DBE Annual Performance Plan 202324 - 10 March 2023
DBE Annual Performance Plan 202324 - 10 March 2023
DBE Annual Performance Plan 202324 - 10 March 2023
ANNUAL
PERFORMANCE PLAN 2023/24
List of Figures
Figure 1: Theory of Change....................................................................................................................................................... 33
Figure 2: Rates of participation in educational institutions....................................................................................................... 37
Figure 3: Completion rates of Grade 7, Grade 9 and Grade 12 between 2002-2021................................................................ 37
Figure 4: Percentage of learners repeating the current grade.................................................................................................. 38
Figure 5: Percentage of learners benefitting from the NSNP by province, 2010-2021.............................................................. 38
Figure 6: Past and envisaged educational quality trend for South Africa.................................................................................. 39
Figure 7: NSC and Bachelor-Level Increases since 1993............................................................................................................ 40
Figure 8: Physical Science and Mathematics trends.................................................................................................................. 41
Figure 9: Learner-educator ratios over time.............................................................................................................................. 42
The Department’s 2023/24 Annual Performance Plan is the first plan developed in a context where the National State of Disaster
due to the COVID-19 pandemic, has been lifted. This confronts the Department to work on reversing the devastating impact that
COVID-19 had on instruction and learning. Through this, the Department will continue to ensure that efforts are aimed at achieving
the objectives in Chapter 9 of the National Development Plan (NDP), which is improving education, training and innovation. This
will be enabled by improving human capacity, school management, district support, infrastructure and results-oriented mutual
accountability between schools and communities. This plan provides the final year of a five- year 2019-2024 Medium-Term Strategic
Framework (MTSF), and commitments are still resolute on achieving Priority 3, that is, Education, Skills and Health through the
following outcomes:
School readiness and early childhood development was severely impacted by the covid-19 pandemic, with substantial disruptions to
ECD attendance. There are significant developments in the policy landscape which provides a platform to build future improvements
in the quality of ECD provision in South Africa. The migration of ECD functions from the Departments of Social Development (DSD)
to the DBE came into effect in the previous financial year, effectively putting the Department at the forefront of the function. The
ECD census has been completed and it has identified the areas of focus and improvements the sector should improve. The Thrive
by Five Index was launched, providing a national baseline measure of early learning outcomes. The valuable data collected ensures
that the education system responds to critical areas to ensure the next generation of learners are ready for school.
Outcome 2: 10-year-old learners enrolled in publicly funded schools read for meaning;
The national reading plan aims to increase the percentage of children who learn to read with comprehension by the age of 10
by providing detailed lesson plans for home language literacy in grade 1 - 3, additional graded reading materials and substantial
training and support to teachers. Work has begun on developing some of these components to be rolled out on a wider scale.
Similarly, work has begun in developing curriculum for coding and robotics where some piloting has been done in foundation,
intermediate and senior phases. The 2023/24 financial year will finalise the revision of the curriculum for promulgation into CAPS
Policy. The pandemic negatively impacted participation in education amongst young children, including learners with disabilities.
Since the country is finding itself out of the COVID-19 woods, the Department has put strategies in place for all learners to be behind
their respective desks for teaching and learning to continue.
Outcome 3: Youths better prepared for further studies and the world of work beyond Grade 9;
Most of the indicators about the state of youth preparedness beyond grade 9 have seen some progress since 2019 but with
significant limitations in what has already been achieved. A new systemic evaluation has been undertaken and the results will be
presented in the coming financial year 2023/24. The systemic evaluation monitors learner trends and report periodically on the
quality of learning outcomes at selected grades in the context of in-school and out-of-school factors that influence the improvement
of learner performance and school-based assessment. Accountability frameworks such as the QMS are in place but there is limited
accountability for learning outcomes at the primary school level. The GEC continues to be piloted. The coming pilot is the final one
to determine improvement areas that will be fully implemented nationally in 2025.
Outcome 4: Youths leaving the schooling system more prepared to contribute towards a prosperous and
equitable South Africa; and
The sector has seen improved NSC results in 2022 results despite the cohort having been subjected to the COVID-19 pandemic. More
candidates obtained an NSC pass than ever before, and more candidates achieved a bachelor’s pass than ever before. However,
there are some significant gaps in achieving the MTSF targets. The provision of training for all teachers in language and mathematics
has not yet been addressed on a large scale which contuniues to be a priority in the coming financial year. There are still not enough
black and coloured learners taking niche technical subjects in grades 10 to 12. The department will be implementing a strategy
on how these learners will be attracted to these subjects and how teachers will be supported to make these subjects attractive
including Maths and Science.
Significant progress has been made in rolling out appropriate school physical infrastructure through the ASIDI and SAFE programs.
Overcrowding in classrooms continues to be challenge in some areas within the sector. The ASIDI and SAFE programme will continue
to be implemented over the MTEF to address these challenge. Progress in rolling out internet connectivity and providing schools
with access to ICT devices has been slow. The DBE has a collaboration with ICASA and DCDT to improve the school connectivty
implementation of the SA Connect. The collaboration will continue to be monitored as school connectivity is important to advance
its commitment towards 4IR.
The Department continues to host the Basic Education Sector Lekgotla since 2016 as a means of strateguc engagements. The sector
Lekgotla has grown over the years in terms of delegate numbers, its aim and objectives, as well as themes and topics covered. It
also had to adjust to various milieus and challenges, such as the demand of new skills as well as the need to reposition the sector
and salvage education in the wake of the devastating COVID-19 pandemic. The Department has recorded positive progress on the
Council of Education Ministers (CEM’s) cardinal sector priorities as approved. These priorities lay a solid foundation for a quality
and efficient education system, as well as to continue providing permanent solutions to the architecture of our country’s education
and training system. In the 2023/24 financial year, there will be a continued focus on the following as per the commissions of the
Lekgotla:
As part of the ongoing evolution of the South African school curriculum, and in light of the continued impact of the COVID-19
pandemic on schooling globally, the Department of Basic Education (DBE) is commencing a curriculum strengthening process.
This process intends to build on the work done to produce and implement the Recovery Framework 2021-2024 by conducting
more comprehensive curriculum strengthening that will take cognisance of the competencies learners need to thrive, socially and
economically, in a fast-changing world. Strengthening the curriculum to meet the demands of the changing world is an ambitious
goal that is shared by education systems around the world. There are many local and international organisations that share a similar
vision for education and have been working to achieve this in various contexts. The overarching objective is to improve learning
outcomes in line with the NDP vision.
The education system is going through a wave of radical change as influenced by the 4th Industrial Revolution (4IR). The entry into
the 4IR has started to impact heavily on the country’s need for new skills that will be required in our growing economy. This point is
emphasised by the World Economic, Report: 2016 which states that “Many of the major drivers of transformation currently affecting
global industries are expected to have a significant impact on jobs, ranging from significant job creation to job displacement, and
from heightened labour productivity to widening skills gaps. In many industries and countries, the most in-demand occupations or
specialities did not exist ten or even five years ago, and the pace of change is set to accelerate”.
These growing forces call on all of us to take a closer look at the kinds of skills that can assist in ensuring that young people in
our country are equipped with such skills and become productive citizens in all sectors of the economy. Such a change calls for a
rigorous implementation of new subjects that include, but are not limited to: Robotics; Coding; Machine-learning; Nanotechnology;
3-D printing; Genetics; and Biotechnology. While it is noted that the Department of Basic Education (DBE) has started to do exciting
work in this area, it needs to be noted that more still needs to be done. From June 2022, the DBE and Teacher Unions operating in
the country have started to work together towards equipping teachers with skills that are required in the 21st Century and involved
the following: Robotics and Coding.
Technology is advancing rapidly worldwide, permeating every aspect of human live. It has changed how we live, how we work and
how we receive basic services including education. Education Systems across the world are or have positioned themselves to adapt
to the demands of this changing world. In the case of education, many things are undergoing rapid changes induced by technological
penetration. How the classrooms are arranged, how information and knowledge are delivered or accessed, how curriculum is
delivered and mediated, how assessments are conducted and reported on, how schools are managed and administered. How big
data such as reporting is done, as well as which technologies can be used when, from low end technologies like radio and television,
to high end technologies that require high speed broadband internet.
Care and Support for Teaching and Learning (CSTL) is a response by the Southern Africa Development Community (SADC) Ministries
of Education to the many issues threatening the provision of quality education for the children of the region. These threats include;
poverty, food insecurity, pandemics such as HIV&AIDS, tuberculosis and malaria, and for some Member States, violence and conflict
and the abuse of human rights. The CSTL Program intends to prevent and mitigate factors that have a negative impact on the
enrolment, retention, performance and progression of vulnerable learners in schools by addressing barriers to learning and teaching.
The CSTL Framework and Handbook guide the grounded implementation of care and support in the sector. These documents assist
schools to be centres of care and support. DBE aims to address barriers to teaching and learning by strengthening the capacity of
schools to facilitate access to a comprehensive range of support services for vulnerable children and youth. It is important that
Basic Education reflects on the contextual realities of CSTL in order to determine if the framework and the Handbook remain fit
for purpose. This undertaking is critical for this regional model to maintain its relevance and responsiveness to the demands of the
twenty-first century.
There is no better way to start building the future imagined for South Africa than to focus on the Foundations for Learning.
Investments in children’s early childhood development have been proven to promote school readiness and better education
outcomes. Participation in focused quality and impactful ECD programmes is linked to improved attention and learning outcomes,
as well as higher completion rates and school attainment levels. Building on the foundations laid down during the first five years of a
child’s life, the education trajectory continues into the Foundation Phase, where foundational literacy and numeracy are nourished
and further established. Ensuring that all learners can read for meaning and confidently demonstrate the understanding of numbers
by age 10 is critical to enable continued and lifelong learning.
The continuum of education, from birth through to the end of the Foundation Phase is essential to the development of future
citizens who can meaningfully engage in society. International research has shown that high-quality early childhood development
leads to higher high school graduation, higher years of education, improved adult employment and improved adult labour income.
These are all societal issues that we as South Africans strive to eradicate, and quality early childhood education from birth to nine
years old is one of the key solution.
The DBE will continue to support the objectives of the sector through:
• Improving foundational skills of Numeracy and Literacy, especially reading, which should be underpinned by a Reading Revolution;
• Immediate implementation of a curriculum with skills and competencies for a changing world in all public schools;
• Dealing decisively with quality and efficiency through the implementation of standardised assessments to reduce failure,
repetition and dropout rates and introduce multiple qualifications, such as the General Education Certificate (GEC) before the
Grade 12 exit qualification;
• Urgent implementation of two (2) years of Early Childhood Development (ECD) before Grade 1 and the support for the migration
of the responsibility for 0-4-year-olds from the Department of Social Development (DSD) to the Department of Basic Education
(DBE);
• Complete an integrated Infrastructure Development Plan (IDP), informed by infrastructure delivery; and regular maintenance,
which is resourced; and
• Work with the Departments of Sport, Arts and Culture (DSAC), Health, and the South African Police Services (SAPS) to teach and
promote Social Cohesion, Health, Psycho-social and School Safety.
The Department will continue its commitment to a comprehensive curriculum-strengthening process that will take into cognisance
learners’ competencies that they need to thrive socially and economically in a fast-changing world. Efforts are afoot to infuse a skills-
based focus into the existing curriculum. In 2022, Marine Sciences was offered as an examinable subject in the Grade 12 National
Senior Certificate (NSC) examinations for the second time. Various technical vocational specialisations, including Civil Technology,
Electrical Technology, Mechanical Technology, Technical Mathematics and Technical Sciences, will continue to be offered in schools
since their introduction in 2018. The grand idea is to make schools not only sites of academic achievement but also sites of vocational
and occupational skills development. As a Department, we will work to support learners who do not obtain their NSC certificate the
The Presidential Youth Employment Initiative (PYEI), part of the Presidential Employment Stimulus (PES), continues to play a critical
role in mitigating the devastating economic challenges brought about by the COVID-19 pandemic. In the coming year, the PYEI will
look at implanting Phase IV of the PES in Provincial Education Departments (PEDs). The programme is looking at creating about 255
000 job opportunities for the youth residing at a location of the schools. This programme will generate employment opportunities
in the local areas of the schools. The programme has created more than 850 000 job opportunities in more than 20 000 schools
across all PEDs.
The District Development Model (DDM) is a crucial intervention to ensure that Government does not work in silos and is committed
to improving people’s lives. The Basic Education Sector will be able to address challenges relating to school infrastructure, curriculum
coverage and learner safety. The integrated sector response of the DDM will assist with a unified approach to national challenges
and closer cooperation to align and strengthen the sector through capacitating local municipalities via the district level to strengthen
government service delivery.
Statistics indicate that Early and Unintended Pregnancy (EUP) is a reality in our schools, and across all provinces, especially in the
Gauteng Province. Dialogue discussions on this topic will take place openly and honestly, with a focus on contributing factors such as
poverty, gender inequalities, gendered expectations for the two sexes, poor access to contraceptives and open sexuality education.
Unintended pregnancies amongst school-going children are compromising the progress made by the DBE in combatting learner
dropout rates in the country. Urgent intervention is required to ensure that female learners can stay at school until the last day of
their matric year.
Lastly, I wish to thank all role players in the sector, from Members of the Executive Council (MEC), Heads of Education Departments,
Senior Management, Educators and Officials at all levels, for their contributions and continued implementation of the Education
Priorities.
The Department will continue to focus on the MTSF outcomes through its organisational strategic outcomes and delivery areas.
During the development of the 5-year Strategic Plan 2020/21-2024/25, the Department developed outcomes that it will achieve to
contribute to the impact statement:
DBE Outcome 1: Improved 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.
The DBE is now in the process of crafting and implementing innovative strategies to strengthen Foundations of Learning, looking at
the continuum from birth to early grades in the Foundation and Intermediate Phases. A Service Delivery Model, which proposes the
following five (5) strategies for improving the quality of ECD in South Africa, has been developed –
In anticipation of the ECD function shift, the DBE embarked on the following critical projects –
• In collaboration with the World Bank and the National Treasury, the DBE implemented a Public Expenditure and Institution
Review (PEIR), which determines the funding that is being spent on ECD by the different spheres of Government, and the various
Departments on the prioritised ECD outcomes;
• The Thrive by Five Index baseline study was conducted, with the cooperation of First National Bank (FNB), Innovation Edge, United
States Agency for International Development (USAID) and ECD Measure, to assess the quality of ECD programmes in a nationally
representative sample. The baseline study was launched to the public on 08 April 2022. In years to come, we will be able to
monitor the quality of early learning outcomes, which is a critical input to the school education that follows, and will provide
nationally representative early childhood outcomes data at three (3) yearly intervals; and
• The National Census of Early Learning Programmes was conducted in 42 420 ECD programmes in collaboration with the LEGO
Foundation. The data collected from the national census will be used to map out all Early Learning Programmes. This is done in
order to understand the full size and shape of the ECD sector and to develop a national master list of ECD programmes, which
has been incorporated into the Education Management Information System (EMIS) for ECD. The complete dataset will also inform
planning, resourcing and support to ECD programmes.
The Coding and Robotics Curriculum for Grades R-3 and 7, and the CAPS for Occupational Subjects for Grades 8 and 9, have been
developed and submitted to Umalusi for appraisal and quality assurance. This appraisal and quality assurance process is ongoing,
including the appraisal of public comments received.
The DBE introduced a new FET-level subject, Marine Sciences, and the first cohort of the learners taking this subject sat for the first
NSC examination, which includes Marine Sciences.
We ensure that young people leave the schooling system with the knowledge, skills, competencies and certification they need by
having introduced the General Education Certificate (GEC) in Grade 9. The GEC is currently being piloted nationally in 268 schools.
In 2023, we will expand the pilot to sampled schools in all 75 Education Districts.
The DBE can further report that 35 Occupational and Vocationally-oriented subjects have been gazetted for public comment. The
gazetting was followed in 2021 by submitting these subjects to Umalusi for appraisal and quality assurance. Public comments have
been received, and their infusion in the CAPS and the development of Learner Books and Teacher Guides have taken effect. This
work was completed between January to March 2022. In March 2022, training manuals were developed in preparation for the
training of Subject Advisors and teachers in Occupational and Vocationally-oriented subjects.
The growth we continue to observe in the regional and international assessment studies, though not at the pace we want, further
illustrates the system’s improvement. This year we have introduced assessment studies in the system, which focus on assessment for
In addition, 25 districts will be monitored and supported in implementing the National School Safety Framework (NSSF). In total, 4
000 learners, educators, parents, School Governing Body Association members and other education stakeholders are targeted to be
reached through social cohesion programmes, and 900 professionals will be trained in the South African School Choral Eisteddfod
(SASCE) programmes.
DBE Outcome 2: Improved information and other systems which enable transformation and an efficient and
accountable sector.
This outcome deals with the systemic reform programmes. The indicators contributing to this output include assessments to
measure learning outcomes and monitor trends in learner achievement in international tests in Mathematics, Science and Reading.
During 2023/24, 15 capacity-building programmes will be offered to the DBE officials. Based on a sample of 1 000 schools, it is
estimated that 90% of School Governing Bodies (SGBs) will meet the minimum criteria in terms of effectiveness and that 100% of
these 1 000 sampled schools will produce the minimum set of management documents at a required standard.
A total of 12 000 Funza Lushaka bursaries will be awarded to students enrolled for Initial Teacher Education. 500 General Education
and Training (GET) Test items will be developed in Language and Mathematics for Grades 3, 6 and 9, and 320 question papers will
be set for June and November examinations. The Department will produce a National Report on learning outcomes linked to the
National Assessment Framework. It is envisaged that 98% of public schools will use the South African School Administration Systems
(SA-SAMs).
DBE Outcome 3: Improved knowledge, monitoring and research functions to advance more evidence-driven
planning, instruction and delivery.
This outcome mainly pertains to areas directly involved with instruction and learning. The DBE has consolidated and published a
research repository on the DBE website, which contains sector-specific research commissioned and conducted within the DBE.
Research topics are grouped into themes. The research repository will be updated with emerging topics.
The Department has also put together a research agenda to guide and coordinate research undertaken in the sector during the
2019–2024 medium-term period. The agenda sets out the main research questions that are a priority for the Department and
the sector for the next five years. The research agenda will be updated with the reviewed Medium-Term Strategic Framework,
considering the disruptions caused by the COVID-19 pandemic in the teaching and learning space.
The Incremental Introduction to African Languages (IIAL) strategy was initiated in 2013 to strengthen the teaching of previously
marginalised African Languages in our schools. The IIAL targets 2 584 schools that do not offer African Languages. For 2023/24,
the DBE will monitor 18 schools respectively on the implementation of reading norms, the implementation of the Incremental
Introduction to African Languages (IIAL), and the implementation of the Early Grade Reading Assessment (EGRA). A total of 36
schools with Multi-grade classes will be monitored for implementing the Multi-grade toolkit. The DBE will produce annual sector
reports on implementing the National Reading Plan and the availability of readers in public schools. The DBE has also strategically
decided to expand the list of South African languages offered as Second Additional Languages in the curriculum. The additional
languages are Khoi, Nama, San, and South African Sign Language (SASL).
Quality reading material, if used effectively, can enhance the effectiveness of teachers in the classroom. The Department will continue
to support learners and teachers to improve learning outcomes through the DBE workbooks for Grades R-9. The Department plans
to print and deliver an estimated 58 million workbooks for learners in grades R to 9 for the 2023 academic year.
During 2023/24, three (3) schools per province, 27 in total, will be monitored for utilisation of Information and Communication
Technology (ICT) resources. The DBE will monitor ten (10) schools for Home Languages in which Literacy Grades 1-3 Lesson Plans
have been developed for terms 1 to 4.
DBE Outcome 5: Enhanced strategic interventions to assist and develop provincial education systems.
The DBE provides oversight, monitoring and support to the PEDs. In this regard, the sector has established monitoring systems to
track priority areas. The Standardised Output Indicators (SOIs) have been developed in consultation with the Provincial Education
The DBE continues expanding the establishment of Focus Schools to cater to learners with unique talents and aptitudes across
various academic endeavours. These schools constitute a legislatively distinct category of public schools that offer a specialised
curriculum oriented toward 11 learning fields: Agriculture, Maritime and Nautical Science, Mathematics, Science and Technology,
and Technical Occupational disciplines – such as Electrical, Civil and Mechanical Technologies.
The DBE will compile annual sector reports on the number of teachers trained on inclusion; the number of learners in public special
schools; the percentage of public special schools serving as resource centres; and the establishment of Focus Schools per PED.
Provinces will be monitored on implementing the Quality Management System (QMS) for school-based educators and the Education
Management Service: Performance Management and Development System (EMS:PMDS). It is envisaged that at least 60 officials
from districts that achieved below the national benchmark in the NSC will participate in a mentoring programme in 2023/24. 100%
of District Directors will undergo competency assessment before their appointment. 1 000 underperforming secondary schools will
be visited at least twice a year by sector officials.
Three (3) Forums of District Directors with the Minister will be held over the financial year to ensure the effective implementation
of policy mandates and improved outcomes. District Directors are a central pillar of the performance of the system. The strategies
discussed at these meetings yield positive results.
The DBE holds stakeholder engagements with different partners. The silver lining of the advantages of the devastating COVID-19
pandemic has been the innovations and efficiency in technology and business processes and strengthened communication and
collaboration with education stakeholders and partners. In this regard, in addition to using the sector structures to consult, share
information and seek insights, the Ministry and Department will continue to engage in the Civil Society Forum actively and in one-
on-one sessions in pursuit of genuinely making education a societal issue.
In response to the District Development Model (DDM), we are using Infrastructure, School Nutrition and
ECD migration, especially systems and processes required to raise the quality and standard of learning to which the youngest
members of our communities are exposed. We continue to work with provinces to improve awareness and vaccination rates
through the in-school vaccination programme, which requires consent forms to be signed by parents.
The Gender Responsive Planning, Budgeting, Monitoring, Evaluation and Auditing Framework (GRPBMEAF) monitoring framework
is based on the cabinet-approved implementation plan adopted on 27 March 2019. In response to the GRPBMEAF, the Department
has developed policies that are non-discriminatory in terms of race, gender and disability. The Department is working towards
institutionalising reporting on the GRPBMEA Framework on critical interventions, including disaggregation of beneficiaries by
women, youth, and persons with disabilities.
• Was developed by the management of the Department of Basic Education under the guidance of Minister AM Motshekga;
• Takes into account all the relevant policies, legislation and other mandates for which the Department of Basic Education is responsible;
and
• Accurately reflects the Impact, Outcomes and Outputs which the Department of Basic Education will endeavour to achieve over the
period 2023/24
Vacant
Deputy Director-General: Curriculum Policy, Support and Monitoring
Ms S Geyer
Deputy Director-General: Planning and Delivery Oversight Unit
Vacant
Deputy Director-General: Office of the Director-General
Mr SG Padayachee
Deputy Director-General: Teachers, Education Human Resources and Institutional Development
Dr GC Whittle
Deputy Director-General: Educational Enrichment Services
Mr PRM Khunou
Deputy Director-General: Finance and Administration (Chief Financial Officer)
Mr HM Mweli
Accounting Officer of Basic Education
Dr MR Mhaule
Deputy Minister of Basic Education
Approved by:
Mrs AM Motshekga, MP
Executive Authority of Basic Education
The Department of Basic Education (DBE) appointed the Government Technical Advisory Centre (GTAC) to develop a diagnostic report
to analyse the powers and functions that will be transferred and the resources currently connected to the powers and functions.
Based on the report, proclamations were drafted and certified by the Office of the Chief State Law Advisors. The determination
of needs that includes the resources in terms of posts, budget and assets that will be transferred from the Department of Social
Development (DSD) to DBE was done. The President has signed the national and provincial proclamations, and all Premiers signed
the provincial proclamations.
On 9 November 2021, the BELA Bill was presented to the Cabinet Committee. At a Cabinet Meeting on 24 November 2021,
Cabinet approved that the BELA Bill be introduced in Parliament. The BELA Bill is currently with the Portfolio Committee for further
consideration. The Portfolio Committee published the Bill on 15 May 2022 for public comments with a closing date of 15 June 2022.
On 28 June 2022, the deadline was extended to 15 August 2022. The Portfolio Committee will also be convening public hearings in
the nine (9) Provinces, and the DBE, through the Chief Directorate: Legal and Legislative Services, will provide technical support to
the Portfolio Committee.
In August and September 2022, the DBE presented the latest version of the Bill, introduced to Parliament, to the KwaZulu-Natal
South African Democratic Teachers Union (SADTU), District Directors, Circuit Managers and Teacher Union Leaders for purposes of
noting.
The Task Team is looking into the costing of the Draft Regulations concerning the provision of infrastructure and staff components of
the hostel facility. The revised data on the NIEMS has been forwarded to the Physical and Finance Planning Units to conduct costing
for refurbishment and maintenance of existing hostels in ELSEN schools.
Admission Policy:
The Task Team was established to consider and consolidate the comments from the major stakeholders and the public on the
Admission Policy and convene weekly meetings to amend the Admission Policy. Currently, most of the comments received are not
substantive, with most referring to making the COVID-19 vaccination mandatory. The issue of the COVID-19 vaccination falls outside
the ambit of the proposed amendment.
Regulations relating to minimum uniform norms and standards for public school infrastructure:
The Amendments of the Regulations relating to minimum uniform norms and standards for public school infrastructure were
presented to the HEDCOM on 07 July 2022 by the Physical Planning unit of the DBE and approved to proceed to CEM. CEM also
approved the amendments to the Regulations relating to minimum uniform norms and standards for public school infrastructure.
The Amendments to the Regulations on minimum uniform norms and standards for public school infrastructure were published on
15 June 2022 to invite written submissions from the public. Subsequently, a further Notice was posted on 8 July 2022, extending the
due date for comments to 31 July 2022. The amendments to the norms and standards have been translated into Afrikaans, IsiSwati,
Tshivhenda and IsiNdebele languages. All comments received from the stakeholders and general public were considered, and those
relevant were consolidated into the draft Regulations. The draft Regulations will be presented to National Economic Development
and Labour Council on 21 September 2022, and Socio Economic Impact Assessment System (SEIAS) processes will be conducted.
The Department works with all interested government departments, municipalities and other entities to finalise the Second
Children’s Amendment Bill (the SCAB). The SCAB takes forward the amendments on Early Childhood Development in the Children’s
Act, 2005 (Act No. 38 of 2005), which were split from the Children’s Amendment Bill (B18-2020) in 2021. The Department is also
working simultaneously on amendments to the Children’s Act Regulations sections related to Early Childhood Development.
The Plaintiffs applied and were granted a structural interdict that the defendants must provide a plan for how pit latrine toilets will
be eradicated in the Limpopo province.
The plan had to be filed in terms of the court order by 17 December 2021. The Defendants must also report to the court every six
(6) months on progress concerning the implementation of the court order. Per the court order, the plan was filed on 17 December
2021, and the first report was filed on 30 June 2022.
The DBE’s operating environment is complex and of a concurrent nature. The outcomes are broad to consolidate work contributed by
the sector to encourage joint planning than working in silos by individual programmes to reflect the aspirations at an organisational
level, including the support to PEDs. The approach seeks to assist with clustering delivery areas which relate to strategic outcomes
to enable new and emerging interventions to impact the Basic Education system meaningfully. The strategic delivery areas and
outputs bridge the gap between medium-to-long-term outcomes, short-term annual outputs, and indicators describing the intended
change for the education system. The process and approach to planning have applied the use of the Theory of Change to map the
changes and impact of the Department, as well as using the Results Model to identify the critical success factors and deliverables of
the sector in the implementation of the strategic intent.
