DEPARTMENT OF EDUCATION PROVINCE OF THE NORTHERN CAPE VOTE 4

Transcription

1 DEPARTMENT OF EDUCATION PROVINCE OF THE NORTHERN CAPE VOTE 4 ANNUAL REPORT 2013/14-1-

2 Contents PART A: GENERAL INFORMATION DEPARTMENT GENERAL INFORMATION LIST OF ABBREVIATIONS/ACRONYMS FOREWORD BY THE MEC REPORT OF THE ACCOUNTING OFFICER STATEMENT OF RESPONSIBILITY AND CONFIRMATION OF ACCURACY FOR THE ANNUAL REPORT STRATEGIC OVERVIEW Vision Mission Values LEGISLATIVE AND OTHER MANDATES ORGANISATIONAL STRUCTURE ENTITIES REPORTING TO THE MINISTER/MEC PART B: PERFORMANCE INFORMATION AUDITOR GENERAL S REPORT: PREDETERMINED OBJECTIVES OVERVIEW OF DEPARTMENTAL PERFORMANCE Service Delivery Environment Schools Learners Educators Indicators Distribution of learners, educators and schools Staff in the ordinary public and independent school sector Service Delivery Improvement Plan Organisational environment Key policy developments and legislative changes STRATEGIC OUTCOME ORIENTED GOALS PERFORMANCE INFORMATION BY PROGRAMME Programme 1: ADMINISTRATION Programme 2: PUBLIC ORDINARY SCHOOL EDUCATION Programme 3: INDEPENDENT SCHOOLS Programme 4: INCLUSIVE EDUCATION

3 4.5 Programme 5: FURTHER EDUCATION AND TRAINING (COLLEGES) Programme 6: ADULT BASIC EDUCATION AND TRAINING Programme 7: EARLY CHILDHOOD DEVELOPMENT Programme 8: INFRASTRUCTURE Programme 9: AUXILLIARY SERVICES TRANSFER PAYMENTS Transfer payments to public entities Transfer payments to all organisations other than public entities CONDITIONAL GRANTS Conditional grants and earmarked funds paid DONOR FUNDS Donor Funds Received CAPITAL INVESTMENT Capital investment, maintenance and asset management plan Progress made on implementing the capital, investment and asset management plan Infrastructure projects which have been completed in the 2013/14 year and the progress in comparison to what was planned at the beginning of the year Plans to close down or down-grade any current facilities, Progress on Maintenance Planning Developments relating to the above that are expected to impact on the Department s current expenditure Disposals, scrapping and loss due to theft Measures to ensure that the Department s asset register remained up-to-date The current state of the Department s capital assets Major maintenance projects that have been undertaken during the period under review Progress made in addressing the maintenance backlog PART C: GOVERNANCE INTRODUCTION RISK MANAGEMENT FRAUD AND CORRUPTION MINIMISING CONFLICT OF INTEREST CODE OF CONDUCT HEALTH SAFETY AND ENVIRONMENTAL ISSUES

4 7. PORTFOLIO COMMITTEES SCOPA RESOLUTIONS PRIOR MODIFICATIONS TO AUDIT REPORTS INTERNAL CONTROL UNIT INTERNAL AUDIT AND AUDIT COMMITTEES AUDIT COMMITTEE REPORT PART D: HUMAN RESOURCE MANAGEMENT INTRODUCTION OVERVIEW OF HUMAN RESOURCES HUMAN RESOURCES OVERSIGHT STATISTICS PART E: FINANCIAL INFORMATION REPORT OF THE AUDITOR GENERAL ANNUAL FINANCIAL STATEMENTS Primary Notes Annual Appropriation Departmental revenue Compensation of employees Goods and services Interest and rent on land Payments for financial assets Transfers and subsidies Expenditure for capital assets Unauthorised expenditure Cash and cash equivalents Prepayments and advances Receivables Voted funds to be surrendered to the Revenue Fund Departmental revenue and NRF Receipts to be surrendered to the Revenue Fund Bank Overdraft Payables current Net cash flow available from operating activities Reconciliation of cash and cash equivalents for cash flow purposes

5 PART A: GENERAL INFORMATION -5-

6 1. DEPARTMENT GENERAL INFORMATION PHYSICAL ADDRESS: IK Nkoane Education House 156 Barkly Road KIMBERLEY POSTAL ADDRESS: Private Bag X5029 KIMBERLEY 8300 TELEPHONE NUMBER/S: FAX NUMBER: /1 ADDRESS: WEBSITE ADDRESS : lmonyera@ncpg.gov.za PR287/2014 ISBN:

7 2. LIST OF ABBREVIATIONS/ACRONYMS ABET: Adult Basic Education and Training ACE: Advanced Certificate in Education CEM: Council of Education Ministers CEMIS: Central Education Management Information System CLC: Community Learning Centre CTLI: Cape Teaching and Learning Institute DHET: Department of Higher Education and Training DOCS : Department of Community Safety DBE: Department of Basic Education DEMIS: District Education Management Information System ECD: Early Childhood Development ECM : Enterprise Content Management EE: Employment Equity EIG: Education Infrastructure Grant EMIS: Education Management Information System EPP: Education Provisioning Plan EPWP Expanded Public Works Programme EWP: Employee Wellness Programme FET: Further Education and Training GET: General Education and Training HEI: Higher Education Institution ICT: Information and Communication Technology IMG: Institutional Management and Governance I-SAMS: Integrated School Administration and Management System IQMS: Integrated Quality Management System KM: Knowledge Management LSEN: Learners with Special Education Needs LTSM: Learning and Teaching Support Materials MST: Mathematics, Science and Technology MTEF: Medium-Term Expenditure Framework NCS: National Curriculum Statement NC (V): National Curriculum (Vocational) NPDE : National Professional Diploma in Education NEPA: National Education Policy Act NGO: Non-Governmental Organisation NQF: National Qualifications Framework NSC: National Senior Certificate NSNP: National School Nutrition Programme OHSA: Occupational Health and Safety Act PFMA: Public Finance Management Act PILIR: Policy on Incapacity Leave and Ill-Health Retirement PPI: Programme Performance Indicator PPP: Public-Private Partnership PPM: Programme Performance Measure RCL: Representative Council of Learners SACE: South African Council for Educators SAQA: South African Qualifications Authority SASA: South African Schools Act SASAMS: School Administration and Management System SAPS: South African Police Services SETA: Sector Education and Training Authority SGB: School Governing Body SITA: State Information Technology Agency SMT: School Management Team SPMDS: Staff Performance Management and Development System WSE: Whole-School Evaluation -7-

8 3. FOREWORD BY THE MEC The Northern Cape Department of education is pleased to present the Annual report for the financial year 2013/2014. This report provides the Department with an opportunity to reflect on all that has been achieved over the past financial year. The decision by the last administration in 2009 to make education an apex priority has seen innovative milestones being achieved. Our interventions are targeting the challenges and weaknesses in our education system and we are responding by developing appropriate plans and strategies to address these challenges. We are confident that the course we have taken provides a solid foundation for further improvement in our quest to provide quality public education to all our learners. Basic education is listed as an apex priority for our country in the Medium Term Strategic Framework (MTSF) and is central to the Government s National Development Plan 2030 (NDP). This underscores the Government s determination to bring about a transformed basic education system. The Department will ensure that all future strategies and plans in the sector conform to the articulations in the NDP and MTSF, which necessitate that the sector prioritises the following outcomes: - improved quality of teaching and learning; - increased capacity of the state to intervene and support quality education; - increased accountability for improved learning; - human resources development and management of schools; and - infrastructure and learning materials to support effective education. Over the past few years more learners have accessed basic education. The expansion in the ECD sector shows that our strategies are working. Our learner retention policies, which include the No-Fee School Policy and other pro-poor initiatives aimed at fighting poverty, inequality and unemployment, have resulted in an increase in attendance that is compulsory for the 7- to 15-year-old age group. We are pleased to report that all educators teaching grade R to 12 have been trained and supported in the implementation of the Curriculum and Assessment Policy Statement (CAPS) that has been introduced into the system with the intention of providing a simplified and better mediated curriculum. -8-

9 The Department used the CAPS orientation sessions of subject advisors to emphasise the need to monitor and strengthen curriculum coverage in schools. As part of our continuous engagement with district directors, curriculum coverage features strongly in all our current and future plans. Profiling of districts (aimed at identifying gaps in the districts in order to speedily address the challenges) helps the sector to understand the status of different schools in Province. This has clarified what will be required to achieve the goals of the NDP and the Sector Plan. We are pleased with the 74,5% (adjusted to 77,2% after the recent supplementary examinations) achieved by the class of 2013 as well as the improvement in Numeracy and Literacy in grade 3, 6 and 9 Annual National Assessment (ANA) results. However, much more still needs to be done to improve the Mathematics pass rate in grade 9. I would like to acknowledge the contribution of the entire Education team under the leadership of Mr GT Pharasi for the efforts invested over the period under review. The Northern Cape Department of Education is looking forward to consolidate the gains made in the last twenty years as we work towards the attainment of the National Development Plan objectives which encompass Action Plan to 2019: Towards the realisation of Schooling Ms GB Cjiekella-Lecholo, MPL MEC for Education -9-

10 4. REPORT OF THE ACCOUNTING OFFICER 4.1 Overview of the operations of the Department: The 2013/14 Annual Report marks the end of the 2009/2014 Medium Term Strategic Frame Work (MTSF) period. In as much as the emphasis of this specific report addresses itself to the 2013/14 Financial Year, it affords us to reflect on the said MTSF period. We started the 2009 Medium Term Strategic Framework (MTSF) period on the backdrop of three successive disclaimers from the Office of the Auditor General. An in depth analysis of AG s audit opinion reports over that period reveals the basis for qualified audit opinions are decreasing. The same is true of the number of emphasis matters paragraphs raised in the audit reports over the same period. We are working continuously to improve our overall management of performance information (none financial information). To this effect, the Department attained a qualified audit opinion in performance information in both the 2012/13 and 2013/14 (check against final audit report) financial years, an improvement from disclaimers in the recent years in this regard. We are encouraged by these incremental improvements, for this illustrates stabilisation of overall administration and management of the Department. Though unable to attain clean audit reports during 2009 MTSF period, we take solace in the fact that overall, all areas identified by the office of the Auditor General as basis for qualifications over the same period have been and continue to be addressed. Internal institutional systems continue to be strengthened to ensure that the Department does not regress in its quest to attain clean audit report. Improving the quality and equity of learner performance Curriculum and Assessment Policy Statement (CAPS) In the main, the implementation of the Curriculum and Assessment Policy Statement (CAPS) proceeded without any major challenges. We started the implementation of CAPS in 2012 with Grade 1-3 and 10. In 2013 we implemented CAPS in Grades 4-6 and 11.Ongoing monitoring and support continue to be provided to teachers in these grades to ensure mastery of content and assessment methodologies. Grades 7-9 and 12 teachers were trained in 2013 in preparation for introduction of CAPS in As is customary, training takes place during school holidays and over weekends to ensure that contact time of learners is safeguarded. National Senior Certificate (NSC) and the Annual National Assessment (ANA) The Province s performances in both the Annual National Assessment (ANA) and National Senior Certificate have been widely debated and reported upon. These are clearly stated in the actual performance against targets in tables further down this annual report. We accept that currently, our overall performance is less than desirable. The reality is that this explicitly reveals the low base from we operate in terms of overall learner performance. Overall, the results show an improvement over the years i.e , albeit not at the pace we should be performing, much still needs to be done across the grades to enhance qualitative learner performance. Provincial Learner Attainment and Literacy Strategies Over the 2009 MTSF period, we have developed and implemented several concrete measures to ensure that we attain and sustain incremental improvements in overall learner performance. The Provincial Learner Attainment and Literacy Strategies (PSLA) form the strategic drivers of our quest to improve quality public education in the Province. Four strategic thrust areas anchor both the Provincial Learner Attainment and the Literacy Strategies, namely (1) Time on task; (2) Curriculum coverage; (3) School Based Assessment and (4) Parental Involvement. -10-

11 These continue to bring more sharpened focus on learner performance and utilisation of information and evidence in regard to overall learner performance. The Literacy Strategy, in particular, is aimed at substantially improving low quality outcomes in the early grades so as to lay a solid foundation for quality learning and teaching in higher grades. Amongst others, we are entrenching the use of the findings of the 2013 Diagnostic Report and 2014 Framework for Improvement in enhancing our ongoing support to teachers through road shows, clusters and subject specific meetings. Through these measures, our subject advisors are enabled to have a more comprehensive focus on areas requiring urgent attention and work with teachers so as to improve overall learner performance across the grades. The centrality of continuous teacher professional development continues to take centre stage to ensure the realisation of sustained improvement in overall learner attainment across the grades. The Literacy Strategy brings to an end sporadic responses and provides clear directives as to what needs to be done to improve the overall learner performance across all grades. We are of firm conviction that unwavering implementation of the Literacy Strategy in particular, put us in good stead for sustained improvement of overall learner performance in the medium to long term period. Learning Teaching Support Material (LTSM) In order to address the recurring challenge of none and/or late delivery of Learning Teaching Support Material (LTSM) to schools, the Department resolved to strategically appoint Post Office South Africa for delivery of LTSM to schools in the In addition to this, we have been able to collaborate with other Provinces to use economies of scale in getting better discount for LTSM. This continues to bear enormous dividends. All CAPS related LTSM for the 2014 school year were delivered to all schools by mid November This ensured that all schools started the 2014 school year with all requisite Curriculums and Policy Statement (CAPS) related Learning and Teaching Support Material (LTSM). We confidently assert that the Province has attained full coverage of CAPS related learning and teaching support material. This feat was largely realised due to the decision by the Department to centralise procurement of LTSM and distribution to schools through Post Office South Africa. This is one of the best practices we shall be strengthening going forward. We have engaged schools Governing Bodies (SGBs) to continue withholding the Section 21 Function allocations for LTSM to schools over the next 2-3 years. This is to ensure that all top ups of CAPS related LTSM to schools are also procured centrally and speedily delivered to schools during the 2014 school year. Community Service Delivery Protests in the John Taolo Gaetsewe District One of the most embarrassing incidents during the 2009 MTSF period, is what happened in the John Taolo Gaetsewe District, in particular, the Joe Morolong Local Municipality and in the Olifantshoek (the latter in the former Siyanda but presently ZMF district) area in 2012.These areas experienced community service delivery protests and normal schooling was adversely affected for a prolonged period in that particular year. Grade 1-11 learners at 64 primary and high schools received no teaching for one to two terms during that year. Adapted curriculum programmes were put into place to catch up on time lost when normality was restored in September (applicable only to the schools in Joe Morolong Local Municipality, all learners, but the Grade 12 learners, in the Olifantshoek area had to repeat grades in 2013 resultant of not sitting for end of year examinations). In effect, this translated in learners progressing to higher grades with substantial grade specific knowledge gaps. The knock-on effect of this is presently manifesting itself in overall learner performance in these areas. The reality is that this will be with us for some time and the Department is forced to intensify support in these specific areas. Amongst others, this is done through heightened presences of subject advisory services onsite. The grade 12 learners in these areas had to be accommodated away from their residential areas for additional tuition so as to prepare for the NSC examinations. This resulted in massive financial pressure as funds had to be redirected form planned activities to address this specific challenge. -11-

12 Incremental Implementation of African Languages One of the major policy shifts of government in the basic education sector, some would say albeit late, is the Incremental Implementation of African Languages (IIAL) in all public ordinary schools over the medium to long term period. This illustrates once more, yet another bold decision taken towards improving proficiency in and utilisation of the previously marginalised African languages (at First Additional Language level). The primary objective is to increase access to languages by all learners, beyond English and Afrikaans. Effective implementation of this would give impetus to government s drive to promote social cohesion and expand opportunities for the development of African languages as a significant part of preserving heritage and cultures. However, the mere piloting of this progressive policy shift has encountered enormous challenges. Initially, the plan was to pilot the Incremental Implementation of African Languages (IIAL) in 50 primary schools during the 2014 school year. This was later reduced to 25 schools (five per district) and ultimately 8 primary schools in the Province at the time of reporting. In addition to the challenge of finding teachers who have the right profiles for teaching IsiXhosa and Setswana, the issue of insufficient budget (no additional funding was availed, Provinces had to reprioritise) to implement this policy. District development and support In the period under review we continued to reposition our district offices for effective support to schools. The Department s reviewed macro organisation structure was approved in June An outstanding feature of this reviewed macro organogram is the fact that for the first time there is synergy between the district and provincial offices in terms of function and responsibilities of posts. Historically, district offices senior management comprised of merely three persons i.e. district director and two deputies. Presently, each district office has a complement of 8-10 managers each responsible for a specific areas i.e. Curriculum delivery management (Subject Advisory services), Examination and Assessment, Supply Chain Management (SCM), Labour Relations to name but a few. This illustrates the extent of progress registered towards decentralisation. Importantly, this decentralisation is coupled with requisite capacity building programs to ensure that delegated tasks are executed to the benefit of the entire organisation. Improving school management and leadership The cliché that an organisation is as effective as its leaders is as true as ever. In our context, one such level of leadership is at school level. In this instance, poor leadership and management is inevitably a major contributing factor to the absence of the culture of teaching and learning. We are strengthening our support to school principals and school management teams (SMTs) particularly in regard to curriculum management. We are heightening our monitoring, reporting and on-site support in curriculum coverage across the grades. The centrality of schools principals and by extension, the entire school based management team (SMTs) in curriculum management cannot be overemphasised. We continuously communicate that neglect in this area translates to abdication of core responsibility and will be addressed accordingly. There is clear evidence that schools principals and their management teams are increasingly recognizing and taking the necessary measures in the overall management of curriculum delivery. This will inevitably manifest in ongoing improved learner performance across the grades. In addition to on-going support provided to schools management teams (SMTs), all newly appointed principals and heads of Departments are taken through an induction program. Amongst others, the following themes are addressed during these sessions; curriculum delivery management, leave management and Integrated Quality Management System (IQMS). We therefore, shall continue to strengthen our oversight of curriculum delivery management and develop remedial measures to comprehensively address identified shortcomings across the grades. -12-

13 The Executive Management Team (EMT) of the Department held one on one engagement with School Management Teams (SMTs) of all high schools that obtained an overall pass rate of less than 70% in the 2013 National Senior Certificate (NSC) results. These engagements afforded both EMT and School Management Teams the opportunity to engage critically and frankly on underlying factors impeding overall learner performance i.e. across the grades. These engagements cover a variety of issues, common of which remains the effective management of overall curriculum delivery management at school level. The Council of Education Ministers (CEM) 2013 endorsed criteria for underperforming primary schools which stipulates that primary schools that have more than 50% of learners performing at level 3 and below in ANA in Grades 3 and 6 in literacy are deemed as underperforming. Districts management teams conducted same one on one engagement with School Management Teams of all declared underperforming primary schools. The central message was consistent with that conveyed to SMTs of underperforming secondary schools in the National Senior Certificate. Deployed Systems to enhance overall management and leadership in schools Central to informed planning and budgeting is the collection and utilisation of credible data sourced from throughout the system in particular, where actual service delivery occurs i.e. schools. Accordingly, we have provided schools with management improvement instrument systems, the optimal use of which should enhance overall school management. This would allow the school management teams (SMTs) to focus more on curriculum delivery management which should inevitably improve overall learner performance. It is for this reason that the Northern Cape Department of Education (NCDoE) continue to invest in the South African School Administration System (SA-SAMS) and the Human Resources Management System (HRMS) amongst others. The HRMS is a system to support human resource management related issues across the system. One of the central benefits of the HRMS is that it displays current employee information, as captured on Persal. In addition to this, the system also captures leave, daily employee attendance, pay sheet control, tracking of contract appointments, control of additional and excess educators. All school principals must log into the system and provide daily teacher attendance by 10:00 every week day morning. HR related circulars are also posted onto the system and principals and managers are able to send messages or enquiries on the HRMS. This enhances communication enormously and shortens the turnover response time between schools and offices on HR related issues. Given that the system is electronic and web based monitoring, reporting is automated and real time data can be obtained. HRMS is also able to generate standardised and customised reports. We shall continue to strengthen our monitoring of schools utilisation of the HRMS provide onsite support to schools that experience challenges in the implementation of the system over the 2014 Medium Term Strategic Framework (MTSF) period. The Department continues to invest in the Education Management Information System (EMIS). We have streamlined our efforts and achieved a 100% deployment of SA-SAMS at all public ordinary schools. Full utilisation of SA-SAMS by schools remains a challenge largely due to connectivity issues yet in some instances, it s the pure apathy, particularly on the side of some school principals to take ownership for effective implementation of the system. We are currently intensifying support and monitoring of the utilisation of SA-SAMS in all schools. The utilisation of SA-SAMS is increasingly taking centre stage within the Department and several strides are being made towards institutionalisation of the usage of SA-SAMS across all Departmental units. Both the SNAP (10 days) and Annual School Surveys continue to be successfully conducted in the main, through SA-SAMS. One central use of SA-SAMS is that credible data (statistics) is sourced from schools and this enhances the Department s financial allocation and post provisioning processes, amongst others. A total of 150 Extended Public Works Program (EPWP) learnerships were placed at various schools to assist in the capturing of school data on the SA-SAMS system. The common message to schools -13-

14 principals is that permanent employees i.e. secretaries and one or two teachers must play a significant role in the implementation of SA-SAMS. The centrality of school principals as the ultimate and appointed Information Officers cannot be overemphasised and this is continually communicated as such. The increase in personnel, both at provincial and district levels, has often resulted in erratic functionality of the ICT server due to capacity levels. Accordingly, the Department lost several production hours due to an unstable ICT backbone. It is in light of this that massive investment to overhaul ICT infrastructure in the Department is currently underway and will continue well into the 2014 MTSF period. At schools level, the Department continues to provide computer laboratories. Over the 2009 MTSF period, we have successfully resourced all Technical Schools with requisite workshops and ICT related resources. During the financial year under review (2013/14), four (4) Dinaledi Schools have been provided with computer laboratories. In addition to this the procurement of equipment for 11 computer labs for schools were issued and were being implemented at the time of reporting. ICT in the context of Management of Curriculum Delivery The full integration of ICT utilisation into curriculum delivery still remains a major challenge. The needs in this area are enormous and are most likely to even increase further within the medium to long term period. Given that this is a much specialised area and therefore an inherently expensive one, the basic education sector s overall investment in this area has not been and still is not adequate. The sector might seriously need to explore the possibility of adopting the earmarked funding approach i.e. conditional grant, to systematically address the glaring provision and utilisation discrepancies in this field. The stringent conditions regarding management, monitoring and reporting adopted by the earmarked funding approach will add impetus to the pace in integration of ICT into education. Inclusive Education The skewed location and resourcing of Special Schools in the Province had compromised attainment of access to quality public education by learners with barriers to learning. Out of total eleven (11) Special Schools in the Province, eight (8) are located in the Frances Baard district. This is a historical inheritance dating back to prior This is clearly an untenable arrangement that stand in stark contrast to our medium to long term objectives of ensuring equitable access to quality public education by children with barriers to learning. Over the 2009 MTSF period, the Department has started working progressively in addressing this historic injustice. Accordingly, we embarked on a deliberate process to address this anomaly i.e. disparity in access and resourcing of education for children with barriers to learning across the Province. The very first Special School in the John Taolo Gaetsewe district, Learamele Special School, was opened in 2010 and had only 67 learners by then. Presently (2014), the total learner population is 130 and a total of 90 of these learners are accommodated in the school hostel. The establishment of this Special School in the John Taolo Gaetsewe district has brought major relief to parents of children with barriers to learning. These children are able to access quality basic education closest to their respective homes instead of having to travel to Kimberley as has been the norm during the not so distant past. We expect the phenomenal growth in learner enrolment in this school to continue and commit to strengthen support to all Special Schools. In Pixley Ka Seme district, Alpha Primary School has been constructed and presently accommodates a maximum of 1000 learners. The school currently (2014) has 853 learners with 24 teachers. Alpha Primary School in De Aar is the first Full Service School in the Pixley Ka Seme district. In pursuance of our objective to expand the reach of school going age learners in all districts, we had no option but to expand access to Special School in the Namakwa district. The conclusion of -14-

15 negotiations with De Beers Mine for the transfer of Kleinzee Primary School (Namakwa district) in 2013 has resulted in establishment of the very first public ordinary Full Service School in that district. As of January 2014, the school provides three streams, namely multi-grade mainstream, Support Centre and Skills related programs, including needlework, woodwork, I.T. and catering for learners who are mildly intellectually disabled in both the Namakwa and ZF Mgcawu districts. Unlike the current practice, these children will not have to travel to Kimberley to access specialised education. The Northern Cape Department of Education commits to progressively increase resources allocation to these newly established Special Schools so as to ensure that no child of school going age with barriers to learning is disadvantaged in the Province. The continuing professional development of teachers in Special Schools is also being strengthened to ensure that learners with barriers to learning enjoy their constitutional right to quality education. School Infrastructure The substantive increase in the Education Infrastructure Conditional Grant budget over the 2009 MTSF period afforded us an opportunity to increase the momentum with which we are addressing the massive infrastructure backlogs, especially in the John Taolo Gaetsewe District. During the 2013/14 financial year, three (3) new schools were built to offset learner population growth in existing schools. A total of 43 additional classrooms were also built. Security improvements such as fencing and installation of burglars proofs were done at 22 schools throughout the Province. In line with the spirit of using government s infrastructure development programs to create work opportunities, we created actual work opportunities in excess of 350 through the utilisation of the allocated EPWP Incentive Grant. In the main, these EPWP Incentive Grant work opportunities entailed schools grounds beautification and maintenance. For the 2014 MTSF period, cyclical maintenance of schools will take centre stage so as to minimise the enormous long term expenses incurred on infrastructure programs. We are steadfast in working collectively towards realisation of sustained improved quality public education. Notwithstanding the numerous challenges, some of which have been highlighted in this annual report, we are of a firm conviction that we on the right course for realisation of Vision 2030 as encapsulated in the National Development Plan. 4.2 Overview of the financial results of the Department: Departmental receipts Departmental receipts Estimate Actual Amount Collected 2013/ /2013 (Over)/Under Estimate Actual Collection Amount (Over)/Under Collection Collected R 000 R 000 R 000 R 000 R 000 R 000 Tax Receipts Casino taxes Horse racing taxes Liquor licences Motor vehicle licences Sale of goods and services other (928) (143) than capital assets Transfers received Fines, penalties and forfeits Interest, dividends and rent on (199) (301) land Sale of capital assets Financial transactions in assets (3 948) and liabilities Total (1 115) (4 389) -15-

16 The Department of Education is not a revenue generating Department. Main source of revenue is the issuing of matric certificates which is captured under sales of goods and services other than capital assets. Revenue reflected under financial transactions in assets and liabilities relates to receipts from prior years. The only tariff charged to the public is for requests to re-issue matric certificates, which is payable to UMALUSI Programme Expenditure Programme Name Final Appropriation 2013/ /2013 (Over)/ Final Actual Under Appropriation Expenditure Expenditure Actual Expenditure (Over)/Under Expenditure R 000 R 000 R 000 R 000 R 000 R 000 Administration (7 635) (16 982) Public Ordinary School Education (29 170) Independent School Education Public Special School Education Further Education and Training Adult Basic Education and Training Early Childhood Development Infrastructure Development Auxiliary and Associated Services (3 456) Total (31 213) The Department overspent its budget by R million or per cent of the final appropriation as at the end of the 2013/14 financial year. Programme 1: Administration recorded an over expenditure of R7.635 million. The over expenditure mainly relates to intervention programmes for grade 12 learners that were held in the John Taolo Gaetsewe District and expenditure incurred as a result of appointment of staff that supports schools at both District and Head offices. Programme 2: Public Ordinary School Education overspent by R million. Part of the over expenditure can be attributed to procurement of additional learner support material due to an increase in learner numbers, payment of leave gratuities and a shortfall in section 21 norms funding to schools. Programme 3: Independent Schools underspent its budget with R0.406 million. This is mainly due to fewer schools applying to be independent. The under expenditure on Programme: 6 Adult Basic Education and Training amounts to R2.380 million. The under expenditure mainly relates to compensation of employees and can be attributed to the efficiency measures implemented with regards to remuneration linked to working hours compared to the fixed term contract agreements. Programme 7: Early Childhood Development recorded an under expenditure R0.787 million. Programme 8: Infrastructure Development expended 99.9 percent of its final appropriation. -16-

