Thank you, hon House Chair. Hon members MECs present, I am informed that the MEC for Education and Training from the North West is here, and I am also excited to acknowledge the presence here of our former Deputy President, Comrade Phumzile Mlambo-Ngcuka. [Applause.]
Mdunge ngiyabonga ngesikhathi sakho. [Mdunge, thank you for your time.]
Distinguished guests, and ladies and gentlemen, let me thank the House Chair for the privilege I have been given of presenting my Budget Vote speech.
This indeed affords the national Department of Basic Education a platform to formally account for its activities in the 2011-12 financial year. We will also present the policy priorities and strategic response to key government tasks as outlined by President Jacob Zuma in his state of the nation address.
Minister Blade Nzimande reminded me during his Budget Vote speech that education constitutes more than 21% of the government's total allocated expenditure for the 2012-13 financial year.
The consolidated investment in the basic education sector, encompassing national and provincial education departments, makes education an important driver of government's transformation agenda. Our budget chest stands at R179,834 billion, almost R180 billion.
The overall budget for 2012-13 for the Department of Basic Education, Vote 15, has increased from R13,8 billion in 2011-12, to over R16,3 billion, which is an increase of more than R2,4 billion. We have allocated R22 million to Umalusi for 2012-13, which will reach R83 million in 2014-15, to cover its expanded mandate.
On earmarked amounts, there is an allocation of R520,9 million for the Kha Ri Gude Mass Literacy Campaign. This campaign has provided more than 1,6 million adults with a chance to become numerate and literate in one of the official languages. In 2011, it registered 648 000 learners and currently it has more than 680 000 learners. The target is to reach 4,7 million adults by 2015-16.
We can confidently declare before the nation that further advances were made in pursuance of national educational goals. For 2012 and the second half of the Medium-Term Expenditure Framework, MTEF, we will continue to use as an anchor the Action Plan to 2014: Towards the Realisation of Schooling 2025, to consolidate our advances in transforming education.
This being the mid-term of our office, I must share with the people where we are in discharging our constitutional mandate. There is progress in spite of challenges. We have become more equitable and more pro-poor since apartheid. We've moved from the margin to the centre of learning, with over 12 million learners in more than 24 000 public schools.
We have been responsible in supplying no less than 365 000 educators for these future leaders for whom we are together opening "the doors of learning and of culture", as stated in the Freedom Charter. We have indeed doubled Grade R enrolment from 300 000 in 2003 to over 705 000 in 2011. We are very encouraged by the fact that more young people are completing Grade 9. There is an increase from 80% in 2003 to 88% in 2010. We are also informed by the General Household Survey that more young South African children are completing Grade 12.
School attendance is close to 100% for the basic compulsory band, in the 7- to 15-year age range. Nevertheless, we continue to be concerned by the information from the General Household Survey showing that just over 120 000 children in that band are out of school. We have requested provinces to look into this and address the matter.
By the same token, the drop-out rate in Grades 10 and 11 is of great concern and we're engaging as a sector with interventions for improving learner retention rates. The percentage of Grade 12 learners who qualify for Bachelor's studies has now increased to 24,3%, which places us in good stead to meet the target of 175 000.
Given the link between poverty and education, free schooling and school meals are part of government's pro-poor policies; this includes scholar transport. The number of learners in no-fee schools exceeds our 60% target. This year, 69,3% of learners are in more than 20 000 no-fee schools. The threshold target allocation for no-fee schools for operational expenditure has increased to R880 per learner, and the national per learner target amount for Quintile 1 schools is R960. Total expenditure for school allocation for no-fee schools at the national target level is projected to be in excess of R7,7 billion. Informed by government's antipoverty strategy, the National School Nutrition Programme Conditional Grant has increased from R327,7 million in 2012-13, to R4,907 billion.
With regard to the National Senior Certificate, NSC, examinations, there is evidence of progress in the pass rate of the Grade 12 National Senior Certificate. We must celebrate our achievements in regard to the target of improving the pass rate by 10% by 2014. This target was set after the alarming pass rate in 2009, which was 60%. In November 2011 we surpassed this target, which had been planned for 2014 three years ahead. The 2012 supplementary examinations have been completed and the results have been released. The overall pass rate combining the November 2011 and March 2012 examinations is now 72,7%. For this we thank all the persons and officials who made it possible. Preparations for the 2012 NSC examinations are on track.