The second outcome envisaged within the MTSF is that 10-year-old learners enrolled in publicly funded schools can read for
meaning. This falls within a broader focus on literacy and numeracy in the Foundation Phase and includes related areas such as
coding and robotics. South Africa has a well-known challenge around children learning to read effectively by the time they complete
the Foundation Phase. For instance, the last available PIRLS study (2016) showed that 78% of children had not learned to read
with effective comprehension by the time they reached grade 4. In response, the MTSF highlights the goal set by President Cyril
Ramaphosa that all children should learn to read with meaning by the age of 10 (ten).
Over the last few years, the Department of Basic Education has been actively building evidence about what works to improve the
teaching and learning of Reading through the Early-Grade Reading Study (EGRS). This work has demonstrated the effectiveness
of providing meaningful support to teachers in the Foundation Phase, consisting of structured lesson plans, integrated reading
materials in the Home Language and quality professional support to teachers. In particular, when teachers received on-site coaching,
this significantly impacted learner reading outcomes. The on-site coaching is the most cost-effective in terms of rands per test score
gains based on the evidence we have so far. But it is costly relative to other less effective interventions. Moreover, this intervention
has proved to have a long-term positive impact on the children affected. For those children who were part of the initial EGRS
program from 2015 to 2017, there was still a measurable positive impact on reading outcomes when measured four years later in
2021, when non-repeating learners had reached Grade 7.
Although the on-site coaching model has delivered uniquely robust evidence of sustained impacts on reading outcomes, there are
questions regarding the potential for implementing this model on a larger scale. Aside from the financial cost of employing coaches,
it is unclear whether there are enough suitable people with Foundation Phase teaching experience across the relevant languages
to cover many schools.
To address these questions, the second Early Grade Reading Study (EGRS 2) was conducted in Mpumalanga from 2017 – 2020. The
traditional model of paper-based lesson plans and regular in-person coaching visits was compared to an alternative model that
provided lesson plans on electronic tablets and ‘virtual coaching’. The virtual coach was a specialist reading coach, similar to the
coaches doing the in-person visits, but communicated with the teachers regularly via WhatsApp and phone calls. In contrast to EGRS
1, the EGRS 2 interventions aimed to improve learning in English as a First Additional Language (EFAL) in grades 1 to 3.
The EGRS 2 study again found a significant positive effect of the on-site coaching intervention. These benefits were sustained one year
after the interventions (when most children were in grade 4). Unfortunately, however, virtual coaching had no discernible impact on
the targeted learning outcomes. Analysis of tablet usage data and lesson observations suggest that the technology was not a barrier
to implementation but that the virtual coach was less able to monitor, model and correct the more difficult teaching practices. On
the positive side, EGRS 2 has confirmed the potential of the coaching implementation model to shift instructional practice and
deliver learning gains and has also led to the incorporation of electronic tablets into current programmes being implemented.
However, it has unfortunately not yielded a cost-effective alternative to on-site coaching. The DBE is currently conducting an impact
evaluation of another intervention where Foundation Phase Heads of Department (HoDs) are being supported to play the role of
an internal coach. By early 2024, this evaluation should indicate whether HoD-led coaching has the potential to be a cost-effective
alternative to on-site coaching.
The evidence on what works to improve reading presents an uncomfortable reality: Even those few interventions that have
demonstrated a measurable positive impact on reading outcomes have modest effect sizes relative to the size of the learning
inequalities across the system, yet the LTSM and professional support they provide are regarded by many as unaffordable. There
might be an unattainable sweet spot where interventions have a large enough impact but at an acceptable cost.
A 2020 finance review conducted as part of the EGRS Improvement Plan provided detailed cost estimates for implementing the
EGRS combination of lesson plans, up-front teacher training, additional LTSM and different types of coaching (external coaches,
internal HoD coaching, or a hybrid model of external coaches supporting HoDs to coach). This report also reviewed estimates
of government spending on Foundation Phase LTSM and professional development activities. It recommended possible funding
sources to cover a scale-up of these EGRS programmatic components. A costing tool was also developed so that planners in national
and provincial departments could adjust the parameters to budget for various scenarios. For example, the total national cost to roll
out the hybrid model was estimated to be R2.214 billion over a five-year period.
There have been a number of developments aimed at improving reading outcomes. Developing the integrated Sector Reading Plan
is one of the Department’s comprehensive strategies for ensuring reading is central to attaining quality outcomes. One of the key
components of this comprehensive strategy is the availability of readers in schools. The National Reading Sector Plan developed
in 2019 was informed by reading experts from various stakeholders in the Reading and Literacy spaces. Non-Governmental
Organisations, Higher Education Institutions, NECT, Senior Curriculum and Assessment Managers from Provincial Education
Departments, including Heads of Departments and Teacher Unions, made inputs on the National Reading Sector Plan. The Council
of Education Ministers endorsed the National Reading Sector Plan as a living document that could evolve.
Reading Benchmarks
Studies such as the Progress in Literacy Reading Study (PIRLS) show that a substantial number of children cannot reach the lowest
PIRLS benchmark, understanding literal information in texts. It suggested that they have problems with foundational aspects of
reading such as decoding texts-the technical aspects of reading that relate to knowledge of the written code. This means significant
early literacy development gaps already occur in the Foundation Phase.
In response, the DBE has collaborated with various stakeholders, including; South African academics and reading practitioners,
funders and international benchmarking specialists, to develop early-grade reading benchmarks. Establishing reading benchmarks
can create greater awareness of early reading development milestones and minimise the chance of literacy issues in the Intermediate
Phase.
So far, efforts have developed early-grade reading benchmarks for the Nguni Language group, the Sesotho-Setswana Language
group and English First Additional Language. The benchmarks for these languages are provided in the table below:
By the end of grade 2, all learners should 20 cwpm (Words and ORF Grade 2) 40 cwpm (Words and ORF 30 cwpm
be able to read at least Grade 2)
By the end of grade 3, all learners should 35 cwpm (ORF Grade 4) 60 cwpm (ORF Grade 4) 50 cwpm
be able to read at least
While the benchmarks are a significant milestone, the true value of these efforts will only be established once these early-grade
benchmarks are formally incorporated into the curriculum, used to monitor reading nationally and used by teachers to track
children’s reading trajectories.
The COVID-19 pandemic has dealt a major blow to the long-term trends of improved access, quality, and inclusivity in basic
education. The impact of the pandemic on schooling days lost during 2020 and 2021 has resulted in substantial impacts on school
attendance, child nutrition, and learning. While there was initial concern about the possibility of dropping out of school, it is now
understood that lower attendance of school was temporary or intermittent rather than a permanent withdrawal from the school
system. However, attendance of Early Childhood Development (ECD) programs was most negatively affected compared to higher
levels of schooling. There were fewer Grade R and Grade 1 enrolments in 2021 than normal, indicating that the pandemic caused
delayed entry into the school system for some children.
However, among older children between the ages of 16 and 18, there was actually an increase in school attendance. The results
from the National Senior Certificate (NSC) examinations of 2020, 2021, and 2022 attest to the higher participation of older learners
in school. In the last three years, there were more candidates, more passes, and more bachelor passes than ever before. The main
reason for this appears to be that grade repetition policies were relaxed in response to the disruptions of 2020. Indeed, the GHS
data reported here shows much lower rates than usual of children repeating a grade in 2021, and this may have encouraged more
candidates than usual to remain in school and write the NSC examination. The fact that many of these “additional” NSC candidates
ultimately passed perhaps reveals that the traditional patterns of high grade repetition in grades 10 and 11, and selectivity in
who enters the NSC examinations may have been inefficient. It should also be noted that grade 12 was least affected by school
closures, and the government implemented an intensive set of support interventions to give these learners the best chance of a fair
opportunity in the NSC examinations.
One major achievement over the last few years has been the formal migration of several ECD responsibilities from the Department
of Social Development to the Department of Basic Education. During this time, important information collection exercises were
conducted, including the ECD centres, which provided baseline information on the shape and size of the sector, as well as the
administration of the Thrive by Five Index, which provides information on early learning outcomes among 4-year-old children.
However, the long-term trend of significantly improved participation in educational institutions among young children was
interrupted by the pandemic, resulting in lower ECD participation and some delayed entry into the school system.
The disruptions to attending early learning opportunities and schooling resulted in significant amounts of so-called lost learning or
foregone learning. For example, the pandemic had devastating effects on the reading development of children in the early grades,
with evidence indicating that more than a year’s worth of learning was foregone because of the disruptions to schooling. In 2016,
the Progress in International Reading Literacy Study (PIRLS) showed that 78% of learners reached grade 4 without learning to read
with adequate understanding. The PIRLS 2021 results will give us a better understanding of how much of a setback has occurred, but
it is likely that the implementation of programmatic support that has already been proven to improve reading will be more urgent
than ever.
Similar challenges apply to mathematics: evidence from the Western cape’s systemic assessments indicate that the learning losses
for mathematics were at least as bad as those for reading and were worse in poorer contexts. One of the most successful system-
wide interventions in South African basic education has been the DBE Workbook Programme, institutionalized since about 2010.
The MTSF recommends building on this successful programme to ensure that all learners have access to high quality learning
support materials. A review of LTSM for early grade mathematics has been commissioned by the DBE and is nearing completion.
This review regards the DBE workbook programme as an important ongoing vehicle for delivering quality LTSM and suggests that
now is a good time to review specific aspects of the DBE mathematics workbooks to ensure that their widespread use leads to
maximum impact on learning.
A growing focus in the sector is on empowering youths with skills that will enable them to participate in a fast-changing global
labour market. The MTSF requires us to pay special attention to expanding participation in technical subjects in grades 10 to 12,
especially among black learners. The MTSF refers to these subjects, which focus on aspects of engineering and computing, as “niche
subjects”. Although a wider range of technical subjects have been introduced in the last few years, there has been disappointingly
little progress in the numbers of learners taking the core technological subjects. For example, the percentage of black African or
Issues of school infrastructure have featured prominently in the MTSF and SONAs since 2019. The Sanitation Appropriate For
Education (SAFE) programme was launched in August 2018 to provide appropriate sanitation facilities to schools dependent on
basic pit toilets. The SAFE programme was launched to address the eradication of basic pit toilets at 3 395 schools. About 50 000
appropriate toilets have been constructed through the SAFE programme at 2 388 schools. The remaining 1 007 sanitation projects
are scheduled for completion before the end of the 2023/24 financial year.
The Accelerated School Infrastructure Delivery Initiative (ASIDI) was launched in 2010 to eradicate the Basic Safety Norms backlog in
schools without water, sanitation and electricity and to replace those schools constructed from inappropriate material to contribute
towards optimum learning and leaching. Through ASIDI, 306 new schools were built, 1,251 water supply projects have been done,
15,000 toilets built in 1,047 schools, and 373 schools provided with new electrical connections. The DBE has made significant
progress concerning the replacement of inappropriate structures, water and electricity supply and sanitation in public schools.
Aside from the delivery outputs of the ASIDI and SAFE programs, the forthcoming School Monitoring Survey of 2022 is indicating
substantial improvements in the percentage of schools with various important aspects of school physical infrastructure since the last
survey in 2017. The percentages of schools with working electricity, running water, adequate sanitation and internet connectivity
have all increased substantially since 2017.
The strategic direction of the Department is derived from the government’s plans and priorities, namely the National Development
Plan (NDP), Medium-Term Strategic Framework (MTSF) and the State of the Nation Address (SoNA). Furthermore, the strategy of
the Department is guided by the functions articulated for a National Department in the National Education Policy Act (NEPA), the
draft sector plan (‘Action Plan to 2024’), which responds to the NDP and indicates a sector response to the NDP.
The DBE operates in a complex environment, with concurrent functions shared across national and provincial departments. The
approach to planning happens jointly, to avoid working in silos and clusters delivery areas related to strategic outcomes to enable
impactful interventions. It bridges the gap between medium-to-long-term outcomes, short-term annual outputs, and indicators for
intended change. Planning uses the Theory of Change and Results Model to map changes and identify critical success factors and
deliverables.
Historical Context
Inequalities and Employment trends
“The Department operates in a context where the triple social challenges of poverty, unemployment and inequalities continue to be
prevalent. The Budget Prioritisation Framework outlines that South Africa continues to have one of the highest levels of inequality
globally. The World Inequality Report 2022 highlights that South Africa’s top 10% earn more than 65% of total national income and
the bottom 50% just 5.3%. The top 10% income share fluctuated between 50 and 65% in this period, whereas the bottom 50% of
the population has never captured more than 10% of the national income. With the pandemic and its effects yet to be contained,
the number of people living in poverty will continue to remain high.
The high and persistent levels of youth unemployment in South Africa have led some people to question the value of the National
Senior Certificate. However, empirical evidence does not support this idea. Hofmeyer et al (2013), for example, analyse household
survey data and demonstrate clearly that employment outcomes are positively associated with having a national senior certificate
and increase further with additional post school education.
A STATS SA report has also outlined that the South African labour market is still more favourable to men than women. Men have a
higher labour force participation rate than women. The unemployment rate for women in the survey has remained higher than for
men. This status has been the same from 2012 to 2022 and shows no signs of making real progress towards improving prospects
for women. One of the most ongoing challenges is that women who do find work are usually employed in vulnerable employment
(often characterised by inadequate earnings, low productivity and challenging work conditions) compared to men. The results show
that youth also remain vulnerable in the labour market. During the second quarter of 2022, the country saw the total number of
unemployed youth (aged 15-34) increase compared to Q1:2022. Though there was some slight decrease in relation to Q3: 2022,
on average, it remains relatively high.
The world bank has indicated that one billion people, or 15% of the world’s population, experience some form of disability, and
disability prevalence is higher for developing countries. Persons with disabilities are more likely to experience adverse socioeconomic
outcomes such as less education, poorer health outcomes, lower employment levels, and higher poverty rates. These statistics
The diagram presented here depicts a theory of change for improving basic education in South Africa. The goal is to improve learning
in a way that enhances learners’ opportunities in life, by equipping them with foundational language and numeracy competencies,
subject-specific knowledge, and life skills. The diagram is a simplification of a more complex system, and certain factors have been
excluded or simplified for clarity.
Figure 1: Theory of Change
EARLY CHILDHOOD
SOCIAL PROTECTION
DEVELOPMENT
Includes nutrition
and health
PARENTS AND interventions, school
SCHOOL safety.
GOVERNING LEARNERS
Arranged in classes
BODIES
of particular sizes,
and with a range of LEARNING AND
individual special TEACHING SUPPORT
needs. MATERIALS (LTSMs)
INITIAL TEACHER
EDUCATION (ITE) With ‘hardware’ (e.g.
Also known as ‘pre- book or tablet) and
‘software’ (content)
service training’.
elements.
NATIONAL STRATEGY
Includes this ‘theory of change’, effective plans and reliable reports, maintenance of
a lively and constructive policy discourse, alignment with international commitments.
The diagram identifies several direct change factors that can influence a learner’s educational outcomes. Early Childhood
Development (ECD) is positioned at the top of the diagram, reflecting the importance of health and psychosocial interventions
during a child’s earliest years for subsequent learning in school. School infrastructure has been excluded from the diagram, as the
evidence on the impact of specific classroom designs on learning is mixed, and basic elements of school infrastructure, such as
decent toilets, have relevance beyond the matter of effective learning, as they also involve the fulfilment of basic human rights.
The chances of learning in school are strongly influenced by three key classroom factors: the capabilities of the teacher, the
availability of Learning and Teaching Support Materials (LTSM), and class size. A nutritional meal provided by the school plays a
major role in learning ability, particularly for learners from poorer households.
Initial Teacher Education (ITE) provides teachers with the professional grounding needed for effective teaching. While there is
evidence to suggest that this element of the system has improved in the last two decades, around two-thirds of teachers currently
working in public schools received their initial professional training before the reforms of the early 2000s. Therefore, it is essential
to offer Continuous Professional Teacher Development (CPTD) to enable teachers to update their skills, particularly as teaching
methods evolve with new technologies.
The availability of effective LTSMs depends on investments in the development of good content, funding, distribution systems, and
technologies that make texts accessible to learners. Not all LTSMs are equally effective in different linguistic, socio-economic, and
cultural contexts. The positive impacts of LTSMs are likely to be enhanced if learners can take materials home, and it is important
for teacher support strategies to help teachers integrate the effective use of LTSMs into their lessons.
While changing average class sizes may not make a significant difference to what learners learn, research tends to deal with class
sizes that are much lower than in many South African schools. The large size of South African classes is particularly concerning at
the primary level, where individualized attention to learners is important. According to TIMSS data, one in seven Grade 5 learners
is in a class with 50 or more learners.
Although not all elements impact the classroom as directly as others, several factors play a vital role in effecting change in South
Africa’s education system. The policies governing conditions of service for educators influence the quality of public education, and
clear career pathways and better costing methods for policy review are necessary. The Curriculum and Assessment Policy Statement
(CAPS) needs to be expanded, with better guidance and materials for reading and good formative assessments. Children who
speak indigenous languages at home need more support to facilitate their transition to English, including better support for Home
Language Literacy. Principals and School Management Teams need to play a stronger instructional leadership role, and a holistic
school accountability framework is necessary to bring together the various strands of accountability. Policies aimed at mitigating the
effects of poverty on education include those dealing with nutrition, scholar transport, and the identification of vulnerable children.
Districts play a crucial role in supporting schools and teachers, and mutual accountability between districts and schools is essential.
The Department of Basic Education (DBE) acknowledges that early childhood development (ECD) plays a critical role in reducing
poverty and inequality. It is widely recognised, both nationally and internationally, that the first five years of a child’s life, particularly
the first 1,000 days, are crucial for their development, with around 90% of brain development occurring during this period. Therefore,
this phase offers the most significant opportunity to lay the groundwork for children to flourish later in life. Investing in ECD is one
of the most effective ways to mitigate the negative impact of poverty and ensure better academic outcomes for children.
The DBE has begun to formalise and regulate the ECD sector since taking over the ECD function. This involves recognising the current
situation and moving towards regulating ECD programmes. The transfer of the ECD function means that the DBE is responsible for
42,420 ECD programmes that serve 1.6 million children, leaving an access gap of approximately 3.3 million children aged 3-5 years
old who do not attend early learning programmes.
The DBE’s medium to long-term strategic objectives include increasing access to ECD opportunities and enhancing the quality
of early learning and care in ECD programmes. The department is enhancing the efficiency of resource allocation and increasing
funding to the sector. According to the State of the Nation Address (SoNA) 2023 delivered by President Cyril Ramaphosa on 9
February 2023, the DBE is simplifying the requirements for ECD centres to access support and enabling thousands more to receive
subsidies from the government.
In collaboration with the National Treasury, the DBE has secured an additional R1.8 billion for ECD over the medium-term
expenditure framework period. The funding will be allocated towards five strategic areas to ensure increased access to quality ECD
opportunities. Firstly, the DBE will provide early learning resource packs to ECD programs in under-served areas in the 2023/24
financial year. Secondly, a results-based financing initiative will be piloted in the 2024/25 financial year. Thirdly, the initiative will
provide nutritional support, and fourthly, the initiative will offer pre-registration support packs. Finally, the funding will go towards
increasing access to the ECD subsidy.
The DBE is responsible for funding ECD programs after taking over the role from the DSD. To do this, they are increasing public funds
and mobilizing resources from development partners, donors, and the corporate social investment sector. They aim to create a
nationally integrated ECD funding framework that regulates, coordinates, and supports ECD funding. The DBE established a model
for ECD program payments that distributes public funding equitably and fairly from April 2022. The sector is currently underfunded,
with only 5% of national expenditure, or 1.5% of GDP, allocated to ECD. The DBE is collaborating with the World Bank on a Public
Expenditure and Institutional Review to assess the efficiency, effectiveness, and equity of ECD expenditure and provide an integrated
analysis of policies and institutions.
The ECD Census 2021 provides the first comprehensive map of Early Learning Programmes (ELPs) in South Africa, with a focus on
integrating ELPs into the Department of Basic Education’s (DBE) Education Management Information System (EMIS). The DBE and
the LEGO Foundation partnered to carry out the census, which took place between August 2021 and February 2022, with over 360
fieldworkers visiting every ward in the country to identify ELPs of all types and sizes. The census identified 42,420 ELPs, of which
40% were rural, with Gauteng having the highest number of ELPs (10,376), followed by KwaZulu-Natal (8,089) and the Eastern Cape
(5,426).
Of the identified ELPs, 69% rely on fees as their primary source of funding, with the average monthly fee being R509 per child.
Additionally, 27% receive government funding, and 4% receive donations/fundraising. Over 1.6 million children were enrolled in
ELPs, with just under 1.1 million physically present during the site visits. Of the ELPs, 40% were fully or conditionally registered with
the Department of Social Development (DSD) as a partial care facility or early learning programme, and 16% were in the process of
registering, while 42% were not registered.
The data showed that only 54% of ELP programmes allocated less than 30 minutes daily to free play, while just 56% had access to
age-appropriate children’s books. Furthermore, only 33% of ELPs receive a subsidy from the DSD, and 77% of ELPs provide meals to
learners, with 17% of ELPs receiving meals from the government. The government subsidised ELPs have, on average, more types of
play and learning materials (13.5) than those that are not subsidised (11.1).
An anonymous version of the dataset is publicly available through DataFirst at the University of Cape Town. The census will improve
information about the quality and access of ELPs in South Africa and support research on Early Childhood Development. The next
steps include the integration of the data into EMIS and planning for a future repeated census.
The Thrive by Five Index 2021 surveyed preschool child outcomes in South Africa to monitor trends in the proportion of children
enrolled in Early Learning Programmes (ELPs) who are On Track for their age in Early Learning, Physical Growth, and Social-Emotional
Functioning. The study found that 65% of children attending an ELP in South Africa fail to Thrive by Five and are not On Track for
cognitive and physical development. Girls outperform boys in all domains except gross motor. There were significant differences on
average in children’s performance across different income groups. One in four children shows signs of long-term malnutrition, and
5.3% were found to be severely stunted. Social-Emotional Functioning significantly affected learning outcomes, and children who
met the standard for SEF performed better in Early Learning. The Thrive by Five Index will allow the country to track progress on
these critical early developmental outcomes in the future.
An Early Learning National Assessment (ELNA) was conceptualised to address the educational principle of learners being ready
when entering the schooling system officially in Grade 1. An assessment tool was developed to measure children’s development
before entering Grade 1 and assess early learning assessment outcomes. It included cognitive and executive functioning that a
learner requires to develop emerging Literacy and emerging Numeracy. The assessment consists of practical items administered in
a one-on-one situation of an Assessor and a sampled learner using practical assessment pieces and an electronic tablet.
The ELNA instruments were initially piloted in late 2019 and early 2020. The main study was scheduled to be administered from
February – April 2020. The data collection had to be aborted without all schools being assessed due to the COVID-19 pandemic and
the lockdown imposed on the country. The 2021 ELNA study, therefore, repeated the assessment in the sample drawn in 2020. A
report will soon be finalised describing the results of the first ELNA. This report will provide baseline values of school readiness in
South Africa, which will be used to gauge progress in future.
South Africa has a well-known challenge around children learning to read effectively by the time they complete the Foundation
Phase. For instance, the last available PIRLS study (2016) showed that 78% of children had not learned to read with effective
comprehension by the time they reached grade 4. In response, the MTSF highlights the goal set by President Cyril Ramaphosa that
all children should learn to read with meaning by the age of ten.
The Department of Basic Education’s Early Grade Reading Study (EGRS) has shown that providing structured lesson plans, reading
materials, and on-site coaching to Foundation Phase teachers significantly improves reading outcomes. However, the cost of
employing coaches raises questions about the feasibility of scaling up this intervention. The EGRS 2 study compared traditional
coaching to virtual coaching through electronic tablets and found that the former was more effective. While EGRS 2 confirmed
the potential of coaching, it did not yield a cost-effective alternative to on-site coaching. The DBE is currently evaluating whether
Foundation Phase Heads of Department could serve as internal coaches and provide a cost-effective alternative.
There is of course considerable interest in the impact of the pandemic on educational participation, including on dropout. The
figure below indicates that participation in 2020 for 8–15-year-olds remained high (above 97%) and was only slightly lower than
in 2019. For 16-20-year-olds, perhaps surprisingly, participation rates actually increased in 2020, before dropping back down to
levels similar to those of 2019. It is not clear why this happened. One possibility could be that with the partial shutting down of the
economy in 2020, fewer job opportunities presented themselves to 16-20-year-olds attending school. There was, however, a clear
drop in educational participation for younger children. For 4-, 5- and 6-year-olds, there was a substantial drop in attendance in 2020
followed by a partial recovery in 2021. We can therefore conclude that the main negative impact of the pandemic on educational
participation was amongst young children. Rather than causing learners to drop out of school, the pandemic caused lower, and
perhaps delayed, educational participation amongst young children.
100,0
90,0
80,0
Percentage of learners
70,0
60,0
50,0
40,0
30,0
20,0
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
2010 63,0 83,6 96,2 98,8 99,1 99,2 99,0 99,0 99,0 99,1 98,3 96,5 92,8 85,5 71,0 53,5 41,8
2019 73,5 92,8 96,9 98,1 98,7 99,0 99,3 99,5 98,9 98,6 97,1 97,6 93,5 89,7 74,7 55,9 42,8
2020 56,0 77,8 93,1 96,5 97,6 97,6 97,9 97,7 97,6 97,5 96,6 97,7 95,6 93,7 76,2 65,2 50,8
2021 64,1 86,8 96,2 97,9 98,5 99,0 97,9 98,0 98,7 99,0 98,7 97,1 95,3 91,5 70,7 53,7 40,7
Age
Source: Statistics South Africa, General Household Survey (GHS), own calculations. Notes: 95% confidence intervals shown.
The long-term trends in the rates of completion of Grade 7, Grade 9 and Grade 12 have all been strongly positive as the figure below
shows. By 2021, more than 96% of youths had completed grade 7, more than 94% had completed grade 9 and more than 60% had
completed Grade 12.
Figure 3: Completion rates of Grade 7, Grade 9 and Grade 12 between 2002-2021
30
20
10
-
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Source: Statistics South Africa, General Household Survey (GHS), own calculations. Notes: 95% confidence intervals shown.
25
20
Percentage repeating
15
2009-2011
10 2017-2018
2021
5
0
R 1 2 3 4 5 6 7 8 9 10 11 12
Grade
Source: Statistics South Africa, General Household Survey (GHS), own calculations.
Many young children living in poverty suffer from food deprivation and are therefore not able to develop to their full potential or
are hungry when at school. The National School Nutrition Programme (NSNP) aims to encourage school attendance and enhance
the learning capacity of children while at school by providing a daily nutritious meal at school. The schools that are targeted are
Quintile 1 to 3 public primary and secondary schools, as well as identified special schools as per the Conditional Grant Framework.
Since 2010, the percentage of learners benefiting from NSNP has increased from around 73% in 2010 to around 84% in 2021. The
highest proportions of learners benefiting from the NSNP are found in those provinces that are regarded as mostly rural and where
the need is no doubt greatest. Limpopo and the Eastern Cape have the highest percentage of learners benefiting from NSNP (around
92%) while Gauteng and the Western Cape has the lowest percentage (respectively 74% and 68%). In 2021, around 80% of learners
who receive school meals indicated that they eat the meals provided every day, while around 9% indicated that they never eat the
meals provided.
Figure 5: Percentage of learners benefitting from the NSNP by province, 2010-2021
100
84,0 85,4 86,3 86,0 85,9 85,9 83,9
90 80,6 81,9 82,8 82,7
80 73,4
70
60
Percentage
50
40
30
20
10
0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Source: Statistics South Africa, General Household Survey (GHS), own calculations. Notes: 95% confidence intervals shown.
