2022/23 8500
82
2020 BUDGET
REVIEW
83
DEPARTMENTAL APPROPRIATION
• The Department has been allocated R25.3 billion in 2020/21, R27.3
billion in 2021/22 and R28.6 billion in 2022/23. Included in these
allocations is Compensation of Employees amounting to R584
million, R622 million and R649 million respectively over the
Medium-Term Expenditure Framework (MTEF) years.
2020/21 2021/22 2022/23
R’000 R’000 R’000
Departmental Appropriation 25 328 232 27 332 964 28 592 395
Less: Compensation of Employees (584 252) (622 166) (649 219)
Departmental Appropriation 24 743 980 26 710 798 27 943 176

excluding compensation of
employees
84
PROGRAMMES ALLOCATIONS OVER THE 2020 MTEF
BUDGETS
PROGRAMME 2020/21 2021/22 2022/23

R’000 R’000 R’000
Administration 519 401 551 635 574 549

Curriculum Policy, Support and 2 025 646 2 123 708 2 182 068
Monitoring
Teachers, Education Human Resources 1 437 738 1 516 940 1 589 270
and Institutional Development
Planning,Information and Assessment 13 355 974 14 674 452 15 380 972
Educational Enrichment Services 7 989 473 8 466 229 8 865 536

Total 25 328 232 27 332 964 28 592 395
85
COMPARISON BETWEEN PROGRAMMES
ALLOCATIONS FROM 2019 TO 2020 MTEF
BUDGETS
2019/20 2020/21 Percentage
R’000 R’000 Increase/
Decrease
PROGRAMME
Administration 496 253 519 401 4.7%
Curriculum Policy, Support and Monitoring 1 988 959 2 025 646 1.8%
Teachers, Education Human Resources and 1 366 199 1 437 738 5.2%
Institutional Development
Planning, Information and Assessment 13 144 331 13 355 974 1.6%
Educational Enrichment Services 7 508 789 7 989 473 6.4%
Total Allocation 24 504 531 25 328 232 3.4%
86
ECONOMIC CLASSIFICATIONS ALLOCATIONS FOR 2020
MTEF
BUDGETS
2020/21 2021/22 2022/23
R’000 R’000 R’000
Economic Classification
Compensation of Employees 584 252 622 166 649 219
Goods and Services 2 042 142 2 166 145 2 352 525
Interest and Rent on Land 42 418 41 148 42 673
Transfers and Subsidies 21 150 175 22 446 596 23 488 893
Payments for Capital Assets 1 509 245 2 056 909 2 059 085
Total Allocation 25 328 232 27 332 964 28 592 395
87
COMPARISON BETWEEN ECONOMIC CLASSIFICATIONS
ALLOCATIONS FROM 2019 TO 2020 MTEF
BUDGETS
2019/20 2020/21 Percentage
Decrease
Economic Classifications
Compensation of Employees 546 751 584 252 6.9%
Goods and Services 1 947 291 2 042 142 4.9%

Interest and Rent on Land 43 557 42 148 (3.2)%
Transfers and Subsidies 20 080 690 21 150 175 5.3%
Payments for Capital Assets 1 886 242 1 509 245 (20.0)%
Total Allocation 24 504 531 25 328 232 3.4%
88
DETAILS OF EARMARKED ALLOCATIONS (R’000) OVER
THE 2020 MTEF
Earmarked Funds 2020/21 2021/22 2022/23
R’000 R’000 R’000
Workbooks 1 191 884 1 248 712 1 273 617
Matric Second Chance 60 805 60 997 61 370

Programme
Oversight of Maths, Science and 6 538 6 898 7 153
Technology
Learner with Profound 3 165 3 339 3 463
Intellectual Disabilities Grant-
National
Examiners and Moderators 57 272 63 224 67 029
National School Nutrition 21 236 22 404 23 233
Programme
Total: Earmarked Funds 1 340 900 1 405 574 1 435 865
89
COMPARISON ON DETAILS OF EARMARKED ALLOCATIONS
(R’000) FROM 2019 TO 2020 MTEF
Earmarked Funds 2019/20 2020/21 Percentage