We remain concerned about both the quality and number of passes in mathematics and science. Therefore we are implementing a new national strategy for mathematics, science and technology in education. It reinforces the Dinaledi Schools Programme, which has received a conditional grant of R99,7 million for 2012-13. In June 2012, we will convene a Mathematics and Science Indaba, with key education stakeholders involved in the teaching of mathematics and science. Concerns were raised about standards with the introduction of the new curriculum and we have given a fuller explanation on this matter in the packages given to members and our guests. Unfortunately we are unable to elaborate. I would have loved to do that, but because of time I won't be able to do so. That's why I have given you a full explanation of standards in education.
The high standards of the National Senior Certificate can be attested to. To obtain admission to university study for Bachelor degrees with the old Senior Certificate, a candidate had only to pass four subjects at 40% and two at 33,3%, but currently, under the National Senior Certificate, admission to Bachelor studies requires a pass in four subjects at 50% - I am not sure what a 50% campaign is all about because we are already there - and the remaining subjects at 30%, provided that the home language subject is passed at 40% and the language of learning and teaching at 30%. The NSC requires a candidate to offer seven subjects, while the old Senior Certificate required only six subjects.
Again, we benchmark our question papers as a credible mechanism to ensure that our national question papers are internationally comparable and are of a high standard and quality. In 2007, question papers for 10 major subjects were evaluated by three assessment bodies, namely the Cambridge International Examinations, Scottish Qualifications Authority and Board of Studies New South Wales. There is consensus among these institutions, and Higher Education South Africa, Hesa, that by international standards our question papers are well designed and assess what they purport to assess.
With regard to the strategic interventions, we have identified four priority areas for 2012-13. They influence and are influenced by the strategic imperative to make schools work, to make principals manage the curriculum, to make teachers teach and learners read, write and count. It is these four strategic interventions that make it more critical for this august House to support the Basic Education allocation. I hope the DA has not been instructed not to support the Vote, as usual. This time we will agree that it is very important that they support it, unless they have been instructed not to.
In addition to our ongoing focus on the three Ts, we continue to focus on the Curriculum and Assessment Policy Statement, Caps, annual national assessments, textbooks and infrastructure. Through these programmes we want to maximise learner performance, school by school and classroom by classroom.
With regard to the curriculum, as affirmed last year, the 2012 focus is on the prudent implementation of the revised Curriculum and Assessment Policy Statement, starting with Grades 1 to 3 and Grade 10. We have provided orientation for more than 130 000 teachers and 2 810 subject advisers on the Caps documents.
In improving learner attainment, we have developed the instruments that we are using, and we are implementing the National Strategy for Learner Attainment Framework for Grades R to 12; the Curriculum Coverage Monitoring Tool; and a school-based Learner Attainment Improvement Strategy because we did realise that the sector continues to be challenged by the lack of completion of the curriculum and all sorts of things.
The strategy on early childhood development, ECD, is in place. We are finalising the 0-4 curriculum for all ECD sites and realigning resource packages with Caps for Grade R. An audit of Grade R enrolment at ECD centres is under way. We are poised to meet the target of full coverage for Grade R by 2014.
Our annual national assessments, ANAs, monitor performance of learners in the critical foundational skills of literacy and numeracy. Following the baseline ANA conducted in February 2011, we have provided feedback to teachers. This has taken the form of reports and high-quality test exemplars. They should strengthen school-based assessment and deepen children's competencies and confidence in tackling their work. An allocation of R75 million to strengthen the existing programme and expand assessments to include Grade 9 has been secured for 2013-14, and will reach R160 million in 2014-15. Also, September 2012 is the date for the second round of ANAs. We again encourage parents and teachers to prepare adequately for the ANA so that we can see improvement with regard to performance in the lower grades.
With regard to workbooks, in 2012 we will expand the provision of "texts", which is a component of the three Ts. We have provided high-quality workbooks to six million learners in the country. We have also conducted a survey of workbook utilisation. We have extended the National Workbook Programme to cover Grades 7, 8 and 9. The allocation for the 2012-13 financial year amounts to R811 million for expanding the distribution of workbooks to Grade 9 learners. In 2012 we are providing 54 million books to learners, at no cost to the parents or learner. We think this is history in the making and we are very proud of this achievement. [Applause.]