The NSC examinations are a crucial tool in assessing the performance of South Africa’s education system, providing a clear and
concise account of a cohort’s performance after completing 13 years of schooling, including Grade R. In addition to the NSC exams,
the Department of Basic Education has implemented a Systemic Evaluation program that measures the system’s performance
at the end of Grades 3, 6, and 9. This evaluation was first implemented in 2022, and its results will be released in the 2023/24
financial year. South African learners also participate in international assessments such as the Progress in International Reading
Literacy Study (PIRLS), the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), and the Trends in
International Mathematics and Science Study (TIMSS). The National Development Plan (NDP) cites these international assessments
as standardized evaluations that should be used to measure improvements in the system’s quality. Collectively, these evaluations
are essential in monitoring the performance of South Africa’s education system and providing guidance for future improvements.
Figure 6: Past and envisaged educational quality trend for South Africa
The graph above shows South Africa’s achievements in the TIMSS Grade 9 Mathematics tests up to 2019 and the government’s
projected targets for the future. The ambitious TIMSS targets, set in the Action Plan to 2014 and extended to 2025, were once
uncertain, but the 2011, 2015, and 2019 TIMSS results demonstrated significant improvements, putting South Africa on track to
reach its long-term targets. However, the COVID-19 pandemic poses challenges to further progress. By 2019, South Africa had almost
reached the same level of performance as Botswana did in 2015. If past improvement trends continue, South Africa is expected to
match Thailand’s Grade 8 performance in 2015 by 2025 and exceed Malaysia’s 2019 level by 2030. Nonetheless, achieving these
targets is not guaranteed, and it requires the sustained implementation of the activities outlined in the DBE’s plans and the NDP.
The impact of the pandemic on Grade 9 losses will be apparent when the 2023 TIMSS results are released in late 2024. Targets may
need to be recalibrated to remain both ambitious and realistic.
The figure above states the progress made by reflecting just qualifications received by full-time examination candidates after the
year-end examinations. In addition, a further 30 000 ‘Matrics’ have been obtained annually in the public system in recent years
through other avenues which have become increasingly available, including part-time studies and improvements of past results
through supplementary examinations. Among the 30 000 are approximately 6 000 recipients of the Amended Senior Certificate,
which carries the same status as the NSC in the National Qualifications Framework. Stats SA data collected from households confirm
the rise in youths obtaining the NSC.
The DPME has set national targets for learners’ marks in Mathematics and Physical Sciences, which are essential for mathematically
oriented and scientific professions in fields such as engineering, commerce, and medicine. In the past, the targets focused on achieving
a 50% mark in the two subjects. However, in the 2019 to 2024 Medium-Term Strategic Framework (MTSF), the threshold was raised
to 60%. These thresholds of 50%, 60%, and 70% are all important, as they are used by universities, depending on the institution
and faculty concerned. Although tracking these indicators has been complex, a set of high-performing and demographically stable
schools has provided more comparable statistics. Raw and comparable indicator values, using a 50%-mark threshold, are illustrated
below, as in past NSC reports. The recalibration brings the trends for Mathematics and Physical Sciences roughly in line with each
other, reflecting their academic complementarity. However, this underestimates progress, as even high-performing schools have
shown improvements, according to TIMSS data. The skills displayed by 2022 Grade 12 Mathematics learners have improved over
time, as expected, given the gains seen in Grade 9. The DBE aims to build on these gains with the 2023 Grade 12 learners to ensure
that South African youths leave the schooling system more prepared to contribute towards a prosperous and equitable South Africa
in line with the government’s commitment to the NDP.
The DBE will continue to pilot the GEC qualification to serve the needs of learners in the schooling system who complete compulsory
basic education. This need is currently not met by any other qualification on the NQF. The GEC recognises formal learning that
has taken place by the end of Grade 9 in fulfilment of the promotion and progression requirements in the National Curriculum
Statement for Grades R to 12. The pilots will be fast-tracked to improve outcomes in at least three ways:
a) A GEC will strengthen the focus on learning outcomes by Grade 9, and thus encourage ‘survival’ to Grade 12, in part by ensuring
that learners are better prepared academically and make the right Grade 10 subject choices;
b) Many of the approximately 40% of youths who currently exit the education system without any qualification would now
achieve a GEC and this would provide them with some currency upon entering the labour market, and would positively impact
on youth employment; and
c) A credible GEC would increase the willingness of TVET colleges to take in younger learners and avoid duplication of youths
studying for an NSC and then again for another NQF4 qualification at a TVET college.
Analysis of the age profile of our teachers indicates that a large percentage of teachers will be retiring in the next five years. This
means that the sector will need to increase the numbers of new teacher graduates and new teacher hires every year to avoid
increasing the learner educator ratio. There have already been increases in learner-educator ratios because of- the combination of
above-inflation increases in teacher salaries and enrolment growth.
The Funza Lushaka bursary programme collaborates with the Department of Higher Education and Training in its efforts to address
critical educator shortages in priority subject areas such as Inclusive Education, Mathematics, Coding, Robotics, and Science
and Technology. The bursary programme is allocated R4.2 billion in the Teachers, Education Human Resources and Institutional
Development programme to award a targeted 36 400 bursaries over the period ahead. The DBE will identify the possibility of
working with universities that charge lower fees to try and ensure that the target is reached amidst the budget cuts.
Aside from producing more initial teacher graduates another challenge for the sector will be to increase the number of new teachers
that are absorbed into the sector. Due to the financial pressures that all provincial departments are currently under, the sector has
not been able to absorb enough of the new teacher graduates in recent years.
The Basic Education Employment Initiative (BEEI) has created job opportunities for about 600 000 youths. Over and above the
significant impact on youth employment, an independent pilot by Funda Wande in Limpopo has demonstrated that Teacher Assistants
(TAs) can positively impact learning if certain conditions are in place. This points to ways to strengthen the implementation of the
BEEI so as to impact on learning, especially in the foundation and Intermediate Phases. In improving the programme, considerations
will be made to improve areas such as:
a) The recruitment strategy should target unemployed graduates rather than young people without completed schooling;
b) Retain the same young people for at least 12 months, aligned with the school calendar;
d) Use education assistants to support the implementation of a structured learning programme aimed at remediating learning;
f) Provide detailed training for TAs on the structured learning programme and their roles in implementing the programme.
The next phase of the BEEI (Phase IV) aims to provide youth with the soft and hard skills required in the world of work. Phase
IV focuses on supporting educators to contribute towards improved learning outcomes. To this end, most youth will be working
with educators in the classroom as Curriculum Assistants. Curriculum Assistants are not teachers and are not required to teach, as
teaching and assessment remain the teacher’s responsibility. Reading Champions will assist learners with reading to ensure that
they can read for meaning. The focus in this regard will be in the Foundation Phase to ensure a solid foundation is built for future
learning. E-Cadres will be required to assist with ICT integration in teaching and learning. Schools have also used e- cadres to support
administrative tasks in the past phases. Other categories will be Care and Support Assistants, who will provide basic psychosocial
support to learners; sports and enrichment assistants, who will support the implementation of sports, arts and cultural activities;
and handymen and women, whose main responsibility will be to help with the upkeep and maintenance of school buildings. All
work that the youth will do will be supervised.
The Department acknowledges that technology is advancing rapidly worldwide, permeating every aspect of human life. It has
changed how we live, work, and receive basic services, including education. Education Systems across the world are positioned to
adapt to the demands of this changing world. Many things are undergoing rapid changes induced by technological penetration. The
department has the following outcomes over the strategic planning period:
Transformation of the education system into 21st-century learning environments that provides learners with the skills they need to
succeed in today’s information-age economy is overdue. The vision of the 2004 White paper is to transform learning and teaching
through ICTs and to produce ICT-capable learners. The White Paper proposes that in developing countries like South Africa, ICTs
have the potential and capacity to overcome most barriers, such as fiscal constraints, spatial barriers and other capacity-related
limitations to delivering quality education.
The pace of implementing ICTs in basic education since the White Paper on e-education has been unsatisfactory; this pace has not
only been slow but has been uneven between provinces. Hence provinces are at various levels of ICT integration in education. The
more affluent provinces, such as the Western Cape and Gauteng, have made considerable progress in providing some of their schools
with ICT infrastructure. Provinces that are lagging cite competing priorities and a lack of adequate resources as reasons behind
implementing ICTs in education. Efforts and commitment of provincial education departments as well as the support provided by
the private sector and NGOs in providing ICT infrastructure to schools should be appreciated. The Basic Education Sector has made
strides in leveraging ICTs to strengthen the education system’s teaching, learning and administration. Thus far, the advancements
can be attributed to the partnership between the government, private sector, social partners, and NGO sector by providing schools
with ICT resources and relevant teacher training. It is through such partnerships that the Department has achieved more significant
milestones.
DEPARTMENT OF
BASIC EDUCATION
MINISTER
DEPUTY MINISTER
DIRECTOR-GENERAL
Specialised Services
CD/IS: Vacant
Infrastructure Unit
DDG/I: D van der Westhuijzen
Grant Management and Compliance
D/IIG: ER Mafoko
Partnerships
D/RGP: L Taylor
Internal Audit
D/OMI: E Mmola
Business
Intelligence
DDG/B: Vacant
EMIS
D/BIE: A Suleman
Inclusive Education
Curriculum Policy, D/CCI: EJ Ngcobo
Support and Monitoring
DDG/C: MT Simelane (Act)
Public Examinations
D/CPP: P Ogunbanjo
Education Human
Resources Management Education Human Resource
CD/TE: MS Faker Planning, Provisioning and Monitoring
D/THE: L Munday
Curriculum Research
D/TCR: AE Nkosi
Curriculum and Professional
Development Institute
CD/TC: TE Rabotapi
Teacher Development Implementation
D/TCI: PK Dikgomo
Provincial Intervention
CD/DI: DJ Ngobeni
Delivery and Support
DDG/D: S Geyer
NEEDU
CD/DN: S Sithole
Reading
D/DFR: LL Katzen (Project
Manager-31/7/2023)
Rural Education
D/DCRE: PN Langa
Safety in Education
D/SSS: SD Ngobese
Social Mobilisation
and Support Services
DDG/S: GC Whittle
Health Promotion
D/SHH: MS Ndlovu
School Nutrition
D/SHN: NS Sediti
Legal Services
Legal and Legislative D/ALL: CA Leukes
Services
CD/AL: SD Misser
Legislative Services
D/ALS: NT GELA (Act)
Project Management
D/AFP: AT Nkomo
The Department has developed and implemented policies and programmes to promote women’s empowerment, youth development
and equity in terms of race, gender and disability responsiveness. The Department has ensured that all human resource policies and
programmes are non-discriminatory and represent all women and men at different levels. In the implementation of these policies
and programmes, the department has ensured that the rights of all employees are respected.
The policies and programmes aim to benefit all employees in terms of race, gender and disability. The Department has a Directorate
that deals with transformation issues that include race, gender and disability in the Department.
Programmes aimed at supporting women, children, youth and persons with disabilities:
The DBE has prioritised the appointment of women at the Senior Management Service (SMS) level to comply with the DPSA directive
of a ratio of 50% women to 50% men. The DBE ratio at the SMS level is currently 43.8% women to 56.3% men. The DBE will be
making determined efforts to accelerate the appointment of women at the SMS level over the MTEF by elevating the discussion
to Broad Management Meetings monthly and providing the latest statistics. During shortlisting and interviews, the panel will be
provided with the statistics as a reminder of the prevailing ratio vis-à-vis the target.
There have been more significant progress at the Middle Management Service (MMS) level, as the ratio is 55.2% women to 44.8%
men. Women at the MMS level will continue to be prepared to move into SMS positions through professional development
programmes and pre-entry programmes at the SMS level. In grant total, the SMS and MMS are 52.9% female and 47.1% male.
During the 2023/24 financial year, the posts advertisements will indicate that the employment decisions will be informed by the
Employment Equity Plan 2021-2026 of the Department and that the DBE intends to promote equity in terms of race, gender and
disability through the filling of posts to enable the Department to reach the required ratio of 50% women to 50% men.
The DBE has not met the DPSA target of 2% employment of people with disabilities, as only 1.2% of the DBE staff are persons with
disabilities. The application of the DPSA target of 2% for disability is a challenge at the DBE as at all other departments. The DBE,
over the MTEF, will consider a more robust approach to recruiting people with disabilities. Advertisements of the DBE posts will
continue to raise awareness, and persons with disabilities will be given preference to encourage applicants to disclose and apply.
The DBE will identify posts most suited to persons with disabilities and embark on a headhunting process. This will entail working
with organisations representing people with disabilities like the South African Council for the Blind, the National Organisation of
the Blind (NOBSA), the Deaf Federation of South Africa (DEAFSA), the Higher Education Disability Services Association as well as the
full-service schools within the education sector. Through the Inclusive Education Directorate, the DBE will establish a database of
candidates to be used within the sector and made available to other departments.
The prevalence of Information Technology as a productivity tool has become imperative to aid in service delivery in the COVID-19
environment. Through the Government Information Technology Officer (GITO), the Department plans to improve the ICT Network
Infrastructure to respond to the changing technology. The Department will also review and align ICT policies and provide Quarterly
progress reports on the policies reviewed and approved.
The department will continuously convene its ICT Steering Committee Meetings. The meetings aim to present a progress report
on the department’s Information and Communication Technology (ICT) services. The Department has received findings on IT that
continuously work to resolve to improve ICT support for the Department. The following are some current and ongoing projects that
will continue to be implemented in the 2023/24 financial year. Quarterly reports will be provided on the progress of the projects.
DBE Network Infrastructure upgrade: SITA sent the URS back to DBE, and the department is in its approval process. The SCM
processes once concluded, will issue a Government order.
Procurement of IT Cybersecurity Services: The Department is busy with the bid process. The Chairperson and SCM processes will
finalise the process, and 2023/24 will see implementation.
Adjusted
Programme Audited Outcomes R’000 appropriation Medium-Term expenditure estimate R’000
2019/20 R’000
2 Curriculum Policy, 2 406 097 3 164 463 3 335 038 3 271 006 3 526 130 4 075 850 4 637 667
Support and
Monitoring
3 Teachers, Education 1 367 945 1 395 395 1 433 122 1 504 132 1 507 517 1 567 110 1 635 895
Human Resources
and Institutional
Development
4 Planning, Information 12 586 411 11 375 084 14 696 404 15 532 764 16 615 877 16 710 586 17 430 200
and Assessment
5 Educational 7 506 940 7 902 118 8 418 602 8 821 107 9 594 360 10 108 018 10 637 472
Enrichment Services
Total 24 376 781 24 323 183 28 414 935 29 693 160 31 782 713 33 026 402 34 928 673
Over the medium-term, the department will focus on improving school infrastructure; providing support to enhance matric
completion rates; providing high quality support materials for learners and teachers; facilitating the increase in the supply of quality
teachers while preparing serving teachers to teach new subjects that will prepare learners for a changing world; improving services
provided through the early childhood development (ECD) function taken over from the social development sector; and providing
nutritious meals for learners through the national school nutrition programme.
The department’s allocations increase at an average annual rate of 5.6%, from R29.7 billion in 2022/23 to R34.9 billion in 2025/26.
Transfers and subsidies account for 84.9% (R85.1 billion) of the department’s allocation over the MTEF period, increasing at an
average annual rate of 6.4%, from R24.8 billion in 2022/23 to R29.9 billion in 2025/26.
Programme Purpose: To provide strategic leadership, management and support services to the Department.
Sub-Programmes: Ministry; Department Management; Corporate Services; Office of the Chief Financial Officer; Internal Audit and Risk Management; and Legal and Legislative Services.
Table 3: Programme 1: Outcomes, Outputs, Performance Indicators and Targets
Estimated
Outcome Outputs Output Indicators Reporting Cycle Audited /Actual Performance MTEF Period
Performance
55
56
Annual Targets
Estimated
Outcome Outputs Output Indicators Reporting Cycle Audited /Actual Performance MTEF Period
Performance
1.1.1. Percentage of valid invoices paid within 30 days upon receipt by the Department. Quarterly 100% 100% 100% 100% 100%
1.1.4 Number of Schedule 4 and 5 Conditional Grants Quarterly Performance Reports Quarterly 28 7 7 7 7
submitted to National Treasury (NT) 45 days after the end of each quarter.
1.2.1 The Annual Performance Plan is approved by 31 March each financial year Annually 2024/25 APP - - - 2024/25 APP
approved by approved by March
March 2024 2024
1.2.2 Number of Quarterly Performance Reports submitted to National Treasury (NT) and the Quarterly 4 1 1 1 1
DPME 30 days after the end of each quarter
There are 15 capacity-building programmes for the financial year 2023/24 that will target officials who have identified training
programmes for their professional development as well as officials who have identified programmes to assist them in addressing
skills needs and competencies required to deliver the outcomes of the Department. These training needs are identified during
performance assessments where officials are given the opportunity to develop their Personal Development Plans (PDP) supported by
their supervisors. A bursary programme is in place to assist officials in improving their education and obtaining formal qualifications.
The Department also helps officials to obtain qualifications through the Recognition of Prior Learning (RPL) Programme. Human
Resources are central to providing strategic leadership, management and support services to the Department. These programmes
will consider prioritising women, youth and persons with disabilities as part of the transformation process.
The Department also provides legal services to the Minister, Director-General and all Directorates in the Department and coordinates
national and provincial responses to the sector’s legal challenges.
• To research solutions to legal challenges facing the sector and draft legal opinions based on research that will guide the sector on
the legal response to the problem;
• To manage and deal with all litigation against the Department. This involves liaising with key internal stakeholders to obtain
instructions and all the documentation and information that will assist in responding to the litigation, liaising with the State
Attorney’s office, Counsel and other external stakeholders to coordinate and direct the Department’s response to the litigation,
monitor and report on litigation in the sector to HEDCOM and CEM; and
• To draft and vet all agreements in the Department, the key output is to provide a well-crafted and vetted contract that will
safeguard the interest of the Department.
Office of the Chief Financial Officer: The Office of the CFO is responsible for Departmental financial management through the
provision of budgetary planning, provisioning and procurement, expenditure management, and accounting services. In addition,
the Office of the CFO provides overall financial advice to the Department. Over the MTEF, the Department aims to maintain 100%
payment of valid invoices within 30 days of receipt. Maintaining an Unqualified Audit opinion obtained in 2021/22 with no matters
of emphasis raised by Auditor-General South Africa (AGSA).
Office Accommodation: The Public-Private Partnership (PPP) agreement for the provision of a fully serviced head office for the
Department is in year 13 of a 25-year agreement with the Private Party, Sethekgo. The PPP agreement effectively prescribes
delivery timeframes and the required service specifications. The Private Party and all its contractors comply with the Black
Economic Empowerment (BEE) requirements and all required project insurance is in place. The monthly unitary payments made
to the Private Party are correctly classified and calculated, as stipulated by the PPP agreement. All performance and service failures
are considered in calculating possible performance and availability penalties.
Departmental Management: Expenditure within the Office of the Director-General (ODG) as a support structure will be used to
facilitate the achievement of several outputs in the Department. These include the management and oversight of the Employment
Stimulus Programme which contributes to the employment of Education Assistants and General School Assistants and will therefore
aid in decreasing and dealing with the scourge of high unemployment in the country. Moreover, the office will oversee and monitor
infrastructure and ASIDI projects in identified provinces to assist in expediting the completion of infrastructure and sanitation
projects in schools, which is one of the priorities for the sector. The budget will also be used to arrange DG’s Provincial Engagements
to support Provincial Education Departments (PEDs) in providing quality basic education. It is done through a detailed analysis of
provincial performance in each province.
Expenditure also will also be used to implement key activities outlined in the Early Childhood Development (ECD) Communication
strategy, which was necessitated by the migration from the Department of Social Development (DSD) to the DBE and will therefore
ensure that key stakeholders are kept up-to-date with developments in this area by ensuring that key messages are delivered as the
DBE has since taken over and is now the lead Department for ECD.
The operational budget will also be used to facilitate key cooperation agreements and partnerships supporting key educational
programmes. These include cooperation implementation/work plans with Angola, Kenya, British Council, the World Bank, and the
Flemish Association for Development Cooperation and Technical Assistance (VVOB), as well as six (6) partnerships agreements with
the Tiger Brands Foundation; Emeritus Training Academy (Pty) Ltd; Centre for Communication Impact and Huawei Technologies
Africa (Pty) Ltd; Dr CL Smith Foundation; Woolworth; Digicentral (Pty) Ltd; and Funda Wande. Programmes enabled by these
partnerships/cooperation agreements will continue being actively implemented.
The work of the Office of the Director-General is central to and assumes responsibility for the coordination and management of all
deliverables of the seven (7) Branches within the Department of Basic Education (DBE). It applies a systems approach to its work
which sees the entire Department as being composed of related and dependent elements which, in interaction, form a cohesive
whole that delivers on the overall mandate of the DBE, that is, quality basic education.
Headed by a Chief Directorate, the ODG has four (4) Directorates that focus on Business and Parliamentary processes, Internal
and External Stakeholder relations, Secretariat and Coordination Support, and Technical and Intergovernmental Relations. The
PFMA lists an array of responsibilities of the Director-General that thread through leading and managing the Department while
also honouring reporting and accounting responsibilities. The reach of these responsibilities goes beyond the programmes and
stakeholders within the Department; but are inter-departmental, inter-governmental, and education sector-wide and affect the
legislative arm of the state, business and Non-Governmental Organizations (NGOs).
The above responsibilities require apt and appropriate coordination, management and technical support to support leadership,
management and accountability by the Accounting Officer and ensure that the accounting authority fulfils the role of providing
strategic leadership and guidance. The coordination, management and technical support require proper and constant monitoring
and evaluation. Proper monitoring can only be done if the Office of the Director-General (ODG) has the relevant and responsive
business process and guiding and regulatory protocols.
Internal Audit: Internal Audit provides reasonable assurance on internal control, risk management and governance processes that
management has established.
• Risk-based audits will be conducted, value-adding recommendations will be made to improve processes for efficiency and
effectiveness and reports will be discussed with management.
• The audit reports will be issued for completed projects every quarter. Per the approved risk-based audit coverage plan, reports
will be provided on completed audits.
• The DBE will report to the Audit Committee on quarterly meetings on internal audit activities, and the Audit Committee will
monitor management implementation of action plans.
Risk Management:
• The risk management process will be facilitated by working with Branches to ensure that they update their risk register regularly
and effectively manage risks to improve operations.
• Risk management activities are planned and documented in the risk implementation plan.
• The department will quarterly report progress as per the approved plan on the updated risk register, emerging risks, and progress
on the Action Plan to the Risk Committee and Audit Committee.
Forensic Investigation:
• The department will conduct investigations on reported allegations of fraud, corruption, financial mismanagement, irregular,
fruitless and wasteful expenditure.
• A report on completed investigations will be shared with management for action, and risk and audit committee for oversight role
on risks and controls strengthening.
International Relations and Multilateral Affairs: The most common diplomatic endeavour between countries is bilateral. Bilateral
engagements provide direct access to our partner countries in the region, the continent, and the world, thus enabling us to structure
mutually beneficial relations from a developmental perspective. The DBE will continue with bilateral engagements that benefit the
Basic Education Sector.
Resolved misconduct cases reported: All misconduct cases are resolved within 90 days, and a report is to be submitted to DPSA per
quarter on 15th of the month after every quarter. Four (4) reports will be submitted annually.
Conditional Grants Quarterly Reports submitted: To develop and submit Schedule 4 and 5 Conditional Grants Quarterly Performance
Reports to the National Treasury (NT) 45 days after the end of each quarter. However, kindly note that for the MTEF period starting
the following year, 2023/24, the number of Conditional Grants will be reduced from 7 to 6. This will be because the SIBG (ASIDI) will
be incorporated into EIG from there onwards.
Quarterly performance information submitted: The timeous submission of the Quarterly Performance Reports to the oversight
structures , such as the National Treasury and the Department of Planning, Monitoring and Evaluation (DPME) via the electronic
Quarterly Performance Reporting System (eQPRS ), ensures that the Department can continuously report on the progress the
Department is making on delivering the intended outputs , outcomes and impacts . Over the MTEF, the Department will submit
four (4) Quarterly Performance Reports 30 days after the end of each quarter.
Programme Resource Considerations
Table 5: Programme 1: Resource Considerations
Adjusted
Medium-Term expenditure
Audited Outcomes R’000 appropriation
Sub-Programme estimate R’000
R’000
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 2025/26
Ministry 43 786 28 794 37 485 35 880 35 763 35 895 37 818
Departmental Management 99 120 84 397 96 932 96 150 96 205 97 624 101 998
Office of the Chief Financial Officer 78 300 85 781 83 369 92 304 87 122 93 794 96 702
Internal Audit and Risk Management 6 253 6 932 8 739 11 731 9 882 11 373 10 117
Office Accommodation 203 695 214 058 229 998 231 493 233 024 243 488 254 396
Total 509 388 486 123 531 769 564 151 538 829 564 838 587 439
Economic Classification
Current payments 491 193 459 421 505 698 543 178 519 599 538 790 554 659
Compensation of employees 190 611 185 528 200 315 208 685 200 796 211 753 218 185
Goods and services 257 025 231 476 264 235 295 940 282 619 291 167 301 412
Audit costs: External 15 644 12 787 17 677 22 186 24 909 27 079 28 165
Property payments 148 738 158 085 165 217 175 162 179 487 182 748 187 949
Travel and subsistence 28 029 6 932 19 327 27 322 24 894 26 076 27 061
Transfers and subsidies 3 273 1 320 1 679 572 474 495 517
Departmental agencies and accounts 429 453 459 472 474 495 517
Buildings and other fixed structures 9 980 11 120 12 389 13 099 15 380 17 137 19 094
Machinery and equipment 4 463 3 597 11 715 6 920 2 978 8 000 12 734
Software and other intangible assets 436 10 410 142 382 398 416 435
Total 509 388 486 123 531 769 564 151 538 829 564 838 587 439
Over the medium-term, the Administration programme is expected to spend R538 million as a portion of the total vote allocation.
The Department through the office of the CFO will have received a relatively decrease allocation for the 2023/24 financial year
comparative to the previous year. However, the importance of ensuring payment of supplier invoices within the stipulated timeframes
remains key to the Department. The resources within the programme will be intensified to ensure compliance with the Treasury
Regulation 8.2.3 and compliance with the requirement to pay supplier’s invoices within the prescribed period in terms of the Public
Finance Management Act (PFMA), 1999. This will contribute to developing Small, Medium and Micro Enterprises, thus benefiting
the economic growth of the country. The Department will continue to utilise the training budget allocated for the capacity-building
programmes. The budget emanates from the Skills development Act levy. The filling of critical posts will be impacted by the lower
budget allocation due to the shrinking allocations on the Compensation of Employees budget and economic circumstances. The
Department will forge to deliver on its service delivery mandate over the MTEF.
Sub-programmes: Programme Management: Curriculum Implementation and Monitoring; Curriculum and Quality Enhancement
Programme Objectives:
• Increase the number of learners who complete grade 12 by providing the Second Chance Matric programme for learners who
failed to meet the National Senior Certificate and the Senior Certificate (amended) requirements annually.
• Improve the learning and teaching of critical foundational skills by developing, printing and distributing two (2) volumes of
workbooks for Grade R, Grades 1 to 6 Literacy/Languages, Grades 1 to 3 Life Skills (quintile 1 to quintile 3), Grades 1 to 9 Numeracy/
Mathematics, and Grades 1 to 6 English First Additional Language to all learners in public schools annually.
• Improve learners’ reading proficiency in the Foundation Phase in all underperforming rural and township schools by using the
early grade reading assessment toolkit to assess learners’ reading levels by 2023/24. This includes phonic knowledge, word
recognition, and fluency and comprehension skills in the early grades.