Decrease
Workbooks 1 170 183 1 191 884 1.9%
Examiners and Moderators 53 095 57 272 7.9%
National School Nutrition Programme 20 129 21 236 5.5%
Oversight-Maths, Science and Technology 6 197 6 538 5.5%
Matric Second Chance Programme 85 261 60 805 (28.7)%
Learners with Profound Intellectual Disabilities 3 000 3 165 5.5%

Conditional Grant
TOTAL: EARMARKED FUNDS 1 337 865 1 340 900 0.2%
90
DETAILS OF CONDITIONAL GRANTS ALLOCATIONS /TRANSFERS
(R’000) OVER THE 2020 MTEF
Conditional Grants 2020/21 2021/22 2022/23
R’000 R’000 R’000
Learners with Profound 242 864 256 222 265 746

Intellectual Disabilities
Grant
Maths, Science and 400 862 422 909 438 488

Technology Grant
Education Infrastructure 11 007 967 11 710 298 12 255 026

Grant
HIV and AIDS ( Life Skills) 246 699 258 542 262 204
Grant
National School Nutrition 7 665 887 8 125 341 8 516 464

Programme Grant
Total Conditional Grants 19 564 279 20 773 312 21 737 928
91
COMPARISON ON DETAILS OF CONDITIONAL GRANTS
ALLOCATIONS/TRANSFERS (R’000) FROM 2019 TO 2020 MTEF
Conditional Grants 2019/20 2020/21 Percentage
Decrease
Education Infrastructure Conditional 10 514 478 11 007 967 4.7%

Grant
256 951 246 699 (3.9)%
HIV and Aids Conditional Grant
Learners with Profound Intellectual 220 785 242 864 10.0%

Disabilities Conditional Grant
National School Nutrition Programme 7 185 715 7 665 887 6.7%

Conditional Grant
Maths, Science and Technology 391 302 400 862 2.4%

Conditional Grant
TOTAL CONDITIONAL GRANTS 18 569 231 19 564 279 5.4%
92
DETAILS OF TRANSFERS (R’000) OVER 2020 MTEF
Other Transfers 2020/21 2021/22 2022/23
R’000 R’000 R’000
United Nations Educational, Scientific and Cultural 17 091 18 031 18 702

Organisation (UNESCO) Membership fees
Association for the Development of Education in Africa 158 167 173

(ADEA)
Guidance Counselling and Youth Development Centre: 196 207 215

Malawi
Childline South Africa 73 78 82
National Education Collaboration Trust 115 738 122 104 126 644
Southern and Eastern Africa Consortium for Monitoring 3 671 3 873 4 016
Educational Quality
NSFAS: Funza Lushaka 1 291 606 1 362 644 1 426 791
93
DETAILS OF TRANSFERS (R’000) OVER 2020 MTEF
Other Transfers 2020/21 2021/22 2022/23
R’000 R’000 R’000
Transfers to Public Entities
Umalusi 139 172 146 826 154 158
Education Training and Development Practice (ETDP) 453 478 497