17 Programme 9: Auxiliary and Associated Services underspent with R1.644 million. This relates mainly due to a R1.3 million underspending on the Expanded Public Works Programme Incentive Grant for which a rollover was requested Virements/roll overs Virements have been effected in terms of Section 43 of the Public Finance Management Act, 1999 and is reflected in table below. 2013/2014 Adjusted Appropriation Shifting of Funds Virement Final Appropriation R 000 R 000 R 000 R Administration Current payment Transfers and subsidies Payments for capital assets Total for Programme Public Ordinary School Education Current payment (6 396) Transfers and subsidies Payments for capital assets Total for Programme (1 505) Independent School Education Current payment Transfers and subsidies (723) Payments for capital assets Total for Programme (723) Public Special School Education Current payment (4 876) Transfers and subsidies (929) Payments for capital (1 093) - assets Total for Programme (6 898) Further Education and Training Current payment (5 602) Transfers and subsidies Payments for capital assets Total for Programme Adult Basic Education and Training Current payment (2 250) Transfers and subsidies Payments for capital (450) - assets Total for Programme (2 700) Early Childhood Development Current payment (2 849)

18 2013/2014 Adjusted Appropriation Shifting of Funds Virement Final Appropriation R 000 R 000 R 000 R 000 Transfers and subsidies (3 651) Payments for capital assets Total for Programme (6 500) 75, Infrastructure Development Current payment Transfers and subsidies Payments for capital (801) assets Total for Programme Auxiliary and Associated Services Current payment Transfers and subsidies (1 063) Payments for capital assets Total for Programme (1 027) TOTAL Virements have been approved by the Accounting Officer within the 8% threshold on the appropriation. Virements relating to increases in transfers and subsidies was due to leave gratuity payments. The breakdown of the 2013/14 request for rollovers from the EPWP Incentive Grant is as follows: Project EPWP beneficiaries March 2014 stipends Completion of Kgono and Mosalakae Primary Schools fencing projects Economic Classification Current Payments Payments for Capital Assets SCOA Outsourced Services: Repairs and Maintenance Buildings and other fixed structures Rollover Amount R Completion of Northern Cape Agricultural School fencing project Payments for Capital Assets Buildings and other fixed structures TOTAL EPWP Incentive Grant Rollover Request Unauthorised, Fruitless and Wasteful Expenditure 2013/2014 Expenditure Amount R 000 Unauthorised Expenditure Irregular Expenditure Fruitless and Wasteful Expenditure 357 Unauthorised expenditure was as a result of; Additional posts of educators and school support staff due to increase in learner numbers. This increase in learner numbers also impacted on LTSM

19 Grade 12 learner outcomes interventions in John Taolo Gaetsewe District Irregular expenditure was largely due to: Implementing agents (IDT and DRPW) not following procurement prescripts for infrastructure capital projects Non-compliance with SCM prescripts Fruitless and wasteful expenditure was as a result of: Interest on late payments Cancellation of accommodation and flight bookings Future plans of the Department Incremental implementation of African Languages (IIAL) This important and critical policy shift for the implementation in the MTSF, must be backed, not only by political will, but the resolve to fund, what is redemption from failure to provide full pride and restoration of dignity to African people in this country. The IIAL, must be fully funded to address the acquisition of relevant LTSM, trained educators, retraining of otherwise qualified educators and support structure for the promotion of these African languages. Data warehousing and predictive analysis As part of overall ICT improvement for purposes of increased spot-on decision making, the Department will continue to focus investment in this area. The infrastructure and ICT Chief Directorate, will over and above streamline the utilisation of SA-SAMS and HRMS ensure the consolidation and warehousing (at a central place) of ALL departmental data we need and use for the management of all nine programmes. This will include utilisation of machine-learning, to determine cause-and-effect relations of targets, outputs, output goals and outcomes pursued by the Department Public Private Partnerships The Department did not enter into any Public Private Partnerships for the year under review Discontinued activities / activities to be discontinued No discontinued activities for the year under review New or proposed activities No new activities have been planned for Supply chain management No unsolicited bids were received for the year under review. SCM processes of the Department are documented which, if fully complied with, would not result in irregular expenditure being incurred. Outsourcing of infrastructure projects to infrastructure implementing agents poses challenges as these agents do not always follow SCM procedures which results in irregular expenditure for the Department. Most of the managerial posts (Deputy Directors, Director) were vacant for most of the year under review. The Department managed to fill all managerial vacancies by1 February

20 Gifts and Donations received in kind from non-related parties No gifts or donations were received in kind for the year under review Exemptions and deviations received from the National Treasury No exemptions from the PFMA, TR or deviation from financial reporting requirements were received from National Treasury for the year under review Events after the reporting date No events have occurred after reporting date Other No other material fact or circumstances that will have an effect on the understanding of the financial state of affairs which is not addressed elsewhere in this report Acknowledgement/s or Appreciation I would like to acknowledge and express my appreciation for the contribution of all senior managers and officials, who are all determined to return the Department to the heights of excellence it once occupied. Similarly I wish to thank our stakeholders in the sector as well as the parents who take the time to show an interest in the school work of their children. -20-

21 5. STATEMENT OF RESPONSIBILITY AND CONFIRMATION OF ACCURACY FOR THE ANNUAL REPORT To the best of my knowledge and belief, I confirm the following: All information and amounts disclosed throughout the annual report are consistent. The annual report is complete, accurate and is free from any omissions. The annual report has been prepared in accordance with the guidelines on the annual report as issued by National Treasury. The Annual Financial Statements (Part E) have been prepared in accordance with the modified cash standard and the relevant frameworks and guidelines issued by the National Treasury. The Accounting Officer is responsible for the preparation of the annual financial statements and for the judgements made in this information. The Accounting Officer is responsible for establishing, and implementing a system of internal control that has been designed to provide reasonable assurance as to the integrity and reliability of the performance information, the human resources information and the annual financial statements. The external auditors are engaged to express an independent opinion on the annual financial statements. In my opinion, the annual report fairly reflects the operations, the performance information, the human resources information and the financial affairs of the Department for the financial year ended 31 March

22 6. STRATEGIC OVERVIEW 6.1. Vision A transformed education system that reflects and advances the interests and aspirations of all the people of the Northern Cape 6.2. Mission To develop and deliver a quality, effective and efficient education system in the Northern Cape that is responsive to: Socio-economic development goals and targets of the Province and country The building of a non-racial, non-sexist and prosperous Northern Cape, through social cohesion and nation building Values 1. High standards of professional ethics 2. Quality service 3. Efficiency and effectiveness 4. Collectivism and teamwork 5. Equity, redress and access 6. Integrity 7. Building a caring organisation, resolute to serve our clients 8. Promotion of democratic practices, transparency and openness -22-

23 7. LEGISLATIVE AND OTHER MANDATES Since 1994, a number of policies have been implemented and legislation promulgated to create a framework for transformation and the provision of quality public education and training. The following are some of the key policies and legislation: The Constitution of the Republic of South Africa Act, 1996 (Act No. 108 of 1996) The National Education Policy Act, 1996 (Act No. 27 of 1996) The South African Schools Act, 1996 (Act No. 84 of 1996) The Further Education & Training Act, 1998 (Act No. 98 of 1998) The Adult Basic Education & Training Act, 2000 (Act No. 52 of 2000) The Employment of Educators Act, 1998 (Act No. 76 of 1998) The Public Service Act, 1994 (Proc No. 103 of 1994) The General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001) The South African Qualifications Authority Act, 1995 (Act No. 58 of 1995) Education White Paper 5 on Early Childhood Education (May 2001) and Education White Paper 6 on Special Needs Education Building an Inclusive Education & Training System (July 2001) National Curriculum Statement The Northern Cape Schools Education Act, 1996 (Act No. 6 of 1996) The Education Laws Amendment (Conduct of Matriculation Examinations) Act, (Act No. 4 of 1995 The Education Laws Amendment (Conduct of Matriculation Examinations) Act The White Paper on Transforming Public Service Delivery (Batho Pele) (General Notice of 1 October 1997 The Public Finance Management Act, 1999 (Act No. 1 of 1999) The Promotion of Access to Information Act, 2000 (Act No. 2 of 2000) The Promotion of Administrative Justice Act, 2000 (Act No. 3 of 2000) The Electronic Communications and Transactions Act, 2002 (Act No. 25 of 2002) The Draft White Paper on e-education, August

24 8. ORGANISATIONAL STRUCTURE Member of the Executive Council G. Cjiekella-Lecholo Head of Department G.T. Pharasi Director: Office of the HOD L. Monyera Chief Director: Infrastructure, ICT & EMIS G.B. Oliphant Chief Director: Financial Operation & Internal Control S.B. Sekhoacha Director: Risk Management & Internal Control: A.W. Andrews DDG: Curriculum, Exams & Assessment M. Ishmail DDG: District Operations and Institutional Support & Management Vacant DDG: Corporate Managemnt Vacant Chief Director: Curriiculum, Management & Delivery D. Sibiya Chief Director: Examinations & Assessment P. Phuzi Chief Director: District Operations H. Esau Chief Director: School Management & Support C. Modise Chief Director: Strategic Planning & Management M.T. Madikane Chief Director: Human Resource Management & Development T. Matseliso 9. ENTITIES REPORTING TO THE MINISTER/MEC There are no entities reporting to the MEC. -24-

25 PART B: PERFORMANCE INFORMATION -25-

26 District Public ordinary schools Independent ordinary schools SNE ECD State Funded Active ABET centres FET Institutions Higher Education Institutions College of Education Art Centre Total Annual Report for 2013/14 Financial Year 1. AUDITOR GENERAL S REPORT: PREDETERMINED OBJECTIVES The AGSA currently performs certain audit procedures on the performance information to provide reasonable assurance in the form of an audit conclusion. The audit conclusion on the performance against predetermined objectives is included in the report to management, with material findings being reported under the Predetermined Objectives heading in the Report on other legal and regulatory requirements section of the auditor s report. Refer to page 154 of the Report of the Auditor General, published as Part E: Financial Information. 2. OVERVIEW OF DEPARTMENTAL PERFORMANCE 2.1 Service Delivery Environment The Northern Cape Department delivers education services to 843 registered public and independent educational institutions in the Northern Cape in 2014, of which 551 are public schools, 27 are independent schools, 10 are for learners with disabilities SNE schools, 105 are ECD state-funded community sites, 125 are active ABET public sites, 2 are FET colleges with 7 campuses, 1 higher education institution, 1 college of education and 1 art centre. Currently, 315 public primary schools offer Grade R. Public ordinary schools offering Grade 1 to 12 to learners are sub-divided as follows: learners enrolled in 22 combined schools, learners enrolled in 107 intermediate schools, learners enrolled in 314 primary schools, learners enrolled in 108 secondary schools. Table 1: Educational institutions for 2014 in the Northern Cape Frances Baard John Taolo Gaetsewe Namakwa Pixley-Ka- Seme ZF Mgcawu (Siyanda) Total % of Total 65,36% 3,2% 1,19% 14,71% 14,35% 0,83% 0,12% 0,12% 0,12%

27 District Sector Number As % of district total As % of provincial total Number As % of district total As % of provincial total Number As % of district total As % of provincial total L:E Ratio L:S Ratio Annual Report for 2013/14 Financial Year Figure 1: % Distribution of educational institutions in the Northern Cape BASIC SCHOOLS DATA Table 2: Number of learners, educators and schools, learner-to- educator and learner- to- school ratio in the ordinary and independent school sector 2014 Learners Educators Schools Frances Baard John Taolo Gaetsewe Namakwa Pixley-Ka- Seme Z.F Mgcawu (Siyanda) Provincial Private Public Total Private Public Total Private Public Total Private Public Total Private Public Total Private Public Total Source: 10 th day Snap Survey 2014 Note 1: Data are for ordinary and independent schools (referred as ordinary schools). Data on stand-alone ECD sites, SNE Schools, ABET Centres and FET institutions are excluded. Note 2: Including learners in Pre-Gr R, Gr R and SNE in ordinary schools Note 3: Educators include educators paid by state and SGB Note 4: L:E Ratio = Learner- to-educator ratio and L:S Ratio = Learner- to-school ratio -27-

28 2.1.1 Schools On the 10 th day of the 2014 academic year there were 578 functional ordinary schools in the Northern Cape. These schools exclude SNE (Special) Schools. 96,3% (551) of these schools are public schools and 3,7% (27) independent schools. At 177 schools (30,9%) the John Taolo Gaetsewe district has the largest number of ordinary schools and the Namakwa district the smallest at 78 schools (13,6%) Learners According to the th -day Snap Survey there are learners from pre-grade R to Grade 12. These learners exclude learners in SNE schools. 98,7% or of the learners are in public ordinary schools and 1,3% or in independent ordinary schools. The Frances Baard district has the largest number of learners at or 31,89% and the Namakwa district the least at or 7,98% Educators During this count there were educators in the Northern Cape. These educators exclude educators in SNE (Special) schools. 97,2% (8 879) of these educators were in public ordinary schools and 2,8% (258) in independent ordinary schools. Frances Baard district has the largest number of educators, (or 31,7%) and Namakwa district the least, 781 (8,2%) Indicators Learner-to-educator ratio Table 2 shows that the average learner-to-educator ratio is 31,25:1, with ZF Mgcawu (formerly Siyanda), John Taolo Gaetsewe and Pixley-Ka-Seme having slightly higher than the average ratios. In the public school sector the average learner-educator ratio is 31,75:1 which is much higher than the independent school sector with 14,02:1. (See Table 2) Learner-to-school ratio With the figures reflected in table 2 it shows that the average learner-to-school ratio for the Province is 493,93:1, but two districts are higher than the average, namely, Frances Baard and Siyanda. In the independent school sector the learner-to-school ratio is 134:1, lower than the public school sector with 511,57:1. (See Table 2) -28-

29 2.1.5 Distribution of learners, educators and schools Table 3: Distribution of learners, educators and schools in the public school sector District Public Schools % of Public Total Total Learners Educators Schools Learners Educators Schools Frances Baard 31,6 32,6 21, John Taolo Gaetsewe 24,6 23,5 31, Namakwa 8,0 8,4 13, Pixley-Ka-Seme 16,1 15,6 17, Z.F. Mgcawu 19,7 19,6 17, Provincial Figure 2: Distribution of learners, educators and schools in the public school sector The predominantly rural district in the Province, John Taolo Gaetsewe, has proportionally more schools (31,2%) with fewer learners (24,6%) than the more urbanized districts. Frances Baard has virtually an equal distribution in learners (31,6%) and educators (32,6%) but only 21,4% of the public ordinary schools in the Province. Pixley-Ka-Seme has a much more even distribution of learners (16,1%), educators (15,6%) and public ordinary schools (17,2%). -29-

30 Table 4: Distribution of learners, educators and schools in the independent school sector District Private Schools % of Private Total Total Learners Educators Schools Learners Educators Schools Frances Baard 55,3 51,9 29, John Taolo Gaetsewe 22,4 18,2 18, Namakwa 9,4 13,2 22, Pixley-Ka-Seme 7,4 8,9 14, Z.F. Mgcawu 5,5 7,8 14, Provincial Figure 3: Distribution of learners, educators and schools in the independent school sector Table 4 and figure 3 indicate that Frances Baard has the greatest number of independent schools (29,6% or 8), as well as the most learners (55,3% or 2 002). ZF Mgcawu and Pixley- Ka-Seme have both 4 independent schools, but at 199 ZF Mgcawu also has the least number of independent school learners in the Province (5,5%). Figure 4a: Distribution of learners in ordinary schools by phase -30-

31 Figure 4b: Distribution of learners in ordinary schools per district Table 5 reveals that the highest proportion of learners in ordinary schools was located in the foundation phase (27,8%). As one moves up to higher levels within the schooling system, the proportion of learners decreases, with 24,9% in the intermediate phase, 23,7% in the senior and 17,3% in the FET phase. Table 5: Male and female learners in ordinary schools by phase and a percentage of provincial total Phase Female % of provincial total Male % of provincial total Total % of provincial total ECD Foundation Intermediate Senior FET Total

32 Figure 5a: Female and male learners in ordinary schools according to phase In 2014 the Northern Cape learners are represented by slightly more males (50,5%) than females (49.5%) but the gap is steadily closing. Table 5 and figure 5a indicates that males are in the majority in all the phases, except for the FET Phase, where there are more females than males. In the Senior Phase and ECD the number of boys and girls are virtually the same. Figure 5b: Female and male learners in ordinary schools according to District Figure 5b also indicates that there are more males than females in all districts except in Namakwa where the difference in numbers is less than 400 and Pixley ka Seme which has 500 more females -32-

33 Figure 6: Distribution of learners in ordinary schools by grade Table 6: Learners distribution in public ordinary schools per district from Frances Baard John Taolo Gaetsewe N/A N/A N/A N/A Namakwa Pixley-Ka- Seme ZF Mgcawu Provincial Figure 7: Learners in public ordinary schools Since the year 2000 the Northern Cape Department of Education has had a growth of 38,5% in learners. The growth rate increased dramatically in 2006 due to the 198 schools from John Taolo Gaetsewe district that became part of the Northern Cape. Since 2006 the Province has had an average learner growth of 1.04%. -33-

34 2.1.6 Staff in the ordinary public and independent school sector Figure 3: Staff in the public and ordinary school sector by type Figure 7 indicates that 75 out of every 100 employees in the Northern Cape schools are educators, followed by support staff (12), admin (6), hostel (4), practitioners (2) and professional non-teaching only 1 out of every Service Delivery Improvement Plan The Department has completed a service delivery improvement plan. The tables below highlight the service delivery plan and the achievements to date. Main services and standards Main services Beneficiaries Current standard of service Education Parents Predetermined Departmental standards Training Learners Predetermined Departmental standards Public Ordinary Parents and Predetermined School learners Departmental Education standards Desired standard of service Predetermined Departmental standards Predetermined Departmental standards Predetermined Departmental standards Actual achievement Satisfactory Satisfactory Satisfactory -34-

35 Batho Pele arrangements with beneficiaries (Consultation access etc.) Current Desired Actual arrangements arrangements achievements Adverts Adverts Informed Public Circulars Circulars Informed Public Website Website Informed Public Service delivery information tool Current/actual information tools Advocacy sessions Information sharing sessions Desired information tools Advocacy sessions Information sharing sessions Actual achievements Advocacy sessions were held at Head Office and Districts. 203 members of staff attended Information sessions were held at Districts and 380 people attended Complaints mechanism Current/actual complaints mechanism 1. Complaints are registered on a complaint form 2. Complaints are referred to the relevant unit head (District Head Office) 3. Five to ten working days are given for a response 4. Feedback is given to complainant on a weekly/monthly basis 5. Reminders are sent out until issues are resolved 6. Presidential Hotline complaints Desired complaints mechanism 1. Complaints are registered on a complaint form 2. Complaints are referred to the relevant unit head (District Head Office) 3. Five to ten working days are given for a response 4. Feedback is given to complainant on a weekly/monthly basis 5. Reminders are sent out until issues are resolved 6. Presidential Hotline complaints Actual achievements 14 out of 14 complaints have been resolved (100%) Satisfactory Satisfactory Satisfactory 4 out of 4 complaints have been resolved (100%) 2.3 Organisational environment As an organisation the Northern Cape Department of Education was faced with the carrythrough effect of the following two challenges, namely firstly the service delivery protests in John Taolo Gaetsewe district as it manifested primarily in the Joe Morolong and Olifantshoek areas. Secondly the work-to-rule campaign by the South African Democratic Teachers Union also affected especially district operations, as it relates to the curriculum support the Department would ordinarily have been able to perform. Both these phenomena therefore translated into compromised service delivery, since many activities could not be completed as per Annual Performance Plan. Secondly the Department was without a CFO with effect from 1 August 2013 until 1 December. -35-

36 The Department is also in the process of phasing in the implementation of the new approved organisational structure over the MTEF period and beyond, depending on available financial resources. The Department is determined to manage this process with the utmost consideration of the budgetary and the resultant carry-through implications. 2.4 Key policy developments and legislative changes The major policy developments are captured in the National Development Plan, the Medium Term Strategic Framework ( ) and the Action 2019 towards the realisation of Schooling 2030 The Minister for Basic Education has on 29 November 2013 published the Minimum Norms and Standards for School Infrastructure. These are regulations that define infrastructure conditions that make a school a school. For the first time ever it is now the law that every school must have water, electricity, internet, working toilets, safe classrooms with a maximum of 40 learners, security, and thereafter libraries, laboratories and sports facilities. There are timeframes attached to compliance. Other than this there have been no major legislative or policy changes that could have affected the operations of the Department. 3. STRATEGIC OUTCOME ORIENTED GOALS The following are the strategic outcome oriented goals that have been aligned to the strategic plan: Strategic Outcome Strategic Goal Strategic Objective Outputs Sub-outputs Improved quality of basic education To provide access to quality basic education in the Province To provide improved access to quality education to children of school going age Improve the quality of teaching & learning 2.Increase access to high quality materials Improved quality of basic education To provide access to quality basic education in the Province To monitor the implementation of the National Curriculum Statement and track the performance and development of learners Undertake regular assessment to track progress 1. Establish a world class system of standardised national assessments 2.Extract Key Lessons from on - going participation in International Assessments Improved quality of basic education To provide universal access to quality Early Childhood To increase participation in and improve quality of Early Improve early childhood development 1.Universalise access to Grade R 3.Improve the quality of ECD -36-

37 Strategic Outcome Strategic Goal Strategic Objective Outputs Sub-outputs Development services to all children in the Province Childhood Development services for learners Improved quality of basic education To provide and maintain optimal administrative and logistical support systems to the Department To ensure the provision of administrative, internet communications technology, human and financial resources to 611 schools Ensure a credible, outcomesfocused planning and accountability system 1.Strengthen school management and promote functional schools 2.Strengthen the capacity of district offices A skilled and capable workforce to support an inclusive growth path To provide support services to enhance the functionality and effectiveness of Basic Education To improve the skills of 75 students and educators in the fields Engineering, Mathematics and Science Improve the quality of teaching & learning 1.Improve teacher capacity & practices The Delivery Agreement is based on the following four outputs: Output 1: Improve the quality of teaching and learning This output is informed by the pressing need to improve the quality of teaching and learning. If this happens, not only will learners know more at the end of each school year, they are also more likely to remain in school for longer. Output 2: Undertake regular assessment to track progress There has been insufficient measurement of the quality of teaching and learning below Grade 12. It is envisaged that Annual National Assessments will improve and become a cornerstone of quality improvements in South Africa's schools, providing important information on learning and its context to teachers, parents, district officials and the country as a whole. Output 3: Improve early childhood development (ECD) Output 3 is based on evidence pointing to the importance of pre-grade 1schooling in improving learning outcomes throughout primary and secondary schooling. Essentially, if children are given a good educational foundation early in life, they find it easier to learn beyond Grade 1. The task of improving the quality of Grade R and ECD generally will extend beyond

38 Output 4: Ensure a credible, outcomes-focused planning and accountability system This outcome emphasises the need to make schooling more accountable. It is necessary to know where under-performance occurs and the underlying reasons for this so that timely and well-targeted interventions can occur. The logic is that neither poor performance nor outstanding performance should go unnoticed. -38-

39 4. PERFORMANCE INFORMATION BY PROGRAMME 4.1 Programme 1: ADMINISTRATION Purpose: To provide overall management of, and support to, the education system in accordance with the National Education Policy Act, the Public Finance Management Act and other relevant policies INSTITUTIONAL FUNDING FUNDING TO NO-FEE SCHOOLS FOR THE 2013/2014 FINANCIAL YEAR Funding is computed to no fee schools and transferred in three tranches during the financial year. 414 Schools in quintiles 1,2 and 3 have been declared no fee schools. The total percentage of no fee schools in the Province is 75% of the total schools. This translates to 68.64% of learners in no fee schools which is 7.14% above the National percentage. LEARNERS BENEFITTING FROM THE NATIONAL SCHOOL NUTRITION PROGRAMME The Northern Cape Department of Education provided 508 out of 552 Public Ordinary schools with funding for the National School Nutrition Programme. The transferred funding amounted to R125, 988, to all qualifying institutions situated across all five quintiles. FUNDING OF SPECIAL SCHOOLS Funding amounting to R9,637,980 was allocated to ten Special Schools during the year under review. The School allocations were intended to cover non-personnel non-capital items as required by National Norms and Standards for inclusive education. GRADE R IN PUBLIC ORDINARY SCHOOLS Allocations to Grade R Learners in Public Ordinary Schools were calculated and paid once off during May to all applicable Institutions which catered for Grade R Learners. This equated to R10,316, 592 allocated for normal services, minor maintenance repairs and learner support material for 360 Public Ordinary Schools which catered for Grade R. COMPENSATION FOR FEE EXEMPTIONS GRANTED IN FEE PAYING SCHOOLS As per the Amended National Norms and Standards for School Funding Policy, compensation for fee exemptions was provided to fee paying schools during the 3rd quarter of the financial year under review. 65 Schools applied in writing to the Department for compensation for fee exemptions and were reimbursed to the value of R3, 130,

40 AUDITED ANNUAL FINANCIAL STATEMENTS As at the reporting date, the Department received 520 audited annual financial statements from Educational Institutions for the 2012 Academic year which translates to 95% of financial statements submitted. EMPLOYEE HEALTH AND WELLNESS The programme managed to sign a Service Level Agreement with Sanlam to assist in improving the financial wellness of all employees. Four policies and plans were signed off, namely: 1. HIV/AIDS, STI and TB Management 2. SHERQ Management 3. Health and Productivity Management 4. Wellness Management. The unit also: Celebrated health awareness days as per Department of Health calendar and commemorated World Aids Day with a candle light ceremony. Facilitated the appointment of Wellness Committee members. Ensured that the submission to appoint District Co-ordinators is approved to be implemented in the new financial year. Established a good relationship with stakeholders like NAPWA, Nedbank, DOH, GEMS and others. LEARNER TRANSPORT Learner Transport is currently being provided by the Department of Transport, Safety and Liaison (DTSL). The projected number of learners to be transported in the Northern Cape is learners. The purpose of the Northern Cape Department of Education is to monitor the quality of the service and report deviation where necessary. Monitoring takes place whereby the Education District Office officials visit the routes and the schools and do assessments. They will monitor the number of learners per route, whether learners arrive at school on time, the condition of buses and also whether the mode of transport is suitable. In spite of the above successes there is still a challenge in the John Taolo Gaetsewe District where learners are still in need of transport. MANAGING THE FUNCTION Since 1 April 2012 the learner transport function was transferred to the Department of Transport, Safety and Liaison. This means that DTSL is responsible to appoint service providers, processing their payments and monitor their performance. They also must respond to requests from Education for the provision of transport to learners. DTSL therefore manages the budget and exercise expenditure control. -40-

41 QUALITY ASSURANCE The Main objective of Quality Assurance is to evaluate the performance of the education system, the quality of education in schools and to ensure quality of service delivery in line with Batho Pele Principles. SERVICE DELIVERY ACHIEVEMENTS: WHOLE-SCHOOL EVALUATION A sample of 30 schools was identified for external evaluation by the Northern Cape Department of Education. This sample consisted of high, primary, rural, urban, performing, underperforming, feeder and ex-departments schools. However, the Department of Basic Education indicated at the beginning of the 2013/14 financial year that the Province must evaluate 58 schools. Pre-evaluation/advocacy occurred in 76 schools across the Province in all five districts. Using the Pilot Data Capturing Instrument, which reduces the days spent at a school for onsite evaluation from five days to two days, the unit managed to evaluate 41 of the sampled 58 schools. Oral, as well as written, reports were handed to evaluated schools and these reports were disseminated to all the role players at the schools. All evaluated schools drafted/amended their School Improvement Plans after the evaluations. A composite report on the findings of the evaluations of the 41 schools was drafted and presented at an Executive Management Team meeting. Presentations on the findings per district were made to the District Directors, Chief Education Specialists and Circuit Managers in the John Taolo Gaetsewe and Pixley ka Seme districts in order to streamline the work of the district support teams. TOTAL BUDGET A total budget of R , 00 was allocated for all Whole-School Evaluation activities. CHALLENGES AND LESSONS LEARNED The planned programme to continue with the pre- and on-site evaluations of the sampled schools was disrupted in the John Taolo Gaetsewe due to disengagement of one labour union with the respective district office. Not all schools are doing School Self-Evaluation annually. QUALITY OF SERVICE DELIVERY CONDUCTING OF ADVOCACY SESSIONS AT DISTRICT OFFICES The unit conducted advocacy sessions with 203 personnel at the district offices. The unit concentrated mainly on the following: *Revised Service Delivery Standards. *Service Delivery Improvement Plan (SDIP) for the period 1 April March 2015 *Advocacy on Change Management -41-