• Fast track the rollout and implementation of ICT in schools by providing teacher training, ICT devices, digital content, software,
connectivity, IT support to schools, and online learner and teacher support materials annually.
• Increase learner participation and success rates in Mathematics, Science and Technology by providing ICT equipment, machinery,
subject specific resources and teacher development to schools each year over the medium-term by:
ͳ providing 485 schools, including those in the coding and robotics pilot project, with subject specific computer hardware and
related software in accordance with the minimum specifications prescribed by the curriculum assessment policy statement;
ͳ repairing, maintaining or replacing workshop equipment and machinery for technology subjects at 232 technical schools;
ͳ providing 232 schools with funds for the maintenance of equipment and machinery;
ͳ providing 1 256 schools with laboratory equipment, apparatus and consumables, including manipulatives for Mathematics;
ͳ supporting 50 000 learners in co‐curricular services related to Mathematics, science and technology;
ͳ supporting 1 500 teachers and subject advisers in curriculum assessment policy statement training; and
ͳ supporting 1 000 teachers in structured teacher development programmes specific to Mathematics, science and technology
Annual Targets
61
62
Annual Targets
63
64
Annual Targets
Availability 2.2.6 An Annual Annually - Approved Annual Draft Annual Approved Approved Approved Annual Approved
of readers Sector Report Sector Report Sector Report Annual Sector Annual Sector Sector Report Annual Sector
monitored is produced on on the number produced on the Report on the Report on the on the number Report on the
the number of of public schools number of public number of number of of public schools number of
public schools monitored on schools monitored public schools public schools monitored on public schools
monitored on the availability of on the availability monitored on monitored on the availability of monitored on
the availability of readers of readers the availability the availability of readers the availability
readers of readers readers of readers
65
66
Annual Targets
Workbooks 2.3.2 Percentage Annually 100% 100% V1: 100.01% 100% 100% 100% 100%
provided to of public schools (17 236/ 17 077/17 077 (17 363/17 362)
schools provided with 17 236) V2: 99.99%
Home Language (17 007/17 008)
workbooks
for learners in
Grades 1 to 6 per
year, after having
placed an order
2.3.3 Percentage Annually 100% 100% V1: 100% 100% 100% 100% 100%
of public schools (23 177/ 22 955/22 955 (22 891/22 891)
provided with 23 177) V2: 100%
Mathematics (22 825/22 825)
workbooks
for learners in
Grades 1 to 9 per
year, after having
placed an order
2.3.4 Percentage Annually 100% 100% 100% 100% 100% 100% 100%
of public schools (16 317/ 16 125/16 125 (16 010/16 010)
provided with 16 317)
workbooks
for learners in
Grades R per
year, after having
placed an order
67
68
Annual Targets
Public special 2.4.3 An Annual Annually - Approved Draft Annual Approved Approved Approved Annual Approved
schools serving Sector Report Annual Sector Sector Report Annual Sector Annual Sector Sector Report on Annual Sector
as resource is produced on Report on the produced on Report on the Report on the the percentage Report on the
centres the percentage percentage of the percentage percentage of percentage of of public special percentage of
monitored of public special public special of public special public special public special schools serving as public special
schools serving schools serving schools serving as schools serving schools serving resource centres schools serving
as resource as resource resource centres as resource as resource as resource
centres centres centres centres centres
Focus schools 2.4.4 An Annual Annually - Approved Draft Annual Approved Approved Approved Annual Approved
established Sector Report is Annual Sector Sector Report is Annual Sector Annual Sector Sector Report on Annual Sector
produced on the Report on the produced on the Report on the Report on the the establishment Report on the
establishment establishment establishment of establishment establishment of Focus Schools establishment
of focus schools of Focus focus schools per of Focus Schools of Focus Schools per Provincial of Focus Schools
per Provincial Schools per PED per Provincial per Provincial Education per Provincial
Education Provincial Education Education Department Education
Department Education Department Department Department
Department
Output Reporting
Annual Target Q1 Q2 Q3 Q4
Indicators Cycle
2.1.4 An Annual Sector Report is Annually Approved Annual Sector - - - Approved Annual Sector
produced on monitoring of the Report on monitoring of the Report on monitoring of the
implementation of the Policy implementation of the Policy implementation of the Policy
on Screening, Identification, on Screening, Identification, on Screening, Identification,
Assessment and Support (SIAS) as a Assessment and Support Assessment and Support
mechanism for early identification (SIAS) as a mechanism for (SIAS) as a mechanism for
and intervention early identification and early identification and
intervention intervention
2.1.5 An Annual National Report Annually Approved Annual National - - - Approved Annual National
is produced on piloting the new Report on piloting of the Report on piloting of the
funding model for Early Childhood new funding model for Early new funding model for Early
Development Childhood Development Childhood Development
2.1.6 An Annual Sector Report Annually Approved Annual Sector - - - Approved Annual Sector
is produced on monitoring the Report on monitoring Report on monitoring
registration of Early Childhood the registration of Early the registration of Early
Development Programmes Childhood Development Childhood Development
Programmes Programmes
2.1.7 An Annual National Report is Annually Approved Annual National - - - Approved Annual National
produced on developing an Early Report on the approved Report on the approved
Childhood Development (ECD) service delivery and HR service delivery and HR
Human Resource Development model. model.
(HRD) Plan
2.1.11 An Annual National Report is Annually Approved Annual National - - - Approved Annual National
produced on piloting of the General Report on piloting of the Report on piloting of the
Education Certificate (GEC) General Education Certificate General Education Certificate
(GEC) (GEC)
2.1.12 An Annual Sector Report is Annually Approved Annual Sector - - - Approved Annual Sector
produced on schools that pilot and Report on schools that Report on schools that
implement the Vocational Stream pilot and implement the pilot and implement the
and Occupational Stream, Vocational Stream and Vocational Stream and
respectively Occupational Stream, Occupational Stream,
respectively respectively
2.1.13 Number of schools Annually 18 schools (2 per piloting - - - 18 schools (2 per piloting
monitored for province) province)
piloting the coding and robotics
curriculum
2.3.5 An Annual Sector Report is Annually Approved Annual Sector - - - Approved Annual Sector
produced on the percentage of Report on the percentage Report on the percentage
learners provided with Mathematics of learners provided with of learners provided with
and English First Additional Mathematics and English Mathematics and English
Language (EFAL) textbooks in First Additional Language First Additional Language
Grades 3, 6, 9 and 12 (EFAL) textbooks in Grades 3, (EFAL) textbooks in Grades 3,
6, 9 and 12 6, 9 and 12
2.3.8 An Annual Sector Report is Annually Approved Annual Sector - - - Approved Annual Sector
produced on the monitoring of Report on the monitoring of Report on the monitoring of
procurement and distribution of procurement and distribution procurement and distribution
Information and Communication of Information and of Information and
Technology (ICT) devices Communication Technology Communication Technology
(ICT) devices (ICT) devices
2.4.1 An Annual Sector Report Annually Approved Annual Sector - - - Approved Annual Sector
is produced on the number of Report on the number of Report on the number of
teachers trained on inclusion teachers trained on inclusion teachers trained on inclusion
2.4.2 An Annual Sector Report Annually Approved Sector Report on - - - Approved Sector Report on
is produced on the number of the number of learners in the number of learners in
learners in public special schools public special schools public special schools
2.4.3 An Annual Sector Report is Annually Approved Annual Sector - - - Approved Annual Sector
produced on the percentage of Report on the percentage of Report on the percentage of
public special schools serving as public special schools serving public special schools serving
resource centres as resource centres as resource centres
2.4.4 An Annual Sector Report is Annually Approved Annual Sector - - - Approved Annual Sector
produced on the establishment Report on the establishment Report on the establishment
of focus schools per Provincial of focus schools per of focus schools per
Education Department Provincial Education Provincial Education
Department Department
Foundations for Learning: The DBE is responsible for managing and administering programmes for Early Childhood Care, Early
Childhood Learning and Reading with a focus on early grades. These programmes aim to ensure that all children have access to safe
and stimulating learning environments characterised by quality programmes to support the development of foundational literacy
and numeracy skills.
Early Childhood Development fully migrated: The ECD function has become the responsibility of the DBE from the beginning of
the 2022/23 financial year and this sub-sector will therefore become a top priority for the next five (5) years. It is important to note
that expanded access to ECD opportunities has been an area of redress where much was achieved in the last decade. Participation
in Early Childhood Development programmes has increased significantly over the past decade, with the proportion of 4-year-olds
participating in educational institutions increasing from 63% to 73.5% between 2009 and 2019. Similar increases have also been
seen for 5-year-olds. Nevertheless, there have been concerns about the quality of both Grade R and pre-schooling. The South
African Early Years Index, conducted in the second half of 2021, will shed further light on the quality of pre-schooling and the factors
associated with improving the quality of pre-schooling. The first priority for the 2022/23 financial year was to ensure the smooth
transition of the function without any interruptions to service delivery. The major outputs for the 2023/24 financial year will focus
on improving and strengthening service delivery and support to the ECD sector. This includes the development and piloting of a
new ECD funding model where a national report will be produced on integrating ECD data into the EMIS system, implementing
an online registration system for ECD registration, the development of a Quality Assurance and Support System, reviewing the
legislation governing ECD, and understanding the workforce implications of the DBE’s service delivery model. These outputs will be
delivered during the MTEF period. Early Childhood Learning: The DBE will be responsible for managing the development, evaluation
and maintenance of policy, programmes and systems for ECD to enhance early learning. The activities will entail the development
of policies concerning early learning programmes, qualifications and assessment for ECD; rendering support to qualifications and
quality assurance authorities concerning ECD and monitoring the implementation of the policies pertaining to ECD.
Early Childhood Care: The DBE is also required to develop, evaluate and maintain an accreditation system for providers and trainers;
to manage access to quality ECD programmes for children from the ages of 0–4 years; to monitor the implementation of policies;
and liaise with state departments and NGOs working in the ECD area. The DBE will manage the ECD subsidy component of the
Annual Performance Plan 2023/24 71
ECD Conditional Grant and the registration of ECD programmes. The ECD Conditional Grant, through its infrastructure and subsidy
components, will contribute to the outcomes of the programme by undertaking a specific purpose that includes increasing the
number of poor children accessing subsidised ECD services through the centre and non-centre-based programmes to support ECD
providers delivering an ECD programme to meet basic health and safety requirements for registration and to pilot the construction
of new low-cost ECD centres.
Availability of readers monitored: During the 2023/24 financial year, the Department will continue to provide oversight to PEDs
concerning monitoring of public schools on the availability of readers. This forms part of a comprehensive strategy to ensure that
children can read for meaning by age ten (10). This will be achieved by improving the learning and teaching of critical foundational
skills by developing, printing and distributing two (2) volumes of each: Grade 1 to Grade 6 Literacy/Languages; Grade 1 to Grade 3
Life Skills (quintile 1 to quintile 3); Grade 1 to Grade 9 Numeracy/Mathematics; Grade 1 to Grade 6 English First Additional Language;
and Grade R workbooks to all learners in public schools annually. In the upcoming financial year, it remains imperative to improve
learners’ reading proficiency levels in the Foundation Phase in all underperforming rural and township schools by using the Early
Grade Reading Assessment toolkit to assess learners’ reading levels. This includes learners’ phonic knowledge, word recognition,
fluency and comprehension skills in the early grades. The Department will embark on the coordination, implementation and scale-
up of sustainable early-grade reading innovations and to ensure that the promotion of reading and the establishment of a reading
culture take the central stage through managing and coordinating collaboration with all stakeholders in the reading ecosystem.
Workbooks provided to schools: From 2023/24 to 2025/26, the Department plans to print and distribute Grades R to 9 workbooks
to public schools. The list of workbooks to be provided is as follows: Grade R workbooks (11 official Languages term 1-4); Grades
1 to 3 Mathematics (11 Languages Volume 1-2); Grades 1 to 3 Life Skills (11 Official Languages Volume 1-2); Grades 1 to 6 Home
Languages (11 Languages Volume 1-2); Grades 4 to 9 Mathematics (English and Afrikaans Volume 1-2); and Grades 1 to 6 English
First Additional Language (Volume 1-2). The need for workbooks has increased due to the COVID-19 pandemic as learners were
doing self-study at home. Workbooks became relevant as they contain practical tasks that require learner completion after studying
a topic. It has been noticed that schools that initially did not place orders for workbooks started to show interest and subsequently
placed orders for the 2021 and 2022 academic years.
Learner textbooks on Mathematics and EFAL provided: Advancement over the MTEF will focus on ensuring that learners in public
ordinary schools are supplied with Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12.
The DBE will monitor Technical Schools implementing the Curriculum and Assessment Policy Statements (CAPS); schools piloting
the Coding and Robotics curriculum; schools per province utilising Information and Communication Technology (ICT) resources;
and the number of special schools with access to electronic devices. Furthermore, the Department will ensure that Learners with
Special Educational Needs (LSEN) schools are provided with ICT devices and assistive technologies as part of the Universal Service
Access Obligations (USAO) initiative. A number of special schools will be provided with electronic devices, and the Department
will monitor the procurement and distribution of ICT devices. The focus will also be on producing an annual sector report on
establishing focus schools per PED. These endeavours are to 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, and the support
and monitoring of learning outcomes to improve 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
e-Education: The use of modern Information and Communication Technologies (ICTs) in the delivery of schooling through
e-Education is an important area of innovation to be focused on in the next five (5) years. A 2018 study facilitated by the NECT,
which brought together the insights of several foreign and local experts and around 1 200 districts and school personnel, led to
seven (7) ‘high priority recommendations, namely: 1. Enhance the links across education goals, metrics and data down to the
school level, and tailor them to the provincial context; 2. Create mechanisms for accountability for data accuracy; 3. Accelerate the
rollout of Operation Phakisa of ICT infrastructure and improve data affordability; 4. Create dedicated roles with strong specialist ICT
and data analysis capabilities; 5. Define and implement a public-private collaboration framework; 6. Build a robust ICT landscape
of data systems and EdTech tools; and 7. Define data and system interoperability standards. The study found that growth in the
use by schools of SA-SAMS and better organised provincial and national warehousing of SA-SAMS data have had tangible benefits
in the forms of less duplication in the submission of data and the introduction of online tools through which schools and districts
can visualise important statistics. Crucially, the study found that managers, for instance, in districts, are becoming increasingly
aware of how data can contribute towards better planning and management. Progress was mainly achieved through modalities
of development involving public-private partnerships. The Data-Driven Districts (DDD) initiative, involving the Provincial Education
Departments, the Dell Foundation and other stakeholders, have provided valuable lessons not just on how to harness technology
but also on how partners can work together to advance e-Education.
Children/ Learners with Profound Intellectual Disability supported: Over the MTEF, the DBE is targeting: 2023/24: 4 127 learners;
2024/25: 4 327 learners; and 2025/26: 4 477 to access the learning programme for learners with profound intellectual disability.
Policy on Screening, Identification, Assessment and Support (SIAS) implemented: Over the MTEF, the DBE will generate Approved
Annual Sector Reports on monitoring the implementation of the Policy on Screening, Identification, Assessment and Support (SIAS)
as a mechanism for early identification and intervention.
Implementation of National Curriculum Statement Monitored: 15 districts will be monitored for each of the MTEF years on the
implementation of the National Curriculum Statement (NCS) for Grades 10-12.
Increased Bachelor Level Passes: All nine (9) provinces will be monitored for each MTEF year for extra-support classes to increase
the number of learners achieving Bachelor-level passes.
Entrepreneurship education implemented in schools: During 2023/24, 225 schools will be monitored for implementing compulsory
entrepreneurship education. This increases to 270 schools for 2024/25 and 2025/26.
Implementation of General Education Certificate monitored: The GEC is the General Education and Training (GET) programme
that is intended to formally recognise the achievements of learners at the end of the compulsory phase of schooling (GET) and to
provide guidance to learners accessing Further Education and Training (FET) learning pathways. The national report is produced by
the Department based on information collated from individual PED reports and data that has been uploaded from schools onto the
GEC platforms. The assessment model comprises a school-based and examination component that assesses earners’ subject skills,
general capabilities, inclinations and talents. Collectively, they form competencies that will be recognised through a GEC report
card. The Department is currently piloting the assessment component of the GEC in preparation for full-scale implementation in
2025. In 2022, 2023, and 2024, the Department will incrementally involve more schools in the programme and generate pilot study
reports on the implementation of the GEC.
Technical Occupational Stream piloted: Over the MTEF, the DBE will generate Approved Annual Sector Reports on schools
implementing the Occupational Stream.
Implementation of reading norms, Incremental Introduction to African Languages, and Early Grade Reading Assessment monitored:
18 schools will be monitored in each financial year for the implementation of reading norms, Incremental Introduction to African
Languages (IIAL) and the Early Grade Reading Assessment.
Implementation of multi-grade toolkit monitored: 36 schools with multi-grade classes will be monitored in each financial year for
the implementation of the multi-grade toolkit.
Implementation of National Reading Plan monitored: Annual Sector Reports will be generated on the implementation of the
National Reading Plan over the MTEF period.
Lesson plans developed: During 2023/24, 10 schools will be monitored for Home Languages in which Literacy Grades 1-3. Lesson
Plans have been developed for terms 1 to 4. This increases to 18 schools for the outer years, 2024/25 and 2025/26.
Capacitated teachers in inclusion: Annual Sector Reports will be generated on the number of teachers trained on inclusion over
the MTEF period.
Learners admitted in public special schools: The DBE will compile Annual Sector Reports on the number of learners in public special
schools for each MTEF year.
Public special schools serving as resource centres monitored: Annual Sector Reports will be produced on the establishment of
focus schools per the Provincial Education Department.
Adjusted
Medium-Term expenditure estimate
Audited Outcomes R’000 appropriation
Sub-Programme R’000
R’000
Economic classification
Current Payments 1 278 676 1 188 115 1 440 304 1 392 091 1 584 358 1 460 237 1 532 897
Compensation of employees 89 422 80 257 79 543 100 559 85 746 89 816 99 707
Goods and services 1 189 254 1 107 858 1 360 761 1 291 532 1 498 612 1 370 421 1 433 190
Agency and support/outsourced 26 234 37 034 42 390 22 889 225 942 38 354 41 773
services
Inventory: Learner and teacher 1 044 366 1 024 821 1 262 721 1 188 502 1 202 842 1 256 724 1 312 962
support material
Consumables: stationery, printing and 21 203 1 365 748 13 905 8 455 10 223 10 587
office supplies
Travel and subsistence 40 180 12 401 25 872 30 977 21 786 23 968 24 424
Transfers and subsidies 1 126 459 1 974 927 1 893 632 1 877 839 1 940 250 2 614 385 3 103 212
Provinces and Municipalities 1 121 855 1 970 022 1 889 555 1 872 996 1 935 990 2 609 934 3 098 561
Payments for capital assets 957 1 208 1 089 1 017 1 522 1 228 1 558
Machinery and equipment 957 1 208 1 089 1 017 1 522 1 228 1 558
Software - - - - - - -
Total 2 406 097 3 164 463 3 335 038 3 271 006 3 526 130 4 075 850 4 637 667
Learners with Profound 212 325 225 761 242 760 255 521 260 424 272 120 284 311
Intellectual Disability Grant
Mathematics, Science and 391 302 332 862 412 134 424 793 433 079 452 528 472 801
Technology Grant
Early Childhood 518 228 1 411 399 1 234 661 1 192 682 1 242 487 1 885 286 2 341 449
Development
South African Congress 739 780 805 826 829 866 905
for Early Childhood
Development
Ntataise 1 162 1 225 1 265 1 083 1 083 1 132 1 183
Current
Foreign Government and 173 - 152 204 205 214 224
International Organisations
Households 817 1 092 540 600 - - -
The sub-programme: Curriculum Implementation and Monitoring supports and monitors the implementation of the national
strategy for learner attainment to monitor the quality of teaching and improve the quality of Mathematics, Science, Technology and
Languages in all public schools from Grades R to 12.
The sub-programme: Curriculum and Quality Enhancement Programmes, supports programmes that enhance curriculum
outcomes in the basic education system and increase participation and success in Mathematics, Science and Technology through
structured programmes.
The Second Chance Matric programme supports matrics who do not meet the pass requirements of the national senior certificate
examinations or senior certificate (amended) to reduce the learner dropout rate,. Over the MTEF period, the programme aims to
increase the number of learners obtaining subject passes from 50 000 to 100 000, partly driven by its expansion to include learners
with barriers to learning, starting with visually and hearing-impaired learners in 2023. The programme is allocated R182.1 million
over the medium-term in the Curriculum Policy, Support and Monitoring programme.
In recognition that access to workbooks is essential for quality learning and teaching, the department plans to print and distribute
an estimated 60 million workbooks over the MTEF period for grades R to 9 in languages, Mathematics and life skills to all public
schools that request them. An estimated R3.8 billion is allocated over the period ahead for this in the Curriculum and Quality
Enhancement subprogramme in the Curriculum Policy, Support and Monitoring programme.
The department took over the ECD function, including the early childhood development grant, from the Department of Social
Development in 2022/23. Over the MTEF period, the grant will provide subsidies for children accessing ECD services, provide
infrastructure support to ECD providers, and pilot low‐cost ECD centres. The grant is allocated R5.5 billion over the next three (3)
years, including an additional R1.6 billion to increase the number of children receiving the ECD subsidy, provide pre-registration
support packages, and launch a pilot programme for nutrition support and a results-based delivery model. A further R228 million
over the medium-term is explicitly allocated to provide ECD resource packages in 2023/24 and to improve the department’s capacity
to support and provide oversight of ECD.
Annual Performance Plan 2023/24 75
5.3 Programme 3: Teachers, Education Human Resources and Institutional Development
Programme Purpose: Promote quality teaching and institutional performance through the effective supply, development and
utilisation of human resources.
Sub-Programmes: Programme Management: Teacher Education Human Resources Management; Education Human Resources
Programme Objectives:
• Ensure an adequate supply of qualified teachers by securing 4 500 posts for Funza Lushaka bursary holders by June of the year
after qualifying each year over the medium-term.
• Improve the quality of teaching and learning by ensuring an adequate supply of young and qualified teachers through awarding
36 400 Funza Lushaka bursaries to prospective teachers over the medium-term.
• Improve the quality of teaching and learning by monitoring and supporting the implementation of the policy on educator post-
provisioning in all provincial education departments annually.
• Strengthen accountability by monitoring and supporting the implementation of educator performance management systems and
school evaluations annually.Programme 3: Outcomes, Outputs, Performance Indicators and Targets
Reporting Estimate
Outcome Outputs Output Indicators Audited /Actual Performance MTEF Period
Cycle Performance
77
78
Annual Targets
Reporting Estimate
Outcome Outputs Output Indicators Audited /Actual Performance MTEF Period
Cycle Performance
Reporting Estimate
Outcome Outputs Output Indicators Audited /Actual Performance MTEF Period
Cycle Performance
79
Programme 3: Indicators, Annual and Quarterly Targets
3.1.1 Percentage of School Annually 90% of 1 000 sampled - - - 90% of a 1 000 sampled
Governing Bodies (SGBs) that meet schools schools
the minimum criteria in terms of
effectiveness
3.1.2 Percentage of schools Annually 100% of 1 000 sampled - - - 100% of 1 000 sampled
producing the minimum set of schools schools
management documents at a
required standard.
3.1.3 Number of Funza Lushaka Annually 12 000 - - - 12 000
bursaries awarded to students
enrolled for Initial Teacher
Education per year
3.1.4 Number of quarterly Quarterly 4 1 1 1 1
monitoring reports tracking the
percentage of Funza Lushaka
graduates placed within six (6)
months upon confirmation that the
bursar has completed studies
3.1.5 An Annual National Report Annually Approved Annual National - - - Approved Annual National
is produced on the number of Report on the number of Report on the number of
qualified teachers aged 30 and qualified teachers aged 30 qualified teachers aged 30
below entering the public service as and below entering the and below entering the public
teachers public service as teachers service as teachers
3.2.1 An Annual Sector Report Annually Approved Annual Sector - - - Approved Annual Sector
is produced on monitoring the Report on monitoring the Report on monitoring the
functionality of Provincial Teacher functionality of Provincial functionality of Provincial
Development Institutes and District Teacher Development Teacher Development
Teacher Development Centres Institutes and District Institutes and District Teacher
Teacher Development Development Centres
Centres
3.2.2 An Annual Sector Report Annually Approved Annual Sector - - - Approved Annual Sector
is produced on monitoring the Report on monitoring Report on monitoring the
implementation of Teacher the implementation of implementation of Teacher
Development Programmes by PEDs Teacher Development Development Programmes
with special focus on Language, Programmes by PEDs by PEDs with special focus
Mathematics, Physical Science and with special focus on on Language, Mathematics,
Accounting Language, Mathematics, Physical Science and
Physical Science and Accounting
Accounting
Typically, there are more women than men working as educators. 70% of all educators were female throughout the past five
(5) years. The distribution by province varied between 67% and 74%. While improving, there still needs to be more focus on
the representation of women in leadership roles in educational institutions. For example, in 2022, the proportion of women in
principalship positions was 39%, ranging from 33% to 43% across the provinces. This number increased to 49% for deputy principals
and 65% for departmental heads.
According to Personnel and Salary System (PERSAL) data, there were between 1 600 and 1 980 educators with disabilities in the
previous five years or roughly 0.5% of all educators.
Education Management and Governance Development: The Department will ensure that the basic annual management processes
occur across all schools in the country in a way that contributes towards a functional school environment. The verification of the
availability of management documents in schools informs intervention programmes by the Department on improving management
processes in schools by producing the minimum set of management documents at a required standard. This ensures that there is
strategic use and monitoring of provinces to advance national priorities, as well as any additional interventions in all or specific
provinces to advance the attainment of the sector-wide goal. The survey of the functionality of School Governing Bodies (SGB)
identifies areas of improvement for the development of capacity-building programmes for SGBs so that they can support and
contribute to functional schools to achieve educational goals. Based on a sample of 1 000 schools, it is estimated that 90% of SGBs
will meet the minimum criteria in terms of effectiveness and that 100% of these 1 000 sampled schools will produce the minimum
set of management documents at a required standard
The sub-programme: Education Human Resources Management plans, monitors and provides for human education resources
and oversees and strengthens educator performance management systems, school evaluations, education labour relations and
conditions of service. On teacher recruitment; placement; deployment; utilisation, the DBE will monitor the rate of placement
of young and qualified educators aged 30 and below. Monitor and support the placement of Funza Lushaka bursary graduates
to ensure that the system absorbs young and qualified educators into posts at schools; monitor the implementation of the post-
provisioning norms focusing on compliance with policy monitor; monitor the filling of vacant substantive educator posts at schools
and the filling of promotional posts at schools.
The sub-programme: Education Human Resources Development oversees and translates the integrated strategic planning
framework for teacher education and development into a wide range of teacher training programmes, collaborative professional
development activities, and agreements with partners and relevant service providers. This subprogramme also coordinates activities
with the National Institute for Curriculum and Professional Development to promote best practices in classroom teaching and
teacher development.
The sub-programme, Curriculum and Professional Development Unit, manages and develops an innovative and effective
teacher development and curriculum implementation system. This entails the creation of teacher development platforms and the
evaluation and impact assessment of testing tools for determining teacher needs in content and pedagogical knowledge. CPTD will
have an approved standardized data collection tool sent to provincial education departments for ease of collecting and analysing
data once the signed data collection tools are approved by the Heads of Provincial Education Departments and submitted to the
DBE. Data is analysed, and a draft report is produced and sent to PEDs for input and contribution. The annual sector report on the
number of Grade R practitioners is submitted to the Director-General for approval.