SETA
South African Council for Educators 17 738 18 876 19 687
Total Transfers 1 585 896 1 673 284 1 750 965
94
DETAILED BREAKDOWN OF THE BUDGET OVER THE 2020 MTEF
Economic Classification 2020/21 2021/22 2022/23
R’000 R’000 R’000
Compensation of Employees 522 976 551 675 573 810
Goods and Services 147 319 155 625 170 319
School Infrastructure 1 736 413 2 295 101 2 424 189
Office Accommodation 220 177 233 757 242 761
Departmental Projects 210 272 244 636 256 558
Earmarked Funds( Including CoE) 1 340 900 1 405 574 1 435 865
Transfers 1 585 896 1 673 284 1 750 965
Conditional Grants 19 564 279 20 773 312 21 737 928
Total 25 328 232 27 332 964 28 592 395
95
2020 MTEF CABINET BASELINE REDUCTIONS
2020/21 2021/22 2022/23
R’000 R’000 R’000
2019 Indicative Allocation 25 987 648 28 189 376 29 643 169
Less: Conditional Grants (525 021) (696 407) (875 801)
Maths, Science and Technology Grant (12 397) (13 079) (13 708)
Education Infrastructure Grant (458 665) (616 331) (775 099)
HIV and AIDS ( Life Skills) (23 945) (26 987) (33 939)
National School Nutrition Programme Grant (30 014) (40 010) (53 055)
Baseline reduction (134 395) (160 005) (174 973)
Goods and services (39 536) (41 380) (43 239)
Non-profit institution ( 2 364) (2 494) (2 586)
School Infrastructure Backlog: Building and other (32 623) (43 836) (46 345)
Infrastructure
Machinery and Equipment (136) (150) (159)
96
CABINET BUDGET REDUCTION
(CONTINUES)
2020/21 2021/22 2022/23
R’000 R’000 R’000
Software and other intangible assets (7) (8) (8)
South African Council for Educators (3 362) (3 385) (3 402)

Umalusi Council for Quality Assurance in (2 840) (2 996) (1 234)
General and Further Education and Training
Workbooks (20 000) (30 000) (43 000)
Matric Second Chance Programme (20 000) (22 000) (25 000)
National Assessment: Goods and Services ( 10 000) (10 000) (10 000)
Compensation of Employees (3 527) (3 756) -
Baseline Budget Review 25 328 232 27 332 964 28 592 395
97
DEPARTMENTAL BUDGET CUTS ON GOODS AND
SERVICES
2020/21 2021/22 2022/23
R’000 R’000 R’000
Administration ( Audit fees, Government (6 536) (6 800) (7 600)

Information and Technology Office (GITO) and
Communication)
Curriculum, Policy Support and Monitoring (2 000) (1 880) (2 239)

(Various projects cuts on goods and services)
Workbooks (18 000) (18 000) (18 000)
Matric Second Chance (7 000) (7 500) (7 800)
Planning, Information and Assessment (6 000) (7 200) (7 600)

(Various projects cuts on goods and services)
Total (39 536) (41 380) (43 239)
98
GENERAL BUDGET SUPPORT
General Budget Support 2020/21 2021/22 2022/23
R’000 R’000 R’000
Rural Education Assistant 29 164 - -