42 ADVOCACY SESSIONS AT SCHOOLS The unit conducted advocacy sessions on the Departmental service standards with 380 members of staff at 17 schools. Schools were informed of what they can expect when district staff members render a service to them. Also if they have any problems they can refer them to the Quality of Service Delivery unit once they have followed all channels. ADVOCACY WITH THE COMMUNITIES Several advocacy sessions took place in various communities: Carnarvon Community with SASSA, Olifantshoek Community, Batlharos Stadium-Fetsa Tlala Food & Nutrition Security and Diamond Park-SASSA Integrated Outreach. A total of 382 members of the community attended these service delivery days. CUSTOMER CARE WORSHOP The unit actively participated in the Customer Care Workshop with all Provincial Departments and local and district municipalities at Die Eiland in Upington on August 2013 and made a presentation on the Best Practises within the Department of Education which 91 persons attended. PREMIER S SERVICE EXCELLENCE AWARDS The unit was able to assist two units to enter for the Premier s Service Excellence Awards namely, the finance unit of Namakwa and the Toy Library unit of the ZF Mcgawu District. The Toy Library obtained a Gold Award at the Gala Event. SERVICE DELIVERY IMPROVEMENT PLAN (SDIP) The unit was able to successfully monitor the three areas identified in the SDIP namely, Delivery of LTSM, Utilisation of the Infrastructure budget and Safer schools-drug and Weapon free and to report quarterly to the Senior Management of the Department and the Office of the Premier. The SDIP for the three year period namely,1 April March 2015 has been revised according to the prescripts of the DPSA. BATHO PELE FORUMS The unit actively participated in the quarterly forums held at the Office of the Premier with all Provincial Departments and local and District Municipalities. COMPLAINTS SYSTEM The unit continues to monitor and evaluate systems that have been developed including the Departmental complaints/suggestion/compliments register as well as the Presidential Hotline of which 14 incidents were received and successfully dealt with. A total of 4 internal complaints have been successfully dealt with this past year. TOTAL BUDGET The total budget for the unit was R311,255,96-42-

43 EMPLOYEE RELATIONS AND PEOPLE MANAGEMENT (ERPM) THE MANAGEMENT OF COLLECTIVE BARGAINING The Employee Relations and People Management (ERPM) (Labour Relations) directorate in its drive managed to sustain its participation in all three Bargaining Councils existing in the Province i.e. the Public Service Coordinating Bargaining Council (PSCBC), the General Public Service Sectoral Bargaining Council (GPSSBC) and the Education Labour Relations Council (ELRC). During the period under review the PSCBC dealt with the following issues listed hereunder: Upgrading levels of clerks Leave issues Long Service Recognition Probation periods Policies in the various Departments The General Public Service Sectoral Bargaining Councils (GPSSBC) also dealt extensively with these issues: Long Service Recognition (Resolution 1 of 2012) Extension of Probation Periods in the NCDOE XXVI First Aid Box Allowance (Resolution 3 of 1999) Implementation: Grading levels of clerks in the Public Service Application of the Leave Policy applicable to the Non-Teaching staff at schools The Education Labour Relations Council (ELRC) equally had a busy schedule during the period under review; the following issues were dealt with at the chamber namely: ECD or Grade R payment list Temporary educators Teacher Incentives Teacher Laptop Initiative MTEF Consultations Updates on EMIS, LURITS and SA-SAMS Implementation of Collective Agreement 1 of 2012 Recognition of Long Service New Leave Forms. As the employer we conducted a workshop on new leave dispensation to all employee party representatives. The following information sharing sessions were held: Early Childhood Development (ECD) Employee Health and Wellness Teacher Development Curriculum IQMS HIV and AIDS The unit managed to establish a workplace forum with a view to foster and strengthen good working relations between the employer and employee parties. The workplace forum has monthly meetings to discuss matters of common and mutual interest with all recognized unions in the Department. The collective bargaining unit also managed to establish district labour relations forums to also strengthen participation at the district level. -43-

44 THE MANAGEMENT OF MISCONDUCT AND GRIEVANCES The directorate in its quest to deal effectively with discipline in the workplace managed to develop strategies to enhance our administration: A grievance procedure file is kept in the office for any consultation Grievances are properly streamlined and dealt with in terms of the resolutions and governing legislation A grievance register is kept and updated regularly Progress reports are provided in the monthly reports and we also send reports to the following organizations: Education Labour Relations Council (ELRC) The Public Service Commission (PSC) and the Office of the Premier The directorate also strives towards completing our disciplinary cases in terms of the prescribed legislation and timeframes by appointing competent presiding officers in order to handle these cases quickly. Fraud and corruption cases are reported to the public service commission on a six monthly basis as per legislation. The process of disciplinary code and procedure is also handled in line with the stipulated legislation. Disciplinary cases are captured on registers and are in line with the Department of Public Service Administration (DPSA) requirements. The management of disputes is also a critical area and receives top priority in terms of thorough investigations and in depth analysis as well as implementation. We have managed to develop dispute registers and file records are kept safely for future reference. INSTITUTIONAL DEVELOPMENT The aims of the Institutional Development unit are to ensure the development, growth and improved functionality of institutions and to primarily focus on public schools with a specific emphasis on farm schools, Independent Schools and Home Schooling. SCHOOL, CIRCUIT, DISTRICT AND PROVINCIAL IMPROVEMENT PLANS DEVELOPED. As a core responsibility, the unit was able to inform the process of Institutional planning through issuing a management plan for implementation of Institutional planning at all levels, namely school, circuit, district and provincial. Schools did not adhere to the submission dates for SIPs as stipulated in the Institutional Planning Management Plan. Districts intervened to ensure that all public schools submit their SIPs to Circuit Managers. Due to non-compliance, the same applies to Circuit Improvement Plans and consequently the finalisation of District Improvement Plans (DIPs) has been affected. Four of the five DIPs have been analysed for quality assurance and feedback sessions were conducted for rectification of these DIPs; the PIP will be developed once all DIPs have been received. -44-

45 UNDERPERFORMING PUBLIC (PRIMARY & HIGH) SCHOOLS SUPPORTED The unit developed and coordinated the Management processes for dealing with underperformance. Letters declaring schools as underperforming were generated and after issuing it to districts, engagements with all under-performing schools were conducted by the Executive Management Team. School Academic Improvement Plans (SAIPs) were developed, analysed corrected and signed off for implementation by schools. Guardians were appointed to support under-performing high schools, and Districts are monitoring implementation of the SAIPs. Guidelines and training was also provided to Guardians. The Executive Management Team had separate engagements with underperforming High schools. Commitment letters were drafted and signed off by the school and the Head of Department. FARM AND RURAL EDUCATION STRATEGY IMPLEMENTED The objective of ensuring that all public schools on private property have Section 14 agreements was partially achieved. A protocol for concluding outstanding agreements was developed and needed to be endorsed by the relevant Units. The Provincial Integrated Farm and Small School Strategy (IFSSS) was adopted. The unit monitored implementation of the plan and evaluation will commence as outlined in the strategy. Thirteen (13) underperforming schools were investigated for incapacity due to poor performance and some principals and Senior Management Team members were demoted and dismissed. -45-

46 Strategic objectives, performance indicators, planned targets and actual achievements. Strategic objectives: Programme Name Strategic objectives Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/ : To ensure the provision of administrative, internet communications technology, human and financial resources to 570 schools Comment on deviations Closure of small and rural schools Performance indicators Programme 1: ADMINISTRATION Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 Deviation from Planned Target -18 (-3,2%) PPM 101: Number of public schools that use SA SAMS to provide data to the national learner tracking system PPM 102: Number of public schools that can be contacted electronically ( ) PPM 103: Percentage of education current expenditure going towards non-personnel items (excl grants) 16,89% ( / ) 14,7% ( / ) 13,1% -1,6% Comment on deviations Lack of personnel with technical skills at some schools Pressure of Compensation of Employees budget -46-

47 Sub-programme 1.2: CORPORATE SERVICES Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of institutions with audited financial statements submitted to the Provincial Education Department : Number of learners in funded public special schools : Number of learners funded in Grade R in public schools N/A : Number of schools compensated in terms of the fee exemption policy N/A Deviation from Planned Target -40 (-7.1%) 41 ( 2,5%) (14,3%) -11 (-15,7%) Comment on deviations Some small schools are not able to have their financial statements audited More learners enrolled in special schools Community-based sites encouraged to join up with public schools Actual depends on applications from schools -47-

48 Sub-programme 1.3: EDUCATION MANAGEMENT Performance Indicator 1.3.1: Number of Foundation Phase teachers trained in Literacy teaching strategies 1.3.2: Number of Foundation Phase teachers trained in Numeracy teaching strategies 1.3.3: Number of Intermediate Phase teachers trained in Language teaching strategies 1.3.4: Number of Intermediate Phase teachers trained in Mathematics teaching strategies 1.3.5: Number of Senior Phase teachers trained in Language teaching strategies 1.3.6: Number of Senior Phase teachers trained in Mathematics teaching strategies 1.3.7: Number of Primary Phase educators supported in the implementation of the National Curriculum Statement 1.3.8: Number of Primary Phase educators trained in the implementation of the Curriculum and Assessment Policy Statement Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ Deviation from Planned Target -496 (-25,3%) (-56,7%) Comment on deviations Work to rule; JTG Subject Advisor coopted to assist with camps Work to rule; JTG Subject Advisor coopted to assist with camps (-58,3%) Work to rule (-76,7%) Work to rule; JTG Subject Advisor coopted to assist with camps -770 (-62,1%) Work to rule (-91,4%) Work to rule (281,5%) Roll out of provincial literacy strategy (54,5%) Mop-up sessions for those educators who had missed earlier training -48-

49 Sub-programme 1.3: EDUCATION MANAGEMENT Performance Indicator 1.3.9: Number of Secondary Phase teachers trained in Language teaching strategies : Number of Secondary Phase teachers trained in Mathematics teaching strategies : Number of Secondary Phase educators supported in the implementation of the National Curriculum Statement : Number of Secondary Phase educators trained in the implementation of the Curriculum and Assessment Policy Statement : Number of public schools visited for evaluation purposes : Number of educators trained to use the Integrated Quality Management System (IQMS) appraisal instrument Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of School Governing Bodies (SGB) members trained in disciplinary processes : Number of Representative Councils of Learners (RCL) members trained in youth and leadership development : Number of Public Service Act employees trained in Performance Management Development System (PMDS) Deviation from Planned Target Comment on deviations +492 (123%) Roll out of provincial literacy strategy -87 (-32,2%) Work to rule +838 (139,7%) 455 (45,5%) +11 (36,7%) (-100%) +148 (12,8%) +97 (72,4%) -822 (-27,5%) Mop-up sessions for those educators who had missed earlier training Mop-up sessions for those educators who had missed earlier training Evaluation tool introduced by Department of Basic Education in 2013 allows for more schools to be evaluated. The new appraisal instrument has not been finalised at the ELRC Three members invited instead of planned two Two members invited instead of one as planned Based on the implementation of grading project which was undertaken by the Department in line with DPSA directives. -49-

50 Sub-programme 1.4: HUMAN RESOURCE DEVELOPMENT Performance Indicator 1.4.1: Number of educators placed through Rural and Farm school incentive scheme Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ Deviation from Planned Target (1 295%) Comment on deviations More educators fitted the criteria for qualification -50-

51 Strategy to overcome areas of under performance N/A Changes to planned targets Targets were scaled down due to budget reprioritisation.. Linking performance with budgets Sub-programme expenditure Programme 1: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 OFFICE OF THE MEC CORPORATE SERVICES (2 454) EDUCATION MANAGEMENT (970) (16 982) HUMAN RESOURCE DEVELOPMENT (4 211) EDUCATION MANAGEMENT INFORMATION SYSTEMS Total (7 635) (16 982) -51-

52 4.2 Programme 2: PUBLIC ORDINARY SCHOOL EDUCATION Purpose: To provide public ordinary education from Grades 1 to 12, in accordance with the South African Schools Act and White Paper 6 on inclusive education. NATIONAL SCHOOL NUTRITION PROGRAMME (NSNP) GOAL: To provide access to quality basic education in the Province PURPOSE: To provide a nutritious meal to needy learners To enhance Nutrition Education to school communities To promote Sustainable food production in schools ACHIEVEMENTS For the year under review learners in the Province benefitted from the National School Nutrition Programme primary and secondary learners in quintile 1-3 received a meal for 196 school days of the academic year. A further primary and secondary learners in targeted quintile 4-5 schools received a meal for 105 school days. It must be noted that the reason for the variance is because the quintile 1-3 learners are funded through the conditional grant and the other quintiles through the provincial equitable share budget food handlers were contracted to prepare and serve meals to the learners. Food handlers are volunteering their services and are assisted with a R840 stipend. The targeted number of food handlers was Twelve (12) of the food handlers left after getting better paying jobs and some schools did not comply with the minimum requirements to qualify for approved food handlers. Schools which are benefiting from the NSNP are provided with material to assist educators in their Life Orientation lessons. National Nutrition Week was celebrated at all NSNP schools under the theme: CHOOSE YOUR PORTION WITH CAUTION. This is a collaborative programme lead by the Department of Health. The Province has a total number of 240 sustainable food gardens in all 5 districts in the Province. The annual food garden competition at district level honours excellence and innovation with the view of encouraging all schools to start a food garden and to use them as living laboratories. The Department wishes to thank UNITED MANGANESE OF KALAHARI (UMK) for building well-furnished kitchens at four (4) schools in the John Taolo Gaetsewe district and KARSTENS BOERDERY for sponsoring Namakwa and Siyanda district garden competitions. -52-

53 IN-SCHOOL SPORT School sport was again endorsed as a provincial priority at Strategic Plan During the financial year the following issues were concretized: Packaging Schools Sport as an enrichment tool to the Curriculum. - Participation in sport increased with the advent of a structure schools sport leagues system and related funding. - 5 Schools in ZFM currently in pilot project on reintroduction of physical education in the Curriculum. Establish and capacitate school sport structures: - Structures in 12 prioritized codes established and some of them capacitated in terms of capacity building workshops. - Priority codes have been increased from 9 in 2012/13 to 12 in 2013/14. Prioritizing the provision of sport to Special Schools: - Management structures for Special Schools Sport have been established. - The Special Schools Provincial Sport Coordinator post has been filled although the official does not have formal training in special schools. - Budget for the provision of sport for special schools have been created within the Inclusive Education unit, but the sporting programmes are driven by the Sport Unit. Develop Sporting clusters to address the vastness of the Province: - Province has been divided into 30 clusters in a quest to reduce travelling costs (FB 9; JTG 5; Pixley 5; Namakwa 5; ZFM 6). - Clusters served as service points from where School Sport Leagues and related programmes were dispatched. - Cluster Leagues culminated in District competitions, which in turn culminated in Provincial competitions. Establish Sport Focus Schools in the 5 Districts and a fully-fledged Provincial Sport School. - One school in each district has been identified for development as a sport focus school - Schools identified are: Emang Mmogo (Frances Baard), Moshaweng Primary School (JTG), AJ Ferreira High School (ZFM), Vaal-Oranje Primary (Pixley Ka Seme) and O Kiep (Namakwa). - Schools Sport Indaba resolved that these schools be beefed up by another 2 schools per district (Process is on-going). Strengthening Provincial Teams that participate in National Competitions in a bid to ensure learners participation in the SADC Region and internationally. - Specialist coaches are prepared athletes for National Schools Championships in training camps organized by the Department Education and funded by the DSAC. -53-

54 Training camps were held in December 2013 to prepare athletes for the Competition later that month. School Sport Infrastructure - The Legacy Project in 56 schools is virtually completed. Vaalrivier High School and Concordia High School have been added and resourced to refurbish their existing sporting facilities. - Phase 2 of the project is currently underway. This involves the construction of 2 synthetic athletics tracks (De Aar and Postmasburg). TEACHER DEVELOPMENT ACE MULTI-GRADE Students wrote their examination in November Of the 37 registered students, 20 passed and graduated in April 2014 while 10 are repeating modules 1 and 2. The university is assisting them to complete the course and they will be graduating in September Of the remaining seven teachers, four went on early retirement and the others dropped out. ACE FOUNDATION PHASE 27 educators doing the ACE: Foundation Phase wrote and passed the examination in March/April Another 10 educators completed the course in October All the educators graduated in February are repeating outstanding modules on their own. Both Modules are completed. CONTINUING PROFESSIONAL TEACHER DEVELOPMENT The number of principals and deputy-principals as stated in the APP was incorrect. This information was received from HR in the year before as the planning took place during that time. The actual amount of principals and deputy principals amounted to 873 principals and deputy-principals. The orientation and sign-up of the Principals and deputy-principals is the function of the Department of Education but through the South African Council of Educators, they funded unions in the Province to assist with the process of orientating and signing-up principals and deputy-principals. This was not well-coordinated between Department and Unions (for this round) but is better co-ordinated for 2014/15. As a result, the figures given in the APP were only those that were orientated by the Department of Education. The attendance registered from the Union is included and the total number of principals and deputy-principals orientated and signed-up reflect all the principals and deputy-principals who have been orientated by both the Department of Education and the Union. Another 22 principals and deputy principals have gone through the process but the attendance register is not available as it is with the district office and has not been included. These principals are from the ZF Mgcawu district. They were trained during July

55 The biggest problem encountered was that many HOD s and teachers attended the orientation which should have been for principals and deputy principals. So the schools may have received the orientation but not for the intended incumbents. Hence 395 principals/deputy-principals have been orientated by Department of Education and 359 have been orientated by the Unions. This totals 754 that have been orientated in all except the additional PL1 educators and HOD s that represented the principals in the meeting. -55-

56 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives Actual Achievement 2012/2013 Planned Actual Target Achievement 2013/ /2014 Deviation from planned target to Actual Achievement for 2013/ : To provide improved access to quality education to children of school-going age : To monitor the implementation of the National Curriculum Statement and track the performance and development of learners : To promote sports, arts and culture as well as respect and appreciation of national symbols in 570 funded schools : To ensure that 611 funded schools promote human rights and the dignity of all in their ethos, policies and practices : To ensure the provision of human resources and skills development of educators : To strengthen management and governance capacity in 570 funded institutions : To integrate nutrition education into the school curriculum and provide nutrition to learners in public primary schools Comment on deviations More learners enrolled in Grades 1 to 12 More learners enrolled in Grades 1 to 12 Closure of small and rural schools More learners enrolled in public ordinary schools -56-

57 Performance indicators Programme 2: PUBLIC ORDINARY SCHOOL EDUCATION Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 Deviation from Planned Target Comment on deviations PPM 201: Number of learners enrolled in public ordinary schools PPM 202: Number of educators employed in public ordinary schools PPM 203: Number of non-educator staff employed in public ordinary schools PPM 204: Number of learners in public ordinary schools benefiting from the no fee school policy PPM 205: Number of learners benefiting from national school nutrition programme (NSNP) (quarterly). PPM 206: Number of learners benefiting from scholar transport PPM 207: Number of learners with special education needs that are enrolled in public ordinary schools PPM 208: Number of full service schools PPM 209: Number of schools visited at least once a quarter by a circuit manager 261, , ,433 8,272 8, ,862 2, , , , , , ,993 22,816 23,400 19,896 1,455 3,500 3, ,433 (+10,7%) +110 (1,2%) -461 (-18,4%) (1%) +292 (0,1%) (15%) +44 (1,8%) -1 (-20%) -487 (-87%) More learners enrolled in public ordinary schools In line with increase in learner numbers Fewer appointments were made after occupants left the service due to attrition. More learners enrolled in public ordinary schools More learners enrolled in public ordinary schools Closure of small and farm schools reduced the demand for scholar transport Appointment of staff in the districts resulted in more learners being evaluated Amalgamation of two full service schools in Frances Baard district Not all schools could be visited during all quarters -57-

58 Sub-programme 2.1: PUBLIC PRIMARY SCHOOLS Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of primary schools participating in Competitive Sport (Prioritized codes) : Number of primary schools participating in Art and Culture competitions and festivals Deviation from Planned Target Comment on deviations -57 (-30%) Pressure of reprioritised budget -200 (-100%) Pressure of reprioritised budget Sub-programme 2.2: PUBLIC SECONDARY SCHOOLS Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of secondary schools participating in Competitive Sport (Prioritized codes) : Number of secondary schools participating in Art and Culture competitions and festivals : Number of Grade 12 learners attending Winter Camps for high enrolment and underperforming schools : Number of Grade 12 learners attending Spring Camps for high enrolment and underperforming schools Deviation from Planned Target Comment on deviations -53 (-36,6%) Pressure of reprioritised budget -50 (-100%) Pressure of reprioritised budget -147 (-4,9%) -412 (-11,8%) Learners for Joe Morolong Municipality in JTG were not part of main Spring camp in JTG Learners for Joe Morolong Municipality in JTG were not part of main Spring camp in JTG -58-

59 Sub-programme 2.3: PROFESSIONAL SERVICES Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of learners participating in youth development and human rights programmes : Number of school safety committee members trained in School Safety capacity building programmes: Occupational Health and Safety Deviation from Planned Target +114 (55,5%) Comment on deviations 50 data additional capturers appointed for Frances Baard SA- SAMS -200 (-100%) Pressure of reprioritised budget Sub-programme 2.4: HUMAN RESOURCE DEVELOPMENT Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 Deviation from Planned Target 2.4.1: Number of educators enrolled in Advanced Certificate in Education: Foundation Phase programme (ends in 2013/14) Ends in 2013/ : Number of educators in farm and rural schools trained in multigrade teaching : Number of educators participating in Continuing Programme for Teacher Development (CPTD) : Number of teachers participating in the Holistic Integrated Programme (HIP) for school development N/A (-70,9%) -1,912 (-71,3%) Comment on deviations Result of work-to-rule stance of teacher union Result of work-to-rule stance of teacher union -59-

60 Sub-programme 2.5: CONDITIONAL GRANTS Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of food handlers employed in the school nutrition programme Deviation from Planned Target -66 (-4,2%) Comment on deviations Smaller schools could not be provided with additional food handler due to budget challenges -60-

61 Strategy to overcome areas of under performance N/A Changes to planned targets Due to budget reprioritisation, targets had to be downscaled. Linking performance with budgets Sub-programme expenditure Programme 2: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 PUBLIC PRIMARY PHASE (7 904) PUBLIC SECONDARY PHASE (22 334) HUMAN RESOURCE DEVELOPMENT IN-SCHOOL SPORT AND CULTURE CONDITIONAL GRANT Total (29 170)

62 4.3 Programme 3: INDEPENDENT SCHOOLS Purpose: To support independent schools in accordance with the South African Schools Act REGISTERED INDEPENDENT SCHOOLS The Institutional Development Unit in partnership with Umalusi brought on board all stakeholders through information sessions. All schools on the list of Independent Schools received from EMIS as well as District Directors and District CESs were invited to information sessions conducted by Umalusi. Draft regulations for Independent schools were developed and were circulated to all relevant stakeholders for inputs. We await the adoption of such draft regulations The Unit embarked on an advocacy programme to District s with regard to the registration and re-registration of Independent schools. This assisted in unearthing schools that were operating without being registered with the Northern Cape Department of Education. Presentations on registration and data of Independent schools were made and processes of registration deliberated upon in each District. The Districts were provided with a circular that outlines all processes pertaining to Independent Schools. All information regarding registration and forms were sent to Independent Schools and the Districts. The information included the following: Circular 91/ Registration/re-registration independent schools 2013 Annexure A A registration/re-registration form Form1 NCK0000 Annexure B Responsible Officials at Head Office and District Offices Annexure C Provincial Independent School Monitoring Programme Annexure D Accreditation Self Evaluation Form Independent School - Monitoring Tool. In response to the resolution taken at the Chief Directorate: District Operations meeting on 13 November 2013, the Institutional Development Unit Head Office, together with Districts conducted screening meetings in all Districts to screen Independent School applications. Submissions were drafted for the HOD to officially register these schools. The unit managed to unearth sixteen (16) Independent schools (silent providers). To date we have thirty four (34) Independent schools of which only twenty eight (28) are currently registered. A site visit was conducted to all schools and a monitoring tool was administered. LEARNERS REGISTERED FOR HOME SCHOOLING The unit have developed protocol in terms of Home Schooling applications. Advocacy was done in this regard to ensure the application processes are clearly understood. The unit gave the provincial inputs to the National Department of Education on the policy pertaining to Home schooling. -62-

63 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives 3.1: To subsidise and monitor the quality of education provided to learners in 7 Independent schools Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/ Comment on deviations Performance indicators Programme 3: INDEPENDENT SCHOOLS Performance Indicator PPM 301: Number of subsidised learners in independent schools Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 Deviation from Planned Target '-389 (-20,5%) : Number of funded Independent schools visited for monitoring purposes Comment on deviations One independent school opted not to accept Departmental funding -63-

64 Strategy to overcome areas of under performance Not applicable. Changes to planned targets Not applicable. Linking performance with budgets Sub-programme expenditure Programme 3: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 INDEPENDENT PRIMARY PHASE INDEPENDENT SECONDARY PHASE Total

65 4.4 Programme 4: INCLUSIVE EDUCATION Purpose: To provide compulsory public education in special schools in accordance with the South African Schools Act and White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System BACKGROUND The White paper 6 is a policy document released in July It is based on our Constitution and SASA and all other supporting legislation. The White Paper 6 focuses on barriers to learning and development. Indeed, much broader than just disabilities. The focus is on Special Schools, Mainstream Schools and Full Service Schools. It is based on the principles that the barriers are systemic in nature. It promotes the access to curriculum. Over the years we have identified 4 mainstream schools to convert to Full Service schools and 3 Special schools to be converted into Resource Centres. Furthermore, we developed District-Based Support Teams in all Districts. Our pillar of support in schools is the structure of School-Based Support Teams. The SBST provide support in the schools where they are. LEARNERS IN MAINSTREAM SCHOOLS A target was set to reach learners in the mainstream schools with barriers to learning and development (special needs) for the financial year 2013/14. In order to achieve this specialists in the district identified and assessed the learners in both primary and high schools. In addition information obtained from the Annual Surveys was utilised to verify such learners. During this critical process the learners were supported in the mainstream schools and others referred for placement in the special schools. Indeed, the number of learners referred to seek placement in special schools increased drastically to 650. Challenges in hostel accommodation and limited space in schools resulted in learners having to go back to the schools were they came from. FULL SERVICE SCHOOLS A target of 5 full service schools was set for the 2013/14 financial year. The schools were one (1) from Pixley ka Seme district, two (2) in John Taolo Gaetsewe and two (2) in Frances Baard. The full service schools were serviced as schools that support learners with moderate needs in the Province. However, in Frances Baard the realignment of schools resulted in the amalgamation of Sol Plaatjie 1 and Sol Plaatjie 2. As a result the Province currently has 4 full service schools. The full service school development has taken place in terms of staff development and support. However, the challenge of favourable staff and infrastructure remains. During the year 30 learners from the full service schools were placed in Special Schools for intensive support. SPECIAL SCHOOLS was a set target to place learners in Special schools for 2013/2014. This target was reached and learners continued to get support. In the third term a new school, Kleinsee Inclusive School, was renovated in Namakwa. It has the capacity of 100 learners for this year with the possibility of expansion. As a result the target was exceeded with learners in total. The financial implication was that an amount of R was spent on the special schools in the 2013/2014 financial year. -65-