Teachers will be trained on Skills for a Changing World, including 21st Century Skills with specific reference to computational skills.
In 2022 teachers are being trained in Coding and Robotics as well as Digital Skills, which is aligned to the programme’s objectives.
The DBE, through the Chief Directorate Education Human Resource Development (EHRD), oversees and coordinates activities with
the National Institute for Curriculum and Professional Development (NCIPD) to promote best practices in classroom teaching and
teacher development.
The DBE manages the Funza Lushaka Bursary Programme (FLBP) and oversees the teacher recruitment campaign. The implementation
of the programmes (FLBP) supports Goal 14 of the Action Plan to 2024: Towards the Realisation of Schooling 2030, which requires
the Department to “attract a new group of young, motivated and appropriately trained teachers to the teaching profession every
year”.
The FLBP was established in 2007 to meet the supply and demand needs for high-quality teachers. The Programme has the overall
goal of “providing well-qualified teachers who are able to teach in nationally identified priority areas, and who, upon completion of
their funded studies, will be placed in public school posts to fulfil their contractual obligation by teaching for the same number of
years as they received the bursary”.
The FLBP contributes to the Department’s ability to select aspirant teachers that meet the needs of the Basic Education Sector,
funding the tertiary studies of youth 30 years and below and attracting the appropriate skills for new programmes envisaged for
the Basic Education Sector. It is critical for the Sector to improve the recruitment of appropriate skills to strengthen the delivery
of quality education. In order to remain relevant, the Sector will respond to the demands of local and international landscapes by
prioritising Inclusive Education (IE) and Mathematics, Science and Technology (MST). The Funza Lushaka Bursary Programme is
collaborating with the Department of Higher Education and Training (DHET) in its efforts to prioritise IE in the Foundation Phase,
Intermediate Phase and Senior Phase/ FET.
Over the medium term, the Department aims to award approximately 35 000 Funza Lushaka bursaries to prospective teachers
in priority subject areas such as Inclusive Education, Mathematics, Science and Technology. A total of nearly R4 Billion has been
allocated over the medium term for this goal. A target of 12 000 Funza Lushaka bursaries will be awarded to students enrolled for
Initial Teacher Education study in 2023/24. The budget increase for the Funza Lushaka Bursary Programme will, in part, be offset
by the increase of the university fees and NSFAS administration cost over the Medium-Term Expenditure Framework (MTEF). The
increased cost means there will be a need to shift more funding to HEIs with lower university fees to achieve the student targets
needed by the sector.
The teachers produced by the bursary scheme is instrumental in producing the type of learners needed in the Basic Education
Sector.
The DBE works with DHET and Dean Forums to improve the quality of ITE programmes. Higher Education Institutions (HEIs) submit
teacher education programmes to the DHET for evaluation by the Teacher Education Programmes Evaluation Committee (TEPEC).
Teacher Education programmes are then submitted to the Council on Higher Education (CHE) for accreditation.
Initial Teacher Education study in the Bachelor of Education and the Post- Graduate Certificate in Education programmes, for example,
lead to qualifications that will be recognised and evaluated for employment in education. The entry-level into the profession is the
Relevant Education Qualifications Value (REQV) of 14 at 480 credit points which is the professionally qualified status for all new
teachers.
Through the ITE Directorate, the DBE is finalising the New Teacher Induction Programme (NTIP), which now has an online version,
an adaptation and response to COVID-19 and lockdown.
The National Institute for Curriculum and Professional Development Unit (NICPD) is responsible for coordinating the delivery of
teacher development programs. As part of the coordination, the NICPD monitors and supports platforms where these programs
are delivered. These platforms include Provincial Teacher Development Institutes as well as District Teacher Development Centres.
Recently, the NICPD has added the online Teacher Development Platform where teachers can access teacher development programs
at their own time and leisure. In addition, the NICPD will deliver identified programs in response to specific identified needs or areas
of priority. For the next three financial years, 2023/24, 2024/25 and 2025/26, the Institute will continue to focus on strengthening
these platforms and improving their functionality and efficiency. The focus will also be on supporting teachers in subjects like
Mathematics, Languages (EFAL), Sciences and Accounting where challenges are being experienced, particularly in the GET Phase
where applicable.
In particular:
• The Provincial institutes and Teacher Centres (3.2.1) serve as hubs for teacher capacity-building programmes;
• They are not only local, but they have connectivity to ensure access to a myriad of educations resources;
• The Teacher development programmes (3.2.2) shed light on the foci of support by provinces for different subjects and;
• They ensure provinces indicate how key subjects like Mathematics, Sciences, Accounting and Languages are being supported.
School Governing Bodies monitored: The survey of the functionality of School Governing Bodies (SGB) identifies areas of
improvement for developing capacity-building programmes for SGBs so that they can support and contribute to functional schools
for the achievement of educational goals. Based on a sample of 1 000 schools, it is estimated that 90% of SGBs will meet the minimum
criteria in terms of effectiveness and that 100% of these 1 000 sampled schools will produce the minimum set of management
documents at a required standard
Funza Lushaka bursaries awarded: In 2022, approximately 80% of Funza Lushaka bursary holders were 25 years of age or younger.
98% of all Funza Lushaka bursary holders were 30 years and below. More than 77% of the targeted 11 800 bursaries were awarded
to black African youth. In 2022, the FLBP awarded over 65% of all bursaries available to female students. The numbers of female
students are highest in the Foundation and Intermediate Phases, and only the Senior Phase and FET Band attract a significant
number of male students. The reduction to 11 200 targeted in 2025/26 is due to budget cuts, an increase in university fees and fees
related to the tertiary study (accommodation, etc.). After every five (5) years, the target is decreased.
Funza Lushaka graduates placed: Four quarterly monitoring and support reports on the placement of Funza Lushaka graduates will
be produced. This is part of ensuring that the Department achieves value for money for the funds spent on allocation of bursaries
and that schools access the supply of educators who have scarce skills.
Qualified teachers aged 30 and below appointed: An annual monitoring report will be produced on the absorption of young and
qualified educators in the system. This is to ensure that the sector absorbs young educators into the system to address the challenge
of an ageing workforce resulting in many educators leaving the system through retirement.
Teacher development monitored: An annual sector report of the implementation of teacher development programmes will
incorporate the monitoring visits done to various programmes, schools, institutes and provinces. This is to ensure onsite verification
of implementation and functionality of these programmes or centres.
Post-provisioning processes assessed: As a regulatory system, post-provisioning processes are critical in ensuring the equitable
distribution of educator resources to schools. Compliance with regulation is critical as the norms for post-provisioning also serve as
a transformative intervention to equity and redress in the utilisation of available educator resources.
Qualifications for Grade R practitioners assessed: The Approved Annual Sector Report on the number of Grade R practitioners
with at least NQF level 6 and above is used by the education sector to determine its readiness to supply qualified teachers should
Grade R be made compulsory. It shows the efforts of provincial education department’s efforts to upgrade Grade R practitioner’s
qualifications into appropriate ones according to the minimum requirements for education qualifications.
Performance management monitored: The performance management of educators in the sector is informed by the Quality
Management System (QMS) and by the Education Management Service: Performance Management and Development System (EMS:
PMDS). The QMS is designed to evaluate the performance levels of school-based educators to achieve high school performance
levels. School Management Teams (SMTs) are required to complete and agree on deliverables with their immediate supervisors.
The QMS also provides the basis for decisions on mechanisms to recognise good performance and address underperformance.
Similarly, the EMS: PMDS provides a standardised framework for employee performance of office-based educators. All office-based
educators are required to adhere to their Performance Agreements. The Performance Agreements enable the Department to assign
its employees specific performance objectives and targets. To enhance employee performance and school improvement, the DBE
will monitor and guide all nine PEDs on implementing performance management systems and school evaluations.
The Funza Lushaka bursary programme collaborates with the Department of Higher Education and Training in its efforts to address
critical educator shortages in priority subject areas such as Inclusive Education, Mathematics, Coding, Robotics, and Science
and Technology. The bursary programme is allocated R4.2 billion in the Teachers, Education Human Resources and Institutional
Development programme to award a targeted 36 400 bursaries over the period ahead.
Sub-Programmes: Programme Management: National Assessment and Public Examinations; School Infrastructure; National
Education Evaluation and Development Unit; and the Planning and Delivery Oversight Unit.
Programme Objectives:
• Improve the delivery of school infrastructure over the medium-term by providing oversight and support to provinces through
quarterly reporting on schools’ furniture needs and deliveries, the national education infrastructure management system, and
the education infrastructure grant.
• Contribute to enhanced teaching and learning by improving and upgrading infrastructure by March 2024 by:
ͳ building nine (9) schools to replace unsafe structures
ͳ providing water to one (1) school
ͳ providing sanitation to 350 schools.
• Track improvements in the quality of teaching and learning by providing standardised national assessments for grade 3, grade
6 and grade 9 learners and administering credible public examinations for grade 12 learners each year over the medium-term.
• Strengthen the capacity of district offices on an ongoing basis to support schools through quarterly provincial visits that monitor,
evaluate and make recommendations on curriculum oversight, institutional management, the provision of governance support
and human resource management operations.
86
Table 12: Programme 4: Outcomes, Outputs, Performance Indicators and Targets
Annual Targets
Reporting Estimated
Outcome Outputs Output Indicators Audited /Actual Performance MTEF Period
Cycle Performance
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 2025/26
Outcome 1: New schools 4.1.1 Number of Annually 26 32 23 30 9 12 20
Improved system completed new schools built
of policies, and completed
including the through ASIDI
curriculum and
assessment, School sanitation 4.1.2 Number of Annually 103 298 1 026 450 350 400 450
governing the facilities provided schools provided
Basic Education with sanitation
Sector to advance facilities
a quality and School water 4.1.3 Number of Annually 89 101 110 50 1 30 40
inclusive, safe facilities provided schools provided
and healthy basic with water
education system. facilities through
ASIDI
Outcome 2: Test items 4.2.1 Number of Annually 3 461 500 500 500 500 500 500
Improved developed General Education
information and and Training
other systems (GET) test items
which enable developed in
transformation Language and
and an efficient Mathematics for
and accountable Grades 3, 6 and 9
sector.
School and 4.2.2 Number Annually 4 4 4 4 4 4 4
learner of NSC reports
performance on produced
NSC produced
Examination 4.2.3 Number of Annually 292 145 296 320 320 320 320
question papers question papers
set set for June
and November
examinations
Effective school 4.2.4 Percentage Annually 98.2% 98.6% 99.73% 98% 98% 98% 98%
administration of public schools (21 586/21 976) 21 480/21 795 21 486/21 544
monitored using the South
African School
Administration
and Management
System (SA-SAMS)
for reporting
Determination of 4.2.7 An Annual Annually - Approved Approved Approved Approved Approved Approved
school readiness National Report National National Report Annual National Annual National Annual National Annual National
reported is produced Report on on the First Report on Report on the Report on the Report on the
on the Early developing and Early Learning the Second Early Learning Early Learning Early Learning
Learning National operationalising National Early Learning National National National
Assessment to a school Assessment National Assessment Assessment Assessment
determine school readiness Assessment to determine to determine to determine
readiness assessment school readiness school readiness school readiness
system
Outcome 5: Officials in 4.3.1 Number Annually 40 33 60 60 60 60 60
Enhanced strategic districts below of officials from
interventions the national districts that
to assist and benchmark achieved below
develop provincial mentored the national
education systems. benchmark in the
NSC participating
in a mentoring
programme
87
88
Annual Targets
Reporting Estimated
Outcome Outputs Output Indicators Audited /Actual Performance MTEF Period
Cycle Performance
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 2025/26
Support to school 4.3.2 Percentage Biennially 0 57.2% 0% 75% - 75% -
principals rated of school principals 618/1 080
rating the support
services of
districts as being
satisfactory
District Directors 4.3.3 Percentage Annually 100% 100% 100% 97% 100% 100% 100%
capacitated of District (8/8) 2/2 5/5
Directors that
have undergone
competency
assessment
prior to their
appointment
Underperforming 4.3.4 Number of Annually 4% 13.8% 29.78% 1000 1000 1000 1000
Schools underperforming (33/816) 371/2 325 1 440/ 4 835
Supported secondary schools
monitored at least
twice a year by
sector officials
89
Explanation of planned performance over the medium-term period
The sub-programme: Financial Planning, Information and Management Systems develops systems and procedures to support and
maintain integrated education management systems based on learner record information. This is done to monitor and report on
implementing education information policy in the Basic Education Sector. This subprogramme also focuses on cross‐cutting aspects
such as resource planning, financial support, and developing and monitoring national funding norms and standards with provincial
education departments. In addition, this subprogramme monitors supports and evaluates the implementation of conditional grants
and donor grant funding in coordination with line function units while overseeing the implementation of other transversal duties
assigned to the national transferring officer by the annual Division of Revenue Act.
The sub-programme: National Assessments and Public Examinations provides standardised national assessments for grade 3,
grade 6 and grade 9 learners; oversees the implementation of a learning approach assessment in all grades; and administers
credible public examinations in grade 12. It provides reliable data on learner performance to support improving the quality of basic
education.
Number of NSC reports produced: The DBE provides the registration forms of learner’s details from the SITA mainframe system to
PEDs. PEDs print the registration form for parents to verify the learner’s details. Schools update the registration data for learners
on the preliminary schedules. Schools submit preliminary schedules to districts and then to PEDs. PEDs verify, correct and capture
learner registration data on the examination system. The DBE and Umalusi monitor the examination process through the Policy and
Regulations about the conduct, administration and management of the NSC Examinations. The registration data is stored in SITA
mainframe system.
The DBE conducts the state of readiness of the Provincial Education Departments (PEDs) to manage the administration and the
conduct of the June and November examinations. The preparedness of PEDs is conducted in phases. The first phase is a desktop
evaluation using a Self-Evaluation Instrument (SEI), which enables the DBE to gauge the level of readiness of the PEDs and identify
areas that need support and intervention. This is followed by the state of Readiness visits to provinces to confirm and verify
readiness. The DBE also conducts the National Examination Review System visits to all PEDs, including an intensive evaluation of the
District Examination Sections across all the PEDs.
Examination question papers set: The DBE sets and moderates a total of 320 Senior Certificates and National Senior Certificates for
the June and November examinations, covering broad topics in the curriculum. The question papers undergo internal moderation
conducted by DBE-appointed internal moderators. Umalusi moderators conduct external moderation and verification of question
papers. External Moderator’s reports are produced as proof that question papers have gone through the moderation process. The
DBE edits and quality assures question papers and hand-over the question papers to Provincial Education Departments.
The PEDs administer the writing of the examinations, and the examination scripts are marked at the provincial central location
(marking centres). Learner responses on scripts are moderated. Provinces capture marks on the examination system. Umalusi, the
quality assurance body, standardises results.
The DBE develops four (4) NSC reports that contain data on learner performance obtained through the National Senior Certificate
examination. The reports are in the form of learner performance that is analysed at the national, provincial, district and school
level and analysed diagnostically in selected subjects. The NSC reports are published with the approval of the Minister. Reporting
is annual.
Test items developed: The Department annually develops test items per subject in Languages and Mathematics for Grades 3, 6
and 9. The purpose of developing these items is to establish a bank of high-quality test items that teachers can use as a resource to
improve Language and Mathematics performance. The test items are developed by subject experts appointed by the Department
and are quality assured by a Chief Test Developer and Internal Moderator. The Department has released these resources to schools
for the last three (9) years and has also developed a teacher manual on how the test items can be used for diagnostic learning
purposes.
Learning Outcomes assessed: An annual national report on learning outcomes linked to the National Assessment Framework is
developed to establish how South African learners are performing concerning desired learning outcomes and monitor systemic
trends on enabling teaching and learning conditions. The report is generated from a local, regional or international study that
provides the sector with system-wide data on learner competencies, enabling teaching and learning contexts, teacher and school
characteristics, and system support. National Country Trend Reports and Item Diagnostic Reports are published, mediated and
disseminated to the system.
Determination of school readiness reported: The Department conducts an annual Early Learning National Assessment to report
on the proportion of Grade R-1 learners that are school ready in terms of emerging literacy and emerging numeracy based on
national estimates and provincial aggregated scores. The study focuses on developing appropriate test items and measuring learner
Develop, support and maintain education operational and management information system: The Department strengthens the
utilisation of information systems made available to schools for administration and management purposes to promote functional
schools.
The South African School Administration and Management System (SA-SAMS) is an electronic school administration application that
the DBE maintains as a source of unit-level data from schools for reporting. It is policy-driven, and standardises policy implementation
and uniform reporting, to assist schools with their administration, management and quarterly reporting as required by the circuit/
district, Provincial Education Departments and the DBE. The DBE will continue to maintain and release upgraded versions of SA-
SAMS to schools, in line with policy updates, to promote functional schools via an electronic school administration system.
Monitor and report on the usage of information systems: The DBE requires information for planning and allocation of funding for
schools in the equitable share process by the National Treasury, guiding the distribution of resources, addressing parliamentary
and other queries, NCS learner registrations and learner performance as well as on attendance used for reporting and decision-
making. This information will be obtained from schools through the SA-SAMS as the source. The relevant school data is uploaded
to the DBE’s national system, the Learner Unit Record Information and Tracking System (LURITS), for management purposes. The
utilisation of information systems will continue to be monitored and reported during the financial year via the indicators measuring
the percentage of schools using SA-SAMS as reported by the provinces and through the DBE monitoring the implementation of
LURITS and EMIS priorities.
The sub-programme: Planning and Delivery Oversight Unit, monitors the planning and delivery of selected priorities and assists
provinces with this. This subprogramme works with provinces to ensure that provincial initiatives are aligned with national priorities
and provides institutional support for their effective delivery.
Officials in districts below the national benchmark mentored: The Department will continue to support data-driven interventions
for underperforming and struggling districts over the medium-term period. A mentorship programme will be rolled out for district
officials in identified districts. The programme’s purpose is to support district officials in overall professional development and
management. Targeted district officials will be supported on working out a turnaround strategy to improve learner performance in
their respective districts.
Support to school principals rated: The DBE will monitor and support the implementation of the 2022/23 survey findings and the
development of improvement plans by provincial education departments (PEDs) for improved district support to schools.
District Directors forums conducted: The Minister’s meetings with District Directors will continue to be institutionalised in the
sector. These meetings are essential in ensuring that information is shared on developments in the sector, including best practices
and solutions by practitioners on how to deal with persistent challenges.
District Directors Model implemented: The Department will intensify advocacy and awareness on implementing the DDM in the
sector. The DDM seeks to coordinate all government work and service delivery under one roof in the local government sphere.
Technical support teams comprising nominated officials from education districts will be established across all 75 education districts
to participate in the One Plan development and implementation processes aligned to the district municipalities and metro spaces.
The Minister and Deputy Minister of Basic Education will be supported in their work as national political champions for the model
in their respective municipal districts, namely, Sedibeng (GP) and John Taolo Gaetsewe (NC).
Underperforming Schools Supported: Management of underperformance in schools: The Department will continue to monitor the
PEDs’ management of underperformance in schools to reduce the number of underperforming primary and secondary schools. This
will be achieved by ensuring that the implementation of Circular D2 of 2017 provides strengthened criteria for the identification,
management and support of under-performing schools is strengthened. Districts will be expected to conduct a minimum of two (2)
support visits annually for each underperforming school.
Strengthening the utilisation of data: Underperforming circuits will be assisted with developing data-driven Circuit Academic
Improvement Plans. The implementation of the plans will be monitored. The plans will be reviewed quarterly based on the learner
performance data. Provincial Monitoring aims to improve the quality of education delivery through coordination, oversight, and
support to provinces. The functions include providing effective customer relations and problem-solving systems for the sector and
developing school calendars for public schools. The proposed draft 2025 School Calendar will be published for public comments and
finalised by the end of the 2022 academic year, together with developing the first draft 2026 School Calendar.
Annual Performance Plan 2023/24 91
The DBE’s role in supporting schools and School Readiness Monitoring (SRM) has assisted in identifying persistent issues that affect
education delivery in the country. The sector has since developed strategies to address the identified issues to ensure effective
curriculum delivery. SRM assesses the readiness of schools for the year ahead and seeks to ensure that schools are adequately
prepared to provide teaching and learning on day one of each academic year. SRM was conducted in January 2023 and will also be
conducted in January 2024 when schools reopen. The focus of the 2023 SRM was on all types of schools: primary; secondary; full
service; special schools, and independent schools since all schools had to be reopened under COVID-19 regulations. Quality Teaching
and Learning Campaign (QLTC): The QLTC plans to strengthen partnerships in transforming education and aims to mobilise support
for the five (5) pillars of the QLTC, namely participation, collaboration, partnership, equity and quality. 81 Annual Performance Plan
2023/24
The sub-programme: National Education Evaluation and Development Unit, facilitate school improvement through systematic
evaluation. This subprogramme evaluates how district offices, provincial departments and the national department monitor and
support schools, School Governing Bodies and teachers. This entails identifying critical factors that inhibit or advance the attainment
of sector goals and school improvement and making focused recommendations for addressing problem areas that undermine
school improvement and the achievement of sector goals.
At the behest of the Minister, the NEEDU investigated how teachers use the DBE workbooks in schools to improve the foundational
skills of numeracy and literacy in the Foundation Phase as one of the government priorities for the sixth administration. The
NEEDU documented the design and technical features and other concerns, which teachers and district officials found to undermine
workbooks’ effective and optimal use. The NEEDU has started working with workbook developers to improve the quality of all Home
Languages used as a language of teaching and learning in the Foundation Phase. Moving forward, weaknesses identified in language
workbooks will be addressed so that teachers have better quality content to improve foundational literacy skills in the Foundation
Phase. After that, any shortcomings in Mathematics workbooks will be addressed.
The sub-programme: School Infrastructure uses funding from the school infrastructure backlogs grant to eradicate infrastructure
backlogs. This includes replacing school buildings constructed with inappropriate materials such as mud and providing water and
sanitation to schools that do not have these facilities. The education infrastructure grant provides co‐funding for the ongoing
infrastructure programme in provinces to allow for the provision of infrastructure requirements. This includes the maintenance
of existing infrastructure and construction of new infrastructure, where required, to progressively meet minimum norms and
standards.
School Infrastructure: The Department provides a conducive learning environment by ensuring that all schools are funded at
least at the minimum per learner levels determined nationally and that funds are utilised transparently and effectively. In line
with Goal 24 of the Action Plan to 2024: Towards the Realisation of Schooling 2030, the Department also ensures that the physical
infrastructure and environment of every school inspires learners to want to come to school. In this regard, the DBE intervenes by
replacing schools built with inappropriate material with state-of-the-art schools. The Accelerated School Infrastructure Delivery
Initiative (ASIDI) is a programme driven by the DBE to address the school infrastructure backlog in schools that do not meet the
basic safety norms and standards. Through the ASIDI programme, the Department will build nine (9) new schools and provide a water
supply to one (1) school in 2023/24. The combined contribution of ASIDI and Sanitation Appropriate for Education (SAFE) will be to
provide sanitation facilities to 350 schools.
School Infrastructure 12 001 059 10 892 440 14 097 884 14 915 782 15 961 797 16 028 282 16 718 825
National Assessments and Public 343 487 260 129 391 039 378 120 427 860 448 710 467 345
Examination
National Education Evaluation and 15 955 15 571 16 351 15 438 17 323 17 747 19 269
Development Unit
Planning and Delivery Oversight Unit 177 561 156 926 145 189 167 416 151 604 156 019 162 347
Total 12 586 411 11 375 084 14 696 404 15 532 764 16 615 877 16 710 586 17 430 200
Economic Classification
Current Payments 588 687 600 164 638 744 687 403 739 490 772 723 805 695
Compensation of employees 133 362 126 625 144 449 129 765 151 167 157 031 163 163
Goods and Services of which: 448 255 473 295 494 045 557 638 588 323 615 692 642 532
Computer services 52 214 47 888 62 103 72 393 56 559 54 714 57 122
Consultants: business and advisory 284 254 260 261 252 858 333 922 355 023 375 371 390 551
services
Agency and Support/Outsourced 2 484 5 746 12 966 12 155 22 927 23 412 23 437
services
Travel and subsistence 74 557 24 118 63 029 86 016 93 347 100 694 106 878
Other 34 746 135 282 103 089 53 152 60 467 61 501 64 544
Interest on rent and land 7 070 244 250 - - - -
Transfers and subsidies 10 801 341 9 684 974 11 972 066 12 806 755 14 160 720 14 145 196 14 751 366
Provinces and municipalities 10 514 478 9 414 967 11 688 936 12 500 851 13 872 429 13 844 856 14 437 571
Departmental agencies and accounts 134 634 136 404 157 404 162 031 162 945 169 365 176 953
Non-profit institutions 148 595 133 563 120 437 139 957 121 515 126 972 132 660
Buildings 1 192 505 1 077 699 2 073 743 2 037 948 1 714 193 1 791 176 1 871 421
Machinery and equipment 673 4 555 721 622 1 474 1 491 1 718
Total 12 586 411 11 375 084 14 696 404 15 532 764 16 615 877 16 710 586 17 430 200
Education Infrastructure Grant 10 514 478 9 414 967 11 688 936 12 500 851 13 872 429 13 844 856 14 437 571
Umalusi 134 634 136 404 157 404 162 031 162 945 169 365 176 953
Southern and Eastern Africa 2 587 - 4 988 3 816 3 831 4 003 4 182
Consortium for Monitoring
Educational Quality
National Education Collaboration 148 595 133 563 120 437 139 957 121 515 126 972 132 660
Trust
Households 1 047 40 301 100 - - -
The department is mandated to ensure that every school’s physical infrastructure and environment are safe and appropriate for
teaching and learning. To achieve this, R48.7 billion is allocated to the education infrastructure grant, and the school infrastructure
backlogs grant over the MTEF period, accounting for 95.9% of spending in the Planning, Information and Assessment programme.
The school infrastructure backlogs grant is allocated R2.1 billion in 2023/24 to address infrastructure backlogs at schools that do
not meet the basic norms and standards. In 2023/24, funds from the grant will be used to build a targeted nine (9) new schools to
replace those built with inappropriate materials such as mud, provide sanitation to 350 schools, and supply water to one (1) school.
Funds from the education infrastructure grant are transferred to provinces as supplementary funding to accelerate the construction,
maintenance, upgrading and rehabilitation of new and existing infrastructure in the Basic Education Sector. Over the period ahead,
the department plans to use funds from the grant to repair school infrastructure damaged by flooding in KwaZulu‐Natal and Eastern
Cape and towards the Gauteng schools project to reduce overcrowding in classes and schools. To achieve this, the grant is allocated
R42.2 billion over the MTEF period, which includes an additional R283.2 million in 2023/24 to repair schools damaged by the floods.
Sub-Programmes: Programme Management: Care and Support in Schools; and Partnership in Education.
Programme Objectives:
• Ensure the holistic development of learners, enhance their learning experience, and maximise their school performance by
implementing sport, safety and social cohesion programmes to reduce barriers to learning each year over the medium-term.
• Improve learner health and wellness by implementing school health programmes, including the provision of nutritious meals, to
all learners in quintiles 1 to 3 primary, secondary and identified special schools annually.
• Mitigate the impact of HIV and AIDS, and TB by providing a caring, supportive and enabling environment for learners and educators
annually.