In line with our commitment to inclusive education, workbooks for Grades 1 to 6 and 7 have been adapted and are currently being printed in Braille. We're attending to concerns raised, including those pertaining to thorny matters around packaging, delivery and quantities. As serious concerns have been raised about this programme, we have provided a detailed response and explanation in your packages. Again we will not be able to give you a full report as to how this programme has to be managed.
With regard to textbooks, a national catalogue for Grades 1 to 3 and 10 has been developed and distributed to provinces for procurement of core materials for schools. A national catalogue for Grades 4 to 6 and 11 is being developed and will be finalised in June and July 2012. The development of a national catalogue for Grades 7 to 9 and 12 will be finalised during the current financial year.
We have distributed 4 424 500 physical science and mathematics supplementary textbooks to all Grade 10 to 12 learners, in partnership with the Shuttleworth Foundation.
With regard to infrastructure, through the Accelerated School Infrastructure Delivery Initiative, Asidi, we continue to do more to fast- track provision and improvement of school infrastructure. This programme has been given a further boost by being included in the work of the Presidential Infrastructure Co-ordinating Commission.
The total education infrastructure grant allocation for the financial year is R5,4 billion. During adjustments, this budget was increased to R5,7 billion. Total spending on the adjusted budget, as at the end of March 2012, was R5,2 billion. This spending is 12% higher than the 80% spending reported in 2010-11. The total budget allocation for the education infrastructure grant in the 2012-13 financial year is R5,2 billion. This budget is almost R93 million more than the adjusted budget.
The department has the following targets to meet through Asidi: the eradication of 496 inappropriate structures nationally; the provision of basic water to 1 257 schools; the provision of basic sanitation to 868 schools; and the electrification of 878 schools. Currently, 50 inappropriate schools are undergoing construction for completion by the end of 2012, and will be ready for occupation in 2013.
In 2011-12, 55 schools were provided with water, 115 with sanitation and 48 with electrification. There are capacity challenges with implementing agents and contractors, and this has resulted in programme delays. However, these are being rigorously tackled. We are in the process of putting together framework agreements that are intended to provide more implementing agents, built environment professionals and contractors to the sector.
In partnership with the Nelson Mandela Centre of Memory and other partners in education, on 10 April 2012 we launched 94 school infrastructure projects as part of International Mandela Day. We invite everybody to make this a success by supporting the schools of their choice. We request all South Africans to go to their schools to do something - just take a pen!
Ubabingelele, ubavakashele, ubakhuthaze nje. [You should visit them, greet them and generally encourage them.]
We really call upon all South Africans to go to their old schools and see what they can do. Together we must and will fulfil the greatest birthday wish for Madiba - we agree with you, member - and sing in unity in celebration of this great icon of our time, come 18 July. We say, "Take action, inspire change and make every day a Mandela Day!" In this unique way we will preserve his towering legacy.
In 2012-14 we will also invest more energy in those critical areas influencing the successful implementation of Caps, ANA, workbook infrastructure and other priorities. Those critical areas are teachers, the National Educational Evaluation and Development Unit, Needu, ICT and the Planning and Delivery Oversight Unit.
We believe that our systems are only as good as their teachers; teachers are at the heart of curriculum delivery; good teaching is the key to unlocking excellence in learner performance; and continuous professional development of teachers continues to be critical. We call upon teachers to be in school, in class, on time, teaching for at least seven hours a day, as this remains fundamental.
At national level we oversee the implementation of the Integrated Strategic Planning Framework for Teacher Education and Development that we launched in April 2011. For 2012-13, provinces have set aside over R3 billion for teacher development. An audit process to support the functionality of teacher resource centres will be conducted in 2012-13. This will include a scoping for the development of new centres. There are currently 144 teacher centres in the country. We are excited to announce that we've entered into a memorandum of understanding with all teacher unions - I know the opposition will say Sadtu - to strengthen their capacity in teacher development so as to complement our efforts.
We will attend to structural issues impacting on performance in the sector, like teacher supply and utilisation. With colleagues from the provinces, we are working hard to ensure that all vacant posts in schools are filled timeously. Accountability across the system is key.