Project
Systemic Improvement of 16 528 853 16 200 927 -

Language and Numeracy in
Foundation Phase
Technology Grade 7-9 19 563 600 19 954 872 -
99
2019/20 AUDIT ACTION
PLAN – FINANCIAL AND
PERFORMANCE
INFORMATION BASED ON
2018/19 AGSA AUDIT
REPORT
100
2019/20 AUDIT ACTION PLAN
Findings AG DBE Actions Q2 Progress Q3 Progress Q4 Progress
Recommendation
1. Immovable a) Improve Monthly The ASIDI unit is Project Project Completed
tangible capital monitoring reconciliations on currently reversing all Completed for Q3 for Q4 and Year
Assets: controls pertaining expenditure are done IA fees previously reporting. end reporting.
Overstatement to obtaining and the values of accounted as part of Total IA Fees and Total IA Fees and
of capital assets invoices from the completed projects are Capital Expenditure. To Disbursements Disbursements
and capital implementing only based on actual date R380 000 000 removed totals removed.
expenditure as agents payments processed which represents just under R550m.
well as through BAS with 47.5% of the estimated
understatement b) Update policies provision for both R800 000 000
of goods and and procedures on Accruals, Retention, overstatement has
services immovable assets PSP & Implementing been reversed. The
expenditure. to address matters Agents fees. projected completion
related to the period of adjustment
value of in-use of of Capital Expenditure
assets. Overstatement and
Operational
expenditure
understatement is the
end of quarter 3. All
DBSA project (114);
CDC Batch 1 (26); IDT
Batch 1( 12) have been
completed).
101
Recommendation
1. c) Strengthen DBE is busy The adjustment Capital Assets and Capital Assets and
Immovable monthly performing the process is linked Expenditure values Expenditure values
tangible controls over split between and is targeted adjusted to exclude adjusted to exclude
capital the operational and for completion Implementing
by the end of the Agent Fees and
Implementing Agent
Fees and
Assets: preparation capital 3rd Quarter. The Disbursements and Disbursements and
Overstatem of the expenditure for value of reported as such for will be reported as
ent of immovable the period since completed Q3 Financials. such for Annual
capital asset register the inception of assets will be Financial
assets and ASIDI in 2012. strictly limited Statements.
capital d) Review all This should be to Construction
expenditure assets completed on Costs
Fees.
and PSP
as well as capitalised in time for
understate the assets accurate
ment of register. disclosure in
goods and the 2019/20
services Annual
expenditure Financial
. Statements.
102
Recommendati
on
2. Commitments (a) In previous Financial Disbursements . Modified Cash Modified Cash
Misstatement of Management Years, Projects commitments have System (MCS) has System (MCS) has
commitments must take formally allocated to been adjusted to be changed to changed to exclude
due to appropriate IAs were classified as on a proven costs and exclude commitments for
insufficient audit steps to Approved but not line with the commitments for Operational
evidence understand and Contracted, even if authorised contract Operational Expenditure.
provided. address the these were not yet percentage. Where Expenditure. Disbursements were
estimation awarded. All project the disbursements Disbursements removed from Capital
uncertainty, and values previously have already been were removed Assets and
should develop recorded as “Approved incurred and from Capital Expenditure and is
a point estimate but Not Contracted” in accounted, the Assets and classified as an
that meets the the Commitment amount equaling the Expenditure and operational expense
measurement Register have been expenditure has been is classified as an in accordance with
objective and is removed with effect raised as the operational the AG’s instructions
supported by from the 31 March Commitment Value. All expense in
sufficient 2019. estimated amounts accordance with
appropriate will be deduced from the AG’s
evidence. proven trends and instructions.
follow pattern of
expenditure on same
103
Recommendati
on
2. (b) The Disbursements Disbursements Not applicable
Commitments Management commitment commitments have commitments have anymore i.t.o. the
been adjusted to be been adjusted to MCS as
Misstatement must ensure values are on proven costs and be on proven costs commitments are
of that auditors strictly for line with the and in line with the no more raised on
commitments are furnished projects with authorised contract authorised contract disbursements
due to with sufficient award tender percentage. Where percentage. Where
values. the disbursements the disbursements
insufficient information in have already been have already been
audit evidence order to re- All estimated incurred and incurred and
provided. perform work disbursement accounted, the accounted for, the
done by the values to the amount equaling amount equaling
end of 31 the expenditure has the expenditure has
management been raised as the been raised as the
and to March 2019 Commitment Value. Commitment Value.
determine if have been All estimated All estimated
management’s replaced with amounts will be amounts will be
point estimate actual expenses deducted from deducted from
is reasonable. reimbursed to follow pattern of proven
proven trends and trends and
follow patterns of
the expenditure on expenditure on
Implementing same. same.
Agents.
104
Findings AG Recommendation DBE Actions Q2 Progress Q3 Progress Q4 Progress
3. a) Management needs to ensure The Disclosure of Resolved in Q2 This has