Annual Targets
95
Programme 5: Indicators, Annual and Quarterly Targets
Table 16: Programme 5: Indicators, Annual and Quarterly Targets
Reporting
Output Indicators Annual Target Q1 Q2 Q3 Q4
Cycle
5.1.1 An Annual Sector Report is produced Annually Approved Annual - - - Approved Annual Sector
on the provision of nutritious meals and Sector Report on the Report on the provision
compliance with feeding requirements provision of nutritious of nutritious meals and
meals and compliance compliance with feeding
with feeding requirements
requirements
5.1.2 Number of PEDs with approved annual Annually 9 approved business - - - 9 approved business plans
business plans for the HIV/AIDS Life Skills plans
Education Programme
5.1.4 Number of learners, educators, Quarterly 4 000 1 500 1 000 500 1 000
parents, SGBs and other educations
stakeholders reached through social
cohesion programmes
5.1.5 Number of participants and Quarterly 4 000 1 500 1 500 500 500
stakeholders reached with dialogues,
engagements and training workshops to end
school-related gender-based violence
5.1.6 Number of professionals trained in Annually 900 - - - 900
SASCE programmes
Sport and enrichment activities in the context of care and support are intended to support and augment curriculum implementation
in the after-school space. They assist in promoting the physical, social and emotional health and well-being of learners; and provide
a helpful diversion from undesirable or destructive behaviour on the part of learners. They are also a critical catalyst in fostering
social cohesion, team building, youth development, and individual and group discipline. They also stimulate learners’ enthusiasm
for learning and build basic skills to support the academic curriculum.
Beyond the classroom, after-school programmes allow vulnerable learners to form healthy relationships with supportive peers and
adults and develop supportive community networks. This paves the way for learners to achieve academically in the presence of
positive role models that support learners’ healthy development while also extending opportunities for holistic development.
School Safety
Gender-based violence programmes implemented: 4 000 participants are targeted to be reached via dialogues, engagements and
training workshops to end school-related gender-based violence, physically, online and virtually, including the statistical analysis
of numbers reached through radio, television and social media. The participants include learners, educators, parents, SGBs,
SMTs, programme implementers, School Safety Committees, Learner Support Agents, District and Provincial Officials, civil society
organisations and other education stakeholders. The training workshops can be both face-to-face and virtual. Sometimes they may
be delivered through digital online platforms. The dialogues can be delivered face-to-face or via media platforms like social media
spaces, radio and television.
The Department is committed to preventing, managing and responding to safety threats and harmful incidents, and in so doing,
creating a safe and supportive learning and teaching environment. Numerous aspects interact to ensure a safe and supportive
school environment that enables children to develop their full potential to become happy and productive citizens in South Africa.
Violence prevention is understood as the whole of society working deliberately and sustainably to remove sources of harm and
inequality and heal woundedness by intentionally growing an ethic of mutual care, respect and inclusion to build peace.
School safety programmes are aligned to specific and targeted interventions based on the locally-identified needs of school
communities. They include safety procedures that are expected at the school, district and provincial levels; standardised data
collection and built-in monitoring tools; and standardised indicators that inform data collection and reporting.
The implementation informs programmes that strengthen the implementation of School Safety initiatives of the National School
Safety Framework (NSSF), which requires every SGB to form a sub-committee that is specifically responsible for school safety.
This sub-committee ensures the implementation of the DBE-SAPS Protocols, the reporting of school-related incidences of corporal
punishment and sexual abuse and harassment; road safety and road calming; general security and violence prevention; and the
rollout of Disaster and Risk Management in schools. This latter effort is providing additional support to schools for learners with
disabilities.
School communities commit to a school code of conduct and ensure all members understand the importance of reporting incidences
of violence. Towards this end, there are two Protocols (i) The Protocol for the Management and Reporting of Sexual Abuse and
Harassment in Schools and (ii) The Protocol to Deal with Incidences of Corporal Punishment in Schools. Improved reporting
compliments schools’ efforts in cultivating respectful behaviour management and positive discipline approaches. Schools are also
guided in reducing bullying incidences. We welcome the implementation of the UNESCO International Declaration on E-safety
Standards and the e-Safety Guidelines that assist with cyber safety and combatting cyberbullying.
Promoting social cohesion and equity in education is aligned with Priority 6 of the sixth administration. The DBE collaborates
with key stakeholders in developing and implementing social cohesion and equity programmes, including gender equity. These
programmes represent a collective agreement between learners, educators, parents and other education stakeholders on how to
address significant issues in our country through a united effort informed by the values and commitments enshrined in the South
African Constitution.
Despite positive strides since 1994, South African society remains divided. The privilege attached to race, class, space and gender
has not yet been fully reversed. The social, psychological and geographic drivers of apartheid continue to shape the lives and
outlooks of learners. In addition, the gender dynamics in communities influence gendered behavioural patterns that may lead to
School-Related Gender-Based Violence, which must be addressed.
Safe, active and social friendly schools: Gender empowerment and violence prevention support the voices of both girls and boys.
Learners are encouraged to join the Girls Education Movement and Boys Education Movement, popularly referred to as GEM/BEMs
clubs in schools to ensure their voices are heard, and they receive the support they need to navigate their lives. Learners are also
linked to services through intergovernmental Jamborees and exposed to career opportunities through career portals, social action
groups and job-shadowing opportunities. Gender empowerment strives to promote inclusivity and equity in school communities to
contribute to the national effort to combat Gender Based Violence and Femicide in South Africa.
Social cohesion, gender and equity programming aim at promoting social inclusion, equality, national unity, cohesion and nation-
building. The strategic thrust of the programmes focuses on the following:
The programmes take forward the National Development (NDP), which advocates the need for such education programmes, given
the socio-historical social divisions, especially along racial lines, persisting. The NDP is clear that exclusion and the associated poverty
and lack of opportunity undermine social cohesion. There is, therefore, a need for programming that will lead to meaningful social
inclusion of those disproportionately disadvantaged by discrimination, prejudice, colonialism and apartheid.
Promoting social cohesion and equity in education is aligned with Priority 6 of the sixth administration. The DBE collaborates
with key stakeholders in developing and implementing social cohesion and equity programmes, including gender equity. These
programmes represent a collective agreement between learners, educators, parents and other education stakeholders on how to
address significant issues in our country through a united effort informed by the values and commitments enshrined in the South
African Constitution.
Despite positive strides since 1994, South African society remains divided. The privilege attached to race, class, space and gender
has not yet been fully reversed. The social, psychological and geographic drivers of apartheid continue to shape the lives and
outlooks of learners. In addition, the gender dynamics in communities influence gendered behavioural patterns that may lead to
School-Related Gender-Based Violence, which must be addressed.
Safe, active and social friendly schools: Gender empowerment and violence prevention support the voices of both girls and boys.
Learners are encouraged to join the Girls Education Movement and Boys Education Movement, popularly referred to as GEM/BEMs
clubs in schools to ensure their voices are heard, and they receive the support they need to navigate their lives. Learners are also
linked to services through intergovernmental Jamborees and exposed to career opportunities through career portals, social action
groups and job-shadowing opportunities. Gender empowerment strives to promote inclusivity and equity in school communities to
contribute to the national effort to combat Gender Based Violence and Femicide in South Africa.
Informed stakeholders and partners: Through the social cohesion and equity programmes of the DBE, business, government,
labour and civil society agree to work together to bring about future change. The purpose is to reaffirm the importance of freedom,
peace and security, as well as the respect for all human rights.
Social cohesion, gender and equity programming aim at promoting social inclusion, equality, national unity, cohesion and nation-
building. The strategic thrust of the programmes focuses on the following:
The programmes take forward the National Development (NDP), which advocates the need for such education programmes, given
the socio-historical social divisions, especially along racial lines, persisting. The NDP is clear that exclusion and the associated poverty
and lack of opportunity undermine social cohesion. There is, therefore, a need for programming that will lead to meaningful social
inclusion of those disproportionately disadvantaged by discrimination, prejudice, colonialism and apartheid.
Health Promotion: Is aimed at ensuring the health and wellness of learners and educators, the Department will use the allocated
funds to monitor the implementation of Health Promotion programmes and support the implementation of the DBE National Policy
HIV, STIs and TB, and the DBE Policy on the Prevention and Management of Learner Pregnancy, through the provision of curriculum
aligned LTSM (policy pack) and supporting policy advocacy at all levels. In addition, allocated funds will be used to support the
CSE activities. The Department will work with partners to support stakeholder orientations and teacher training and place LSAs in
schools to improve linkages to health and social services selected schools through the MTEF in the HIV high-priority districts. Lastly,
Monitored provision of nutritious meals: The NSNP is intended to provide nutritious meals in targeted schools to enhance learning
and improve access to education. The programme targets all learners attending quintile 1 - 3 public primary, secondary and identified
special schools, as well as identified learners from poor households who attend the more affluent quintile 4 – 5 schools. The 2023/24
annual target for monitoring constitutes all nine (9) provinces, 30 districts and 130 schools. The targets are reviewed annually.
Similarly, PEDs set annual targets as part of the business planning process and submit them to the DBE. The NSNP monitoring aims
to assess compliance with feeding requirements in line with the Conditional Grant Framework, which is gazetted annually in the
Division of Revenue Act (DoRA). One of the feeding requirements includes the provision of school menus that constitute three
food groups, i.e. starch, protein, fruit and/or vegetables. Monitoring findings are analysed monthly and quarterly to address any
shortcomings reported to the relevant stakeholders.
The monitoring tools are aligned with the Monitoring, Reporting and Response (MRR) methodology, which measures how well
feeding takes place in schools using the following key performance indicators (KPIs):
In addition, PEDs must submit quarterly performance reports (narrative and indicators) for compliance and accountability on the
Grant. These reports reflect how well school feeding is implemented to improve learners’ well-being, attendance and participation
in educational outcomes.
Learner health and wellness improved: The Department implements health promotion programmes to create a healthy school
environment. This is done by promoting the general health and well-being of learners, educators and support staff, as well as
addressing critical health and social barriers to learning to promote effective teaching and learning. Health promotion programmes
support the quality of Basic Education (Chapter 9 NDP); and a long and healthy life for all (Chapter 10).
The HIV and AIDS Life Skills Education Conditional Grant is utilised to support the implementation of the DBE’s National Policy
on HIV, STIs and TB for Learners, Educators and Support Staff in South African Public Schools through the health promotion
programmes, including the HIV and AIDS Life Skills, Integrated School Health Programme (ISHP), HIV and TB, CSE and Learner
Pregnancy programmes. The following focal areas are targeted through the grant:
a. Training educators to implement CSE and TB prevention programmes for learners to be able to protect themselves from HIV and
TB, COVID-19 and the associated key drivers, including alcohol and drug use, and prioritising schools located in areas with a high
burden of HIV and TB infections;
b. Capacitating SMTs and SGBs to develop policy implementation plans focusing on keeping mainly young girls in school, ensuring
that CSE and TB education is implemented for all learners in schools and that there is access to comprehensive sexual and
reproductive health and TB services;
c. Provision of CSE, access to sexual and reproductive health and TB services implemented in secondary schools, including a focus
on prevention of alcohol and drug use, learner pregnancy and COVID-19 among learners;
d. Provision of care and support through the appointment of LSAs to support vulnerable learners, prioritising primary schools, using
the Care and Support for Teaching and Learning (CSTL) framework;
e. Provision of CAPS and COVID-19 compliant materials, including materials for learners with barriers to learning and school policy
packs; and
f. Hosting advocacy and social mobilisation events with learners, educators and school community members on policies and
programmes.
Psycho-Social Support:
The Department promotes students’ psychological, emotional and social well-being in schools. There are high prevalence rates
of anxiety disorders, depression, post-traumatic stress disorders, and other mental health disorders among children. Over and
above this, South Africa is experiencing a serious challenge in the aftermath of COVID-19, adding to the pre-existing challenges for
orphaned and other vulnerable children. Psychosocial well-being is a significant precursor to learning and is essential for academic
achievement; thus, it has a substantial bearing on the future prospects of individuals and societies.
The Department funds Childline’s telephone counselling service (call centre). UNICEF intends to continue support through additional
funds for Childline to increase accessibility and efficiencies of these call centres across all provinces. The call centre number continues
to be popularised in the sector.
The focus for 2023/24 will be to implement programmes to achieve the following:
Inventory: Leaner and teacher 431 - 336 2 140 2 450 3 542 3 367
support material
Consumables: stationery, 398 249 210 869 1 994 2 000 2 173
printing and office supplies
Travel and subsistence 8 992 1 221 4 626 10 051 9 586 9 484 9 893
Provinces and municipalities 7 442 666 7 852 982 8 357 183 8 750 596 9 520 595 10 030 196 10 557 149
Non-profit institutions 69 73 78 82 86 90 94
Household - 70 41 100 - - -
Payments for capital assets 237 450 497 528 650 495 644
Machinery and Equipment 237 450 497 528 650 495 644
Transfers 7 442 735 7 853 125 8 357 302 8 750 778 9 520 681 10 030 286 10 557 243
National School Nutrition 7 185 715 7 665 887 8 115 269 8 508 321 9 278 942 9 777 690 10 293 331
Programme
HIV/AIDSLife Skills Educators 256 951 187 095 241 914 242 275 241 653 252 506 263 818
Grant
Childline South Africa 69 73 78 82 86 90 94
Household - 70 41 100 - - -
The sub-programme: Partnerships in Education partners with stakeholders to make education a societal issue; and manages
policy, programmes and systems to create a safe and cohesive learning environment. This subprogramme focuses on promoting
holistic learner development through facilitating sports and enrichment programmes in schools; and promoting social cohesion,
an understanding of human rights, gender equity, non‐racism, non‐sexism, and democratic and constitutional values in education
in public schools and school communities. The sub-programme oversees and monitors the implementation of projects such as The
SASCE, School Sport Leagues, NSSF, Bullying Prevention, Building Social Cohesion in Schools and Communities, iNkosi Albert Luthuli
Oral History Competition, and gender-based violence and femicide, among others. The allocated financial resources will enable the
sub-programme to implement, monitor and achieve planned activities. The sub-programme can further implement all its planned
programmes due to strong partnerships established with businesses and other social partners.
The sub-programme: Care and Support in Education manages policies, the provision of meals and the promotion of learner access
to public services. This includes interventions aimed at encouraging healthy habits and alleviating poverty. The NSNP earmarked
funds are adequate for the Department’s oversight role on the NSNP. The NSNP Conditional Grant, however, is inadequate for
providing the following key elements: a nutritious meal that is socially acceptable since funding is not enough to add more protein
alternatives; adequate kitchens and catering equipment; a minimum wage for Volunteer Food Handlers (VFH) who prepare meals
for learners; inadequate human resources for monitoring programme implementation at the District level. The recent budget cut
on compensation is exacerbating this problem.
The department’s national school nutrition programme will continue to contribute to eliminating poverty and supporting food
security by providing meals to an estimated 9 million learners on each school day at 19 550 schools in 2023/24, increasing to a
targeted 20 000 schools in 2025/26. A total of R29.3 billion, including an additional R1.5 billion, is allocated over the MTEF period to
the Educational Enrichment Services programme for transfers to the national school nutrition programme grant.
maintain the professional and ethical d. Professional development activities captured on the
Educators
j. Research reports completed
profession
Umalusi National Qualifications Framework a. Reports on management of qualifications
162 945
Act (Act 67 of 2008); and General b. Reports on the certification of learner achievements
and Further Education and Training c. Reports on the verification of certificates issued
h. Verified marking
institutions
k. Monitored private education institutions
8. Infrastructure Projects
Table 20: Infrastructure Projects
No. Project name/ Project Outputs Project start Project Total Estimated Current year
Programme description date completion cost Expenditure
date R'000 R'000
1 ASIDI Inappropriate Appropriate new 1 April 2023 31 March 2024 100 000 477 000
Structures schools
2 ASIDI Water supply Appropriate water 1 April 2023 31 March 2024 50 000 65 000
supply
3 SAFE Sanitation Appropriate toilets 1 April 2023 31 March 2024 1 000 000 1 128 000
4 Intervention Overcrowding Appropriate school 1 April 2023 31 March 2024 150 000 -
capacity
The original plan was to use 2023/24 to mop up the Infrastructure Projects before the Backlogs Grant is transferred to Provincial
Education Departments. A high level Ministerial discussion between the DBE and National Treasury has concluded to extend the
Infrastructure Programme to assist in addressing overcrowding in schools.
Definition Ensure that all valid invoices the DBE receives are paid within 30 days of receipt from the suppliers.
Valid invoices refer to invoices that meet Treasury regulations (Section 8.2.3) and PFMA as well as
Income Tax Act requirements
Source of data Data is sourced from the Basic Accounting System (BAS).
Method of Calculation/ Assessment Total number of valid invoices paid within 30 days of receipt by the institution
Total number of valid invoices received and paid by the institution
Multiply by 100
Means of Verification • An accrual report for invoices not paid.
• Quarterly reports for all invoices received and paid by the DBE.
Data limitations Suppliers do not submit invoices on time.
Assumptions There is a sufficient budget to pay service providers.
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation type Non-Cumulative
Reporting cycle Quarterly
Desired performance All invoices received are paid within 30 days.
Indicator responsibility Lead – Branch A: Finance and Administration
Indicator Title 1.1.2 Number of reports on misconduct cases resolved within 90 days.
Definition The indicator measures the number of reports on misconduct cases submitted to the Department
of Public Service and Administration (DPSA) within the financial year. Misconduct refers to the
transgression of an official’s code of conduct, in which disciplinary action was instituted for such an
act. This includes both progressive and formal disciplinary actions as outlined in Resolution 1 of 2003-
Clause 7.2(a) - and Chapter 7, clause 2.7(2)(b) of the SMS Handbook.
Source of data Signed list of formal cases submitted by line managers to the Directorate: Labour Relations to initiate/
institute a disciplinary process.
Signed list of those cases resolved by the Directorate: Labour Relations. Personnel and Salary System
(PERSAL) reports.
Method of Calculation/ Assessment Count the number of reports produced.
Means of Verification • Quarterly misconduct reports submitted to the DPSA.
Data limitations Resolution time may be extended beyond 90 days.
Assumptions People report misconduct cases.
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation type Cumulative: year-end
Reporting cycle Quarterly
Desired performance All misconduct cases are resolved within 90 days.
Indicator responsibility Lead – Branch A: Finance and Administration
Indicator Title 1.1.3 Number of capacity building programmes offered to the DBE officials.
Definition The indicator measures the number of capacity-building programmes offered to the DBE officials
within the financial year.
Source of data Records of capacity-building programmes conducted.
Method of Calculation/ Assessment Count the number of capacity-building programmes offered to the DBE officials.
Indicator Title 1.1.4 Number of Schedule 4 and 5 Conditional Grants Quarterly Performance Reports submitted to
National Treasury (NT) 45 days after the end of each quarter.
Definition Schedule 4 Conditional Grants specify allocations to provinces to supplement the funding of
programmes or functions from provincial budgets. The Education Infrastructure Grant is a prime
example of such a grant where an allocation supplements the provincial equitable share portion for
education infrastructure from the national tier of government. In reporting on the implementation
of the grant, the report’s focus would encompass projects funded from the respective provincial
equitable share and those undergirded with funding from the conditional grant.
Schedule 5 Conditional Grants specify specific-purpose allocations to provinces that are entirely
flowing from the national tier without matching funding from the provincial equitable share. Most
conditional grants in the education sector are Schedule 5 grants, including HIV/AIDS Life Skills
Education Programme, Learners with Severe to Profound Intellectual Disabilities, Mathematics,
Science and Technology and National School Nutrition Programme. Reports on implementation
would typically focus on grant outputs alone.
Part A of Schedule 6 Conditional Grant which is specifying allocations-in-kind to provinces for
designated special programmes. A prime example of this in the Basic Education Sector is the Schools
Backlogs Infrastructure Grant (SBIG) which is implemented by the Department of Education and the
outputs bequeathed as an in-kind contribution to the Provincial Education Departments. It is treated
as an internal programme of the DBE with all reporting requirements mirroring schedule 4 to 5
conditional grants.
The following Conditional Grants are submitted to NT 45 days after the end of the quarter:
Education Infrastructure Grant
1. HIV/AIDS Life Skills Education Grant
2. Mathematics, Science and Technology Grant
3. Children/Learners with Severe to Profound Intellectual Disability Grant
4. National School Nutrition Grant
5. Schools Backlogs Infrastructure Grant
6. Early Childhood Development Grant
Performance information on the status of implemented grants is submitted, especially progress on
outputs (as contained in the grant framework) as expressed in the approved business plan for the
year. This performance information which has both financial and non-financial information focuses
on achievements for the quarter under review, challenges and mitigation measures to improve
performance.
Note that the 4th quarterly report of the previous financial year is produced in April of the new
financial year; e.g. in April 2021, the DBE produced the 4th quarterly report for 2020/21 as the first
quarterly output in the 2021/22 financial year.
Source of data Submission letter to the DPME.
Method of Calculation/ Assessment No calculation is required - proof of submission within 45 days of the quarter’s end.
Means of Verification A copy of each of the four quarterly performance reports with a signed DG letter to DG: National
Treasury submitting the reports
Data limitations The quarterly report of quarter X is reported in quarter X+1. Therefore, the fourth quarterly report of
2019/20 was reported in the first quarter of 2020/21
Assumptions None
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 1.2.1 The Annual Performance Plan is approved by 31 March each financial year
Definition This indicator measures the APP production process from the first draft until the plan is approved by
31 March each year.
The Minister of Basic Education approves the APP.
Developing the plan for any financial year occurs in the preceding financial year. For example, the
2023/24 APP will be approved around March 2023. However, the development process occurs in the
2022/23 financial year.
Source of data Draft APP: the DBE’s submission letter to the DPME (October 2022). Final APP: the DBE’s submission
letter to the DPME (March 2023)
Method of Calculation/ Assessment No calculations required – proof of tabling as per Parliamentary Calendar.
Means of Verification • A copy of the APP that reflects the signature of the Minister of Basic Education.
Data limitations A time lag of one year. For any given financial year (x), the APP must be developed and approved in
the prior year (x-1); e.g. the 2023/24 APP is developed in 2022/23 and approved before 31 March
2023.
Assumptions None
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for People with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation type Non-cumulative
Reporting cycle Annually
Desired performance To develop the APP per the PFMA and the applicable DPME framework and National Treasury
requirements and have it approved before implementation.
Indicator responsibility Lead – Branch B: Business Intelligence
Support – not applicable
Indicator Title 1.2.2 Number of Quarterly Performance Reports submitted to National Treasury (NT) and the
DPME 30 days after the end of each quarter
Definition These quarterly performance reports are produced every quarter against targets set in the APP. For
annual targets, progress is narrated to reflect the milestones reached. Note that the 4th quarterly
report of the previous financial year is produced in April of the new financial year; e.g. in April 2023,
the DBE produced the 4th quarterly report for 2022/23 as the first quarterly output in the 2023/24
financial year.
Source of data Submission letter to the DPME.
Method of Calculation/ Assessment No calculation is required - proof of submission within 30 days of the quarter’s end.
Means of Verification • A
copy of each of the four quarterly performance reports that reflect the signature of the Director-
General of the DBE is appended to the Accounting Officer’s Foreword.
Data limitations The quarterly report of quarter X is reported in quarter X+1. Therefore, the fourth quarterly report of
2022/23 was reported in the first quarter of 2023/24
Assumptions None
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for People with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation type Cumulative: year-end
Reporting cycle Quarterly
Desired performance To develop and submit four quarterly performance reports per the DPME and National Treasury
requirements.
Definition The number of Technical High Schools/ Secondary Schools offering Grades 10-12 will be desktop
monitored on implementing the CAPS for Technical Schools. Monitoring is conducted to assess
the progress made regarding the CAPS for Technical Schools implementation and to institute
improvement plans where applicable.
Source of data Information is obtained through desktop monitoring.
Method of Calculation/ Assessment Count the number of Technical Schools monitored for implementation of the CAPS
Means of Verification • Completed, signed and dated monitoring tools
• Signed (Director or above) list of schools monitored per quarter with dates monitored
• Signed (Director or above) consolidated monitoring status annual report
Data limitations None
Assumptions Implementation of the CAPS takes place as planned
Disaggregation of Beneficiaries Target for Women: Not Applicable
(where applicable) Target for Youth: Not Applicable
Target for Persons with Disabilities: Not Applicable
Spatial Transformation Reflect on contribution to spatial transformation priorities: Not Applicable
(where applicable) Reflect on the spatial impact area: Not Applicable
Calculation type Cumulative: Year-End
Reporting cycle Quarterly
Desired performance Improvement in the implementation of the CAPS for Technical Schools.
The Programme provides support for the 11 high enrolment subjects (pass mark of >30%), Languages
(pass mark of >40%)
and other critical subjects viz:
(i) Mathematics;
(ii) Mathematical Literacy; (iii) Physical Science;
(iv) Agricultural Science; (v) Life Science;
(vi) History;
(vii) Geography; (viii)Accounting; (ix) Economics;
(x) Business Studies;
(xi) English First Additional Language (FAL);
(xii) Support of the 12 Home Languages, including SASL; and
(xiii)Technical Subjects.
ͳ Technical Mathematics
ͳ Technical Sciences
ͳ Tourism
ͳ Civil Technology
ͳ Electrical Technology
ͳ Engineering Design and Graphics
ͳ Mechanical Technology
Source of data NSC and SC(a) Database sourced from the DBE examinations.
Method of Calculation/ Count the number of learners who have obtained subject passes towards a National Senior
Certificate (NSC) or Senior Certificate (amended) SC(a) supported through the Second Chance Matric
Assessment Programme per year
Means of Verification Learners who registered:
The target achieved in the 4th quarter emanates from the supplementary examinations written in
February/ March of the 2021/22 academic year. However, results were only available in May 2022.
Out-of-school candidates do not take all subjects but a few subjects a year and will, therefore, not
necessarily obtain an NSC in one year. However, their subject passes are still an achievement as they
are credited towards the qualification.
Learners access the broadcast lessons on television and radio, and those who access the available
online resources.
Assumptions All learners register and sit for the May/June and October/November examinations each year.
Disaggregation of Target for Women: not applicable
Indicator title 2.1.3 Number of Children/ Learners with Profound Intellectual Disability (C/LPID) using the
Learning Programme for C/LPID.
Definitions Among the children/learners of school-going age that are enrolled in special care centres and
schools, some have been diagnosed with profound intellectual disability (PID), and others are
functioning at a profound intellectual level and are awaiting confirmation of the PID diagnosis. Others
are too young (below 5 years) to be diagnosed with an intellectual disability.
NB: A Psychologist and Psychometrist make the diagnosis. The others functioning at profound
intellectual level and awaiting confirmation of a PID diagnosis are assessed by physio, occupational
and speech therapists, and Senior Education Specialists.
These children/learners, with PID, do not fully participate in learning as the National Curriculum
Statement Grade R -12 does not cater for their educational needs. A Learning Programme for
Learners with Profound Intellectual Disability (PID), which is essentially a differentiated National
Curriculum Statement for Grades R-12, has been developed to respond to the educational and
developmental needs of these children/learners.
The following levels of functioning define profound intellectual disability:
Conceptual domain - Conceptual skills generally involve the physical world rather than symbolic
processes. The individual may use objects in a goal-directed fashion for self-care, work, and
recreation. Specific visuospatial skills may be acquired, such as matching and sorting based on
physical characteristics. However, co-occurring motor and sensory impairments may prevent the
functional use of objects.
Social domain - The individual does not understand symbolic communication in speech or gesture.
They may understand some simple instructions or gestures. Individuals express their desires
and emotions largely through nonverbal, non-symbolic communication. The individual enjoys
relationships with well-known family members, caretakers, and familiar others and initiates and
responds to social interactions through gestural and emotional cues. Co-occurring sensory and
physical impairments may prevent many social activities.
Practical domain - The individual depends on others for daily physical care, health, and safety.
However, they may also be able to participate in some of these activities. Individuals without severe
physical impairments may assist with some daily work tasks at home, like carrying dishes to the table.