66 PROFESSIONAL NON-TEACHING STAFF The nature of the programmes acknowledges the involvement on professionals who are non-teaching but rather render critical services. The target for 2013/14 was 8 of such specialists. Indeed we have had only 5 in the past financial year. The services rendered by non-teaching specialists are limited to the special schools. Not all disciplines are covered, for instance, the only therapist employed is a physiotherapist. Many learners were not admitted due to the lack of nursing staff at both schools and hostels. The submissions for their appointment were approved and will be filled in the new financial year. HUMAN RESOURCE DEVELOPMENT The training of educators in Inclusive programmes took centre stage during 2013/14. Well-coordinated, needs-driven training programmes were rendered to educators on different topics. The purpose of the training was to enable educators to support learners in the schools who experience barriers on learning and development. The programme has spent over R for the 2013/14 financial year. -66-

67 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/ : To expand the reach of education programmes to support learners with special educational needs : To ensure that learners with special education needs are integrated in public ordinary schools Comment on deviations More learners identified for placement in special schools Appointment of staff in the districts resulted in more learners being evaluated Performance indicators Programme 4: PUBLIC SPECIAL SCHOOL EDUCATION Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 PPM 401: Number of learners enrolled in public special schools PPM 402: Number of educators employed in public special schools PPM 403: Number of professional non-teaching staff employed in public special schools : Number of educators trained in inclusive support programmes Deviation from Planned Target +101 (6%) +1 (0,6%) -1 (-12,5%) -30 (-1,5%) Comment on deviations More learners identified for placement in special schools Reduction due to retirement. Post to be filled in the new financial year. Financial reprioritisation during the last quarter -67-

68 Strategy to overcome areas of under performance N/A. Changes to planned targets Targets were scaled down due to budget reprioritisation. Linking performance with budgets Sub-programme expenditure Programme 4: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 SCHOOLS HUMAN RESOURCE DEVELOPMENT SCHOOL SPORT CULT& MEDIA SERVICE Total

69 4.5 Programme 5: FURTHER EDUCATION AND TRAINING (COLLEGES) Purpose: To provide Further Education and Training (FET) at public FET colleges in accordance with the Further Education and Training Colleges Act (Act 16/2006), ), inclusive of provisions of the FETC Amendment Act, 2010 NC (V) The target of that was set by the Province for NC (V) increased to at colleges. It was as a result of the advocacy by colleges, monitoring of enrolment and the weekly reports done by colleges. Intervention strategy for 2014, the colleges will embark on a marketing venture during the year to improve on total application. REPORT 191 (NATED) The report 191 enrolment of has increased to due to the intense marketing done by the colleges. Students also preferred the Report 191 courses because most of them could not get access into universities or did not have the necessary funding for university education The N1-N3 Engineering division has also grown significantly in student total as the artisan development fields have grown NC(V) RESULTS The overall pass rate of students at colleges in NC(V), remains a huge concern. To improve results the Province is embarking on the improvement plan to assist the colleges. The appointment of academic managers at colleges will assist in bringing about this change. Amongst the issues the colleges are faced with are the unqualified lecturers and the fact that the colleges are unable to select the students satisfying admission criteria during enrolment, as they depend on intake of students for growth. The issue of unqualified lectures will be addressed in 2014 by the ETDP SETA programme in the Urban College together with the North West University to train lecturers to improve their qualifications. 566 Level 2, 3, and 4 students completed full courses. LEARNERSHIP AND SKILLS DEVELOPMENT Learnership and Skills Development totals have increased tremendously due to the increased funding that the colleges received from National skills fund and the SETA s. -69-

70 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives 5.1: To implement programmes that are relevant to the skills development needs of the economy through the enrolment of students Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/ Comment on deviations More students enrolled for Report 911 programmes Performance indicators Programme 5: FURTHER EDUCATION AND TRAINING Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 PPM 501: Number of students enrolled in NC(V) courses in FET Colleges PPM 502: Number of FET College NC(V) students who completed full courses successfully : Number of students enrolled in Report 191 programmes : Number of students registered for learnerships : Number of students in skills, Development and Short courses programmes Deviation from Planned Target +59 (2,3%) Comment on deviations Active recruitment by colleges for NC(V) programmes Students not adequately prepared for the rigors of tertiary education, unqualified lecturers. Active recruitment by colleges for NC(V) programmes -134 (-19,1%) -143 (-3,1%) +649 (144,2%) Increased funding by SETAs -74 (-12,3%) Fewer students applied than expected -70-

71 Strategy to overcome areas of under performance N/A. Changes to planned targets N/A Linking performance with budgets Sub-programme expenditure Programme 5: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 CONDITIONAL GRANT Total

72 4.6 Programme 6: ADULT BASIC EDUCATION AND TRAINING Purpose: To provide adult education and training (AET) in accordance with the Adult Basic Education and Training Act, 52 0f 2000, inclusive of provisions of the AET Amendment Act, ACHIEVEMENTS GOVERNANCE Training of Centre Governing Bodies in Financial Management and Development of Business Plans LEARNER RECRUITMENT Learners were registered at the Centres which is 25% above the set target CURRICULUM Stationery procured through Supply Chain Management for all Learners in AET Levels 1-4 and all Educators at the AET Centres. Additional learner support was given in the form of extra-classes for Maths Literacy, English, Ancillary Health care and Economic and Management sciences for Learners in AET Level 4 in Frances Baard, Pixley-ka-Seme and Namakwa Districts. John Taolo Gaetsewe and ZF Mgcawu Districts had Spring School for its AET Level 4 learners. EXAMINATIONS AET Level 4 examinations were monitored for when wrote in June and wrote in November learners obtained full GETC in the November 2013 examinations, while 78 results were outstanding. CHALLENGES LEARNER RETENTION RATE Only 50,5%, i.e out of learners who were registered for AET Levels 1 4 wrote examinations in December ROLL-OUT OF NSF-ALC Centres are not ready to be certificated as they do not meet criteria. 18 Clusters which are envisaged to be formed from the initial 127 Public Adult Learning Centres do not meet certification criteria due to lack of own buildings and efficiency in the governance structures. COMMUNITY EDUCATION AND TRAINING COLLEGES No buildings were available to be converted into Community Education and Training Colleges in all 5 Districts. So far all vacant buildings which could be utilized are either in dilapidated state or are remotely situated in areas where population rate is too low. -72-

73 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives 6.1: To expand the reach of basic literacy to adult learners Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/ Comment on deviations Adherence to L:E ratio has contributed to more learners being enrolled at the centres Performance indicators Programme 6: ADULT EDUCATION AND TRAINING Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 PPM 601: Number of learners enrolled in public AET Centres PPM 602: Number of educators employed in public AET Centres : Number of Public Adult Learning Centres Deviation from Planned Target +982 (25,8%) -36 (-12,2%) +2 (1,6%) Comment on deviations Adherence to L:E ratio has contributed to more learners being enrolled at the centres No new appointments due to the impasse in the conditions of service Two AET centres revived in ZF Mcgawu District -73-

74 Linking performance with budgets Sub-programme expenditure Programme 6: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 PUBLIC CENTRES HUMAN RESOURCE DEVELOPMENT Total

75 4.7 Programme 7: EARLY CHILDHOOD DEVELOPMENT Purpose: To provide Early Childhood Development (ECD) at the Grade R level in accordance with White Paper 5 BACKGROUND Recent policy documents on Education and Training including White Paper 5 on Education and training, shows that government is committed to increase ECD provisioning and has acknowledged the importance of ECD as a fundamental pillar of life-long learning. Since the release of White Paper 1 on Education and Training (1995), where the introduction of a compulsory Reception Year was introduced, until White Paper 5 (2001) on Early Childhood Development, where mechanisms were outlined to ensure universal access to Grade R by 2010, there has been a steady increase in the provision of the Grade R programme, particularly in Public schools with a Grade 1 class. The White Paper proposed that by 2010 all children would have access to a quality Grade R programme. The deadline was extended to White Paper 5 on Social Welfare, 1997 was also developed to address the provisioning of Early Childhood Development for children from birth to four. The intent of the democratically elected government is further illustrated in the National Development Plan which prescribes 2 years of quality pre-school enrolment for four and five year olds as compulsory before Grade 1. In addition, Action Plan 2014: Towards the realisation of schooling 2025, Goal 11 sets clear targets to improve the access of children to quality early childhood development below Grade 1. PROGRESS REPORT FOR 2014 A target of learners was expected to be enrolled in 2013/14 financial year. Various strategies such as the use of the media, circular 72/2013 that has been circulated to schools and information sessions for principals by the district officials have been used to ensure that the targets are met. During the verification of community sites towards the end of 2013, the ECD officials encouraged most of the community-based sites to merge with nearby public schools due to health and safety risks and also the fact that it was not economically viable to keep the small number of learners at those sites. This has resulted in the learner number increasing to with 640 practitioners in Public schools. Learners decreased from 4800 to as well as practitioners from 150 to 93 in community-based sites since January GRADE R IN PUBLIC SCHOOLS 365 Public schools were targeted to offer Grade R in the Province. This number increased to 381 in January 2014 due to awareness raising and provision of infrastructure to schools. 21 new and 21 additional Grade R classes were opened. The majority of practitioners have the minimum qualifications. The status of practitioner qualifications is as follows: 294 of the practitioners have ECD NQF level 4 and 271 have ECD NQF level 5. The targets could not be reached (500 and 544 respectively) due to the fact that 47 practitioners are at the level of REQV 13 and 14 respectively and only 28 have completed Grade 12, particularly in rural areas. These practitioners will be part of the 80 practitioners targeted to be trained in the Diploma in Grade R teaching training programme -75-

76 which will commence by in 2014/15 financial year. This training could not take place in the 2013/14 financial year due to financial constraints. Procurement of basic indoor furniture was done for community-based sites and for all new and additional Grade R classes. Delivery to schools and sites could not be done in time due to hiccups in Supply Chain Processes and the Service providers. They will be delivered by end of April PRE-GRADE R Only 50 out of 180 stimulation packs for Pre Grade R learners could be procured due to budget reprioritisation. All are distributed and training has taken place on their usage. 366 out of 500 parents that were targeted attended parental information sessions. John Taolo Gaetsewe is the only district that could not have the sessions with parents, as Toy Librarians have not yet been appointed. HUMAN RESOURCE DEVELOPMENT Forty ECD officials were trained in Project Management and 8 admin clerks were included in the training. CURRICULUM DEVELOPMENT It is acknowledged that quality needs to improve as well as the conditions of service of practitioners. More work will be done in strengthening the implementation of curriculum; particularly in Grade R. 103 Grade R assistants were placed in underperforming schools in order to support the literacy strategy. Given the strengthening of the districts capacity to support Early Childhood Development, it is expected of dedicated officials to provide on-site support to Early Childhood Development practitioners on a regular basis. The district support staff follow a meeting regime whereby reporting to the district director is done on a weekly basis. The Province monitors support provided by districts and provides guidance and direction on a quarterly basis. -76-

77 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/ : To increase participation in and improve quality of Early Childhood Development services for learners : To ensure that Early Childhood Development officials, practitioners and caregivers acquire the requisite levels of competency Comment on deviations Additional Grade R classes opened and learners moved from community-based sites to public schools. Increased intake in learners resulted in more practitioners being required Performance indicators Programme 7: EARLY CHILDHOOD DEVELOPMENT Performance Indicator PPM 701: Number of learners enrolled in Grade R in public schools Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ PPM 702: Number of public schools that offer Grade R PPM 703: Number of Grade R practitioners employed in public ordinary schools per quarter Deviation from Planned Target (10,3%) +16 (4,4%) +96 (15,5%) Comment on deviations Additional Grade R classes opened and learners moved from community-based sites to public schools. More schools encouraged to create Grade R classes Increased intake in learners resulted in more practitioners being required -77-

78 Sub-programme 7.1: GRADE R IN PUBLIC SCHOOLS Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of Grade R practitioners with an Early Childhood Development NQF Level 4 qualification : Number of Grade R practitioners with an Early Childhood Development NQF Level 5 qualification N/A Deviation from Planned Target -180 (-36%) -240 (-44,1%) Comment on deviations Training could not take place due to financial constraints Training could not take place due to financial constraints Sub-programme 7.2: GRADE R IN COMMUNITY CENTRES Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of Grade R learners in Independent Schools : Number of Grade R practitioners subsidised at Independent Schools : Number of Community-based Sites receiving learner support material (LSM) to strengthen the implementation of Curriculum and Assessment Policy Statement (CAPS) N/A Deviation from Planned Target (-50,2%) -57 (-38%) -43 (-28,7%) Comment on deviations Some community-based sites merged with public schools Some community-based sites merged with public schools Target could not be reached due to financial reprioritisation -78-

79 Sub-programme 7.4: HUMAN RESOURCE DEVELOPMENT Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of ECD officials trained in the relevant skills programme Deviation from Planned Target +8 (20%) Comment on deviations 8 admin clerks were included in the training Sub-programme 7.5: CONDITIONAL GRANTS Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of caregivers and stakeholders receive parenting skills information : Number of Pre-Grade R sites supplied with basic stimulation resources pack : Number of caregivers trained in the usage of stimulation resources : Number of caregivers trained to acquire an accredited ECD NQF LEVEL 4 qualification Deviation from Planned Target -34 (-8,5%) -130 (-72,2% -110 (-68,8%) -80 (-100%) Comment on deviations Toy librarians dedicated for this programme are not yet appointed. Target could not be reached due to reprioritisation Target could not be reached due to reprioritisation Target could not be reached due to reprioritisation -79-

80 Strategy to overcome areas of under performance N/A. Changes to planned targets Targets were scaled down due to budget reprioritisation. Linking performance with budgets Sub-programme expenditure Programme 7: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 GRADE R IN PUBLIC SCHOOLS GRADE R IN COMMUNITY (521) CENTRES PRE-GRADE R HUMAN RESOURCE DEVELOPMENT Total

81 4.8 Programme 8: INFRASTRUCTURE Purpose: To provide and maintain infrastructure facilities for the administration and schools ERADICATION OF INAPPROPRIATE STRUCTURES The 27 schools identified above are schools constructed out of asbestos material. The Department together with the Accelerated School infrastructure Delivery Initiative (ASIDI) identified 27 schools in 2012/13, mostly in the ZF Mcgawu and Pixley ka Seme District that were constructed out of asbestos panels. Engagements with the National Department of Basic Education (DBE) indicated that these schools would be catered for under the programme. Preliminary estimates indicated that an amount of over R800 million would be required in order to adequately replace these schools with conventional brick and mortar structures. In order to address the issues at these schools the Department continues to engage with DBE. In 2013/14, 19 ASIDI Projects were implemented by the Department (6 Water Projects and 13 Sanitation Projects). 4 Sanitation projects are completed whilst 5 are in construction and 4 are in procurement. It is expected that these projects will all be completed in the 2014/15 financial year. The 6 water projects are also expected to be completed in this financial year. The factors influencing the delayed delivery of these and other water supply and upgrade projects are indicated below. PROVISION OF WATER TO SCHOOLS The limited pool of contractors on the Departmental database who provide this service was a major contributing factor during the 2013/14 financial year. The Department of Public Works at district level was engaged to implement some of these projects on behalf of the Department, whilst other water upgrade projects were included in the scope of works for ablution block projects. The Department embarked on a process of identifying contractors who specialise in borehole drilling and equipping for the projects that specifically required water provisioning professionals. A majority of these projects are currently in procurement and it is expected that the schools identified for water upgrades will all be catered for by August PROVISON OF FENCING The project list identified 65 schools where fencing would have been implemented. These projects were implemented in-house by the infrastructure development unit of the Department, utilising the current human resource component. All projects were measured and specifications produced, however during the third quarter of 2013/14, following the annual Infrastructure District Planning meeting held in October 2013, the Department reprioritised these projects opting to address the more critical rehabilitation and renovations of learning spaces and the provision / upgrade of basic services to various schools. Fencing has been catered for in subsequent financial years at schools identified as having a critical need for this asset. EPWP TARGETS Although the EPWP component has been an essential aspect of all Departmental infrastructure projects, the human resource component of the Department in early 2013/14 was not sufficiently equipped to adequately administer and monitor this programme with regards to capital projects. -81-

82 This meant that although projects were employing community persons who qualify as EPWP beneficiaries, most projects were not reporting on the statistics, therefore the shortfall in reported figures. The Department resolved to implement a requirement which prescribed to contractors and other service providers to submit EPWP statistics as a pre-requisite when submitting invoices for payment. This process will continue into this financial year and beyond, therefore it is envisaged that the number of work opportunities reported in future will be far greater than the number reported in 2013/14 for all projects. The Department utilised the allocated EPWP incentive grant to implement the environmental projects, which meant that beneficiaries were identified and deployed within the districts to assist various schools and offices with grounds beautification and maintenance. The overall targets of the Department were not met due but not limited to the following factors: Capacity/person-power resources within the unit to effectively plan 2013/14 projects inclusive of the over- reliance on external Implementing Agents to implement projects on the Department s behalf. Limited pool of Contractors within the Province inclusive of unresponsive tenders that delay the implementation of projects. Slow procurement of projects Slow delivery of project by some contractors within the Province. Insufficient budget to effectively implement the entire programme scope. -82-

83 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/2014 To provide and maintain infrastructure facilities for the administration and schools Comment on deviations Closure of small and rural schools Performance indicators Programme 8: INFRASTRUCTURE Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 PPM 801: Number of public ordinary schools to be provided with water supply PPM 802: Number of public ordinary schools to be provided with electricity supply** PPM 803: Number of public ordinary schools to be supplied with sanitation facilities PPM 804: Number of classrooms to be built in public ordinary schools PPM 805: Number of specialist rooms to be built in public ordinary schools (all rooms except classrooms-include; laboratories, stock rooms, sick bay, kitchen, etc.) Deviation from Planned Target Comment on deviations -11 (-64,7%) Lengthy supply chain processes -5 (-23,8%) Slow performing contractors -16 (-76,2%) Slow performing contractors -44 (-50,6%) Lengthy supply chain processes -3 (-15%) Slow performing contractors -83-

84 Reasons for deviation Main reasons for deviation occur on the new schools programme Capacity / manpower resources within the unit to effectively plan 2013/14 projects inclusive of the over- reliance on external Implementing Agents to implement projects on the Departments behalf. Limited pool of Contractors within the Province inclusive of un-responsive tenders that delay the implementation of projects. Slow procurement of projects Slow delivery of project by some contractors within the Province. Insufficient budget to effectively implement the entire Linking performance with budgets Sub-programme expenditure Programme 8: Sub- Programmes Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 ADMINISTRATION PUBLIC ORDINARY SCHOOLS (22 461) SPECIAL SCHOOLS (182) 2013/ /13 EARLY CHILDHOOD DEVELOPMENT Total

85 4.9 Programme 9: AUXILLIARY SERVICES Purpose: To provide education institutions as a whole with support EXAMINATIONS AND ASSESSMENT This programme is responsible for the Conduct, Administration and Management of Examinations and Assessment in all public schools in the Province and includes amongst others the following formal examinations and assessment: National Senior Certificate (NSC) Supplementary Examination Senior Certificate (Report 550/Old Matric) Annual National Assessments (ANA) Grade 12 Preparatory Examinations in September Provincial Common Examinations Grades 3, 6, 9, 10, 11 and 12 ABET level 1, 2, 3 and 4 SACMEQ The Examination and Assessment results are used to monitor progress, guide the planning and distribution of resources to help improve knowledge and skills of learners in the grades concerned. In addition, the results are combined with School-Based Assessment and are therefore used for progression and promotion purposes. Progression and promotion of learners should be based on recorded evidence in formal assessment tasks (common examinations). In response to the Action Plan 2014: Towards the Realisation of Schooling 2025, the Northern Cape Education Department responded to the call from the minister in writing provincial common examinations in grade 3, 6 and 9, as well as the Annual National Assessments (ANA) which deal with outputs we want to achieve in relation to learning and enrolment. The Northern Cape Department of Education further extended the minister s mandate to include the writing of common examinations in more grades (FET phase) and in more subjects. The writing of common examinations occurs in June and December in grades 3, 6, 9, 10, 11, and 12. In addition to the mandated languages (Afrikaans, English, IsiXhosa, Setswana, Sesotho) and Mathematics, the mandate was extended to include following subjects: Accounting, Agricultural Sciences, Business Studies, CAT, Economics, Geography, History, Life Sciences, Life Orientation, Mathematics, Mathematical Literacy and Physical Sciences. ANNUAL NATIONAL ASSESSMENT The Annual National Assessment tests were successfully administered in 554 schools from September The following number of learners participated in the writing of ANA 2013: Grade , Grade and Grade Schools adhered to the timetable and complied with the guidelines in the test administration manual. -85-

86 SOUTHERN AND EASTERN AFRICA CONSORTIUM FOR MONITORING EDUCATIONAL QUALITY (SACMEQ) The SACMEQ study was conducted in Grade 6 from August 2013 in 13 schools in the Northern Cape. Although 15 schools were sampled, two schools only completed the study from September Two administrators per school were identified and trained to conduct the study. SACMEQ is a group of Sub-Saharan African Education Ministries co-operating in educational research aimed at improving the quality of education in the participating countries. SACMEQ s fourth research project aimed at collecting data to inform educational policy development. The main survey was conducted in Reading, Mathematics and Health Knowledge tests, together with questionnaires and teacher tests that will provide background information on schools, teachers and learners. DEVIATION IN PERFORMANCE It needs to be noted that the target are projections based on the average number of learners in those grades for the past 4-5 years. However the actual number of learners per grade is influenced by many external factors like migration as well as factors like the pass rate in that grade for a specific year. LIFE SKILLS, HIV & AIDS The Life Skills, HIV & AIDS Programme is implemented and executed based on seven (7) Key Performance Areas as per the Conditional Grant Determinations, namely Teacher Development, Peer Education, Advocacy, Care & Support, LTSM, M& E and Administration. TEACHER DEVELOPMENT A sexuality education workshop was conducted through the University of the Free State for Life Orientation Educators and Subject Advisors in the Frances Baard and Pixley Ka Seme Districts. Cluster training sessions were hosted in all five (5) districts and educators shared experiences and best practices on the implementation of the Life Skills Programme. PEER EDUCATION Master Training on new peer education guidelines was conducted with identified and relevant office-based officials to be cascaded to educators from identified schools in all five (5) districts. A programme of peer educators, whereby learners are taught by other learners and facilitated by peer mentors (educators) was implemented in identified high schools and Soul Buddyz was introduced in primary schools in the Frances Baard, Pixley Ka Seme, ZF Mgcawu and JTG districts, to reinforce positive behaviour through modelling. This culminated in the hosting of peer education camps for learners from different high schools to respond to HIV & AIDS, TB, Alcohol, Drugs and Substance Abuse as well as Teenage Pregnancy. Career Exhibitions were held in all districts for Grade 12 learners in all high schools to assist them to make informed career decisions. ADVOCACY The unit observed and commemorated all focused days (Mandela Day, HIV & AIDS Week, Youth Day, Heritage Day, 16 Days of Activism against Women & Child Abuse, alcohol & Drug Abuse and Teenage Pregnancy in identified primary and high schools in all five (5) -86-

87 districts. A drama, portraying the dangers of risky behaviour, was performed in identified high schools from the Frances Baard, Pixley Ka Seme and John Taolo Gaetsewe Districts. CARE AND SUPPORT Orientation and empowerment workshops for School-Based Support Teams (SBST s) were hosted in identified primary and high schools from all districts. Lay Counselling and First Aid training for educators from identified Primary and High Schools in all Five (5) districts to assist learners in need of immediate support. The Integrated School Health Program (ISHP) and Human Papilla Virus Vaccination (HPV) program were launched and implemented in primary schools from all districts and particularly the CSTL Schools. LEARNING AND TEACHING SUPPORT MATERIAL (LTSM) Reading material addressing girl-learner behaviour was distributed to identified high schools in the districts. Posters related to HIV & AIDS, Teenage Pregnancy, TB and Alcohol & Drug were distributed to schools to be displayed. Monitoring and Support The unit will provide support and on-going monitoring of the programmes implemented by educators in schools to evaluate the progress and impact thereof, making recommendation where necessary. SCIENCE AND TECHNOLOGY Planned Science, Engineering and Technology (SET) activities were targeted at learners organised into Science Clubs from various schools demonstrate that awareness is increasing amongst learners. Science discussion topics ranged from Physics, Chemistry, Life Sciences, as well as interactive discussions and exhibitions focussing on subject areas where performance is low. Events such as National Science Week, Space Science, Quizzes, Olympiads and festivals like Science-Tube continue to enhance performance and demystify science and maths subject as difficult content. Learners and educators were exposed to international personalities such as Dr. Woodrow Whitlow of NASA Headquarters in Washington DC. This helps as learners are able to identify with role models in the science fields. An impact assessment of resource provision to four Dinaledi schools was made and a report was generated in Baitiredi, Monwabisi, Weslaan and Nametsegang High Schools. Schools are not fully utilising equipment provided -87-

88 Strategic objectives, performance indicators, planned targets and actual achievements Strategic objectives: Programme Name Strategic objectives Actual Achievement 2012/2013 Planned Target Actual Achievement Deviation from planned target 2013/ /2014 to Actual Achievement for 2013/ : To integrate nutrition education into the school curriculum and provide nutrition to learners in public secondary schools N/A 9.2: To improve the skills of 75 students and educators in the fields Engineering, Mathematics and Science : To render Life Skills programmes to persons and to combating the scourge of HIV & AIDS : To provide credible assessments and quality practices in the Basic Education system Comment on deviations Fewer educators attended than expected Increase in learner numbers -88-

89 Performance indicators Programme 9: AUXILLIARY SERVICES Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 PPM 901: Number of candidates for the Grade 12 senior certificate examinations (matric exams) PPM 902: Number of candidates who passed National Senior Certificate PPM 903: Number of learners who obtained Bachelor passes in the National Senior Certificate (NSC) N/A PPM 904: Number of learners who passed Maths in the NSC examinations N/A PPM 905: Number of learners who passed Physical Science in the NSC examinations N/A PPM 906: Number of Grade 3 learners who passed Language in the Annual National Assessment (ANA) N/A PPM 907: Number of Grade 3 learners who passed Maths in the Annual National Assessment (ANA) N/A PPM 908: Number of Grade 6 learners who passed Language in the Annual National Assessment (ANA) N/A PPM 909: Number of Grade 6 learners who passed Maths in the Annual National Assessment (ANA) N/A PPM 910: Number of Grade 9 learners who passed Language in the Annual National Assessment (ANA) N/A PPM 911: Number of Grade 9 learners who passed Maths in the Annual National Assessment (ANA) N/A Deviation from Planned Target -203 (-2%) -251 (-3,1%) -76 (-3%) +10 (0,6%) +63 (4,2%) -180 (-1,4%) -180 (-2%) +310 (3,5%) +715 (10,8%) (-18,1%) (-74%) Comment on deviations -89-

90 Sub-programme 9.2: CONDITIONAL GRANTS Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 Deviation from Planned Target 9.2.1: Number of educators trained to implement the Life Skills programme (-30,4%) 9.2.2: Number of educators trained to implement the sexual and reproductive health Education including HIV and Aids & TB : Number of educators trained in First Aid : Number of educators trained as Lay Counsellors : Number of public secondary school learners trained as Peer -168 Educators (-33,6%) 9.2.6: Number of learners and educators participating in Science, Engineering and Technology (SET) +705 programmes (16,8%) 9.2.7: Number of Mathematics and Science educators registered for a Bachelors of Science Programme (ends in November 2014) Comment on deviations Fewer educators attended than expected +32 (23,7%) More educators attended the training -138 Fewer educators attended than (-56,3%) expected -232 Fewer educators attended than (-78,6%) expected Fewer educators attended than expected More learners were encouraged to attend to increase interest in SET programmes -90-

91 Sub-programme 9.3: EXTERNAL EXAMINATIONS Performance Indicator Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/ : Number of candidates participating in Annual National Assessment for Grade : Number of candidates participating in Annual National Assessment for Grade : Number of candidates participating in Annual National Assessment for Grade Deviation from Planned Target (-6,6%) (-8%) (-1,2%) Comment on deviations Fewer learners enrolled in grade 3 in than anticipated Fewer learners enrolled in grade 6 in than anticipated More learners enrolled in grade 9 in than anticipated Linking performance with budgets Sub-programme expenditure Programme 9: Sub- Programmes 2013/ /13 Final Actual (Over)/Under Final Actual (Over)/Under Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure R'000 R'000 R'000 R'000 R'000 R'000 PAYMENT TO SETA PROFESSIONAL SERVICES SPECIAL PROJECTS EXTERNAL EXAMINATIONS (1 860) (3 456) CONDITIONAL GRANTS Total (3 456) -91-