Continge that the financial exposure Department Contingent Disclosure of been
nt disclosed in the financial statements has corrected Liabilities in the Contingent addressed.
Liabilities is in line with the supporting the 2018/19 Interim Liabilities in the
Understat evidence of the amount claimed by amounts for Financial Interim Financial Contingent
ement of
the plaintiffs.
disclosure Statements Statements liabilities
(30/09/2019) (30/09/2019) now includes
contingen b) Re-perform recalculations of the during the
t interest amounts as per the audit and the have been have been compound
Liabilities. summons received to ensure interest addressed and addressed and is interest
accurate disclosure of the financial amounts are is compliant to compliant to the
exposure linked to the contingent now included. the Modified Modified Cash
liabilities. Cash Standard. Standard.
c) Adjust the notes to the financial
statements and consider the
impacts on the prior year disclosed
figures.
d) Provide the remaining

outstanding supporting
documentation as per the tables
above.
e) Implement the necessary
controls to ensure that the amounts
disclosed in the annual financial
statements is accurate and
complete.
105
Recommendatio
n
4. Accruals a) Introduce Classification Disclosure Resolved in Q2 Resolved in Q2.

and payables procedures is determined notes have Disclosure notes Financial
not and internal by the date been addressed have been circular was
recognised controls the invoice is and are addressed and issued to inform
Misstatement where the received by compliant to are compliant to officials on the
of accruals. department the Modified Cash Modified Cash steps to be
officials make implementing Standard. All Standard (MCS). taken when
a record as to agent. schedules for All schedules for invoices are
when the both Accruals both Accruals received by the
invoices are and Payables and Payables department.
received from includes the includes the
the Receipt Date of Receipt Date of
implementing invoices and invoices and
agents. supported by supported by
stamped stamped sources
sources documents.
documents.
106
Findings AG Recommendation DBE Actions Q2 Progress Q3 Progress Q4 Progress
5. (a) Ensure that proper All related The final accounts for The DG signed a The AASF has
MATERIAL and due processes are irregular Phase 2 have been done letter addressed responded to the
IRREGULA followed with regards to expenditure be for all three schools and to AASF with a letter of demand
RITY the appointment of disclosed consequently approved by claim for the indicating that they
Cost service providers and accordingly and the DG. The Adopt-a- irregular would like to have
incurred implementing agents cost incurred School Foundation (AASF) expenditure. further discussions
for and to ensure that the for remedial has submitted their Final with the DBE on this
remedial providers meet the action be Accounts for Phase 1 to matter. Meeting to
constructi necessary requirements recovered from the PSU on the be arranged after
on for in line with CIDB to the IA. 11/11/2019. The process lockdown. In the
projects perform construction of review is underway and meantime the
undertake work in the public expected to be completed infrastructure unit
n by sector. by the end of 3rd quarter will be raising the
Adopt-a- b) Ensure compliance so that the quantum quantum demanded
School. with CIDB and NT would be issued to AASF from AASF as a
procurement prescripts for repayment. Contingent Asset in
c) Ensure compliance the financial year-
with the PFMA section end report.
38 with regards to
investigation into
permitted irregular and
fruitless and wasteful
expenditure.
107
Findings AG DBE Actions Q3 Progress Q4 Progress
Recomme
ndation
6. Irregular, a) To investigate all Irregular Expenditure – Confirmed Irregular Expenditure – Confirmed
confirmed Investigation of previous cases Investigation of previous cases completed.
Fruitless and Irregular, completed. 85% of confirmed irregular expenditure was
Wasteful Fruitless irregular, 85% of confirmed irregular expenditure investigated (previous and 2018/19) included.
Expenditure and fruitless and was investigated (previous and
Investigation wasteful wasteful 2018/19) included. Consequence Management has already been
Non- expenditur expenditure Consequence Management has already implemented in some previous and 2018/19
within the been implemented in some previous cases.
compliance e must be and 2018/19 cases. 13 out of 20 cases cautionary/ warning /final
with the investigate financial year 12 out of 20 cases cautionary/ warning letters were issued
PPPFA when d within warning /final warning letters were Implementing Agents were requested to
awarding three Source issued account.
contracts. months additional Implementing Agents were requested Investigated 3 out of 13 possible irregular
investigation to account. expenditure. The TOR was approved to source
a service provider to assist with other
capacity to Investigated 3 out of 13 possible investigation.