Simple actions with objects may be the basis of participation in some vocational activities with high
levels of ongoing support. Recreational activities may involve, for example, enjoyment in listening to
music, watching movies, going out for walks, or participating in water activities, all with the support
of others. Co-occurring physical and sensory impairments are frequent barriers to participation
(beyond watching) in home, recreational, and vocational activities. Maladaptive behaviour is present
in a significant minority. (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition)
Source of data Provincial Education Departments
Method of Calculation/ Count the number of Children/Learners with Profound Intellectual Disability (C/LPID) taught using
Assessment the Learning Programme for C/LPID.
Means of Verification • Signed (Director or above) list of children/learners using the Learning Programme for C/LPID.
Indicator title 2.1.4 An Annual Sector Report is produced on monitoring of the implementation of the Policy on
Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification
and intervention.
Definitions Although a significant number of teachers and officials have been trained in the implementation
of the Policy on SIAS, implementation has not had the expected impact as a mechanism for early
identification and intervention. Thus, the indicator is intended to track specific aspects to determine
the extent of implementation, including, inter alia, the following:
• learners screened;
• learners identified as experiencing barriers to learning;
• cases successfully resolved by schools;
• cases referred to the District-Based Support Team;
• cases resolved by retaining learners in their current schools; and
• Cases resolved by referring them into other schools.
Source of data Annual Sector Report will be produced by the DBE, but the data will be sourced from PED reports.
Method of Calculation/ Assessment An Annual Sector Report is produced on monitoring of the implementation of the Policy on
Screening, Identification, Assessment and Support (SIAS) as a mechanism for early identification and
intervention.
Means of verification • A pproved (Director or above) Annual Sector Report on monitoring of the implementation of
the Policy on Screening, Identification, Assessment and Support (SIAS) as a mechanism for early
identification and intervention.
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report.
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024 due
to various levels of verification and validation of reported performance in the reports
Assumptions All schools implement the Policy on SIAS.
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Type of indicator Output
Calculation type Non-cumulative
Reporting cycle Annually
Desired performance Enhanced institutionalisation of the Policy on SIAS as a mechanism for early identification and
intervention in schools.
Indicator responsibility Lead – Branch C: Curriculum Policy, Support and Monitoring
Support – Branch S: Educational Enrichment Services
Indicator Title 2.1.5 An Annual National Report is produced on piloting the new funding model for Early
Childhood Development
Definition The disbursement of public funds for ECD delivery is done through a range of different modalities.
This process will pilot the most appropriate funding model/s for future disbursement by the DBE.
Indicator Title 2.1.6 An Annual Sector Report is produced on monitoring the registration of Early Childhood
Development Programmes
Definition No data exist on the number of ECD programmes delivered in the country and the number of
children attending these programmes. The ECD census collected the baseline information on the
number of programmes, practitioners and children. This information will integrate ECD I (0-4 years)
into EMIS.
Different types of early childhood development programmes include but are not limited to pro-
grammes provided in:
Indicator Title 2.1.8 Number of districts monitored on implementation of the National Curriculum Statement
(NCS) for Grades 10–12.
Definition One of the primary responsibilities of the national Department is to monitor and support the
implementation of the National Curriculum Statement (NCS) in all subjects for the Further Education
and Training (FET) band. Subject-specific monitoring tools to be developed. Monitoring will be
conducted on-site at a sample of schools in identified districts to determine the extent to which the
curriculum is implemented, identify gaps in implementation and areas of support required.
Source of data Information is obtained through virtual and/or in-person monitoring.
Method of Calculation/ Assessment Count the number of districts monitored on implementation of the National Curriculum Statement
(NCS) for Grades 10–12.
Means of verification • Completed, signed and dated monitoring tools.
• Signed (Director or above) list of districts monitored with dates monitored.
• Signed (Director or above) consolidated monitoring status annual report.
Data limitations Service delivery protests might impact data collection on monitoring the NCS implementation.
Teacher union disengagement with the employer might hinder data collection on monitoring the
NCS implementation.
Lockdown restrictions on travel and health and safety protocols might affect on-site monitoring
Assumptions Monitoring of schools in districts will improve learner performance and accountability.
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation The quality of learning and teaching in identified subjects will improve.
(where applicable)
Calculation Type Non-cumulative
Reporting Cycle Annually
Desired performance To improve teaching quality to impact learner performance in identified subjects.
Indicator Responsibility Lead – Branch C: Curriculum Policy, Support and Monitoring
Indicator Title 2.1.10 Number of schools monitored for implementing compulsory entrepreneurship education.
Definition Entrepreneurship education is aimed at incrementally infusing project-based learning in the ‘Project’
assessment task in Section 4 of the Curriculum and Assessment Policy Statements from Grades R–12
through the Entrepreneurship, Employability and Education Programme.
The Entrepreneurship, Employability and Education Programme aims to develop entrepreneurial
skills and competencies of learners and teachers; and to strengthen project-based teaching and
learning.
Source of data Information is obtained through onsite and desktop monitoring.
Method of Calculation/ Assessment Count the number of schools monitored for implementing compulsory entrepreneurship education.
Means of verification • Completed, signed and dated monitoring tools.
• Signed (Director or above) list of schools monitored per quarter with dates monitored.
• Signed (Director or above) consolidated monitoring status annual report .
Data limitations Some data is dependent on information from districts and provinces, of which the DBE cannot
confirm the accuracy.
Indicator Title 2.1.12 An Annual Sector Report is produced on schools that pilot and implement the Vocational
Stream and Occupational Stream, respectively.
Definition Approved Annual Sector Report on schools that pilot and implement the Vocational Stream and
Occupational Stream, respectively.
The Three Stream Model is characterised by three interlinked (portable) and equivalent streams,
each with one or multiple learning pathways such as academic, occupational and vocational.
The Three Stream Model identifies the Occupational Stream as focusing on preparing learners
mainly for the world of work, which has been piloted in Schools of Skill since 2017 and has been in
full implementation in Schools of Skill in
2021 and piloting in ordinary schools from 2021: preparing learners for the workplace. The DBE
technical working group has amended the terminology from “Technical Occupational Stream” to
the current “Occupational Stream” outlined in the concept note for the Three Stream Model. The
targeted outcome remains the same.
Source of data An Annual Sector Report will be produced by the DBE, but the data will be collected from individual
PED reports.
Method of Calculation/ An Annual Sector Report is produced on schools that pilot and implement the Vocational Stream
Assessment and Occupational Stream, respectively.
Means of verification Approved (Director or above) Annual Sector Report on schools that pilot and implement the
Vocational Stream and Occupational Stream, respectively
Nine signed (Director or above) PED reports substantiating the Annual Sector Report.
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024 due
to various levels of verification and validation of reported performance in the reports
Assumptions There is a set of Schools of Skills in which implementation and piloting will occur.
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for People with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 2.2.1 Number of schools monitored on the implementation of the reading norms.
Definition This refers to the number of public ordinary schools that offer Grades R–9 monitored on Reading
Norms. These standardised benchmarks for reading and writing aligned to the Curriculum for Home
Language and First Additional Language for Grades R–9. Physical monitoring will be used. The
physical monitoring tool will be emailed to the schools.
Source of data Information is obtained through physical monitoring.
The monitoring tool will have a school stamp with a date and will be signed off by the school
principal. The district official will verify the monitoring tool by completing the relevant sections
during their school monitoring and submit it to the DBE.
Method of Calculation/ Assessment Count the number of schools monitored on the implementation of the reading norms.
Means of Verification Completed, signed and dated monitoring tools.
Signed (Director or above) list of schools monitored per quarter with dates monitored. Signed
(Director or above) consolidated monitoring status annual report .
Data limitations Some data is dependent on information from provinces of which the DBE cannot confirm the
accuracy.
Assumptions Every learner can read fluently and with meaning in their Home Language and First Additional
Language.
Disaggregation of Target for Women: not applicable
Beneficiaries (where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation (where Reflect on the contribution to spatial transformation priorities: not applicable
applicable) Reflect on the spatial impact area: not applicable
Calculation type Non-cumulative
Reporting cycle Annually
Desired performance To improve reading proficiency levels in public schools.
Indicator responsibility Lead – Branch C: Curriculum Policy, Support and Monitoring
Indicator Title 2.2.2 Number of schools monitored on the implementation of the Incremental Introduction to
African Languages (IIAL).
Definition The IIAL strategy aims to promote the utilisation of previously marginalised African Languages in
public schools that are not implementing an African Language in Grades 1–9. Physical monitoring
will be conducted. The monitoring tool will be sent to the PED Languages specialist.
Source of data Information is obtained through physical monitoring.
The monitoring tool will have a school stamp with a date and will be signed off by the school
principal. The district official will verify the monitoring tool by completing the relevant sections
during their school monitoring and submit it to the DBE.
Method of Calculation/ Assessment Count the number of schools monitored on the implementation of the IIAL.
Indicator Title 2.2.3 Number of underperforming schools monitored on the implementation of the Early Grade
Reading Assessment (EGRA).
Definition The EGRA is a diagnostic reading assessment aimed at improving reading proficiency in early grades.
The monitoring will focus on Grades 2 and 3 classes. Monitoring will be done through desktop
analysis.
Source of data Information is obtained through physical monitoring.
The physical monitoring instruments will have a school stamp with a date and will be signed off by
the school principal or delegated official from the school.
The district official will verify the monitoring tool by completing the relevant sections during their
school monitoring and submit it to the DBE.
Method of Calculation/ Count the number of underperforming schools monitored on the implementation of the EGRA.
Assessment
Means of Verification Completed, signed and dated monitoring tools
Signed (Director or above) list of schools monitored per quarter with dates monitored. Signed
(Director or above) consolidated monitoring status annual report .
Data limitations Some data is dependent on information from provinces of which the DBE cannot confirm the
accuracy.
Assumptions Every learner can read fluently and with meaning in their Home Language and First Additional
Language.
Disaggregation of Target for Women: not applicable
Beneficiaries Target for Youth: not applicable
(where applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation type Non-cumulative
Reporting cycle Annually
Desired performance To improve reading proficiency levels in public schools.
Indicator responsibility Lead – Branch C: Curriculum Policy, Support and Monitoring
Indicator Title 2.2.4 Number of schools with multi-grade classes monitored for implementing the multi-grade
toolkit.
Definition The multi-grade toolkit is a resource that was developed to support curriculum delivery in schools
with multi-grade classes. The multi-grade toolkit caters to all General Education Band subjects from
Grades 1–9.
Source of data Information is obtained through physical monitoring.
Method of Calculation/Assessment Count the number of schools with multi-grade classes monitored for implementing the multi-grade
toolkit.
Means of Verification Completed, signed and dated monitoring tools.
Signed (Director or above) list of schools monitored per quarter with dates monitored.
Signed (Director or above) consolidated monitoring status annual report .
Data limitations Provinces will also provide data on schools monitored.
Assumptions All schools with multi-grade classes have the multi-grade toolkit.
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 2.2.5 An Annual Sector Report is produced on the implementation of the National Reading Plan.
Definition The National Reading Plan for primary schools aims to improve reading performance for Grades
R–6.
Source of data An Annual Sector Report will be produced by the DBE, but the data will be collected from individual
PED reports.
Method of Calculation/ Assessment An Annual Sector Report is produced on the implementation of the National Reading Plan.
Means of verification • A pproved (Director or above) Annual Sector Report on the implementation of the National
Reading Plan.
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report.
Data limitations PEDs may not submit data for the consolidation of the Annual Sector Report.
Assumptions All schools implement the National Reading Plan.
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation Type Non-cumulative
Reporting Cycle Annually
Desired performance To improve reading proficiency levels in public schools.
Indicator Responsibility Lead – Branch C: Curriculum Policy, Support and Monitoring
Support – Branch S, Branch T and ODG
Indicator Title 2.2.6 An Annual Sector Report is produced on the number of public schools monitored on the
availability of readers.
Definition ‘Public schools’ refer to schools within PEDs. Public schools receive financial allocations, part of
which is used to procure readers for learners themselves or centrally at the provincial level. A
reader is a book containing extracts of a text or texts designed to give learners of language practice
in reading.
Source of data Annual Sector Report will be produced by the DBE, but the data will be collected from individual
PED reports
Method of Calculation/ Assessment An Annual Sector Report is produced on the number of public schools monitored on the availability
of readers.
Means of verification • A
pproved (Director or above) Annual Sector Report on the number of public schools monitored
on the availability of readers.
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report.
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024 due
to various levels of verification and validation of reported performance in the reports
Assumptions The school/province procures readers. Readers are retrieved from learners each year.
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Type of indicator Output
Calculation Type Non-cumulative
Reporting Cycle Annually
Desired performance All (100%) of sampled public schools that are monitored have access to textbooks.
Indicator Responsibility Lead – Branch D: Delivery and Support
Indicator Title 2.3.2 Percentage of public schools provided with Home Language workbooks for learners in
Grades 1 to 6 per year, after having placed an order.
Definition Public Schools refers to schools offering Grades 1-6 and which have placed Home Language
workbook orders according to the provincial data submitted to the DBE.
Grade 1-6 workbooks are produced and delivered as follows: ItemDescription Delivery Plan:
Volume 1 Grades 1-6 Home Languages Oct-Nov 2023
Volume 2 Grades 1-6 Home Languages Jan-Feb 2024
Source of data The DBE consolidates a list of schools that placed an order for Grades 1-6 Home Languages
workbooks.
The DBE consolidates a list of schools in which Grades 1-6 Home Languages workbooks were
delivered with hyperlinks to the delivery note.
Method of Calculation/ Numerator: Total number of public ordinary schools provided with Home Language workbooks
Assessment Denominator: Total number public ordinary schools that have ordered Grade 1-6 workbooks
Multiply by 100.
Means of Verification Signed (Director or above) copies of workbooks
Proof of deliveries
Data limitations Late learner admission; Rationalisation/merging of small schools; Schools placing an order on items
not provided by the DBE; Schools changing Language of Teaching and Learning after placement of
workbook order; provinces submitting outdated data on learner numbers per grade; Omission of
some grades or schools on the data submitted.
Assumptions The Language of Learning and Teaching (LoLT) for schools submitted by provinces does not change.
The names of schools submitted by provinces do not change.
Disaggregation of Target for Women: Not Applicable
Beneficiaries applicable) Target for Youth: Not Applicable
Target for Persons with Disabilities: Not Applicable
Spatial Transformation Reflect on contribution to spatial transformation priorities: Not Applicable
(where applicable) Reflect on the spatial impact area: Not Applicable
Calculation type Non-Cumulative
Reporting cycle Annually
Desired performance Public schools with Grades 1-6 which have placed orders have access to Home Language workbooks
in the correct language.
Indicator responsibility Lead – Branch D: Delivery and Support
Indicator Title 2.3.4 Percentage of public schools provided with workbooks for learners in Grades R per year,
after having placed an order.
Definition ‘Public Schools’ refers to schools offering Grade R and that have placed workbook orders according
to the provincial data submitted to the DBE.
Grade R workbooks are produced and delivered as Volume 1–4 as follows:
Item Description Delivery Plan:
Book 1 For use during term 1 of the academic year Oct-Nov 2023
Book 2 For use during term 2 of the academic year Oct-Nov 2023
Book 3 For use during term 3 of the academic year Jan-Feb 2024
Book 4 For use during term 4 of the academic year Jan-Feb 2024
Source of data The DBE consolidates a list of schools that placed an order for Grade R workbooks.
The DBE consolidates a list of schools in which Grade R workbooks were delivered with hyperlinks
to the delivery note.
Method of Calculation/ Numerator: Total number of public ordinary schools provided with Grade R workbooks
Assessment Denominator: Total number of public ordinary schools that have ordered Grade R workbooks
Multiply by 100
Means of Verification Signed (Director or above) proof of deliveries.
Signed (Director or above) list of schools that placed an order
Data limitations Late learner admission; rationalisation/ merging of small schools; schools placing an order on items
not provided by the DBE; schools changing the Language of Teaching and Learning (LoLT) after
place workbook order; provinces submitting outdated data on learner number per grade; omission
of some grades or schools on the data submitted.
Assumptions The LoLT for schools submitted by provinces does not change. The names of schools submitted by
provinces do not change.
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation type Non-cumulative
Reporting cycle Annually
Indicator Title 2.3.5 An Annual Sector Report is produced on the percentage of learners provided with
Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12.
Definition ‘Public schools’, which refers to schools owned by PEDs, receive a financial allocation to purchase
textbooks, or textbook procurement is done centrally at the provincial level. Each year at the start
of the academic year, provinces procure top-up textbooks to address shortages. The indicator seeks
to sample randomly selected schools by province to test whether learners have access to or possess
EFAL and Mathematics textbooks in Grades 3, 6, 9 and 12. Provinces will provide a report for the
DBE to consolidate and develop a Sector report.
Source of data An Annual Sector Report will be produced by the DBE but the data will be collected from individual
PED reports.
Method of Calculation/ An Annual Sector Report is produced on the percentage of learners provided with Mathematics and
Assessment English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12.
Means of Verification • A
pproved (Director or above) Annual Sector Report on the percentage of learners provided with
Mathematics and English First Additional Language (EFAL) textbooks in Grades 3, 6, 9 and 12.
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report.
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024 due
to various levels of verification and validation of reported performance in the reports
Assumptions Learners use textbooks over a minimum period of five years. If the textbooks are well taken care of,
the lifespan could be extended to more than the minimum of five years.
At the end of each year, the school retrieves and reports to provinces the number of textbooks in
good condition and places orders to replace shortages caused by losses, damages, etc
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation Type Non-cumulative
Reporting Cycle Annually
Desired performance All (100%) of sampled public schools have access to textbooks in Grades 3, 6, 9 and 12.
Indicator Responsibility Lead – Branch D: Delivery and Support
Indicator Title 2.3.6 Number of schools monitored for Home Languages in which Literacy Grades 1–3 lesson
plans have been developed for terms 1–4.
Definition Lesson plans are curriculum resources that facilitate the CAPS implementation that will enable
the teacher to teach the language skills, namely, Listening and Speaking, Phonics, Reading and
Comprehension, and Writing and Handwriting, in a systematic and integrated way from week to
week in a term in each grade.
Source of data Information is obtained through physical monitoring.
Method of Count the number of schools monitored for Home Languages in which Literacy Grades 1–3 lesson
Calculation/ Assessment plans have been developed for terms 1–4.
Means of verification Sample lesson plans for terms 1–4 in all 11 languages.
Completed, signed and dated monitoring tools.
Signed (Director or above) list of schools monitored per quarter with dates monitored.
Signed (Director or above) consolidated monitoring status annual report .
Data limitations None
Assumptions All schools have Literacy Grades 1–3 Lesson Plans for Home Languages.
Disaggregation of Target for Women: not applicable
Beneficiaries Target for Youth: not applicable
(where applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation Type Non-cumulative
Reporting Cycle Annually
Desired performance Lesson plans are provided to track curriculum coverage in all 11 languages offered as the Language
of Learning and Teaching (LoLT).
Indicator Responsibility Lead – Branch C: Curriculum Policy, Support and Monitoring
Indicator Title 2.3.8 An Annual Sector Report is produced on the monitoring of procurement and distribution
of Information and Communication Technology (ICT) devices.
Definition Information and Communication Technology (ICT) devices include Computers, Laptops and Tablets
procured for teachers and learners to support teaching and learning in public ordinary schools.
Source of data An Annual Sector Report will be produced by the DBE, but the data will be collected from
individual PED reports.
Method of Calculation/ An Annual Sector Report is produced on the monitoring of procurement and distribution of
Assessment Information and Communication Technology (ICT) devices.
Means of verification • A
pproved (Director or above) Annual Sector Report on the monitoring of procurement and
distribution of Information and Communication Technology (ICT) devices.
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report.
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024
due to various levels of verification and validation of reported performance in the reports
Assumptions It is assumed that PEDs will have plans to supply both teachers and learners with ICT devices
Disaggregation of Target for Women: Not Applicable
Beneficiaries (where Target for Youth: Not Applicable
applicable) Target for Persons with Disabilities: Not Applicable
Spatial Transformation (where Reflect on contribution to spatial transformation priorities: Not Applicable
applicable) Reflect on the spatial impact area: Not Applicable
Calculation Type Non-Cumulative
Reporting Cycle Annually
Desired performance Access to ICT Devices by teachers and learners will be increased and curriculum delivery is
supported through technology.
Indicator Responsibility Lead – Branch D: Delivery and Support
Indicator title 2.4.1 An Annual Sector Report is produced on the number of teachers trained on inclusion.
Short definition The ability of teachers to accommodate the diverse learning needs of learners, they must be
trained on specialised areas of inclusion, including Braille, Autism, South African Sign Language.
However, given the fact that the diversity of leaning is spread across the system, teachers in all
public schools may require such training. Therefore, training on inclusion goes beyond training on
areas related to disability; it may include on the provision of psychosocial support to learners and
other priority areas in the sector, such as the teaching of reading and aspects of mathematics.
It must, however, be pointed out that training to inclusion is not limited to the areas mentioned
here.
Source of data Annual Sector Report will be produced by the DBE, but the data will be collected from individual
PED reports.
Method of Calculation/ Assessment An Annual Sector Report is produced on the number of teachers trained on inclusion.
Indicator title 2.4.2 An Annual Sector Report is produced on the number of learners in public special schools.
Short definition All learners, including learners with disabilities have a constitutional right to a basic education.
Learners with disabilities are often enrolled in special schools in order to access appropriate
services and programmes. Therefore, it is important to track the number of learners admitted to
public special schools to assess the progress of the sector in this regard.
Source of data An Annual Sector Report will be produced by the DBE, but the data will be collected from
individual PED reports
Method of Calculation/ Assessment An Annual Sector Report is produced on the number of learners in public special schools.
Means of verification • A pproved (Director or above) Annual Sector Report on the number of learners in public special
schools.
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report.
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024
due to various levels of verification and validation of reported performance in the reports
Assumptions There is continuous admission of learners to and in public special schools.
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator title 2.4.3 An Annual Sector Report is produced on the percentage of public special schools serving as
resource centres.
Short definition Education White Paper 6 states that the capacity of special schools must be developed for them to
serve as resource centres for public ordinary schools. The White Paper states that this will involve
designating, resourcing and capacitating them to serve as resource centres. This means that
currently not all special schools are serving as resource centres. Therefore, provincial education
departments will designate scertain special schools as resource centres. This means that it is
important for the sector to track the percentage of special schools serving as resource centres to
have a sense of the extent of progress the sector is making in this regard.
Source of data An Annual Sector Report will be produced by the DBE, but the data will be collected from
individual PED reports.
Method of Calculation/ Assessment An Annual Sector Report is produced on the percentage of public special schools serving as
resource centres.
Indicator Title 2.4.4 An Annual Sector Report is produced on the establishment of focus schools per Provincial
Education Department.
Definition As part of the skills for the changing world, the Department is promoting establishing focus
schools/ schools of specialisation across all provinces in line with economic development zones.
These schools are intended to respond to the demand for specific skills. 11 types of focus schools/
schools of specialisation have been identified.
Source of data Annual Sector Report will be produced by the DBE, but the data will be collected from individual
PED reports
Method of Calculation/ Assessment An Annual Sector Report is produced on the establishment of focus schools per Provincial
Education Department
Means of verification • A
pproved (Director or above) Annual Sector Report on the establishment of focus schools per
Provincial Education Department
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024
due to various levels of verification and validation of reported performance in the reports
Assumptions Provinces will have plans for the establishment of focus schools
Disaggregation of Target for Women: Not Applicable
Beneficiaries (where applicable) Target for Youth: Not Applicable
Target for Persons with Disabilities: Not Applicable
Spatial Transformation Reflect on contribution to spatial transformation priorities: Not Applicable
(where applicable) Reflect on the spatial impact area: Not Applicable
Indicator Title 3.1.1 Percentage of School Governing Bodies (SGBs) that meet the minimum criteria in terms of
effectiveness.
Definition The South African Schools Act, Act 84 of 1996, prescribes roles and responsibilities for SGBs. An
SGB is effective if it scores an average of 60% of the items on the SGB functionality tool. The tool
comprises the following categories used to determine the effectiveness of SGBs:
a) Policies;
b) Meetings;
c) School assets; and
d) School finances
Each category has weighted sub-questions to determine effectiveness.
Source of data Information is obtained through a survey conducted during the 2023 academic year.
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 3.1.2 Percentage of schools producing the minimum set of management documents at a
required standard.
Definition The minimum set of management documents is basic documents viewed as mandatory for the
effectiveness of management processes in any school. These documents comprise 16 items
divided into two categories: management and registers.
The listed management documents that every school must have are:
a) Annual Academic Performance Report;
b) School Improvement Plan; c) Curriculum Monitoring Plan; d) Curriculum Monitoring Tools;
e) Setting Realistic Subject Targets;
f) Quarterly Learner Achievement Data;
g) Tracking Learner Performance Instrument;
h) Composite School Timetable;
i) Classroom Timetables; and
j) Teacher’s Personal Timetables.
Indicator Title 3.1.3 Number of Funza Lushaka bursaries awarded to students enrolled for Initial Teacher
Education per year.
Definition Number of Funza Lushaka bursaries awarded for Initial Teacher Education students in the first,
second, third and fourth-year, Postgraduate Certificate in Education (PGCE) and programmes
that offer teaching subjects but are not teacher education qualifications in higher education
institutions. The following are examples of qualifications awarded: Bachelor of Education(Bed).
or Bachelor of Commerce (BCom), Bachelor of science (BSc), Bachelor of Technology (B Tech),
Bachelor of Social Science (BSoc Sc), followed by a PGCE). The bursaries are awarded to students
(identified through ID numbers), meaning the selected lists are according to the criteria set.
Source of data Application for bursaries.
Proof of registration from tertiary institutions.
List indicating receipients of Funza Lushaka Bursaries
Method of Calculation/ Count the number of Funza Lushaka bursaries awarded to enrolled Initial Teacher Education
Assessment students in the first, second, third and fourth year, and PGCE students, and programmes that offer
teaching subjects but are not teacher education qualifications in higher education institutions.
Means of Verification Signed (Director or above) list of Funza Lushaka applications
Signed (Director or above) list of Funza Lushaka bursaries
Data limitations As a result of fee changes in institutions, bursary recipients who fail to register, cancel the bursary
or decline the bursary, or become deceased, the number of students awarded the bursary may not
be the exact number enrolled.
Assumptions The list of awarded beneficiaries of the Funza Lushaka bursary programme is based on the
database of applications received per financial year.
Disaggregation of Target for Women: Not Applicable
Beneficiaries (where Target for Youth: Not Applicable
applicable) Target for Persons with Disabilities: Not Applicable
Spatial Transformation Reflect on contribution to spatial transformation priorities: Not Applicable
(where applicable) Reflect on the spatial impact area: Not Applicable
Calculation type Non-Cumulative
Reporting cycle Annually
Desired performance To utilise the bursary to train more graduates for the education profession.
Indicator responsibility Lead – Branch T: Teachers, Education Human Resources and Institutional Development
Indicator Title 3.1.4 Number of quarterly monitoring reports tracking the percentage of Funza Lushaka
graduates placed within six (6) months upon confirmation that the bursar has completed
studies.
Definition A quarterly monitoring report will track progress on the rate of appointment of Funza Lushaka
graduates overall and the rate of their appointment within six months of completion of their
studies. Elements of the Report will, at least, include the following:
• The total number of allocated graduates eligible for placement per province;
• Total number of graduates placed during the reporting quarter and the year to date; and
• Total number and percentage of graduates placed within six months within the reporting
quarter and the year to date.
“Placed” is defined as securing an appointment at a school in a permanent or temporary
capacity as captured on Personnel and Salary System (PERSAL). Reporting will be according to the
academic year.