92 5. TRANSFER PAYMENTS 5.1 Transfer payments to public entities No transfers are made to public entities. 5.2 Transfer payments to all organisations other than public entities Transfers of funds to Educational Institutions are executed in terms of the National Norms and Standards for School funding policies and the South African Schools Act. The table below reflects the transfer payments made for the period 1 April 2013 to 31 March 2014 Name of transferee Educational Institutions Educational Institutions Educational Institutions Type of organisation Public ordinary Schools Public ordinary Schools Special Schools Purpose for which the funds were used Funding provided in terms of the National Norms and Standards for School Funding Policy. Funding is earmarked for School Services, maintenance and Learner, Teacher Support Material, Funding provided in terms of the National School Nutrition Programme Grant for quintiles 1 to 3 Public Schools. Funding is provided in terms of the Draft National norms and Standards for inclusive education. Funding is earmarked for services, maintenance, equipment and Did the dept. comply with s 38 (1) (j) of the PFMA N/A. Funding provided to institutions is done in compliance with the South African Schools Act and Norms and Standards. N/A. Funding provided to institutions is done in compliance with the South African Schools Act Conditional Grant Framework. N/A. Funding provided to institutions is done in compliance with the South African Schools Act Amount transferred (R 000) R168,215,000 R115,200,000 R6,723,000 Amount spent by the entity N/A as this is regulated in terms of the South African Schools Act. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A as this is regulated in terms of the South African Schools Act. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A as this is regulated in terms of the South African Schools Act. No surrendering of unspent funds is Reasons for the funds unspent by the entity N/A. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. -92-

93 Name of transferee Educational Institutions Educational Institutions Educational Institutions Educational Institutions Type of organisation Independent Schools Early Childhood development Public ordinary Schools Public ordinary Schools Purpose for which the funds were used LSM. Funding is provided in terms of the National norms and Standards for School funding. Funding is earmarked for services, maintenance, equipment and LSM. Funding is provided in terms of the National norms and Standards for School funding. Funding is earmarked for services, maintenance, equipment and LSM. Funding provided in terms of the National School Nutrition Programme Grant for quintiles 4 to 5 Public Schools. Funding provided in terms of the EPWP Conditional Grant Framework. Did the dept. comply with s 38 (1) (j) of the PFMA and norms and standards N/A. Funding provided to institutions is done in compliance with the South African Schools Act and norms and standards N/A. Funding provided to institutions is done in compliance with the South African Schools Act and norms and standards N/A. Funding provided to institutions is done in compliance with the South African Schools Act Conditional Grant Framework. N/A. Funding provided to institutions Amount transferred (R 000) R7,704,000 R11,627,000 R12,193,000 R3,628,000 Amount spent by the entity done by schools in terms of Schedule 4 of the PFMA. N/A as this is regulated in terms of the South African Schools Act. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A as this is regulated in terms of the South African Schools Act. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A as this is regulated in terms of the South African Schools Act. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A as this is regulated in terms of the South Reasons for the funds unspent by the entity N/A. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A. No surrendering of unspent funds is -93-

94 Name of transferee Educational Institutions Type of organisation FET Colleges Purpose for which the funds were used Funding provided in terms of the FET Conditional Grant Framework. Did the dept. comply with s 38 (1) (j) of the PFMA is done in compliance with the South African Schools Act Conditional Grant Framework. N/A. Funding provided to institutions is done in compliance with the South African Schools Act and Conditional Grant Framework. Amount transferred (R 000) R5,602,000 Amount spent by the entity African Schools Act. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. N/A as this is regulated in terms of the South African Schools Act. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. Reasons for the funds unspent by the entity done by schools in terms of Schedule 4 of the PFMA. N/A. No surrendering of unspent funds is done by schools in terms of Schedule 4 of the PFMA. The table below reflects the transfer payments which were budgeted for in the period 1 April 2013 to 31 March 2014, but no transfer payments were made. Name of transferee No material underspending of transfers occurred during the reported period under review. Purpose for which the funds were to be used Amount budgeted for (R 000) Amount transferred (R 000) Reasons why funds were not transferred -94-

95 6. CONDITIONAL GRANTS 6.1. Conditional grants and earmarked funds paid The table/s below details the conditional grants and earmarked funds received during for the period 1 April 2013 to 31 March Conditional Grant 1: LIFE SKILLS AND HIV/AIDS Department which transferred the grant Department of Basic Education Purpose of the grant To support South Africa HIV prevention strategy, increasing sexual and reproductive health knowledge and skills. To mitigate the HIV & TB impact. Expected outputs of the grant Learners and educators receiving information to be able to make a difference in the life of other people and demonstrating a positive behaviour change. Actual outputs achieved Total number of educators trained in Life Skills Programme: Target 790:Reached 426 deviation 376 Total of educators trained in Sexual Reproductive Health Education: Target 135:reached 166 over achieved with 31 Total of Number educators trained in First Aid training: Target 245:Reached 134 deviation of 111 Total of Number educators trained in Lay Counselling training: Target 295:Reached 115 deviation of 180 Total of Number secondary school learners trained as peer educators: Target 500:Reached 679 over achieved with 179 Amount per amended DORA R5 205 Amount received (R 000) R5 205 Reasons if amount as per DORA was not received N/A Amount spent by the Department (R 000) R5 205 Reasons for the funds unspent by the entity Reasons for deviations on performance Measures taken to improve performance Monitoring mechanism by the receiving Department N/A Lack of capacity, shortage of staff and unforeseen, unplanned union related activities. Review of planned targets, restructuring of line functionality to ensure greater responsibility and accountability. Monitoring tool -95-

96 Conditional Grant 2: RECAPITALISATION OF TECHNICAL SCHOOLS Department which transferred the grant Purpose of the grant Expected outputs of the grant Department of Basic Education Recapitalisation of technical schools (1) New buildings (2) Refurbishment of workshops (3) Procurement of tools and equipment (4) Teacher training Actual outputs achieved Amount per amended DORA R Amount received (R 000) R Reasons if amount as per DORA was not N/A received Amount spent by the Department (R 000) R Reasons for the funds unspent by the entity Reasons for deviations on performance Measures taken to improve performance Monitoring mechanism by the receiving Department (1) New buildings (2) Refurbishment of workshops (3) Procurement of tools and equipment (4) Teacher training All targets were met N/A Regular review of progress made Monthly reporting on progress of projects Conditional Grant 3 : NATIONAL SCHOOL NUTRITION PROGRAMME Department which transferred the grant Purpose of the grant Expected outputs of the grant Actual outputs achieved Amount per amended DORA (R 000) R Amount received (R 000) R Reasons if amount as per DORA was not received Department of Basic Education To provide nutritious meals to needy learners Enhanced learning capacity Improved school attendance N/A Amount spent by the Department (R 000) 100% Reasons for the funds unspent by the entity Reasons for deviations on performance Measures taken to improve performance Monitoring mechanism by the receiving Department N/A N/A N/A Reports, meetings and monitoring by Departments -96-

97 Conditional Grant 4: EDUCATION INFRASTRUCTURE GRANT Department/ Municipality to whom the grant has been transferred NORTHERN CAPE DEPARTMENT OF EDUCATION Purpose of the grant To help accelerate construction, maintenance, upgrading and rehabilitation of new and existing infrastructure in education To enhance capacity to deliver infrastructure Expected outputs of the grant in education Number of new schools and additional education spaces, education support spaces, administration as well as equipment and furniture Number of existing school infrastructure upgraded and rehabilitated Number of new and existing schools Actual outputs achieved Number maintained of public ordinary schools provided with ordinary classrooms - 43 Number of public ordinary schools provided with specialist learning areas 17 Number of Public ordinary schools provided with upgrades to existing infrastructure including Rehabilitation and Renovations 57 Number of Work Opportunities created Amount per amended DORA (R 000) R Amount received (R 000) R Reasons if amount as per DORA was not received Amount spent by the Department (R 000) NOT APPLICABLE R Reasons for the funds unspent by the entity Reasons for deviations on performance 0.16% unspent As prescribed per DORA 2 of 2013 Clause 10 Duties of transferring national officer in respect of schedule 5 and 6 allocations -97-

98 Conditional Grant 6: EXPANDED PUBLIC WORKS PROGRAMME INCENTIVE GRANT Department/ Municipality to whom the grant has been transferred Purpose of the grant Expected outputs of the grant Actual outputs achieved NORTHERN CAPE DEPARTMENT OF EDUCATION To expand work creation efforts through the use of labour intensive methods Creation of Work opportunities Creation of Full Time Equivalents Creation of 600 Work opportunities in the environmental, parks and beautification programme Creation of 402 Full Time Equivalents Amount per amended DORA (R 000) R5 845 (Specific purpose allocation to Provinces) Amount received (R 000) Reasons if amount as per DORA was not received Amount spent by the Department (R 000) Reasons for the funds unspent by the entity R5,845 (Allocation from EPWP - Provincial) NOT APPLICABLE R4 465 Commitments not paid at year end for which a rollover was requested. Reasons for deviations on performance Verified statistics for Work Opportunities created. -98-

99 7. DONOR FUNDS 7.1. Donor Funds Received Donor Fund 2013/2014: Assmang Name of donor Assmang Full amount of the funding Period of the commitment Purpose of the funding Expected outputs Actual outputs achieved Amount received in current period (R 000) Amount spent by the Department (R 000) Reasons for the funds unspent Monitoring mechanism by the donor R160, Once-off Matric Awards Ceremony Procurement of laptops for top 20 achievers Laptops for top 20 achievers R160, R160, N/A Proof of payment and submission of invoices 8. CAPITAL INVESTMENT 8.1 Capital investment, maintenance and asset management plan Progress made on implementing the capital, investment and asset management plan. Due to the lack of up to date information with regard to the current status and utilisation of the educational infrastructure assets, the Northern Cape Department of education has in February 2014 embarked on a schools verification exercise in order to ascertain relevant schools data which will inform the immediate needs at each school in order to achieve the various milestones as prescribed by the Department of Basic Education Norms and Standards for school infrastructure. This verification process not only allows the Department to conduct a needs analysis but also assists in the prioritisation of projects in order to achieve optimal functionality at schools within a determined timeframe as dictated by the funding to be allocated to the Department in subsequent years, thus providing critical data relevant to the drafting of a concise User Asset management Plan. The Departmental User Asset management plan plays an integral part in the planning and implementation of current and future year projects. The UAMP addresses issues that are relevant to the maintenance and management of the Departmental assets. This is a vibrant document that has been improved from recent years to include concise information on the following: Current state of infrastructure in the Province. Utilisation of current infrastructure in the Province -99-

100 Consideration and inclusion of SDPs from municipalities across the Province Identification of Project Prioritisation criteria The 2013/14 final UAMP was submitted to Treasury in February 2014 as prescribed by the DORA Infrastructure projects which have been completed in the 2013/14 year and the progress in comparison to what was planned at the beginning of the year. 2013/14 Completed Projects NAME OF SCHOOL DISTRICT MUNICIPALITY PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- QUANTITY,SIZE, ETC ACTUAL START DATE COMPLETION DATE Tadcaster IS Frances Baard Ablution Block Large Ablution Block 2013/04/ /08/16 Roodepan PS Frances Baard Ablution Block Construction of Large ablution block 2014/10/ /01/10 Ditshepeng John Taolo Primary School Gaetsewe Ablution Block Construction of Large ablution block 2013/04/ /02/10 New-Semauswane John Taolo Primary School Gaetsewe Ablution Block New Small Toilet Block 2012/07/ /03/20 Olympic PS Ablution Block Large Ablution Block & 1 single ECD 2011/10/ /05/31 Tadcaster PS Frances Baard Ablution Block 15 Construction of New Large Ablution 2013/10/16 Robanyane John Taolo Administration Primary School Gaetsewe Block Admin Block 2013/04/ /02/05 Vlakfonteine John Taolo Administration Intermediate Gaetsewe Block School New Administration Block 2012/10/ /03/31 Progress PS Frances Baard Classroom Block 3 New Classrooms. Repairs to mobiles and normal classrooms 2013/02/ /04/05 Letshego PS Frances Baard Classroom Block 2 New Classrooms 2013/04/ /10/15 Isagontle Primary John Taolo Classroom School Gaetsewe Block 5 Classrooms Block 2013/11/ /01/16 Omang Primary John Taolo Classroom School Gaetsewe Block 5 Classrooms Block 2013/04/ /02/05 Moholeng PS John Taolo Computer Gaetsewe Centre Construction of new computer centre 2013/04/ /08/31 Flamingo PS Frances Baard ECD 1 Single ECD Classroom 2013/04// /08/15 Hartsvaal PS Frances Baard ECD Single ECD 2013/08/ /09/12 Homevale PS Frances Baard ECD Single ECD 2013/08/ /10/16 Rholihlahla PS Frances Baard ECD Single ECD 2013/04/ /10/16 Roodepan Primary School Frances Baard ECD Construction of New Single ECD Classroom 2013/04/ /08/15 Letshego PS Frances Baard ECD 1 Single ECD Classroom 2013/12/ /03/11 Keidebees P S ZF Mgcawu ECD 1 Double ECD Classroom 2012/08/ /08/06 Roggeveld Interm Namakwa ECD 1Single ECD Classroom 2012/08/ /04/05 DR Izak van Niekerk Namakwa ECD 1 Double ECD Classroom 2012/09/ /08/20 Nico Bekker Namakwa ECD 1 Double ECD Classroom 2012/08/ /06/13 Fanie Malan P S ZF Mgcawu ECD 1 Single ECD Classroom 2013/04/ /10/23 Loeriesfontein P S Namakwa ECD 1 Single ECD Classroom 2013/12/ /09/17 Ferdinard Brechler P S Namakwa ECD 1 Double ECD Classroom 2013/04/ /12/04 Kareevile P S Pixley Ka Seme ECD 1 Double ECD Classroom 2012/08/ /11/28 IK Nkoane Block T2 & P2 Frances Baard Electricity Electric Installation 2013/07/ /09/23 Hayston Building Frances Baard Electricity Supply and install new power trunking 2013/08/07 Dr EP Lekhele SS Frances Baard Electricity Electrical 2013/11/ /02/27 CW Kies I S Frances Baard Electricity Electrical Repairs 2013/04/ /05/

101 NAME OF SCHOOL DISTRICT MUNICIPALITY PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- QUANTITY,SIZE, ETC ACTUAL START DATE COMPLETION DATE Greenpoint H S Frances Baard Electricity Electrical Repairs 2013/04/ /08/08 Paballelo PS Frances Baard Electricity Electrical 2013/10/ /01/31 I K Nkoane Block C Frances Baard Electricity Electrical Repairs 2012/12/ /11/11 I K Nkoane Block T2 & P2 Frances Baard Electricity Electric Installation 2013/07/ /09/23 Simon Medupe PS Frances Baard Electricity Electrical and Plumbing to ECD Mobiles 2014/02/ /02/14 Valspan IS Frances Baard Electricity Electrical Repairs 2013/11/ /01/24 Greenpoint PS Frances Baard Fencing Erection of devils fork fence 2012/12/ /06/14 Lekhadung PS Frances Baard Fencing Erection of devils fork fence 2012/12/ /10/31 Rietriver PS Frances Baard Fencing Erection of devils fork fence 2013/04/ /07/26 Vooruitsig Frances Baard Fencing Erection of devils fork fence 2013/04/ /07/31 Beacon PS Frances Baard Fencing Erection of 675m clearvu fence 2013/04/ /11/14 Venus PS Frances Baard Fencing Erection of 752m clearvu fence 2013/04/ /11/14 Masiza Frances Baard Fencing Erection of 592m clearvu fence 2013/04/ /11/14 Homevale Frances Baard Fencing Erection of 748m clearvu fence 2013/04/ /11/14 Gadiboe M S John Taolo Gaetsewe Fencing New Fence 2012/01/ /11/08 Molehabangwe PS Frances Baard Fencing Fencing 2013/09/ /11/13 GN Pressley PS Frances Baard Fencing Fencing 2013/08/ /12/26 Barkly West HS Frances Baard Fencing Repairs of steel palisade fencing 2013/08/ /12/27 Lekhadung Primary School Frances Baard Fencing Erection of Steel Palisade fencing 2013/01/ /03/21 Rietvale SS Frances Baard Fencing New Fence 2013/08/ /07/09 Beacon P S Frances Baard Fencing Erection of 675m clearvu fence 2013/04/ /11/14 Homevale P S Frances Baard Fencing Erection of 748m clearvu fence 2013/04/ /11/14 Masiza P S Frances Baard Fencing Erection of 592m clearvu fence 2013/04/ /11/14 Venus P S Frances Baard Fencing Erection of 752m clearvu fence 2013/04/ /11/14 Noordkaap Landbou H S Frances Baard Fencing Erection of Devil's Fork Fence 2013/04/ /01/09 Rooiwal PS Namakwa Fencing Erection of Steel palisade Fencing 2013/09/ /02/28 Molehabangwe Primary School Frances Baard Fencing Erection of Steel palisade Fencing 2013/09/ /11/09 GN Pressley Primary School Frances Baard Fencing Erection of Steel palisade Fencing 2013/08/ /12/26 Sacred Heart PS Namakwa Fencing Erection of Steel palisade Fencing 2014/01/ /02/28 Lekhadung Primary School Frances Baard Fencing Erection of Steel Palisade fencing 2013/01/ /03/21 Rietriver PS Frances Baard Fencing Erection of a steel palisade devil fork fence 2013/04/ /11/22 Beacon PS Frances Baard Fencing Erection of Clearvu fence 2012/12/ /11/21 Venus PS Frances Baard Fencing Erection of Clearvu fence 2012/12/ /11/21 Homevale PS Frances Baard Fencing Erection of Clearvu fence 2012/12/ /11/21 Masiza PS Frances Baard Fencing Erection of Clearvu fence 2012/12/ /11/21 Hartswater HS Frances Baard Fencing Erection of Devils Fork fence 2013/05/30 Realeboga IS Frances Baard Fencing Erection of Steel Palisade fencing 2013/05/24 Greepoint PS Frances Baard Fencing Erection of devils fork fence 2013/06/14 Noordkaap Landbou HS Frances Baard Fencing Erection of Devils fork fence 2013/06/ /01/09 St. Johns PS Pixley Ka Seme Full service School Full service School 2011/10/ /01/31 Paballelo PS ZF Mgcawu Full service School Full service School 2011/11/ /01/31 New School Full service ZF Mgcawu Louisvale School Full service School 2011/10/ /01/31 New School ZF Mgcawu Full service Full service School 2011/10/ /01/

102 NAME OF SCHOOL DISTRICT MUNICIPALITY PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- QUANTITY,SIZE, ETC ACTUAL START DATE COMPLETION DATE Kakamas School Relekile P S John Taolo Gaetsewe Media Centre New Media Centre 2012/01/ /12/12 Flamingo PS John Taolo Gaetsewe Media Centre Media Centre and Library 2013/04/ /12/11 Monwabisi High School Media Centre Construction of a New Media Centre- 2013/12/06 Mapoteng PS Media Centre Media Centre and Library 2014/02/05 Zingisa No 2 IS Newton PS Realeboga PS Zingisa No 1 PS Greenpoint HS Du Toitspan PS Hartsvaal PS DL Jansen PS Realeboga PS Newton PS Hayston Building Kenhardt HS Greenpoint HS DL Jansen PS Still Water Mogomotsi HS Zingisa No 2 IS Oranje Oewer PS Pixley-Ka-Seme District Offices Du Toitspan P S Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Pixley Ka Seme Frances Baard Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Minor Repairs to Classroom including Painting Replacement of wooden floors with concrete and cover with vinyl tiles and replacement of ceilings etc. Internal repairs & waterproofing of roofs at woodwork room, class no 1, 2, 3, 4 Minor internal repairs to classrooms including the installation of brick paving Phase two Internal repairs and painting of classrooms Removal of interior concrete surface beds, re-casting concrete surface beds with vinyl tiles in classrooms 2013/05/ /12/ /06/ /04/ /05/ /04/ /06/ /04/ /08/ /07/ /09/10 Repairs and Renovations 2013/02/ /05/09 15 Repairs and Renovations- Phase One 2013/04/ /05/27 Repairs to mobile classroom including ablutions 2013/04/ /05/07 Service Seal, waterproof roof and paint 2012/12/ /09/20 Conversion of bathrooms into IT Switch rooms 2013/07/31 External Painting 2013/04/ /07/31 Repairs and Renovations 2013/08/28 Repairs and Renovations 2013/03/14 Repair to toilets 2013/10/ /11/25 Repair to toilets 2013/11/ /12/10 Minor repairs to classrooms including Painting 2013/05/08 Repairs & Renovations 2013/04/ /06/30 Conversion into Offices (Garages) 2013/04/ /10/09 Removal of inferior concrete Surface beds, re-casting concrete surface beds with vinyl tiles in 12 Classrooms 2013/07/ /09/10 GN Pressley P S Frances Baard Repairs and Renovations Major Repairs (Building) 2013/08/ /09/27 Vuyolwethu H S Frances Baard Repairs and Renovations Repairs and Renovations 2013/05/ /07/26 Bosheng I S John Taolo Repairs and Gaetsewe Renovations Repairs and Renovations 2013/04/ /08/14 Kimberley Junior Frances Baard Repairs and Repairs and renovation of Classroom 2013/10/ /11/

103 NAME OF SCHOOL DISTRICT MUNICIPALITY PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- QUANTITY,SIZE, ETC ACTUAL START DATE COMPLETION DATE Primary School Renovations facilities Stillwater Intermediate School Zingiza No1 PS Khuis PS Moholeng PS DL Jansen PS Greenpoint HS Vaalharts PS Nametsegang HS Mosalakae Primary School Concordia HS Pitso Jantjie SS KJS Tselancho IS Water Works Gatlhose PS Philipstown PS Mogomotsi Secondary School IK Nkoane Block G Vuyolwethu H S Greenpoint HS Letshogo Primary School Reitlamile IS Simon Medupe PS Tadcaster PS Kim-Kgolo Primary School Gamopedi PS Garies HS Paulshoek PS Mogomotsi PS Pitso Jantjie SS Frances Baard Frances Baard John Taolo Gaetsewe John Taolo Gaetsewe Frances Baard Frances Baard Frances Baard John Taolo Gaetsewe Frances Baard Namakwa John Taolo Gaetsewe Frances Baard John Taolo Gaetsewe Frances Baard John Taolo Gaetsewe Pixley Ka Seme Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard Frances Baard John Taolo Gaetsewe Namakwa Namakwa Frances Baard John Taolo Gaetsewe Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and renovation of Ablution facilities 2013/10/ /11/25 Repairs and Renovations 2013/04/ /08/31 Repairs and Renovations 2013/04/ /07/31 Repairs and Renovations 2013/04/ /05/31 Repairs and Renovations 2013/04/ /06/30 Repairs and Renovations 2013/04/ /08/31 Repairs and Renovations 2013/04/ /07/31 Media Centre 2013/04/ /12/31 Repairs and renovation of Ablution facilities 2013/11/ /02/28 Multipurpose Hall 2013/04/ /11/30 Repairs and Renovations 2013/04/ /12/31 Painting 2013/10/ /01/25 Repairs and Renovations 2013/04/ /12/31 Repair to toilets 2013/11/ /01/13 Repairs and Renovations 2013/04/ /12/31 Repair to toilets 2014/01/ /01/22 Repairs and renovation of Ablution facilities 2013/11/ /02/22 Electrical repairs 2012/11/ /03/28 Provide and install new doors and grille gate 2013/05/ /11/22 Electrical Repairs 2013/04/ /08/08 Repairs and renovation of Ablution facilities 2013/11/ /02/28 Borehole 2013/11/ /12/06 Borehole 2013/11/ /12/06 Water reticulation 2013/04/ /08/14 Repairs and renovation of Ablution facilities 2013/11/ /02/22 Repairs and Renovations 2013/02/ /01/31 1 New Classroom 2013/04/ /01/31 Single ECD Classroom 2013/04/ /01/31 Repairs to Toilets 2013/04/ /02/28 Repairs and Renovations 2013/04/ /02/

104 NAME OF SCHOOL DISTRICT MUNICIPALITY PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- QUANTITY,SIZE, ETC ACTUAL START DATE COMPLETION DATE Segopotso HS Baitiredi Offices Baitiredi Offices Olympic PS Segopotso Intermediate School John Taolo Gaetsewe John Taolo Gaetsewe John Taolo Gaetsewe Frances Baard John Taolo Gaetsewe Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Science Laboratory Repairs and Renovations 2013/04/ /02/28 Maintenance & Repairs 2013/11/ /01/20 Office Conversion 2013/11/ /01/20 Minor repairs to mobiles 2013/12/ /01/06 New Single Laboratory 2012/09/ /10/31 Tadcaster P S Frances Baard Water Water reticulation 2013/04/ /08/04 Bosheng John Taolo Gaetsewe Water Upgrade Water supply 2013/04/ /09/30 Bontleng PS Frances Baard Water Borehole 2013/11/ /01/23 Projects Currently in Progress NAME OF SCHOOL PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- CONSTRUCTION STATUS Target Completion Date QUANTITY, SIZE ECT. Augrabies LS Ablution Block Large Ablution Block Construction 26% - 50% 16 September 2014 Bontleng PS Ditshipeng IS Ablution Block Ablution Block Large Ablution Block, Computer Centre and Media Centre Large Ablution Block & Medium Administration Block & Upgrading of Classrooms Practical Completion (100%) 28 October 2012 Construction 76% - 99% 31 March 2014 Gadiboe MS Ablution Block Small Ablution Block Construction 76% - 99% 24 May 2012 Isagontle PS Ablution Block Large Ablution Block Practical Completion (100%) 17 April 2012 Karikama H.S Ablution Block Large Ablution Block Practical Completion (100%) 13 March 2012 Laerskool Sentraal Practical Completion Ablution Block Large Ablution Block Kakamas (100%) 18 March 2012 Lutzburg PS Ablution Block Large Ablution Block Construction 51% - 75% 31 March 2014 Manyeding PS Ablution Block Large Ablution Block Practical Completion (100%) 16 July 2012 Mosalakae PS Ablution Block Large ablution block Practical Completion (100%) 28 October 2012 New Semauswane P.S Ablution Block Small Ablution Block Practical Completion (100%) 24 February 2012 Okiep PS Ablution Block Large Ablution Block Construction 51% - 75% 31 March 2014 Olympic PS Ablution Block Large ablution block and Practical Completion 1 single ECD (100%) 28 May 2012 Olyvenhoutsdrift PS Ablution Block Large Ablution Block, 5 Practical Completion New Classrooms and (100%) ECD 18 March 2012 Petrusville HS Ablution Block Large Ablution Block Construction 76% - 99% 12 March 2012 Reitlamile Ablution Block Large Ablution Block Practical Completion (100%) 31 March 2014 Rekgarathile HS Ablution Block Large Ablution Block Construction 1% - 25% 20 May 2014 Roodepan PS Ablution Block Large Ablution Block Construction 1% - 25% 31 March 2014 Sonskyn P.S Ablution Block Large Ablution Block Practical Completion (100%) 31 March 2014 Topline P/S Ablution Block Large Ablution Block Construction 51% - 75% 31 March 2014 Vukasizwe PS Ablution Block Ablution Block Construction 26% - 50% 30 June 2014 Ditshipeng PS Ablution Block Large Ablution Block - Waterborne Construction 76% - 99% 31 March 2014 Gaaesi PS Ablution Block Large Ablution Block, Medium Admin Block, Construction 76% - 99% 31 March