finalize the irregular expenditure. The TOR was
possible irregular approved to source a service provider Fruitless and Wasteful Expenditure
expenditure to assist with other investigation. Previous cases were investigated. 2018/19
investigation investigation is at final stage waiting for
Fruitless and Wasteful Expenditure comments from the relevant managers
Previous cases were investigated. Possible Fruitless and Wasteful Expenditure
2018/19 investigation has started. 18/19 -80% investigated (12/15) and the
committee and internal audit is in the process
Possible Fruitless and Wasteful of verifying the professional assessment
Expenditure -70% investigated and the reports conducted at school to assess the
committee and internal audit is in the condition.
process of verifying the professional Assessment verified of 5 Implementing
assessment reports conducted at school Agents ( cases)
to assess the condition. Three (3) cases still under investigation.
108
Recommendation
Programme The teacher guides and
2: An indicator The Performance lesson plans are not The Branch has verified
should have a Indicators have monitored in 2019/20 that all indicators have
Planned specific target per been quantified for clear targets that are
targets were term or per year. the 2019/2020 The Branch has now measurable.
not specific. There should be a years and beyond. included clear targets
numerical number that are measurable
of Technical for all indicators.
Mathematics
lesson plans
monitored per
year. There should
also be a numeric
number of
Technical Sciences
lesson plans
monitored per
year.
109
Recommendation
Programme 3 DBE has communicated All issues that were All PEDs adhered to
with relevant highlighted in the the AG’s
The reported o Implement programme managers in previous audit have recommendations.
achievement proper record Provinces to ensure that been resolved.
in the annual keeping by scripts are identifiable
performance ensuring that the through a name or a The Annual
report did not actual code, and also to ensure Performance Plan
performance that they are dated. indicators for 2020 have
agree to the reported is valid,
supporting changed, and new
and accurate. The DBE is also reporting requirements
evidence encouraging more have been complied
provided. o Establish provinces to take the with.
adequate process tests online on the
of verification of Moodle Platform. This
the source will improve validity and
documentation reliability.
on a quarterly
basis and review Going forward, the DBE
source will only be required to
documentation provide a report on the
to validate assessments.
reported
achievements
110
Recommendation
Programme 4: a) The Project Manager Monthly reports from A total of 77 district
Implement proper is working more closely mentors have been officials were mentored
The reported record keeping by with mentors to verify amended to include for 2019/20 financial
achievements ensuring that the numbers and number of sessions as year.
in the annual actual performance designation of officials well as number of
performance reported is valid, and that are targeted for the officials mentored.
report did not accurate. mentoring support and The reports are The Implementing Agents
agree to the who those who receive verified against the include as part of their
supporting Establish adequate support. attendance registers monthly reports a
evidence process of by DBE officials. schedule of completed
provided. verification of the Practical Completion
source b)Monthly 2018/19 Audit findings Certificates which are
documentation on a reconciliation and were received and reviewed by the PSU
quarterly basis and verification of projects workshopped. The Team leaders for validity.
review source that achieved practical Technical Indicator The Infrastructure unit
documentation to completion between (TID) descriptions and reconciles the list to
validate reported Asset Management; processes have been ensure duplications are
achievements Implementing Agents developed and minimized and that the
and the Infrastructure refined. PCs are for valid projects
Unit to ensure accurate and align to the scope of
and common reporting works as per Masterlist.
on performance.
111
RECOMMENDATION
It is recommended that the Joint Meeting of the
Portfolio Committee on Basic Education and Select
Committee on Education and Technology, Sports,
Arts and Culture note:
– The 2020/21-2024/25 Strategic Plan and the 2020/21
Annual Performance Plan of the DBE.
– 2020/21 APP monitoring activities affected due to covid
19.
– The 2020/21 Budget Review of the DBE.
– Progress on 2019/20 Audit Action Plan based on the
2018/19 Audit findings.
112
113

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BASIC EDUCATION 2020/21-2024/25

STRATEGIC PLAN AND 2020/21 ANNUAL

BASIC EDUCATION SECTOR

Education Districts (75)

Schools (24 998)

Section 20 Section 21 Public Schools Registered Unregistered independent

during the five-year period it covers.

contained in the DBE Strategic Plan 2020/21-2024/25.