A process is under way at the Education Labour Relations Council, ELRC, to streamline the Integrated Quality Management System to improve evaluation of educators' performance. This is being done as part of a broad accountability process for the sector. I thought you would applaud this one, for it is a big breakthrough. [Applause.] It didn't come easily. You can ask people from the ELRC. An integrated assessment instrument to improve the performance of principals, deputy principals and teachers is in its final stages of negotiations, and we hope to announce soon ... [Interjections.] We hope so too. [Laughter.]
The National Education Evaluation and Development Unit, Needu, is another element of our accountability system. We gazetted the National Education Evaluation and Development Unit Bill in December 2011. We thank you for the valuable comments received. Needu is a very useful agency, meant to help us to evaluate the quality of support schools have received, and more importantly, assess and report on the state of schools in our country, in particular the quality of school leadership, teaching and learning. Dr Nick Taylor, the former CEO of JET Education Services and current member of Umalusi Standards Committee, became the new CEO on 1 May 2012. He replaces Prof John Volmink.
Uhambile ngoba ugugile. [He left due to retirement.]
For 2012-13, Needu has been allocated R12,5 million. [Interjections.]
Musa ukungiphazamisa. [Do not disturb me.]
Other allocations in the 2012-13 financial year on earmarked amounts include R37 million for the Integrated Quality Management System, IQMS, and R21,7 million for systemic evaluation. For 2012-13, the Funza Lushaka Bursary scheme has been allocated R671,9 million. We really invite all South Africans to make teaching their profession of choice. Indeed, it is one of the greatest professions that we can tell our children to go into.
With regard to ICT initiatives, the implementation of the Teacher Laptop Initiative is back on track, with more teachers being enabled to access this resource. Work on a new funding model and procurement and administration processes to strengthen the initiative is going very well. During the latter part of the year we will be making what we think is a very exciting announcement on the Teacher Laptop Initiative.
The good news is that broader plans for using ICT to enhance learning and teaching are gathering steam. Our department, together with the Department of Communications, has developed a connectivity plan providing a comprehensive framework for achieving cost-effective and efficient connectivity for all schools. The directors-general of the two departments and provincial heads of departments signed the Telkom Master Services Agreement on 27 March 2012, for Phase 1 implementation of the connectivity for schools. The first phase will provide connectivity to 1 650 schools.
In 2011, 2 334 schools were connected to the Internet for the purpose of teaching and learning, while 7 008 schools were using the Internet for administration purposes. The establishment of nine ICT resource centres, one per province, sponsored by the Vodacom Foundation, is expected to accelerate training of teachers in the use of ICT to support teaching and learning.
As promised last year, we have indeed established a Planning and Delivery Oversight Unit. With its strategic positioning, we were able to prioritise support for underperforming districts by targeting schools and classrooms. By the end of the second quarter of 2011 we had reached 4 612 schools.
Under its first head, Mr Ronald Swartz, and later Mrs Palesa Tyobeka, the unit has been working with provinces to support the 18 underperforming districts in the Eastern Cape, Limpopo and Mpumalanga. It is also monitoring the implementation of district improvement and school improvement plans.
To further improve district support to schools, in March 2012 we published for comment a policy on the organisation, roles and responsibilities of education districts.
As far as provinces are concerned, one of the major projects we have initiated is the alignment of provincial annual performance plans with our National Action Plan. We are hard at work restoring stability and service delivery in the provinces under section 100(1)(b) of the Constitution. These provinces are Limpopo and the Eastern Cape. The Deputy Minister will elaborate on work done in this area.
With regard to learner wellness, in order to reduce health and social barriers to learning, we are working very closely with the Department of Health in expanding and strengthening school health services. The HIV and Aids Life Skills Education Conditional Grant for 2012-13 stands at R208,7 million. To broaden the HIV and Aids programme and become the Integrated School Health Programme, we aim to incrementally provide school health services to all learners over the next five years.
With regard to learner safety, we continue to be concerned by different acts of violence affecting our children both inside and outside our schools. We are very hopeful that, through the Inter-Ministerial Committee established by Cabinet, work in this very important area will improve. More than 9 000 schools are linked to police stations. This year, we aim to link an additional 9 000 schools.
On school sports, we are receiving positive reports on school sports taking place on Wednesdays as part of "Magnificent Wednesday". To infuse more life into the SA Schools Choral Eisteddfod, we have trained a total of 359 adjudicators ... [Interjections.]