105 NAME OF SCHOOL PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- CONSTRUCTION STATUS Target Completion Date QUANTITY, SIZE ECT. Provision of Water, Repairs & Renovations Glen Red PS Ablution Block Large Ablution Block and 5 New Classrooms Construction 51% - 75% 31 March 2014 Kegomoditswe HS Ablution Block Small Ablution Block, Medium Admin Block, Provision of Water, Construction 76% - 99% 31 March 2014 Repairs & Renovations Tadcaster IS Ablution Block Large Ablution Block Practical Completion (100%) 31 March 2014 Danielskuil IS Administration Block Large Administration Practical Completion Block (100%) 18 August 2012 Delta P.S Administration Block Large Administration Practical Completion Block (100%) 12 May 2012 Dibotswa HS Administration Block Large Administration Practical Completion Block (100%) 24 May 2012 Kgabang PS Administration Block Large Administration Block Construction 1% - 25% 31 March 2014 Lowryville IS Administration Block Large Administration Block Construction 1% - 25% 31 March 2014 Maremane P.S Administration Block Large Administration Practical Completion Block (100%) 26 May 2012 Montshiwa PS Administration Block Large Administration Practical Completion Block (100%) 28 August 2012 Paballelo PS Administration Block Repairs Administration Practical Completion Block (100%) 28 May 2012 Phakane HS Administration Block Large Administration Block Construction 76% - 99% 31 March 2014 Pitso Jantjie SS Administration Block Large Administration Practical Completion Block & Science Repairs (100%) 25 May 2012 Seupe PS Administration Block Large Administration Block Construction 1% - 25% 31 March 2014 Tlhatlogang HS Administration Block Medium Administration Practical Completion Block (100%) 28 October 2012 Vlakfontein IS Administration Block Large Administration Practical Completion Block (100%) 25 May 2012 Vlakfontein IS Administration Block Large Administration Practical Completion Block (100%) 25 May 2012 Warrenton PS Administration Block Medium Administration Practical Completion Block and Single ECD (100%) Classroom 28 October 2012 Administration Block, Pulelo PS Administration Block Fencing, New Water Pump, Repairs & Renovations Construction 76% - 99% 31 March 2014 Robanyane Toto PS Administration Block Large Administration Practical Completion Block, New Septic Tank (100%) and Bore hole 31 March 2014 Bathlaro Tlhaping SS Classroom 5 New Classrooms Practical Completion (100%) 25 May 2012 Fanie Malan PS Classroom 3 New classrooms Construction 1% - 25% 31 March 2014 Garies HS Classroom 1 New Classroom Construction 1% - 25% 31 March 2014 H.T.T Bidi P.S Classroom 3 New classrooms Practical Completion (100%) 18 March 2012 Hartsvaal PS Classroom 2 New Classrooms Practical Completion (100%) 28 March 2012 Iketleletso IS Classroom 5 New Classrooms & Practical Completion New Science Lab (100%) 25 May 2012 Kopano IS Classroom 2 New classrooms Practical Completion (100%) 24 February 2012 Orion HS Classroom 3 New classrooms Construction 26% - 50% 30 April 2014 Progress PS Classroom 3 New Classrooms Construction 76% - 99% 28 March 2012 Remmogo SS Classroom 8 New classrooms, Construction 51% - 75% 31 March

106 NAME OF SCHOOL PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- CONSTRUCTION STATUS Target Completion Date QUANTITY, SIZE ECT. School hall, Media centre, science Segonyana PS Classroom 10 New Classrooms Construction 51% - 75% 31 March 2014 Swarthmore PS Classroom 3 New classrooms Construction 1% - 25% 31 March 2014 Isagontle PS Classroom 5 New Classrooms Practical Completion (100%) 31 March 2014 Letshego PS Classroom 2 New Classrooms and Practical Completion Single ECD (100%) 31 March 2014 Omang PS Classroom 5 New Classrooms Practical Completion (100%) 31 March 2014 Pampierstad HS Classroom 5 New Classrooms Construction 76% - 99% 31 March 2014 Vlakfontein IS Classroom 5 New Classrooms, Media Centre, Construction 76% - 99% 31 March 2014 Renovations & Repairs Baithaopi P.S Computer Centre Computer Centre Construction 1% - 25% 31 March 2014 Boesmanland HS Computer Centre Computer Centre Construction 76% - 99% 18 May 2012 Moholeng P.S Computer Centre Computer Centre Practical Completion (100%) 24 May 2012 Monwabisi H.S Computer Centre Computer Centre Construction 76% - 99% 12 March 2012 Olehile Manchwe IS Computer Centre Computer Centre Practical Completion (100%) 28 March 2012 Riverside HS Computer Centre Computer Centre Practical Completion (100%) 13 March 2012 DORA POST DORA Posts Dora posts Construction 26% - 50% 31 March 2014!Xhunkwesa Combined ECD Double ECD Classroom Construction 76% - 99% 28 May 2014 D.L Jansen ECD Single ECD Classroom Construction 76% - 99% 28 March 2012 Du Toitspan PS ECD Double ECD Classroom Construction 51% - 75% 07 May 2014 Endeavour PS ECD Double ECD Classroom Construction 26% - 50% 10 May 2014 Fanie Malan PS ECD Single ECD Classroom Practical Completion (100%) 20 December 2012 François Visser PS ECD Double ECD Classroom Construction 76% - 99% 18 March 2012 Gahohuwe PS ECD Construction of ECD and septic tank Construction 1% - 25% 01 March 2014 Hartsvaal PS ECD Single ECD Classroom Practical Completion (100%) 31 March 2014 HTT Bidi PS ECD Double ECD Classroom Construction 26% - 50% 28 February 2013 Kareeville PS ECD Double ECD Classroom Construction 76% - 99% 28 February 2013 Keidebees PS ECD Double ECD Classroom Practical Completion (100%) 20 February 2013 Loeriesfontein PS ECD Single ECD Classroom Construction 76% - 99% 20 December 2012 Lowryville PS ECD Double ECD Classroom Construction 26% - 50% 28 February 2013 Malherbe Human ECD Single ECD Classroom Practical Completion (100%) 18 March 2012 Paballelo PS ECD Double ECD Classroom Construction 26% - 50% 31 March 2014 Petrusville PS ECD Double ECD Classroom Construction 1% - 25% 31 March 2014 Protea PS ECD Double ECD Classroom Construction 26% - 50% 16 September 2014 Protea PS ECD Double ECD Classroom Construction 26% - 50% 31 March 2014 Roodepan PS ECD Single ECD Classroom Practical Completion (100%) 31 March 2014 Rosendal PS ECD Double ECD Classroom Practical Completion (100%) 18 March 2012 Simbruner PS ECD Double ECD Classroom Practical Completion (100%) 18 March 2012 Sternham PS ECD Double ECD Classroom Construction 76% - 99% 28 February 2013 Tshiamo PS ECD Single ECD Classroom Practical Completion (100%) 28 March 2012 Tshiamo PS ECD Single ECD Classroom Practical Completion (100%) 30 March 2013 Vooruitsig PS ECD Double ECD Classroom Construction 1% - 25% 31 March 2014 Flamingo PS ECD Single ECD Classroom Practical Completion (100%) 31 March 2014 Hantam PS ECD Double ECD Classroom Practical Completion (100%) 18 March

107 NAME OF SCHOOL PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- CONSTRUCTION STATUS Target Completion Date QUANTITY, SIZE ECT. Hartsvaal PS ECD Single ECD Classroom Practical Completion (100%) Homevale PS ECD Single ECD Classroom Practical Completion (100%) 31 March 2014 Rholihlahla PS ECD Single ECD Classroom Practical Completion (100%) 31 March 2014 Roodepan PS ECD Single ECD Classroom Construction 76% - 99% 28 May 2012 Wrenchville PS ECD Double ECD Classroom Construction 76% - 99% 31 March 2014 Barkly West SS Electricity Electrical repairs and renovations Construction 76% - 99% 30 April 2014 Dombietersfontein PS Electricity Upgrade Electrical System Construction 1% - 25% 31 March 2014 Emang Mmogo Electricity Electrical repairs and renovations Construction 76% - 99% 30 April 2014 Isago PS Electricity Electrical repairs and renovations Construction 51% - 75% 31 March 2014 Kgomotso HS Electricity Upgrade Electrical System Construction 1% - 25% 31 March 2014 Olehile Manchwe IS Electricity Electrical repairs and renovations Construction 76% - 99% 10 April 2014 Paballelo PS Electricity Electrical repairs and renovations Construction 51% - 75% 31 March 2014 Pampoenpoort PS Electricity Upgrade Electrical System Construction 1% - 25% 31 March 2014 Rietvale HS Electricity Electrical repairs and renovations Construction 76% - 99% 30 April 2014 Simon Madupi PS Electricity Upgrade Electrical Practical Completion System (100%) 31 March 2014 Valspan IS Electricity Electrical repairs and renovations Construction 26% - 50% 22 March 2014 Van Zylsrus PS Electricity Electrical repairs and renovations Construction 26% - 50% 31 March 2014 Alexander Bay HS Fencing Fencing Construction 1% - 25% 05 April 2014 Banksdrift HS Fencing Fencing Construction 76% - 99% 23 August 2013 Barkly West HS Fencing Fencing Construction 1% - 25% 31 March 2014 Beacon PS Fencing Fencing Construction 76% - 99% 01 March 2014 Boesmanland HS Fencing Fencing Construction 26% - 50% 04 April 2014 Bontleng PS Fencing Fencing Construction 1% - 25% 30 April 2014 Bucklands PS Fencing Fencing Construction 26% - 50% 31 March 2014 Cillie PS Fencing Fencing Construction 26% - 50% 31 March 2014 Gadiboe PS Fencing Fencing Practical Completion (100%) 08 July 2013 Gafie Marias PS Fencing Fencing Construction 1% - 25% 20 May 2014 Galore PS Fencing Fencing Construction 51% - 75% 22 August 2013 Gaoshupe Makodi PS Fencing Fencing Construction 26% - 50% 21 April 2014 Goodhope PS Fencing Fencing Construction 26% - 50% 22 August 2013 Greenpoint HS Fencing Fencing Construction 76% - 99% 31 March 2014 Homevale PS Fencing Fencing Construction 76% - 99% 01 March 2014 JG Jansen IS Fencing Fencing Construction 1% - 25% 31 March 2014 Kakamas S/S Hostel Fencing Fencing Construction 26% - 50% 31 March 2014 Keimoes H/S Fencing Fencing Construction 26% - 50% 31 March 2014 Kenhardt H/S Hostel Fencing Fencing Construction 76% - 99% 30 January 2014 Kenhardt PS Fencing Fencing Construction 1% - 25% 30 January 2014 Kheis PS Fencing Fencing Construction 26% - 50% 31 March 2014 Kleinzee PS Fencing Fencing Construction 1% - 25% 05 April 2014 Kuilsville H/S Fencing Fencing Construction 1% - 25% 31 March 2014 Lekhadung P.S Fencing Fencing Construction 76% - 99% 31 March 2014 Loeriesfontein Hostel Fencing Fencing Construction 1% - 25% 05 April 2014 Lukhanyiso PS Fencing Fencing Construction 76% - 99% 30 January 2014 Masiza PS Fencing Fencing Construction 76% - 99% 01 March 2014 Molehabangwe PS Fencing Fencing Practical Completion (100%) 30 November

108 NAME OF SCHOOL PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- CONSTRUCTION STATUS Target Completion Date QUANTITY, SIZE ECT. Montshiwa PS Fencing Fencing Construction 26% - 50% 14 April 2014 Nametsegang SS Fencing Fencing Construction 1% - 25% 31 March 2014 Northern Cape Agriculture H S Fencing Fencing Construction 51% - 75% 31 March 2014 Nourivier PS Fencing Fencing Construction 26% - 50% 04 April 2014 Okiep PS Fencing Fencing Construction 26% - 50% 31 March 2014 Oranje Oewer PS Fencing Fencing Construction 26% - 50% 31 March 2014 Paulshoek PS Fencing Fencing Construction 26% - 50% 04 April 2014 Pella PS Fencing Fencing Construction 1% - 25% 23 May 2014 Rietrivier PS Fencing Fencing Construction 76% - 99% 31 March 2014 Rooiwal PS Fencing Fencing Construction 26% - 50% 04 April 2014 Rusfontein PS Fencing Fencing Construction 1% - 25% 31 March 2014 Sacred Heart PS Fencing Fencing Construction 51% - 75% 14 May 2014 Simbruner PS Fencing Fencing Construction 26% - 50% 31 March 2014 Still Water Fencing Fencing Construction 51% - 75% 31 March 2014 Tweerivier PS Fencing Fencing Construction 1% - 25% 09 February 2014 Venus PS Fencing Fencing Construction 76% - 99% 01 March 2014 Vooruitsig PS Fencing Fencing Construction 1% - 25% 31 March 2014 Vooruitsig PS Fencing Fencing Construction 26% - 50% 31 March 2014 Wilgenhoudtdrift P/S Fencing Fencing Construction 51% - 75% 31 March 2014 Franciscus P/S Fencing Fencing Construction 26% - 50% 31 March 2014 New Kakamas P.S Full Service School Full service school Construction 76% - 99% 18 November 2012 New Paballelo Full Service School Full service school Construction 76% - 99% 18 January 2012 New school Louisvale Full Service School Full service school Practical Completion (100%) 18 November 2012 New school Matjieskloof Full Service School Full service school Construction 26% - 50% 11 September 2013 St Johns PS Full Service School Full service school Practical Completion (100%) 21 March 2013 Phillipsvale PS Full Service School Full Service School Construction 1% - 25% 31 March 2014 Emmanuel HS Inappropriate Structure Inappropriate structure: Replacing Asbestos Prefab Structures Construction 26% - 50% 31 March 2014 Mapoteng PS Library Library/Media Centre Practical Completion (100%) 31 March 2014 Mokgolokwe SS Media Centre Media Centre Construction 76% - 99% 31 March 2014 Mooki Lobelo P.S Media Centre Media Centre Practical Completion (100%) 28 March 2012 Nametsegang HS Media Centre Media Centre Construction 1% - 25% 31 March 2014 Pescodia PS Media Centre Media & Computer Practical Completion Centre (100%) 28 May 2012 Relekile P. S Media Centre Media Centre Construction 76% - 99% 24 July 2012 Hartswater HS Media Centre Media Centre Construction 76% - 99% 31 March 2014 Ikakanyeng SS Media Centre Media Centre and Water - Drill Borehole Construction 76% - 99% 31 March 2014 Oreeditse PS Media Centre Media Centre and Staff Ablution Construction 76% - 99% 31 March 2014 Segonyana PS Media Centre Media Centre Practical Completion (100%) 25 March 2012 Mobile Relocations Mobiles Mobile Relocations Construction 26% - 50% 31 March 2014 Concordia HS Multi-Purpose Hall Multi-purpose hall Construction 51% - 75% 31 March 2014 Baitiredi Offices Offices Office conversion Construction 76% - 99% 23 February 2014 Frances Baard D/O (Peme) Offices New office block, car park, storerooms, Guardhouse for PEME Construction 1% - 25% 31 March 2014 Conversion of existing John Taolo Gaetsewe Offices school into offices Phase District Offices 3 Construction 1% - 25% 31 March 2014 Namakwa District Offices Offices Office Accommodation Construction 1% - 25% 31 March 2014 Perseverance Offices Offices New office block, car park, storerooms for Perseverance, recreation room, Construction 26% - 50% 31 March

109 NAME OF SCHOOL PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- CONSTRUCTION STATUS Target Completion Date QUANTITY, SIZE ECT. transport building Perseverance Offices Offices Carports for staff Construction 1% - 25% 31 March 2014 Pixley - ka - Seme District Offices Siyanda District Offices A.J Ferreira H/S Baitiredi Offices Baitiredi Offices Barkly West PS Bongani PS Bosheng PS Carlton van Heerden HS Curriskamp PS Danielskuil IS Dr EP Lekhela H/S Franciscus P/S Gadiboe PS Gamopedi PS Gariepwater PS Gatlhose PS GN Pressley PS Greenpoint HS Hartsvaal PS Kakamas S/S Hostel Keimoes Hostel Keimoes Hostel Keimoes Hostel Kenhardt H/S Kenhardt H/S Khuis PS Kim Kgolo KJS Offices Offices Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Conversion of vacant hostel into offices Phase 2 -Car parking, Paving, Landscaping, Storerooms Conversion of hostel into office Phase 2 Upgrading of Ablution Facilities Practical Completion (100%) 31 March 2014 Construction 26% - 50% 31 March 2014 Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 26% - 50% 31 March 2014 Paving of entrance road Construction 26% - 50% 31 March 2014 Major repairs to block Construction 26% - 50% 30 March 2014 Remove and replace damaged ceilings Repairs and Renovations Repairs to Toilets and Facias Repairs and Renovations Construction 76% - 99% 31 March 2014 Practical Completion (100%) 09 July 2013 Construction 26% - 50% 31 March 2014 Practical Completion (100%) 31 March 2014 New Paving Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 26% - 50% 13 March 2014 Repairs to Toilets Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 76% - 99% 13 May 2013 Repairs and Renovations Construction 76% - 99% 13 May 2013 Replacement of existing glass fibre water tanks Construction 76% - 99% 30 January 2014 Repairs and Renovations Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 51% - 75% 26 April 2014 Repairs and Renovations Practical Completion (100%) 31 March 2014 Repairs and Renovations Construction 76% - 99% 31 March 2014 New Paving Construction 1% - 25% 31 March 2014 Minor Repairs and Renovations Construction 1% - 25% 31 March 2014 Roof Repair Construction 1% - 25% 31 March 2014 External Painting Construction 1% - 25% 31 March 2014 External Painting Construction 1% - 25% 31 March 2014 Roof Repair Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 76% - 99% 09 July 2013 Repairs to ablution Construction 51% - 75% 30 April 2014 Painting Construction 51% - 75% 30 March

110 NAME OF SCHOOL Kleinzee PS Kudumane PS Lehikeng PS Lukhanyiso PS Lukhanyiso PS Mogomotsi PS Moholeng P.S Mosalakae PS NCDOE: Teachers Centre Offices Olympic PS Oranje Oewer PS Paballelo HS Pitso Jantjie SS Public Ordinary and Special Schools Reaiteka IS Realeboga P.S Roodepan PS Rusfontein PS Segopotso HS Simon Medupi PS SS Madikane SS Topline P/S Tselancho IS Upington offices Vaalharts PS Vlakfontein IS Vooruitsig PS Vooruitsig PS Vuyolwetho HS Water Works PROGRAMME Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations Repairs and Renovations DESCRIPTION OF PHYSICAL FACILITIES- QUANTITY, SIZE ECT. CONSTRUCTION STATUS Target Completion Date Repairs and Renovations Construction 1% - 25% 31 March 2014 Repairs and Renovations Repairs and Renovations Internal painting and floor covering Repairs to ablution block and roof repair Practical Completion (100%) Practical Completion (100%) 13 May May 2013 Construction 26% - 50% 30 January 2014 Construction 1% - 25% 30 January 2014 Repairs to toilets Construction 76% - 99% 31 March 2014 Repairs and Renovations Repairs to mobile classrooms including normal classrooms Practical Completion (100%) 09 July 2013 Construction 26% - 50% 31 March 2014 Repairs and Renovations Construction 1% - 25% 16 April 2014 Repairs and Renovations Construction 26% - 50% 31 March 2014 Repairs and Renovations Construction 1% - 25% 30 March 2014 Paving Construction 26% - 50% 31 March 2014 Repairs to Toilets Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 76% - 99% 31 March 2014 Repairs and Renovations Construction 26% - 50% 31 March 2014 Repairs and Renovations Construction 26% - 50% 12 May 2013 Repairs and Renovations Construction 26% - 50% 31 March 2014 Repairs and Renovations Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 26% - 50% 31 March 2014 Repairs and Renovations Construction 26% - 50% 31 March 2014 Repairs and Renovations Construction 76% - 99% 25 March 2014 Repairs to roof, electrical connections Upgrading of Ablution Facilities Construction 26% - 50% 31 March 2014 Construction 1% - 25% 31 March 2014 Repairs and Renovations Construction 1% - 25% 31 March 2014 Repairs and service air conditioners Construction 1% - 25% 30 January 2014 Repairs and Renovations Construction 51% - 75% 31 March 2014 Repairs and Renovations Construction 76% - 99% 31 March 2014 Internal Painting Construction 76% - 99% 28 February 2014 External Painting and roof repair Construction 1% - 25% 28 February 2014 Repairs and Renovations Construction 1% - 25% 31 March 2014 Repairs and toilets Construction 1% - 25% 31 March

111 NAME OF SCHOOL PROGRAMME DESCRIPTION OF PHYSICAL FACILITIES- CONSTRUCTION STATUS Target Completion Date QUANTITY, SIZE ECT. Zingiza No.1 P.S Repairs and Renovations Repairs and Renovations Construction 76% - 99% 31 March 2014 Batlharo Tlhaping HS Repairs and Refurbishment and Renovations upgrading of Hostel Construction 1% - 25% 31 March 2014 Franciscus P/S Repairs and Renovations Paving Construction 1% - 25% 13 March 2014 JJ Adams PS Repairs and External Painting and Renovations building of septic tanks Construction 1% - 25% 28 February 2014 JJ Adams PS Repairs and Renovations Internal painting Construction 1% - 25% 30 March 2014 JJ Adams PS / Hostel Repairs and Internal painting / Boys Renovations block Construction 1% - 25% 13 March 2014 JJ Adams PS / Hostel Repairs and Internal painting / Girls Renovations block Construction 1% - 25% 13 March 2014 Lesedi SS Repairs and Refurbishment and Renovations upgrading of Hostel Construction 1% - 25% 31 March 2014 Rietfontein C/S Repairs and Repairs and Renovations Renovations Hostel Construction 1% - 25% 31 March 2014 Vooruitsig PS Repairs and Paving and floor Renovations covering Construction 1% - 25% 28 February 2014 Blaauskop PS Sanitation Upgrade Sewer System Construction 1% - 25% 30 January 2014 Glen Red PS Sanitation Convert VIP Ablution facility to water borne Construction 26% - 50% 31 March 2014 system Loubos P/S Sanitation Sewer and Water Connections on Mobile Construction 1% - 25% 31 March 2014 ECD Neilersdrift PS Sanitation Expansion of Sewerage Network and New Construction 26% - 50% 31 March 2014 Ceiling Oranje-Suid PS Sanitation Expansion of Sewerage Network and Repairs to Construction 1% - 25% 31 March 2014 Toilets School Furniture School Furniture Furniture Practical Completion (100%) 30 April 2014 Newtown PS School Hall School Hall Practical Completion (100%) 18 May 2012 Carlton van Heerden HS Science Laboratory Science Laboratory Practical Completion (100%) 18 March 2012 Nametsegang HS Science Laboratory Science Laboratory Practical Completion (100%) 24 March 2012 Segopotso IS Science Laboratory Science Laboratory Construction 76% - 99% 26 March 2012 Bontleng PS Water Water - Drill Borehole Practical Completion (100%) 30 March 2014 Cornelius Jansen P/S Water Supply and Installation of Water Pump System and Water Purification Construction 26% - 50% 31 March 2014 System Frances Baard District Offices Water Upgrade Water System Construction 76% - 99% 31 March 2014 Gaoshupe Makodi PS Water Water - Drill Borehole Practical Completion (100%) 30 March 2014 Simon Medupi PS Water Water - Drill Borehole Construction 76% - 99% 31 March 2014 Tadcaster IS Water Installation of chlorinator system Construction 76% - 99% 31 arch Plans to close down or down-grade any current facilities, In the 2013/14 only one school, Modderfontein Primary School was closed. According to the EMIS unit there is no planned close downs or downgrades

112 8.1.4 Progress on Maintenance Planning A Maintenance Manual applied to the existing infrastructure in the Province has been difficult to implement in the preceding years due to a variety of factors. Schools are required to assess at a nontechnical level the degree of maintenance that is required for the assets at the school. Day to day maintenance issues are to be addressed by the school and the methodology of addressing these day to day issues as well as the prioritisation of said maintenance work has now been outlined in the NCDOE School Maintenance Guidelines and Templates document. A school is required to utilize this Maintenance Guideline to assess the maintenance requirements for the school and only when there is an identification of issues that are beyond the capability of the school, the school would then escalate the maintenance issue to the Department. The above is relevant to Section 21 Schools, however Section 20 schools are required to inform the District or NCDOE about the maintenance issues and these are catered for through the Norms and Standards funding allocation held in trust by Department of Education District Offices. Conversely maintenance interventions required at schools which are beyond their capacity are identified, quantified and implemented in the following manner: Identification of Maintenance Issues Condition of immovable assets as determined by DRPW's Condition Assessment. Through the correspondence from the school, circuit or district Through information accrued by reports sourced by Inspectors identifying such maintenance issues at schools. Through school verification forms Through the MTEF project list for planned maintenance -112-

113 Quantification Through the deployment of internal control works inspectors to the affected schools in order to determine an appropriate scope of work required to remedy the challenges. Using Implementing Agents and their subsidiaries contracted to implement minor to major maintenance projects at schools identified by one or more of the identification processes as indicated above Developments relating to the above that are expected to impact on the Department s current expenditure The Maintenance Manual has been completed and the roll-out is planned in The School Renovations and Rehabilitation programme forms the bulk of maintenance programme. The Department has however recognized this shortcoming and began the process of addressing maintenance at a school level. This maintenance Manual is being developed with the assistance of IDIP to assist schools and SGBs identify maintenance requirements and attend to them. This guide is in line with the National Guidelines for maintenance. Norms and Standards funding allocated to schools for Maintenance is not being utilised for this purpose. This will have the effect that the Maintenance portion on our Budget will increase Disposals, scrapping and loss due to theft No disposals were done in 2013/2014. Lists have been compiled during asset verification to identify moveable assets for disposal that will commence August 2014 after the audit. The only scrapping was Modderfontein Primary School Measures to ensure that the Department s asset register remained up-to-date The GIAMA dictates that the custodianship of all immovable assets lies with the Department of Public Works. Assets are being recorded by Department of Public Works on the PROMAN system. Once all the assets have been verifiably recorded on PROMAN, the Public Works, the Northern Cape Department of Education Department will implement the process of capturing the data on the EFMS. The availability of the completed asset register, with the relevant information will provide the Province with the opportunity to generate a complete life cycle costing on all immovable assets. The Department of Basic Education is currently in the process of updating NEIMS data on a large scale. Once this process is complete NCDOE will have access to comprehensive data which will also be applied to the planning and implementation of infrastructure. On a non-technical scale, the Northern Cape Department of education has also embarked on a schools verification exercise. This is a low level information gathering programme that will allow the Department to receive expedited and updated baseline information on schools in the Province, in order to also apply this information to the planning and implementation of projects. The Performance and condition assessments of each individual immovable asset can only be comprehensively performed once all of the above processes have been completed

114 Monthly reconciliations between BAS and the ledger and a full asset count are done to ensure the Department s moveable asset register remains up to date. Discrepancies in the asset register are being investigated and will be resolved The current state of the Department s capital assets The Northern Cape Department of Roads and Public Works as the custodian is currently busy with a full Asset Condition Assessment for each of the current immovable assets. This assessment will determine the planning of infrastructure, it will identify maintenance requirements that the Department will then be able to prioritise and budget for Major maintenance projects that have been undertaken during the period under review In order to address first line maintenance issues at schools and facilitate the responsibility of school management toward ensuring that day to day maintenance is done. Day to Day Maintenance A large portion of the Department's budget is allocated for Renovations and Rehabilitations projects that are identified by the 5 Control Works Inspectors. These inspectors each have a district municipality that they are responsible for and they largely deal with Day to Day Maintenance. The Control Works Inspectors visit all the schools in their district on a regular base and therefore have the knowledge to identify and prioritise the different schools for these projects. The above is augmented by the requirement that all schools must address day to day maintenance issues as and when required. Reactive Emergency Maintenance The Reactive Maintenance is dealt with by the Department of Education. Reactive emergency maintenance to a maximum value of R remains the function of NCDOE. Examples of current emergency repair activities include the following: Plumbing: Sanitation problems which include: blocked sewers; water delivery to schools (without water); emptying of septic tanks and burst water pipes are attended to as soon as possible. Electrical faults: Where exposed wires and other dangerous situations are reported through the call center, it is dealt with as soon as possible. Cable theft is responsible for significant problems. Likewise theft of circuit breakers is a major reason for dysfunctional electricity systems in schools. General Building Works: Attention is paid to falling ceilings and acts of God. Maintenance Manual The third level of this program is the Maintenance Manual; the rollout for this document is planned for June This document is a manual for school principals to assist them in the process of handling minor maintenance issues