EASTERN CAPE 63 198 48 331 76.5 7 5.9

35.0 32.7 32.3

Source General Household Survey 2018: Focus on Schooling

Source General Household Survey 2018: Focus on Schooling

Source General Household Survey 2018: Focus on Schooling

Source: School Monitoring Survey, 2017

Limpopo 431 58 489 88%

Grand Total 3594 824 4418 81%

Source: PERSAL and PEDs reports, December 2019

Source: NSNP Provincial Reports Quarters 1-3

EC 5,111 4,602,975 5,111 4,602,975 5,111 4,602,975 100.00% 100.00%

FS 1,078 1,877,545 1,078 1,877,545 1,078 1,877,545 100.00% 100.00%

GP 2,131 5,547,355 2,131 5,547,355 2,131 5,547,355 100.00% 100.00%

LP 3,828 4,390,460 3,828 4,390,460 3,828 4,390,460 100.00% 100.00%

NC 544 787,305 544 787,305 544 787,305 100.00% 100.00%

NW 1,444 2,011,625 1,444 2,011,625 1,444 2,011,625 100.00% 100.00%

Source: DBE delivery report, 27 February 2020

Sum of Sum of Dp Sum of Dp Sum of Del Sum of Del

EC 5,099 4,036,700 5,099 4,036,700 5,099 4,036,700 100.00% 100.00%

FS 1,055 1,686,875 1,055 1,686,875 1,055 1,686,875 100.00% 100.00%

GP 2,121 4,883,990 2,121 4,883,990 2,121 4,883,990 100.00% 100.00%

KZ 5,892 6,063,770 5,892 6,063,770 5,892 6,063,770 100.00% 100.00%

LP 3,813 3,869,115 3,813 3,869,115 3,813 3,869,115 100.00% 100.00%

MP 1,633 2,601,260 1,633 2,601,260 1,633 2,601,260 100.00% 100.00%

NC 544 695,530 544 695,530 544 695,530 100.00% 100.00%

NW 1,441 1,812,275 1,441 1,812,275 1,441 1,812,275 100.00% 100.00%

Source: DBE delivery report, 27 February 2020

• Outcome 1: Improved school-readiness of children.

d) Urgent implementation of two years of ECD before

1.1 Improve the proportion of 6- 96% respectively (2017). 99%

3.1 Improve the proportion of New Grade 3 performance in the new

• PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND MONITORING

2.1.3 Number of Children/

2.1.9 Number of districts monitored on

2.1.10 Number of provinces monitored

2.1.11 Number of schools monitored for

Approved AnnualApproved Approved

2.3.4 Percentage of public schools with

2.3.5 An Annual Sector Report is Approved

2.3.6 The number of schools monitored

2.3.7 Number of special schools with

2.4.4 An Annual Sector Annually Approved Annual Sector Approved Annual

3.2.3 Number of PEDs that had their post provisioning

3.3.1 Number of PEDs monitored on the

3.3.2 Number of PEDs monitored on the

4.1.2 Number of schools

4.2.2 Number of NSC reports produced. Annually 4 4 4

Approved National Approved National Approved National

4.3.1 Number of officials from districts

4.3.2 Percentage of school principals

4.3.3 Percentage of District Directors that

4.3.4 Percentage of underperforming

4.3.5 Number of District Director forums

4.3.6. Number of districts in which teacher

5.1.4 Number of districts monitored