Source of data PERSAL downloads obtained from National Treasury (PERSAL) and PED Monthly Reports The
Funza Lushaka database of graduates eligible for placement
Method of Calculation/ Count the number of signed quarterly monitoring reports tracking the percentage of Funza
Assessment Lushaka graduates placed within six months upon confirmation that the bursary has completed
studies
Means of verification Four signed (Director or above) quarterly monitoring reports
Indicator Title 3.1.5 An Annual National Report is produced on the number of qualified teachers aged 30 and
below entering the public service as teachers
Definition The total number of educators aged 30 and below possessing a minimum qualification level of
Relative Education Qualification Value (REQV) 13 who were appointed in posts during the financial
year. The type of appointments made includes:
• Permanent appointment
• Temporary appointment: occupying a vacant position, usually for a year or two
• Relieve appointment occupying a post of a permanent teacher who is temporarily not at school
due to conditions such as ill health, maternity leave, suspension, etc.
• Part-time: permanently appointed but only work for a limited number of hours
• The report will, at least, include the following:
• Main reporting elements: Number of educators, qualification (REQV) level, and age
• Basic demographics – Province, Gender, Race
Source of data Personnel and Salary System (PERSAL) downloads obtained from National Treasury
Method of Calculation/ Assessment • A
n Annual National Report is produced on the number of qualified teachers aged 30 and below
entering the public service as teachers
Means of verification Approved (Director or above) Annual National Report on the number of qualified teachers aged 30 and
below entering the public service as teachers
Data limitations The annual national report is based on PERSAL monthly downloads, which will be signed and
dated by 15 April 2024.
Assumptions Appointments details captured on PERSAL are accurate
Disaggregation of Target for Women: Not Applicable
Beneficiaries (where Target for Youth: Not Applicable
applicable) Target for Persons with Disabilities: Not Applicable
Spatial Transformation Reflect on contribution to spatial transformation priorities: Not Applicable
(where applicable) Reflect on the spatial impact area: Not Applicable
Calculation Type Non-Cumulative
Reporting Cycle Annually
Desired performance A signed report covering all basic elements
Indicator Responsibility Lead – Branch T: Teachers, Education Human Resources and Institutional Development
Indicator Title 3.2.1 An Annual Sector Report is produced on monitoring the functionality of Provincial Teacher
Development Institutes and District Teacher Development Centres.
Definition Annual monitoring report on the functionality of Provincial Teacher Development Institutes and
District Teacher Development Centres and the implementation of the recommendations of the
2021 report.
Source of data List of Provincial Teacher Development Institutes and District Teacher Development Centres that
submitted their reports
Method of Calculation/ An Annual Sector Report is produced on monitoring the functionality of Provincial Teacher’s
Assessment Development Institutes and District Teacher Development Centres.
Means of Verification • A pproved (Director or above) Annual Sector Report on monitoring the functionality of Provincial
Teacher Development Institutes and District Teacher Development Centres.
• Nine (9) signed (Director or above) PED reports substantiating the Annual Sector Report
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024
due to various levels of verification and validation of reported performance in the reports
Indicator Title 3.2.2 An Annual Sector Report is produced on monitoring the implementation of Teacher
Development Programmes by PEDs with special focus on Language, Mathematics, Physical
Science and Accounting.
Definition Annual monitoring report will be compiled on the implementation of Teacher Development
Programmes by PEDs with a special focus on Language, Mathematics, Physical Sciences and
Accounting, including the implementation of the recommendations of the 2021 report.
Source of data Information is obtained from PEDs’ quarterly reports
Method of Calculation/ Assessment An Annual Sector Report is produced on monitoring the implementation of Teacher Development
Programmes by PEDs with a special focus on Language, Mathematics, Physical Sciences and
Accounting.
Means of Verification • A pproved (Director or above) Annual Sector Report on monitoring the implementation of
Teacher Development Programmes by PEDs with special focus on Language, Mathematics,
Physical Science and Accounting.
• Nine (9) signed (Director or above) PED reports substantiating the Annual Sector Report
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024
due to various levels of verification and validation of reported performance in the reports
Assumptions All PEDs will be submitting the quarterly reports
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 3.2.3 Number of PEDs that had their post-provisioning processes assessed for compliance with
the post-provisioning norms and standards.
Definition The Norms and Standards implementation is monitored at the process and technical levels to
ensure all the factors and weightings as stipulated in the model are applied.
Processes assessed include distribution of posts to schools, declaration of excess posts and
vacancies; identification of extra educators; redeployment of excess educators, and filling of
vacanciesTechnical assessment includes reviewing data used; factors and weightings used etc.
Provinces avail data to determine the post-establishment and model used with all the original
factors and weightings.
Source of data Virtual sessions/meetings are held with PED officials responsible for implementation, wherein an
approved template is administered to collect data.
Method of Count the number of PEDs that had their post-provisioning processes assessed for compliance
Calculation/ Assessment with the post-provisioning norms and standards.
Indicator Title 3.2.4 An Annual Sector Report on the number of Grade-R practitioners with NQF level 6 and
above qualification produced
Definition The indicator determines the Basic Education Sector’s readiness to offer compulsory Grade R
by measuring the number of appropriately qualified teachers with requisite skills and content
knowledge to teach Grade R. This is based on the policy on minimum requirements for teacher
education qualifications. Performance is calculated by the collective sum of all the Grade R
practitioners with NQF level 6 and above qualifications. The performance is assessed by a narrative
report that each PED submits to substantiate the data provided through the data collection tool.
20% of the Grade R practitioners’ qualification database is sent to SAQA for bulk verification in the
learner register, and the report is generated. Grade R practitioners’ ID numbers are verified with
the Department of Home Affairs (DHA) against the population register.
Source of data Provincial Education Departments submit approved data collection tools that are signed off by the
Head of the Department
Method of Calculation/ Assessment An Annual Sector Report on the number of Grade-R practitioners with NQF level 6 and above
qualification produced.
Means of verification • A
pproved (Director or above) Annual Sector Report on the number of Grade-R practitioners with
NQF level 6 and above qualification produced.
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024
due to various levels of verification and validation of reported performance in the reports
Assumptions If an entry in the learner registry is an NQF level 6 or above, then the holder has an appropriate
qualification for Grade R which may not be valid.
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on contribution to spatial transformation priorities: N/A. Reflect on the spatial impact area:
(where applicable) N/A.
Calculation Type Non-Cumulative.
Reporting Cycle Annually
Desired performance The indicator is not comparable it just requires the actual number for that financial year.
Indicator Responsibility Lead – Branch T: Teachers, Education Human Resources and Institutional Development
Indicator Title 3.3.1 Number of PEDs monitored on the implementation of the Quality Management System
(QMS) for school- based educators.
Definition The appraisal of school-based educators is guided by Collective Agreement Number 2 of 2020 on
the Quality Management System (QMS). The QMS is a performance management system designed
to evaluate educators’ performance levels to achieve high levels of school performance. The
QMS requires members of the School Management Team (SMT) to develop and sign work plan
agreements with their supervisors. The DBE will monitor the implementation of the collective
agreement in all PEDs.
Source of data Information is obtained through the desktop or on-site monitoring.
Method of Calculation/ Count the number of PEDs monitored on the implementation of the QMS for school-based
Assessment educators.
Means of verification • Completed, signed and dated monitoring tools.
• Signed (Director or above) lists of provinces, district offices and schools monitored with dates
monitored.
• Signed (Director or above) consolidated monitoring status annual report.
Data limitations None.
Indicator Title 3.3.2 Number of PEDs monitored on implementation of the Education Management Service:
Performance Management and Development System (EMS: PMDS).
Definition The EMS: PMDS, as informed by Collective Agreement Number 3 of 2017, provides a standardised
framework for managing the performance of office-based educators. As a performance
management system, it aims to improve employee performance in terms of quality and quantity.
The DBE monitors the implementation of the EMS: PMDS in all PEDs.
Source of data Information is obtained through the desktop or on-site monitoring.
Method of Calculation / Assessment Count the number of PEDs monitored on implementation of the EMS: PMDS.
Means of verification • Completed, signed and dated monitoring tools.
• Signed (Director or above) list of provincial officials evaluated.
• Signed (Director or above) list of district officials evaluated.
• Signed (Director or above) consolidated monitoring status annual report.
Data limitations None.
Assumptions PEDs have mechanisms in place to monitor implementation of the EMS: PMDS.
Disaggregation of Beneficiaries Target for Women: not applicable
(where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 4.1.1 Number of new schools built and completed through ASIDI.
Definition This indicator measures the total number of schools where an appointed contractor has achieved
Practical Completion in the reporting period, through ASIDI. This indicator applies to both new
and replacement schools. The appointment of a contractor may be in a previous year. Practical
completion means the completion stage where, in the opinion of the principal agent, completion
of the works has substantially been reached and can effectively be used for the intended purposes.
The works can be completed as a whole or in sections.
Source of data Practical Completion (PC) Certificates received from Implementing Agents (IAs)
Method of Calculation/ Assessment Count the number of schools that have reached practical completion.
Indicator Title 4.1.3 Number of schools provided with water facilities through ASIDI.
Definition This indicator measures the total number of schools where an appointed contractor has achieved
Practical Completion in the reporting period, through ASIDI. This measure applies to existing
schools and excludes new schools. The appointment of a contractor may be in a previous year.
Water supply includes rainwater harvesting, municipal supply and groundwater supply. Practical
completion means the completion stage where, in the opinion of the principal agent, completion
of the works has substantially been reached and can effectively be used for the intended purposes.
The works can be completed as a whole or in sections.
Source of data Practical Completion (PC) Certificates received from Implementing Agents (IAs).
Method of Calculation/ Count the number of schools provided with water facilities through ASIDI that have reached the
Assessment practical completion stage.
Indicator Title 4.2.1 Number of General Education and Training (GET) test items developed in Language and
Mathematics for Grades 3, 6 and 9.
Definition Test items per subject will be produced in Languages and Mathematics for Grades 3, 6 and 9. A
test item is a question linked to a particular skill or topic from the curriculum. It is only considered
final after it has been developed and moderated by the test panel.
Source of data Database of test items
Method of Calculation/ Count the number of General Education and Training (GET) test items developed in Language and
Assessment Mathematics for Grades 3, 6 and 9.
Means of verification Signed (Director or above) list of test items produced.
Proof of moderation of test items produced.
Data limitations The actual tests will not be provided until the final test is written.
Assumptions Schools covered the curriculum as prescribed so learners could confidently respond to the items.
Disaggregation of Target for Youth: not applicable
Beneficiaries (where Target for Women: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation Type Non-cumulative
Reporting Cycle Annually
Desired performance Maintenance of a valid and credible database of test items.
Indicator Responsibility Lead – Branch C: Curriculum Policy, Support and Monitoring
Definition The NSC reports will contain data on learner performance obtained through the National Senior
Certificate examination. The reports will be in the form of learner performance that is analysed
at the national, provincial, district and school level and analysed diagnostically in selected subjects.
Source of data National NSC reports on learner performance (database hosted by the SITA mainframe).
Definition Examiners are appointed to set the examination question papers. Moderation of the question
paper is also part of the process of setting up question papers. Umalusi finally approves Question
papers.
Source of data Umalusi provides a signed list of question papers.
Method of Calculation/ Count the number of question papers set for the June and November examinations.
Assessment
Means of verification • Number of question papers set.
• Copies of question papers set for the financial year in question.
Data limitations Question papers are highly confidential documents that cannot be provided as evidence to anyone
until the results have been released.
Assumptions Question papers will cover wide topics in the curriculum.
Indicator Title 4.2.4 Percentage of public schools using the South African School Administration and
Management System (SA-SAMS) for reporting.
Definition The SA-SAMS is a cost-effective, easy-to-use, fully integrated computer application that assists
schools with their administrative, management and governance information needs. The
application is provided at no cost to schools in the country. Provinces support schools in using
the latest versions of SA-SAMS. The application is policy-driven and is therefore developed and
maintained by the DBE. As a standardised application, it is designed to capture and record unit
school administrative data and is the primary source of information in the LURITS. SA-SAMS also
assists schools with quarterly or ad hoc reporting as required by the circuit/ district, provincial
department and the DBE. The percentage will be drawn from a population of all the public schools
except schools in the Western Cape, as the province is currently not using SA-SAMS for reporting.
Source of data Information is collected through a desktop monitoring tool.
Method of Numerator: Total number of public schools reporting using SA-SAMS (reported by provinces
Calculation / Assessment Denominator: Total number of public schools (reported by provinces)
PED excluding Western Cape
Multiply by 100
This indicator will be measured using the school year, not the financial year. In this case, the
denominator will only include operational public schools from the provincial master list.
Means of verification • S igned (Director or above) summary report for all provinces of public schools using SA-SAMS.
• Consolidated national list of all schools using SA-SAMS generated by SA-SAMS DQA tool from
data in PED warehouses (numerator).
• Consolidated national list of schools provided by provinces (master list) (denominator).
• An analysis report of the quality of information as reported by DQA
Data limitations Currently, the Western Cape does not report through the SA-SAMS. Therefore, no reports will be
received from the Western Cape.
Assumptions Some schools will not be using SA-SAMS for reporting. A new school may be reported yearly at the
end of the academic year (31 December).
Disaggregation of Target for Youth: not applicable
Beneficiaries (where applicable) Target for Women: not applicable
Target for People with Disabilities: not applicable
SpatialTransformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation Type Non-cumulative
Reporting Cycle Annually
Desired performance All public schools are to use SA-SAMS to generate performance reports quarterly and to submit
these reports with electronic data to the districts (province) for uploading onto information
systems.
Indicator Lead – Branch B: Business Intelligence
Responsibility Support – not applicable
Indicator Title 4.2.6 An Annual National Report is produced on learning outcomes linked to a systemic study
featuring in the National Assessment Framework
Definition An Annual National Report on learning outcomes linked to a systemic study featuring in the
National Assessment Framework will provide the sector with system-wide data based on learner
competencies, school functionality, teacher domains and district support. A systemic study is a
national, international or regional assessment where the desired goal is to monitor learner trends
and to report periodically on the quality of learning outcomes at selected grades in the context of
in-school and out-of-school factors that influence the improvement of learner performance and
school-based assessment. Within the National Assessment framework, systemic studies currently
include TIMSS, PIRLS, SACMEQ, National Systemic Evaluation, and the Mental Starters Assessment
Project.
Source of data National surveys and assessments are conducted online. Statistical aggregated data sets. Analysis
and results are checked and replicated for reliability.
Method of Calculation/ An Annual National Report is produced on learning outcomes linked to a systemic study featuring
Assessment in the National Assessment Framework.
Means of verification • A
pproved (Director or above) Annual National Report on learning outcomes linked to a systemic
study featuring in the National Assessment Framework.
Data Limitations The EMIS master list is updated and correct.
Assumptions Data collected in more than 80% of sampled schools. The final sample will be verified by the
Australian Council Research (ACER), and a technical report on the sampling will be provided.
Disaggregation of Target for Youth: not applicable
Beneficiaries (where Target for Women: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 4.3.1 Number of officials from districts that achieved below the national benchmark in the NSC
participating in a mentoring programme.
Definition A mentoring programme is for district and circuit managers in districts that achieved below the
national benchmark in the NSC results. The identified officials are taken through a mentoring
programme. The mentor holds sessions with the mentee. The DBE has the prerogative also to lead
the mentoring programme through workshops and seminars of affected districts and circuits.
Districts performing below the national benchmark in the NSC’ refers to districts performing below
70% in the NSC results.
Source of data Data sourced from the previous year’s NSC examination results to determine the participating
districts and circuits
An annual report on the mentoring programme.
Method of Calculation/ Count the number of district officials mentored.
Assessment
Means of Verification • S creenshots of attendance of mentoring sessions. These may be one-on-one sessions, or group
sessions in the form of workshops, seminars and other forms of contact sessions, e.g., virtual
meetings and support
• Approved (Director or above) annual report on the mentoring programme.
Data limitations None
Assumptions Identified officials in targeted districts and circuits were subjecting themselves to a mentorship
programme to improve learner performance.
Disaggregation of Target for Women: not applicable
Beneficiaries (where Target for Youth: not applicable
applicable) Target for Persons with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation type Non-cumulative
Reporting cycle Annually
Desired performance Support districts to improve average learner performance in the NSC above the national average.
Indicator responsibility Lead – Branch D: Delivery and Support
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 4.3.3 Percentage of District Directors that have undergone competency assessment prior to their
appointment.
Definition Conduct competency-based assessments for District Directors in line with the Public Service
Regulations regarding recruitment and appointment of Senior Management Service (SMS)
members. The assessments will be targeted at District Directors appointed during the financial
year. District Directors appointed permanently but who have not undergone the competency
assessment and those appointed temporarily in acting positions may undergo the competency
assessment as part of their professional development. Desktop monitoring is the provision of
support to primary and secondary schools that have been declared as underperforming in terms
of Section 58B of the South African Schools Act (SASA), Act 84 of 1996.
Source of data Information is obtained from completed competency assessments
Method of Calculation/ Assessment Numerator: Total number of District Directors assessed
Denominator: Total number of District Directors appointed in 2023/24
Multiply by 100
Means of Verification • Appointment letters
• Competency assessment records
• Signed (Director or above) list of District Directors’ appointments
Data limitations Non-appointments/ Delay in filling vacant District Director posts or incumbents appointed in acting
roles.
Assumptions Individual competency assessment reports of appointed District Directors are kept confidential.
Disaggregation of Target for Women: not applicable
Beneficiaries (where applicable) Target for Youth: not applicable
Target for Persons with Disabilities: not applicable
Spatial Transformation (where Reflect on the contribution to spatial transformation priorities: not applicable
applicable) Reflect on the spatial impact area: not applicable
Source of data Data will be collected from individual PEDs and DBEs monthly reports.
Method of An Annual Sector Report is produced on the provision of nutritious meals and compliance with
Calculation / Assessment feeding requirements
Means of verification • A
pproved (Director or above) Annual Sector Report on the provision of nutritious meals and
compliance with feeding requirements
• Nine signed (Director or above) PED reports substantiating the Annual Sector Report
Data limitations The DBE Annual Sector Report and Nine PED reports may be signed and dated by 30 April 2024
due to various levels of verification and validation of reported performance in the reports
Assumptions All 9 PEDs will submit their progress reports
Disaggregation of Target for Women: not applicable
Beneficiaries (where applicable) Target for Youth: not applicable
Target for People with Disabilities: not applicable
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
5.1.2 Number of PEDs with approved annual business plans for the HIV/AIDS Life Skills Education
Indicator Title Programme.
Definition This indicator measures the oversight and management function of the DBE towards the
development and approval of the 2023/24 provincial business plans for the HIV/AIDS Life Skills
Education Programme.
Source of data Information is obtained through desktop monitoring.
Method of Count the number of business plans approved for the HIV/AIDS Life Skills Education Programme.
Calculation/ Assessment
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Indicator Title 5.1.4 Number of learners, educators, parents, SGBs and other educations stakeholders reached
through social cohesion programmes
Definition Social Cohesion Programme includes activities such as:
• Engagements on the Rights and Responsibilities,
• National Schools Moot Court,
• iNkosi Albert Luthuli Oral Programme,
• Youth Citizens Action Programme,
• Heritage Education Schools Outreach Programme,
• Commemorations of Historic Events and Significant Anniversaries,
• Children’s Parliament,
• Future Choices Programme,
• Girls and Boys Education Movement Programme,
• Care and Support For Teaching and Learning
• Gender Empowerment Programme
• Multimedia engagements (radio, television, social media and webinars)
Source of data Information is obtained through the implementation of social cohesion and equity activities.
Method of Count the participants in social cohesion programmes, physically and virtually, including the
Calculation / Assessment statistical analysis of numbers reached through radio, television and social media.
Means of verification Signed (Director or above) lists of participants from partners as well as the national or provincial
coordinators
Signed (Director or above) lists of Truth and Reconciliation Commission (TRC) Bursary Payments
Signed (Director or above) lists of participants for the virtual platform
If the webinar is posted on social media, including a list of names who liked and commented on
the post and the number of subscribers who view the sessions.
If delivered through radio or television, the broadcasting house provides the number of persons
reached through the broadcast.
Data limitations The social media reach is not static, and therefore information is cumulative.
The radio and television reach is a statistical analysis of information provided by the broadcasting
house.
Assumptions Provinces will facilitate mass participation, arrange facilities and resources for virtual platforms and
email or courier pieces of work such as essays and research projects
Disaggregation of Beneficiaries Target for Women: In-school girl children
(where applicable) Target for Youth: In-school Youth
Target for People with Disabilities: Learners with Special Educational Needs (LSEN)
Spatial Transformation Reflect on contribution to spatial transformation priorities: Not Applicable
(where applicable) Reflect on the spatial impact area: Not Applicable
Calculation Type Cumulative: Year-End
Indicator Title 5.1.5 Number of participants and stakeholders reached with dialogues, engagements and
training workshops to end school-related gender-based violence
Definition The participants and education stakeholders include learners, educators, parents, SGBs, SMTs,
programme implementers, School Safety Committees, Learner Support Agents, District and
Provincial Officials, civil society organisations and other education stakeholders. The training
workshops can be both face-to-face and virtual. Sometimes they may be delivered through digital
online platforms. The dialogues can be delivered face-to-face or via media platforms like social
media spaces, radio and television.
Source of data Data obtained from attendance registers and statistical analyses of dialogues, engagements and
training workshops to end school-related gender-based violence
Method of Count the number of participants in dialogues, engagements and training workshops to end
Calculation / Assessment school-related gender-based violence, physically, online and virtually, including the statistical
analysis of numbers reached through radio, television and social media
Means of verification Signed (Director or above) lists of participants from partners as well as the national or provincial
coordinators
Signed (Director or above) lists of participants for the virtual platform
If the webinar is posted on social media, include list of names who liked and commented on the
post, as well as number of subscribers who view the sessions.
If delivered through radio or television, number of persons reached through the broadcast as
provided by the broadcasting house.
Data limitations The social media reach is not static and therefore information is cumulative.
The radio and television reach is statistical analysis of information provided by the broadcasting
house.
Assumptions Provinces would have disseminated invitations to the intended participants.
Disaggregation of Beneficiaries Target for Women: In-school girl children
(where applicable) Target for Youth: In-school Youth
Target for People with Disabilities: Learners with Special Educational Needs (LSEN)
Spatial Transformation Reflect on the contribution to spatial transformation priorities: not applicable
(where applicable) Reflect on the spatial impact area: not applicable
Calculation Type Cumulative: Year-End
Reporting Cycle Quarterly
Desired performance Ongoing engagements, dialogues and workshops to end School-related Gender-based Violence
and Femicide
Indicator Lead – Branch S: Educational Enrichment Services
Responsibility
147
Name of Grant Purpose Outputs Current Period of Grant
148
Annual
Budget
(R thousand)
3. Mathematics, Science To provide support and resources to schools, Information and Communication Technology (ICT) subject-specific resources: 433 079 2023/24
and Technology Grant teachers and learners in line with the CAPS for 485 schools supplied, with subject-specific computer hardware in accordance with
the improvement of MST teaching and learning at the minimum specifications prescribed by the CAPS; and
selected public schools. 300 schools supplied with subject-related software in accordance with the
minimum specifications.
Workshop equipment, consumables, tools and machinery:
232 technical schools’ workshop equipment and consumables for technology
subjects repaired, maintained and/or replaced in accordance with the minimum
specifications; and
232 technical schools’ workshop machinery and tools for technology subjects
supplied, repaired, maintained and replaced in accordance with the minimum
specifications.
Laboratories equipment, apparatus and consumables:
1 000 schools supplied with Mathematics, Science and Technology kits;
1 256 laboratories supplied with apparatus for Mathematics, Science and
Technology subjects in accordance with the minimum specifications; and
500 laboratories and workshops supplied with consumables for Mathematics,
Science and Technology subjects in accordance with the minimum specifications.
Learner Support:
50 000 learners registered for participation in Mathematics, Science and
Technology Olympiads/fairs/expos and other events based on a structured annual
calendar, including support through learner camps and additional LTSMs such as
study guides.
Teacher Support:
1 500 participants attending specific structured training and orientation for
teachers and Subject Advisors in subject content and teaching methodologies on
the CAPS for Electrical, Civil and Mechanical Technology, Technical Mathematics
and Technical Sciences; and
1 000 teachers and Subject Advisors attending targeted and structured training in
teaching methodologies and subject content either for Mathematics, Physical, Life,
Natural and Agricultural Sciences, Technology, Computer Applications Technology,
Information Technology, Agricultural Management and Technology subjects.
Teacher training and provision of resources for Coding and Robotics
4. Children/Learners To provide the necessary support, resources and Nine Deputy Chief Education Specialists as Provincial Grant Managers and 245 260 424 2023/24
with Severe to Profound equipment to identified special care centres and transversal itinerant outreach team members appointed to provide support in
Intellectual Disability Grant targeted schools for the provision of education special care centres and targeted schools;
to children with severe to profound intellectual Data for 505 special care centres captured and managed using South African School
disabilities Administration and Management System;
245 Transversal Itinerant Outreach Team members, 2 970 caregivers, 1 928
teachers, 408 in-service therapists and 510 officials trained on the Learning
Programme for Learners with Profound Intellectual Disability and other
programmes that support the facilitation of the Learning Programme;
9 969 children with severe to profound intellectual disability supported through
outreach services.
6. School Backlogs Eradication of all inappropriate school infrastructure Number of new inappropriate schools replaced and provided with related furniture 2 078 702 2023/24
Infrastructure Grant Provision of water, sanitation and electricity to Number of schools provided with water
schools Number of schools provided with sanitation
7. Early Childhood To increase the number of poor children accessing The grant has two components with detailed outputs, conditions and 1 242 487 2023/24
Development Grant subsidised ECD services through the centre and responsibilities for each component specified in separate frameworks. The two
149
Annexure C:
Consolidated
Indicators
Annexure C: Consolidated Indicators
The Sector has not reached consensus in approving the consolidated indicators for the 2023/24 financial year. Indicators that were
discussed and agreed to, will still be included in the Provincial APPs.
Water and Sanitation Sanitation Appropriate for Eastern Cape Eastern Cape Department of Basic Education IDT
Education (SAFE): To provide Alfred Nzo Alfred Nzo; TMT
clean running water to 50 Amathole Bussiness Continuing Amathole; CDC
schools through the ASIDI Manager (BCM) Buffalo City; DBSA
programme; and restore the Chris Hani Cacadu; NECT
dignity of school communities Joe Gqabi Chris Hani;
through proper sanitation O.R. Tambo Elundini;
facilities in 450 schools KwaZulu-Natal Indwe;
Amajuba Joe Gqabi;
Harry Gwala Sakhisizwe;
King Cetshwayo Mhlontlo;
Ugu Emalahleni;
Umgungundlovu Nyandeni;
Umkhanyakude Umzinyathi Enoch Mgijima;
Uthukela Mhlontlo;
Zululand Senqu
Limpopo KwaZulu-Natal
Capricorn Amajuba; Illembe;
Mopani
153
Areas of intervention Medium-Term (3 years - MTEF)
154
Project description District Municipality Location: GPS coordinates Project leader Social partners
Sekhukhune King Cetshwayo
Waterberg Ugu;
Umgungundlovu; Umkhanyakude;
Umzinyathi
Uthukela;
Zululand
Limpopo
Mogalakwena;
Polokwane;
Mopani;
Sekhukhune;
Capricorn North;
Waterberg
The Department has, for the 2023/24 financial year, identified three (3) key catalytic projects for implementation by the sector through the District Development Model: Physical
Infrastructure; National School Nutrition Programme; and Water and Sanitation.