115 The above mentioned levels of Maintenance are applicable for all schools build up to this point, because the asset value cannot be determined. Maintenance Plan Level four of this programme is the Maintenance Plan that will be handed over by the custodian to the principal of all newly built schools as from 2014/15 financial year Progress made in addressing the maintenance backlog During the 2013/14 financial year it can be stated that the backlog became smaller. This is due to the large amount of planned Repairs and Renovations projects that was completed. The rate of progress therefore is according to plan and aligned to the Educational Infrastructure Grant Budget. Infrastructure projects 2013/ /2013 Final Appropriation R 000 Actual Expenditure R 000 (Over)/Under Expenditure R 000 Final Appropriation R 000 Actual Expenditure R 000 (Over)/Under Expenditure R 000 New and replacement assets Existing infrastructure assets (2 248) - Upgrades and additions Rehabilitation, renovations and refurbishments - Maintenance and repairs Infrastructure transfer Current Capital Total

116 PART C: GOVERNANCE -116-

117 1. INTRODUCTION Commitment by the department to maintain the highest standards of governance is fundamental to the management of public finances and resources. Users want assurance that the department has good governance structures in place to effectively, efficiently and economically utilize the state resources, which is funded by the tax payer. 2. RISK MANAGEMENT The Department has an approved risk management policy and risk management strategy which was endorsed by the Risk Management Committee. The Policy and Strategy outlines the Department s commitment to implementing and maintaining an effective, efficient and transparent system of risk management. A risk assessment was conducted for the year under review and strategic and operational risk registers were developed for the Department with mitigating controls for all identified risks. A template developed by National Treasury has been implemented for risk owners to identify new and emerging risks. The Combined Assurance Plan of the Department, which identifies and specifies the sources of assurance over the strategic risks identified during the 2013/14 risk assessment, was developed and jointly approved by the Accounting Officer and Audit Committee Chairperson. The Risk Management Committee, which advises the Accounting Officer and management on overall risk management in the Department, is functional and regular meetings are convened. Reporting on risk management is a standing item on the Audit Committee meeting agenda. The Audit Committee monitors and provides feedback on the effectiveness of risk management in the Department. Risk management in the Department is developing and progress is visible in the management of risks at both Head Office and District levels. This has to a certain extent transmitted into improvements in the Department s performance. 3. FRAUD AND CORRUPTION The Fraud Prevention Policy and Fraud Prevention Strategy were approved during the year under review. These documents outline the process to prevent, detect and investigate reported cases of fraud in the Department. In addition to the above-mentioned documents a further reporting mechanism has been implemented with the development and approval of the Department s Whistle-Blowing Policy. The Whistle-Blowing Policy of the Department complies with the Protected Disclosure Act of 2000 and officials who discloses information of unlawful or corrupt conduct by their employer or fellow officials are protected from occupational detriment, provided the disclosure is made in good faith. The process for disclosure and investigation is outlined in the Policy. Should the investigation reveal that a possible misconduct has occurred, this will be dealt with in terms of the disciplinary procedure as outlined in the Employment of Educators Act (Act 76 of 1998) and/or the Disciplinary Code and Procedures for the Public Service as contained in PSCBC Resolution 1 of Where there is prima facie evidence of criminal conduct the matter will be reported to the South African Police Service

118 4. MINIMISING CONFLICT OF INTEREST Conflict of interest is minimised in the Department through the following processes: Annual declaration of financial interests by senior managers Declaration by senior managers of close family members, partners or associates who have interests in businesses or entities which may transact with the Department Declaration of interest by bid specification, bid evaluation and bid adjudication committee members on any bid which is being considered Declaration of interest by recruitment and selection panel members in any of the candidates shortlisted or interviewed for a post Newly appointed officials are required to sign the Public Service Code of Conduct which is placed on their personnel files Supply Chain Management practitioners are required to annually sign a code of conduct where they declare any business, commercial or financial interest which, due to the position they hold, may raise possible conflict of interest All service providers / suppliers who submit bids / quotes must complete the Standard Bidding Document (NCP4 - Declaration of interest) to indicate if they know any government official involved in the awarding / evaluation processes of the specific quotation / bid that may constitute a possible conflict of interest 5. CODE OF CONDUCT The Department of Education use the general code of conduct prescribed in the public Service. All employees are issued with a copy of the code of conduct on appointment and are required to adhere to the code at all times in the execution of their official responsibilities. Any breach of code of conduct is addressed through the Departmental disciplinary procedures. 6. HEALTH SAFETY AND ENVIRONMENTAL ISSUES Health and Safety Committee for the Department has been established and the members have been appointed by the Head of Department. Their responsibilities of this committee include, amongst others, the following: Representing employees interests in terms of occupational health and safety; To carry out health and safety inspections of the workplace as designated above prior to the health and safety committee meeting; Bring to the attention of employer any deviations in respect to health and safety that is brought to the committee s attention; Currently the Department is not fully complying with health and safety regulations and this may affect the Department negatively should Department of Labour issue a fine or close down the Department for non-compliance with the regulations. Health and Safety Policy and Plan were developed and approved during the year under review for implementation in the 2104/15 financial year 7. PORTFOLIO COMMITTEES Table below reflects the Portfolio Committee meetings that took place in 2013/14 Financial year: Date Purpose 25 April /14 Budget Presentation 17 September /14 First Quarter Performance and Financial Report Presentation 06 November /13 Annual Report Presentation to Joint Portfolio Committee and SCOPA meeting -118-

119 Matters that were raised in the Annual Report Presentation to Portfolio Committee and SCOPA are addressed below under SCOPA Resolutions. 8. SCOPA RESOLUTIONS Resolution No. Subject Details Response by the department 1. Predetermined The Department should review, Interviews for the Objectives strengthen and monitor the appointment of M&E performance management system practitioners to strengthen to ensure predetermined objectives the monitoring capacity are addressed on a quarterly basis. were conducted. 2. Supply Chain Management 3. Financial Misconduct 4. Asset Management Officials in SCM Unit should be held accountable for noncompliance. The Accounting Officer should institute disciplinary steps against officials who make or permit irregular, wasteful, fruitless and unauthorised expenditure. Asset count should be done and the asset register updated to ensure that all the Department s assets are accounted for. As non-compliance becomes prevalent investigations will be conducted and the necessary actions taken. Further investigations on irregular and fruitless and wasteful expenditure will be conducted and where disciplinary action (debt recovery) is required it will be imposed. Asset count has been performed and all discrepancies are still being investigated. Resolved (Yes/No) No No No Partial 9. PRIOR MODIFICATIONS TO AUDIT REPORTS Include a discussion on mechanisms put in place by the Accounting Officer to resolve the matters reported by the AGSA in the previous financial year. This should include all matters in the audit report and those noted as important in the management report. The discussion should be limited to all matters that gave rise to a qualification, disclaimer, adverse opinion and matters of non-compliance only. The department may include the information in a table as follows: Nature of qualification, disclaimer, adverse opinion and matters of non-compliance AGSA was unable to obtain sufficient appropriate audit evidence for the amount disclosed as machinery and equipment. AGSA could not confirm existence of machinery and equipment by alternative means. Consequently the AG was unable to determine whether any adjustment made on machinery and equipment were necessary. Adequate records of machinery and equipment were not maintained. Effective steps were not taken to prevent unauthorised, irregular and fruitless and wasteful expenditure. Financial year in which it first arose Progress made in clearing / resolving the matter 2012/2013 Verification of assets has been completed and all discrepancies are being investigated. Movement of mobile classrooms have been monitored and effectively documented and verified. 2012/2013 Measure to prevent unauthorised expenditure was implemented at SCM where verification of budget availability is done upon receipt of requisition. Expenditure is monitored regularly and expenditure reports are submitted monthly to responsibility managers. SCM processes are documented to -119-

120 Nature of qualification, disclaimer, adverse opinion and matters of non-compliance Contractual obligations and money owed by the department were not settled within 30 days. Investigations of financial misconduct were not instituted within 30 days of discovery thereof. Proper control systems to safeguard and maintain assets were not implemented. Goods and services with a transaction value below R were procured without obtaining the required price quotations, as required by Treasury Regulation 16A6.1. Invitations for competitive bidding were not always advertised in at least the government tender bulletin, as required by Treasury Regulations 16A6.3(c). Sufficient appropriate audit evidence could not be obtained that invitations for competitive bidding were advertised for a required minimum period of 21 days, as required by Treasury Regulations 16A6.3(c). Sufficient appropriate audit evidence could not be obtained that bid adjudication was done by committees which were composed in accordance with the policies of the department, as required by Treasury Regulations 16A6.2 (a), (b) and (c). Contracts were awarded to bidders who did not submit a declaration of past supply chain practices such as fraud, abuse of SCM system and non-performance, which is prescribed in order to comply with Treasury regulation 16A9.2. Contracts and quotations were awarded to suppliers whose tax matters had not been declared by the South African Revenue Services to be in order as required by Treasury Regulations 16A9.1 (d) and the Preferential Procurement Regulations. Sufficient appropriate audit evidence could not be obtained that contracts and quotations were awarded to bidders based on points given for criteria that were stipulated in the original invitation for bidding and quotations, as required by SCM regulation Treasury Regulations 16A6.3 (a) and Preferential Procurement Regulations. The preference point system was not applied in all procurement of goods and services above R as required by section 2(a) of the Preferential Procurement Policy Framework Act (PPPFA). Contracts were awarded to bidders based on preference points that were not calculated in accordance with the requirements of the PPPFA and its regulations. Financial year in which it first arose Progress made in clearing / resolving the matter ensure compliance with prescripts and prevent irregular expenditure. 2008/2009 An invoice tracking system has been implemented. Circular has been circulated to all Units including districts outlining the impact of non-compliance if invoices are not timely certified (service/goods delivery) or submitted to SCM for processing. Monthly monitoring is taking place. 2012/2013 Department has engaged with other departments on availability of chairpersons. A database of presiding officers has been developed. 2012/2013 Quarterly asset verifications are being conducted and officials will be held accountable in cases of irregular movement of assets or theft. 2008/2009 Where sufficient quotations cannot be obtained a deviation request is compiled with reasons and approved. 2008/2009 All bids are now advertised in the government tender bulletin 2008/2009 In exceptional cases where deviation from the prescribed period is necessary authorisation is obtained from the Accounting Officer. 2008/2009 All bid committees are now properly constituted. 2011/2012 The matter has been attended to and bidders are required to submit the SBD8 which refers to bidders past SCM practices. 2011/2012 The matter has been attended to and bidders are required to submit the tax clearance certificates for all procurements in excess of R30, 000 inclusive per case. 2011/2012 The matter has been attended to and bidders are required to submit the BBBEE certificates for all procurements in excess of R30, 000 inclusive per case to qualify for preference points. 2011/2012 The matter has been attended to and bidders are required to submit the BBBEE certificates for all procurements in excess of R30, 000 inclusive per case to qualify for preference points. 2011/2012 The matter has been attended to and bidders are required to submit the BBBEE certificates for all procurements in excess of R30, 000 inclusive per case to qualify for preference points

121 Nature of qualification, disclaimer, adverse opinion and matters of non-compliance Contracts and quotations were awarded to bidders that did not score the highest points in the evaluation process, as required by section 2(1) (f) of PPPFA and Preferential Procurement Regulations. Construction contracts were awarded to contractors that were not registered with the Construction Industry Development Board (CIDB) and did not qualify for the contract in accordance with section 18(1) of the CIDB Act and CIDB regulations 17 and 25(7A). Contracts and quotations were awarded to bidders who did not submit a declaration on whether they are employed by the state or connected to any person employed by the state, which is prescribed in order to comply with Treasury regulation 16A8.3. Employees of the department performed remunerative work outside their employment in the department without written permission from the relevant authority as required by section 30 of the Public Service Act and section 33(1) of the Employment of Educators Act. Persons in service of the Department of Education who had a private or business interest in contracts awarded by the Department of Education failed to disclose such interest, as required by Treasury Regulation 16A8.4. Persons in service of the Department of Education whose close family members, partners or associates had a private or business interest in contracts awarded by the Department of Education failed to disclose such interest, as required by Treasury Regulation 16A8.4. A proper evaluation of major capital projects were not done prior to a final decision on the project as per the requirements of section 38(1) (a) of the PFMA. The Accounting Officer did not ensure that all leave taken by employees was recorded accurately and in full as required by Public Service Regulation 1/V/F (b). Sufficient appropriate audit evidence could not be obtained that the accounting officer implemented effective measures to ensure that employees did not abuse sick leave as required by PSR 1/V/F(c) Financial year in which it first arose Progress made in clearing / resolving the matter 2011/2012 PPPFA makes provisions for approved deviation provided sufficient reasons are documented. 2010/2011 Construction contracts awarded by the Department comply with CIDB registration levels. 2010/2011 Suppliers are required to complete SBD4 declaration of interest and the Department can only verify ID numbers on its own PERSAL system. 2010/2011 For senior managers this is monitored through their declarations of financial interest 2010/2011 Suppliers are required to complete SBD4 declaration of interest and the Department can only verify ID numbers on its own PERSAL system. 2010/2011 Suppliers are required to complete SBD4 declaration of interest and if they have close members in the Department. Senior managers need to declare whether they have close family members, partners or associates who have interests in businesses or entities which may transact with the Department. 2012/2013 Infrastructure Programme Management Plan requires that capital projects be evaluated before inclusion in the final project list. 2010/2011 Leave forms are being checked for accuracy before capturing on PERSAL. Quarterly monitoring of leave records and leave reconciliation at Head Office and at Districts. Leave checklist implemented to check compliance with regulatory framework. 2010/2011 Circular issued to District Offices that all original PILLIR application forms be submitted timeously to Head Office. Quarterly monitoring is being done at Head Office and Districts on the number of PILLIR forms submitted. 10. INTERNAL CONTROL UNIT Internal control located in Financial Management investigates payment batches to ensure that there is compliance with the relevant prescripts

122 11. INTERNAL AUDIT AND AUDIT COMMITTEES The Department s internal audit function is performed by the Shared Provincial Internal Audit Unit which fulfils an independent assurance function. The internal audit unit follows a risk-based audit approach in providing management and the audit committee with assurance on the adequacy and effectiveness of governance, risk management and internal control processes. The internal audit unit is guided by an Internal Audit Charter approved by the Audit Committee and performs its functions as provided in the Public Finance Management Act (PFMA), Treasury Regulations and the internal audit charter. The internal audit unit compiles a rolling three year risk-based plan and prepares an annual plan after taking into consideration the risks facing the department, strategic objectives, the department s mandate, audit issues and inputs by management. The capacity of the Internal Audit was built over the financial year, with a full complement of staff by the end of the year. The audit committee approves the Internal Audit Plan for implementation. The internal audit reviews performed for the financial year under year, were all in line with the annual audit plan. The reviews performed were: Review of the Annual Financial Statements as at 31 March 2012/13 Early Childhood Development Infrastructure Supply Chain Management : Follow up audit Performance Information : Follow up audit HIV&AIDS grant MPAT Interim Financial Statements IT Governance Internal audit findings were communicated timely and management implemented measures to mitigate the risks. Significant matters identified during the audit were reported to the Audit Committee. Audit Committee Throughout the year under review, the Audit Committee operated in terms of an approved Audit Committee Charter, which was the committee s approved terms of reference. The committee comprised of two external members and two internal audit committee members, all of whom are not employed by the department. The chairperson resigned during the year and the remaining external member is acting as chairperson. Other cluster Audit Committee s members are utilised to ensure quorum. The Audit Committee has, as part of its oversight responsibility on a quarterly basis, followed up on audit findings to ensure that issues raised were addressed timely. Further information relating to the Audit Committee, as required by the PFMA and Treasury Regulations is included in the Audit Committee s Report, which is incorporated in the annual report of the department

123 12. AUDIT COMMITTEE REPORT We are pleased to present our report for the financial year ended 31 March Audit Committee Responsibility The audit committee reports that it has complied with its responsibilities arising from section 38(1) (a), 76(4) (d) and 77 of the Public Finance Management Act and Treasury Regulations 3.1. It has adopted appropriate formal terms of reference as the Audit Committee Charter, has regulated its affairs and discharged its responsibilities in compliance thereof. Audit Committee Members and Attendance The audit committee consists of the members listed below. It meets as frequent as mandated by the approved audit committee charter and as often as it deems necessary. During the financial year under review, 4 meetings were convened as per its charter. Attendance of meetings was as follows: Name Qualifications Internal or external Adv. DJ Block B.Iuris, LLB, Higher Diploma In Tax law External If internal, position in the department Date appointed 01 October 2011 Mr. J Besnaar CA.(SA) External 01 October 2011 Mr. Z Fihlani M.Com(Tax),CA(SA) External 01 October 2011 Ms. OJ Gill B Com (Hons) in Internal Department 01 October Business of Roads and 2011 Management, Cert. in Public works Executive Management Ms. E Botes ND: Police Administration, Bachelor s degree in Police Certificate Executive Development Program Science, in The Effectiveness of Internal Control Internal Department of Social Development 01 October 2011 Date Resigned 30 November 2013 No. of Meetings attended We have reviewed the reports of the internal auditors, the audit report on the annual financial statements and the management report of the Auditor-General of South Africa. Nothing has come to our attention that would indicate a material breakdown in internal controls in this department. The department has taken full responsibility and ownership for the implementation of risk management. The challenge remains to institutionalize risk management throughout the department. The Audit Committee noted a number of emerging risks and will be monitoring these on a regular basis. We have fulfilled our mandate with regards to the annual financial statements as mentioned below. We have reviewed and concur with management s acceptance of the AGSA s management report. We can confirm that there are no unresolved issues. The Audit Committee is satisfied with the content -123-

124 and quality of quarterly reports in respect of in-year management and quarterly performance reports submitted in terms of the PFMA and the Division of Revenue Act prepared and issued by the Accounting Officer of the department during the year under review. Evaluation of Financial Statements The audit committee has: Reviewed and discussed the audited annual financial statements to be included in the annual report, with the Auditor-General and the Accounting Officer; Reviewed the Auditor-General s management report and management s response thereto; Reviewed changes to accounting policies and practices as reported in the annual financial statements; Reviewed the department s processes for compliance with legal and regulatory provisions; Reviewed the information on predetermined objectives as reported in the annual report; Reviewed material adjustments resulting from the audit of the department; and Reviewed and where appropriate recommended changes to the interim financial statements as presented by the department for the six months ending 30 September Internal Audit In line with the PFMA and the King III Report on Corporate Governance requirements, internal audit provides the audit committee and management with reasonable assurance that the internal controls are adequate and effective. This is achieved by a risk based internal audit plan, internal audit assessing the adequacy of controls mitigating the risks and the audit committee monitoring implementation of corrective actions. The following internal audits were approved of which all were completed during the year under review: Review of the Annual Financial Statements as at 31 March 2012/13 Early Childhood Development Infrastructure Supply Chain Management : Follow up audit Performance Information : Follow up audit HIV&AIDS grant MPAT Interim Financial Statements IT Governance The audit committee will encourage increased assurance over significant risk by overseeing the implementation of combined assurance principles. Auditor s General Report We have reviewed the department s implementation plan for the audit issues raised in the prior year on a quarterly basis. The audit committee has met with the Auditor General to ensure that there are no unresolved issues that emanated from the regulatory audit. Corrective actions on detailed findings emanating from current regulatory audit will be monitored by the audit committee on a regular basis

125 Conclusion The audit committee concurs and accepts the Auditor-General s opinion regarding the Annual financial statements, and proposes that the audited annual financial statements be accepted and read together with the report of the Auditor-General. Advocate DJ Block Acting Chairperson of the Audit Committee Cluster 1 Department of Education Date: 26 May

126 PART D: HUMAN RESOURCE MANAGEMENT -126-

127 1. INTRODUCTION The information contained in this part of the annual report has been prescribed by the Minister for the Public Service and Administration for all Departments in the public service. 2. OVERVIEW OF HUMAN RESOURCES The status of human resources in the Department The Human Resources Management Chief Directorate comprises of four directorates: Administration and Practices, Post provisioning and Planning, Personnel utilization and Capacity building and Labour relations. All these directorates are supportive to the execution of the core business of the Department. Their efficiencies and effectiveness enable the department to perform excellently. Compensation of Employees is a cost driver of the budget and it has an allocation of 80% of the voted funds. Workforce planning and key strategies to attract and recruit a skilled and capable workforce The department has an approved Human Resource Plan which outlines the priorities of the department, namely; Early Childhood Development, Inclusive Education, In-sport school, and Rural and Farm Strategy. It is through our human resource objectives that we direct all the post provisioning and utilisation to these priorities. The Human Resource Plan incorporates the Employment Equity Plan, Workplace Skills Plan, HRD Plan and Attraction and Recruitment methods. The accurate and correct Employment Equity table has been included for more information. Achievements and challenges faced by the Department, as well as future human resource plans /goals The main challenge is to retain the educators in the system. However, the implementation of teacher incentives has minimised this challenge. The lack of Educators teaching in Afrikaans still remains a major challenge.. The employee statistics under vacancies and appointments in Table below provides a detailed performance in terms of recruitment and selection. The department has managed to get its organizational structure approved. In addition a clean audit on personnel matters from Auditor General has been achieved. The Department has also ensured that the appointment of permanent educators is done timely, i.e. within the prescribed timeframes. It can be said that the Human Resource Management has impacted positively on the management of Educators and Public Service Employees and their conditions of service -127-

128 3. HUMAN RESOURCES OVERSIGHT STATISTICS 3.1. Personnel related expenditure The following tables summarises the final audited personnel related expenditure by programme and by salary bands. In particular, it provides an indication of the following: amount spent on personnel amount spent on salaries, overtime, homeowner s allowances and medical aid. Table Personnel expenditure by programme for the period 1 April 2013 and 31 March 2014 Programme Total expenditure (R 000) Personnel expenditure (R 000) Training expenditure (R 000) Professional and special services expenditure (R 000) Personnel expenditure as a % of total expenditure Average personnel cost per employee (R 000) % % % % % % % % % 482 Total % 281 Table Personnel costs by salary band for the period 1 April 2013 and 31 March 2014 Salary band Personnel Expenditure (R 000) % of total personnel cost No. of employees Average personnel cost per employee (R 000) Lower skilled (Levels 1-2) % Skilled (level 3-5) % Highly skilled production % (levels 6-8) Highly skilled supervision % (levels 9-12) Senior and Top management % (levels 13-16) Abnormal Appointment % Total %

129 Table Salaries, Overtime, Home Owners Allowance and Medical Aid by programme for the period 1 April 2013 and 31 March 2014 Programme Salaries Overtime Home Owners Allowance Medical Aid Programme 1 Programme 2 Programme 4 Programme 5 Programme 6 Programme 7 Programme 8 Programme 9 TOTAL Amount (R 000 Salaries as a % of personnel costs Amount (R 000) Overtime as a % of personnel costs Amount (R 000) HOA as a % of personnel costs Amount (R 000) Medical aid as a % of personnel costs % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Table Salaries, Overtime, Home Owners Allowance and Medical Aid by salary band for the period 1 April 2013 and 31 March 2014 Salary Bands Salaries Overtime Home Owners Allowance Medical Aid Amount (R 000 Salaries as a % of personnel costs Amount (R 000) Overtime as a % of personnel costs Amount (R 000) HOA as a % of personnel costs Amount (R 000) Medical aid as a % of personnel costs ABNORNAL % % % % Skilled (level 1-2) % % % % Skilled (level 3-5) % % % % Highly skilled production (levels 6-8) % % % % Highly skilled supervision (levels % % % % Senior management (level 13-16) % % % % Total % % % % -129-

130 3.2. Employment and Vacancies The tables in this section summarise the position with regard to employment and vacancies. The following tables summarise the number of posts on the establishment, the number of employees, the vacancy rate, and whether there are any staff that are additional to the establishment. This information is presented in terms of three key variables: programme salary band In terms of current regulations, it is possible to create a post on the establishment that can be occupied by more than one employee. Therefore, the vacancy rate reflects the percentage of posts that are not filled. Table Employment and vacancies by programme as on 31 March 2014 Programme Number of posts on approved establishment Number of posts filled Vacancy Rate Number of employees additional to the establishment Programme % 0 Programme % 0 Programme % 0 Programme % 0 Programme % 0 Programme % 721 Programme % 0 Programme % 0 Total % 721 Table Employment and vacancies by salary band as on 31 March 2014 Salary band Number of posts on approved establishment Number of posts filled Vacancy Rate Number of employees additional to the establishment Lower skilled ( 1-2) % 721 Skilled (3-5) % 0 Highly skilled production (6-8) % 0 Highly skilled supervision (9-12) % 0 Senior management (13-16) % 0 Total %

131 3.3. Filling of SMS Posts The tables in this section provide information on employment and vacancies as it relates to members of the Senior Management Service by salary level. It also provides information on advertising and filling of SMS posts, reasons for not complying with prescribed timeframes and disciplinary steps taken. Table SMS post information as on 31 March 2014 SMS Level Total number of funded SMS posts Total number of SMS posts filled % of SMS posts filled Total number of SMS posts vacant % of SMS posts vacant Head of Department % % Salary Level % % Salary Level % % Salary Level % % Salary Level % % Total % % Table SMS post information as on 30 September 2013 SMS Level Total number of funded SMS posts Total number of SMS posts filled % of SMS posts filled Total number of SMS posts vacant % of SMS posts vacant Head of Department % % Salary Level % % Salary Level % % Salary Level % % Salary Level % % Total % % Table Advertising and filling of SMS posts for the period 1 April 2013 and 31 March 2014 SMS Level Director- General/ Head of Department Total number of funded SMS posts 1 Total number of SMS posts filled % of SMS posts filled Total number of SMS posts vacant % of SMS posts vacant Salary Level 16 1 Salary Level % 2 67% Salary Level % 3 17% Salary Level % 4 14% Total % 9 32,6%

132 Table Reasons for not having complied with the filling of funded vacant SMS - Advertised within 6 months and filled within 12 months after becoming vacant for the period 1 April 2013 and 31 March 2014 Reasons for vacancies not advertised within six months All were filled within timeframe. Reasons for vacancies not filled within six months All were filled within timeframe. Notes In terms of the Public Service Regulations Chapter 1, Part VII C.1A.3, Departments must indicate good cause or reason for not having complied with the filling of SMS posts within the prescribed timeframes. Table Disciplinary steps taken for not complying with the prescribed timeframes for filling SMS posts within 12 months for the period 1 April 2013 and 31 March 2014 Reasons for vacancies not advertised within six months N/A Reasons for vacancies not filled within six months N/A Notes In terms of the Public Service Regulations Chapter 1, Part VII C.1A.2, Departments must indicate good cause or reason for not having complied with the filling of SMS posts within the prescribed timeframes. In the event of non-compliance with this regulation, the relevant executive authority or head of Department must take appropriate disciplinary steps in terms of section 16A (1) or (2) of the Public Service Act

133 3.4. Job Evaluation Within a nationally determined framework, executing authorities may evaluate or re-evaluate any job in his or her organisation. In terms of the Regulations all vacancies on salary levels 9 and higher must be evaluated before they are filled. The following table summarises the number of jobs that were evaluated during the year under review. The table also provides statistics on the number of posts that were upgraded or downgraded. Table Job Evaluation by Salary band for the period 1 April 2013 and 31 March 2014 Salary band Number of posts on approved establishment Number of Jobs Evaluated % of posts evaluated by salary bands Posts Upgraded Number % of posts evaluated Posts downgraded Number % of posts evaluated Highly skilled supervision (Levels 9-12) % Total % The following table provides a summary of the number of employees whose positions were upgraded due to their post being upgraded. The number of employees might differ from the number of posts upgraded since not all employees are automatically absorbed into the new posts and some of the posts upgraded could also be vacant. Table Profile of employees whose positions were upgraded due to their posts being upgraded for the period 1 April 2013 and 31 March 2014 Gender African Asian Coloured White Total Female N/A Male N/A Total N/A Employees with a disability N/A The following table summarises the number of cases where remuneration bands exceeded the grade determined by job evaluation. Reasons for the deviation are provided in each case. Table Employees with salary levels higher than those determined by job evaluation by occupation for the period 1 April 2013 and 31 March 2014 Occupation Number of employees Job evaluation level Remuneration level Total number of employees whose salaries exceeded the level determined by job evaluation Percentage of total employed Reason for deviation N/A N/A N/A

134 The following table summarises the beneficiaries of the above in terms of race, gender, and disability. Table Profile of employees who have salary levels higher than those determined by job evaluation for the period 1 April 2013 and 31 March 2014 Female Male Total Gender African Asian Coloured White Total N/A N/A N/A Employees with a disability N/A : Total number of Employees whose salaries exceeded the grades determine by job evaluation None

135 3.5. Employment Changes This section provides information on changes in employment over the financial year. Turnover rates provide an indication of trends in the employment profile of the Department. The following tables provide a summary of turnover rates by salary band and critical occupations (see definition in notes below). Table Annual turnover rates by salary band for the period 1 April 2013 and 31 March 2014 Salary Band Lower skilled ( Levels 1-2) Skilled (Levels3-5) Highly skilled production (Levels 6-8) Highly skilled supervision (Levels 9-12) Senior Management Service Bands A Senior Management Service Bands B Senior Management Service Bands C Senior Management Service Bands D Total Number of employees at beginning of period- April 2013 Appointments and transfers into the Department Terminations and transfers out of the Department Turnover rate % % % % % % % % % Notes The CORE classification, as prescribed by the DPSA, should be used for completion of this table. Critical occupations are defined as occupations or sub-categories within an occupation (a) (b) (c) (d) in which there is a scarcity of qualified and experienced persons currently or anticipated in the future, either because such skilled persons are not available or they are available but do not meet the applicable employment criteria; for which persons require advanced knowledge in a specified subject area or science or learning field and such knowledge is acquired by a prolonged course or study and/or specialised instruction; where the inherent nature of the occupation requires consistent exercise of discretion and is predominantly intellectual in nature; and in respect of which a Department experiences a high degree of difficulty to recruit or retain the services of employees

136 The table below identifies the major reasons why staff left the Department. Table Reasons why staff left the Department for the period 1 April 2013 and 31 March 2014 Termination Type Number % of Total Resignations Death / Demise % Resignation % Expiry of contract % Dismissal - operational changes % Dismissal - misconduct % Dismissal - inefficiency % Discharged due to ill-health % Retirement % Employee initiated severance package % Transfer to other Public service Departments % Grand Total % Total number of employees who left as a % of total employment 41.85% Table Promotions by salary band for the period 1 April 2013 and 31 March 2014 Salary Band Employees 1 April 2013 Promotions to another salary level Salary bands promotions as a % of employees by salary level Progressions to another notch within a salary level Notch progression as a % of employees by salary bands Lower skilled ( Levels 1-2) % % Skilled (Levels3-5) % % Highly skilled production (Levels 6-8) % % Highly skilled supervision (Levels 9-12) % % Senior Management (Level 13-16) % % Total % %

137 3.6. Employment Equity Table Total number of employees (including employees with disabilities) in each of the following occupational categories as on 31 March 2014 Occupational category Legislators, senior officials and managers Male Female Total African Coloured Indian White African Coloured Indian White Professionals Technicians and associate professionals Clerks Service and sales workers Skilled agriculture and fishery workers Craft and related trades workers Plant and machine operators and assemblers Elementary occupations Total Employees with disabilities Table Total number of employees (including employees with disabilities) in each of the following occupational bands as on 31 March 2014 Occupational Band Male Female Total African Coloured Indian White African Coloured Indian White Top Management(L15- L16) Senior Management(L13- L14) Professionally qualified and experienced specialists and midmanagement

138 Occupational Band Male Female Total African Coloured Indian White African Coloured Indian White Skilled technical and academically qualified workers, junior management, supervisors, foreman and superintendents Semi-skilled and discretionary decision making Unskilled and defined decision making Total Table Recruitment for the period 1 April 2013 to 31 March 2014 Occupational Band Male Female African Coloured Indian White African Coloured Indian White Total Top Management 2 2 Senior Management Professionally qualified and experienced specialists and midmanagement Skilled technical and academically qualified workers, junior management, supervisors, foreman and superintendents Semi-skilled and discretionary decision making Unskilled and defined decision making Total Employees with disabilities *Foreigners not included

139 Table Promotions for the period 1 April 2013 to 31 March 2014 Occupational Band Male Female Top Management African Coloured Indian White African Coloured Indian White Total Senior Management Professionally qualified and experienced specialists and midmanagement Skilled technical and academically qualified workers, junior management, supervisors, foreman and superintendents Semi-skilled and discretionary decision making Unskilled and defined decision making Total Employees with disabilities Table Terminations for the period 1 April 2013 to 31 March 2014 Occupational Band Male Female African Coloured Indian White African Coloured Indian White Total Top Management 1 1 Senior Management 1 1 Professionally qualified and experienced specialists and midmanagement Skilled technical and academically qualified workers, junior management, supervisors, foreman and superintendents Semi-skilled and discretionary decision making Unskilled and defined decision making Total Employees with Disabilities

140 Table Disciplinary action for the period 1 April 2013 to 31 March 2014 Disciplinary action Male Female Total African Coloured Indian White African Coloured Indian White 0 0 Table Skills development for the period 1 April 2013 to 31 March 2014 Occupational category Legislators, senior officials and managers Male Female Total African Coloured Indian White African Coloured Indian White Professionals 0 Technicians and associate professionals Clerks 0 Service and sales workers Skilled agriculture and fishery workers Craft and related trades workers Plant and machine operators and assemblers Elementary occupations Total 0 Employees with disabilities

141 3.7. Signing of Performance Agreements by SMS Members All members of the SMS must conclude and sign performance agreements within specific timeframes. Information regarding the signing of performance agreements by SMS members, the reasons for not complying within the prescribed timeframes and disciplinary steps taken is presented here. Table Signing of Performance Agreements by SMS members as on 31 May 2014 SMS Level Total number of funded SMS posts Total number of SMS members Total number of signed performance agreements Signed performance agreements as % of total number of SMS members Director % General/ Head of Department Salary Level % Salary Level % Salary Level % Salary Level % Total Table Reasons for not having concluded Performance agreements for all SMS members as on 31 March 2014 Reasons N/A Notes The reporting date in the heading of this table should be aligned with that of Table Table Disciplinary steps taken against SMS members for not having concluded Performance agreements as on 31 March 2014 Reasons N/A Notes The reporting date in the heading of this table should be aligned with that of Table

142 3.8. Performance Rewards To encourage good performance, the Department has granted the following performance rewards during the year under review. The information is presented in terms of race, gender, disability, salary bands and critical occupations (see definition in notes below). Table Performance Rewards by race, gender and disability for the period 1 April 2013 to 31 March 2014 Race and Gender Beneficiary Profile Cost Number of beneficiaries Number of employees % of total within group Cost (R 000) Average cost per employee African, Male % Asian, Male % Coloured Male % White Male % African Female % Asian Female % Coloured Female % White Female % Disabled % TOTAL % Table Performance Rewards by salary band for personnel below Senior Management Service for the period 1 April 2013 to 31 March 2014 Salary Band Beneficiary Profile Cost Number of beneficiaries Number of employees % of total within salary bands Total Cost (R 000) Average cost per employee Total cost as a % of the total personnel expenditure Lower Skilled (Levels 1-2) Skilled (level 3-5) Highly skilled production (level 6-8) Highly skilled supervision (level 9-12) Total

143 Table Performance related rewards (cash bonus), by salary band for Senior Management Service for the period 1 April 2013 to 31 March 2014 Salary Band Beneficiary Profile Cost Band A Band B Band C Band D Total Number of beneficiaries Number of employees % of total within salary bands Total Cost (R 000) Average cost per employee Total cost as a % of the total personnel expenditure 3.9. Foreign Workers The tables below summarise the employment of foreign nationals in the Department in terms of salary band and major occupation. Table Foreign workers by salary band for the period 1 April 2013 and 31 March 2014 Salary Band 01 April March 2014 Change Number % of total Number % of total Number % Change Lower Skilled (Levels 1-2) Skilled (Levels 3-5) Highly skilled production (Levels 6-8) Highly skilled supervision (Levels 9-12) Senior Management (Levels 13-16) Total

144 3.10. Leave utilisation The Public Service Commission identified the need for careful monitoring of sick leave within the public service. The following tables provide an indication of the use of sick leave and disability leave. In both cases, the estimated cost of the leave is also provided. Table Sick leave for the period 1 January 2013 to 31 December 2014 Salary Band Total days % Days with Medical Certification Number of Employees using sick leave % of total employees using sick leave Average days per employee Estimated Cost (R 000) Lower Skills (Level 1-2) % % Skilled (Levels 3-5) % % Highly skilled production (Levels 6-8) % % Highly skilled supervision (Levels 9-12) % % Top and Senior management (Levels 13-16) % % Total % % Table Disability leave (temporary and permanent) for the period 1 January 2013 to 31 December 2014 Salary Band Total days % Days with Medical certification Number of Employees using disability leave % of total employees using disability leave Average days per employee Estimated Cost (R 000) Lower skilled (Levels 1-2) % 1 3% Skilled (Levels 3-5) % 7 18% Highly skilled production (Levels 6-8) % 23 59% Highly skilled supervision (Levels 9-12) % 8 21% Senior management (Levels 13-16) 0 0% 0 0% Total % %

145 The table below summarises the utilisation of annual leave. The wage agreement concluded with trade unions in the PSCBC in 2000 requires management of annual leave to prevent high levels of accrued leave being paid at the time of termination of service. Table Annual Leave for the period 1 January 2013 to 31 December 2014 Salary Band Total days taken Number of Employees using annual leave Average per employee Lower skilled (Levels 1-2) Skilled Levels 3-5) Highly skilled production (Levels 6-8) Highly skilled supervision(levels 9-12) Senior management (Levels 13-16) Total Table Capped leave for the period 1 January 2013 to 31 December 2014 Salary Band Total days of capped leave taken Number of Employees using capped leave Average number of days taken per employee Total number of capped leave available as at 31 December 2013 Lower skilled (Levels 1-2) Skilled Levels 3-5) Highly skilled production (Levels 6-8) Highly skilled supervision(levels 9-12) Senior management (Levels 13-16) Total The following table summarise payments made to employees as a result of leave that was not taken. Table Leave payouts for the period 1 April 2013 and 31 March 2014 Reason Total Amount (R 000) Number of Employees Average per employee (R 000) LEAVE GRATUITY LEAVE ENCASHMENT LEAVE ENCASHMENT NP CASH (SMS/MMS) Total

146 3.11. HIV/AIDS & Health Promotion Programmes Table Steps taken to reduce the risk of occupational exposure Units/categories of employees identified to be at high risk of contracting HIV & related diseases (if any) Key steps taken to reduce the risk Educators Workshops Cleaners Workshops and safety equipment Table Details of Health Promotion and HIV/AIDS Programmes (tick the applicable boxes and provide the required information) Question Yes No Details, if yes 1. Has the Department designated a member of the SMS to implement the provisions contained in Part VI E of Chapter 1 of the Public Service Regulations, 2001? If so, provide her/his name and position. Ms C Modise. Director 2. Does the Department have a dedicated unit or has it designated specific staff members to promote the health and well-being of your employees? If so, indicate the number of employees who are involved in this task and the annual budget that is available for this purpose. 3. Has the Department introduced an Employee Assistance or Health Promotion Programme for your employees? If so, indicate the key elements/services of this Programme. 4. Has the Department established (a) committee(s) as contemplated in Part VI E.5 (e) of Chapter 1 of the Public Service Regulations, 2001? If so, please provide the names of the members of the committee and the stakeholder(s) that they represent. 5. Has the Department reviewed its employment policies and practices to ensure that these do not unfairly discriminate against employees on the basis of their HIV status? If so, list the employment policies/practices so reviewed. 6. Has the Department introduced measures to protect HIV-positive employees or those perceived to be HIV-positive from discrimination? If so, list the key elements of these measures. 7. Does the Department encourage its employees to undergo Voluntary Counselling and Testing? If so, list the results that you have you achieved. 8. Has the Department developed measures/indicators to monitor & evaluate the impact of its health promotion programme? If so, list these measures/indicators. 3 (three) Health programmes, financial programmes; referrals for addiction Ms K. Cwaile Recruitment Policy Employment Equity Plan Workshops 10%

147 Labour Relations Table Collective agreements for the period 1 April 2013 and 31 March 2014 Subject Matter Date (a) PSCBC- Agreement on the salaries and improvements in conditions of service. 2012/ /15 31 July 2011 (b) ELRC (c) GPSSBC Notes NONE NONE The following table summarises the outcome of disciplinary hearings conducted within the Department for the year under review. Table Misconduct and disciplinary hearings finalised for the period 1 April 2013 and 31 March 2014 Outcomes of disciplinary hearings Number % of total Correctional counselling % Verbal warning % Written warning % Final written warning % Suspended without pay % Suspended dismissal % Fine % Demotion % Dismissal % Not guilty % Case withdrawn % Dismissal confirmed on appeal % Dismissal confirmed on Arbitration % Employee resigned- case closed % Employee boarded-case closed % Resigned (Sec. 14 (1) (d) % Transfer % Rehabilitation % Discharged from service % Total %

148 Table Types of misconduct addressed at disciplinary hearings for the period 1 April 2013 and 31 March 2014 Type of misconduct (based on annexure A) Number % of total Gross negligence & dereliction of duty % Providing third party with Departmental information % Sexual harassment % Threatening the lives of others % Conduct yourself in an improper, disgraceful and unacceptable manner % Absenteeism % Altered learner report (corruption) % Theft/ Fraud % Assault % Exams irregularities % Insubordination % Intoxication % Strike action % Misuse of government property % Poor work performance % Commits a statutory offence % Total % Table Grievances logged for the period 1 April 2013 and 31 March 2014 Grievances Number % of Total Number of grievances resolved % Number of grievances not resolved % Total number of grievances lodged % Table Disputes logged with Councils for the period 1 April 2013 and 31 March 2014 Disputes Number % of Total Number of disputes upheld % Number of disputes dismissed % Total number of disputes lodged % Table Strike actions for the period 1 April 2013 and 31 March 2014 Total number of persons working days lost 0 Total costs working days lost 0 Amount (R 000) recovered as a result of no work no pay 0 Table Precautionary suspensions for the period 1 April 2013and 31 March 2014 Number of people suspended 25 Number of people whose suspension exceeded 30 days 24 Average number of days suspended Cost (R 000) of suspension

149 3.12. Skills development This section highlights the efforts of the Department with regard to skills development. Table Training needs identified for the period 1 April 2013 and 31 March 2014 Occupational category Legislators, senior officials and managers Gender Number of employees as at 1 April 2013 Training needs identified at start of the reporting period Learnerships Skills Programmes & other short courses Other forms of training Total Female 0 Male 0 Professionals Female 0 Male 0 Technicians and Female 0 associate professionals Male 0 Clerks Female 0 Male 0 Service and sales Female 0 workers Male 0 Skilled agriculture and Female 0 fishery workers Male 0 Craft and related trades Female 0 workers Male 0 Female 0 Male 0 Plant and machine operators and assemblers Elementary occupations Female 0 Male 0 Sub Total Female 0 Male 0 Total

150 Table Training provided for the period 1 April 2013 and 31 March 2014 Occupational category Legislators, senior officials and managers Gender Number of employees as at 1 April 2013 Training provided within the reporting period Learnerships Skills Programmes & other short courses Other forms of training Total Female 0 Male 0 Professionals Female 0 Male 0 Technicians and Female 0 associate Male 0 professionals Clerks Female 0 Male 0 Service and sales workers Skilled agriculture and fishery workers Craft and related trades workers Plant and machine operators and assemblers Elementary occupations Female 0 Male 0 Female 0 Male 0 Female 0 Male 0 Female 0 Male 0 Female 0 Male 0 Sub Total Female 0 Male 0 Total Injury on duty The following tables provide basic information on injury on duty. Table Injury on duty for the period 1 April 2013 and 31 March 2014 Nature of injury on duty Number % of total Required basic medical attention only 0 Temporary Total Disablement 0 Permanent Disablement 0 Fatal 0 Total

151 3.14. Utilisation of Consultants The following tables relates information on the utilisation of consultants in the Department. In terms of the Public Service Regulations consultant means a natural or juristic person or a partnership who or which provides in terms of a specific contract on an ad hoc basis any of the following professional services to a Department against remuneration received from any source: (a) The rendering of expert advice; (b) The drafting of proposals for the execution of specific tasks; and (c) The execution of a specific task which is of a technical or intellectual nature, but excludes an employee of a Department. Table Report on consultant appointments using appropriated funds for the period 1 April 2013 and 31 March 2014 Project title Total number of consultants that worked Duration (work Contract value in Rand on project days) Operation Clean Audit - HR * Operation Clean Audit Finance *Footnote: As at 31Aug 2013 Total number of projects Total individual consultants Total duration Work days Total contract value in Rand Table Analysis of consultant appointments using appropriated funds, in terms of Historically Disadvantaged Individuals (HDIs) for the period 1 April 2013 and 31 March 2014 Project title Percentage ownership by HDI groups Percentage management by HDI groups Number of consultants from HDI groups that work on the project Operation Clean Audit - HR 100% 100% 4 Operation Clean Audit - Fin 44% 59% 3 Table Report on consultant appointments using Donor funds for the period 1 April 2013 and 31 March 2014 N/A Project title Total Number of consultants that worked on project Duration (Work days) Donor and contract value in Rand Total number of projects N/A Total individual consultants Total duration Work days Total contract value in Rand

152 Table Analysis of consultant appointments using Donor funds, in terms of Historically Disadvantaged Individuals (HDIs) for the period 1 April 2013 and 31 March 2014 N/A Project title Percentage ownership by HDI groups Percentage management by HDI groups Number of consultants from HDI groups that work on the project Severance Packages Table Granting of employee initiated severance packages for the period 1 April 2013 and 31 March 2014 Salary band Number of applications received Number of applications referred to the MPSA Number of applications supported by MPSA Number of packages approved by Department Highly skilled production (Levels 6-8) 1 1 Total

153 PART E: FINANCIAL INFORMATION

154 1. REPORT OF THE AUDITOR GENERAL REPORT OF THE AUDITOR-GENERALTO THE NORTHERN CAPE PROVINCIAL LEGISLATURE ON VOTE NO. 4: DEPARTMENT OF EDUCATION REPORT ON THE FINANCIAL STATEMENTS Introduction 1. I have audited the financial statements of the Department of Education set out on pages 167 to 239, which comprise the appropriation statement, the statement of financial position as at 31 March 2014, the statement of financial performance, statement of changes in net assets and the cash flow statement for the year then ended, and the notes, comprising a summary of significant accounting policies and other explanatory information. Accounting officer s responsibility for the financial statements 2. The accounting officer is responsible for the preparation and fair presentation of these financial statements in accordance with the Modified Cash Standard prescribed by the National Treasury and the requirements of the Public Finance Management Act of South Africa, 1999 (Act No. 1 of 1999) (PFMA) and Division of Revenue Act of South Africa, 2013 (Act No. 2 of 2013) (DoRA), and for such internal control as the accounting officer determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error. Auditor-General s responsibility 3. My responsibility is to express an opinion on these financial statements based on my audit. I conducted my audit in accordance with the Public Audit Act of South Africa, 2004 (Act No. 25 of 2004) (PAA), the General Notice issued in terms thereof and International Standards on Auditing. Those standards require that I comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. 4. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor s judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity s preparation and fair presentation of the financial statements in

155 order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. 5. I believe that the audit evidence I have obtained is sufficient and appropriate to provide a basis for my qualified audit opinion. Basis for qualified opinion Movable tangible capital assets 6. The department did not have adequate systems to maintain records of movable assets that met the definition, recognition criteria and measurement of capital assets in accordance with the Modified Cash Standard prescribed by the National Treasury, Accounting for capital assets. I was not able to determine the full extent of the misstatements as it was impracticable to do so. In addition, I was unable to obtain sufficient appropriate audit evidence regarding movable tangible assets relating to computer equipment; furniture and office equipment; other machinery and equipment; and minor assets as I was unable to locate these assets. I was unable to confirm the physical assets by alternative means. Consequently, I was unable to determine whether any adjustment relating to these movable tangible assets stated at R (2013: R ) in the financial statements was necessary. Immovable assets 7. The department did not have adequate systems to maintain records relating to work in progress and additions to immovable assets due to differences identified in the amount disclosed and underlying supporting evidence. I was not able to determine the full extent of the misstatements as it was impracticable to do so. In addition, I was unable to obtain sufficient appropriate audit evidence for immovable assets transfer in terms of section 42 of the PFMA. I was unable to confirm these immovable assets by alternative means. Consequently, I was unable to determine whether any adjustments to immovable assets transferred in terms of section 42 of the PFMA stated at R in the financial statements were necessary

156 Qualified opinion 8. In my opinion, except for the possible effects of the matters described in the Basis for qualified opinion paragraphs, the financial statements present fairly, in all material respects, the financial position of the Department of Education as at 31 March 2014 and its financial performance and cash flows for the year then ended, in accordance with the Modified Cash Standard prescribed by the National Treasury and the requirements of the PFMA and DoRA. Emphasis of matters 9. I draw attention to the matters below. My opinion is not modified in respect of these matters. Restatement of corresponding figures 10. As disclosed in the appropriation statement, the corresponding figures for 31 March 2013 were restated as a result of the change in the departments programme structure during 31 March Material impairments 11. As disclosed in note 12.4 to the financial statements, material losses of R (40% of receivables) were incurred as a result of receivables not being followed up regularly. Payables 12. Payables which exceed the payment term of 30 days as required in Treasury Regulation of R This amount, in turn, exceeds the voted funds to be surrendered of R as per the statement of financial performance by R The amount of R would therefore have constituted unauthorised expenditure had the amounts due been paid in a timely manner. Irregular expenditure 13. Irregular expenditure of R (2013: R ) incurred during was disclosed in note 24 to the financial statements. In addition, the full extent of the irregularities, as disclosed in note 24 to the financial statements, was still in the process of being determined

157 Unauthorised expenditure 14. Unauthorised expenditure incurred during was disclosed as R (2013: R ) in note 9 to the financial statements. This unauthorised expenditure was still awaiting authorisation or to be written off. Additional matter 15. I draw attention to the matter below. My opinion is not modified in respect of this matter. Unaudited supplementary schedules 16. The supplementary information set out on pages 229 to 239 does not form part of the financial statements and is presented as additional information. I have not audited these schedules and, accordingly, I do not express an opinion thereon. REPORT ON OTHER LEGAL AND REGULATORY REQUIREMENTS 17. In accordance with the PAA and the General Notice issued in terms thereof, I report the following findings on the reported performance information against predetermined objectives for selected programmes presented in the annual performance report, non-compliance with legislation as well as internal control. The objective of my tests was to identify reportable findings as described under each subheading but not to gather evidence to express assurance on these matters. Accordingly, I do not express an opinion or conclusion on these matters. Predetermined objectives 18. I performed procedures to obtain evidence about the usefulness and reliability of the reported performance information for the following selected programmes presented in the annual performance report of the department for the year ended 31 March 2014: Programme 1: Administration on pages 39 to 51 Programme 2: Public Ordinary School Education on pages 52 to I evaluated the reported performance information against the overall criteria of usefulness and reliability. 20. I evaluated the usefulness of the reported performance information to determine whether it was presented in accordance with the National Treasury s annual reporting principles and whether the reported performance was consistent with

158 the planned programmes. I further performed tests to determine whether indicators and targets were well defined, verifiable, specific, measurable, time bound and relevant, as required by the National Treasury s Framework for managing programme performance information (FMPPI). 21. I assessed the reliability of the reported performance information to determine whether it was valid, accurate and complete. Programme 1: Administration 22. I did not raise any material findings on the usefulness and reliability of the reported performance information for this programme

159 Programme 2: Public Ordinary School Education Reliability of reported performance information 23. The FMPPI requires auditees to have appropriate systems to collect, collate, verify and store performance information to ensure valid, accurate and complete reporting of actual achievements against planned objectives, indicators and targets. Significantly important targets were not reliable when compared to the source information or evidence provided. This was due to a lack of monitoring of the completeness of source documentation in support of actual achievements and frequent review of the validity of reported achievements against source documentation. Additional matters 24. Although I raised no material findings on the usefulness and reliability of the reported performance information for the selected Programme 1: Administration and the usefulness of Programme 2: Public Ordinary Schools Education, I draw attention to the following matters: Achievement of planned targets 25. Refer to the annual performance report on pages 39 to 61 for information on the achievement of planned targets for the year. Adjustment of material misstatements 26. I identified material misstatements in the annual performance report submitted for auditing on the reported performance information for programmes 1 and 2. As management subsequently corrected only some of the misstatements, I raised material findings on the reliability of the reported performance information. Unaudited supplementary information 27. The supplementary information set out on pages 62 to 91 does not form part of the annual performance report and is presented as additional information. I have not audited these schedules and, accordingly, I do not express a conclusion thereon. Compliance with legislation 28. I performed procedures to obtain evidence that the department had complied with applicable legislation regarding financial matters, financial management and other related matters. My findings on material non-compliance with specific matters in key legislation, as set out in the General Notice issued in terms of the PAA, are as follows:

160 Annual financial statements, performance report and annual report 29. The financial statements submitted for auditing were not prepared in accordance with the prescribed Modified Cash Standard and supported by full and proper records as required by section 40(1)(a) and (b) of the Public Finance Management Act. Material misstatements of expenditure and disclosure items identified by the auditors in the submitted financial statements were subsequently corrected and the supporting records were provided subsequently, but the uncorrected material misstatements and supporting records that could not be provided resulted in the financial statements receiving a qualified audit opinion. Procurement and contract management 30. Goods and services with a transaction value below R were procured without obtaining the required price quotations, as required by Treasury Regulation 16A Goods and services of a transaction value above R were procured without inviting competitive bids, as required by Treasury Regulations 16A Invitations for competitive bidding were not always advertised in at least the government tender bulletin, as required by Treasury Regulations 16A6.3(c). 33. Invitations for competitive bidding were not always advertised for a required minimum period of 21 days, as required by Treasury Regulations 16A6.3(c). 34. Bid adjudication was not always done by committees which were composed in accordance with the policies of the department, as required by Treasury Regulations 16A6.2 (a), (b) and (c). 35. Contracts were awarded to bidders who did not submit a declaration of past supply chain practices such as fraud, abuse of Supply Chain Management system and non-performance, which is prescribed in order to comply with Treasury Regulation 16A Contracts and quotations were awarded to suppliers whose tax matters had not been declared by the South African Revenue Services to be in order as required by Treasury Regulations 16A9.1 (d) and the Preferential Procurement Regulations

161 37. Contracts were awarded to bidders based on points given for criteria that differed from those stipulated in the original invitation for bidding, in contravention of Treasury Regulations 16A6.3 (a) and the Preferential Procurement Regulations. 38. Contracts and quotations were awarded to bidders who did not submit a declaration on whether they are employed by the state or connected to any person employed by the state, which is prescribed in order to comply with Treasury Regulation 16A Construction contracts were awarded to contractors that were not registered with the Construction Industry Development Board and in accordance with section 18(1) of the Construction Industry Development Board Act and Construction Industry Development Board regulations 17 and 25(7A). 40. Persons in service of the department who had a private or business interest in contracts awarded by the department failed to disclose such interest, as required by Treasury Regulation 16A8.4 and Public Service Regulation 3C. 41. Persons in service of the department whose close family members, partners or associates had a private or business interest in contracts awarded by the department failed to disclose such interest, as required by Treasury Regulation 16A A proper evaluation of major capital projects were not done prior to a final decision on the project as per the requirements of section 38(1)(a) of the Public Finance Management Act. Human resource management and compensation 43. Employees were appointed without following a proper process to verify the claims made in their applications in contravention of public service regulation 1/VII/D Sufficient appropriate audit evidence could not be obtained that monthly compensation for overtime was limited to 30% of employees monthly salary as required by public service regulation 1/V/D.2(d)

162 Expenditure management 45. The accounting officer did not take effective steps to prevent unauthorised, irregular, fruitless and wasteful expenditure, as required by section 38(1)(c)(ii) of the Public Finance Management Act and Treasury Regulation Contractual obligations and money owed by the department were not settled within 30 days or an agreed period, as required by section 38(1)(f) of the Public Finance Management Act and Treasury Regulation Asset management 47. Adequate control systems to safeguard and maintain assets were not implemented, as required by section 38(1)(d) of the Public Finance Management Act and Treasury Regulation (a). Consequence management 48. Effective and appropriate disciplinary steps were not taken against officials who made and permitted unauthorised expenditure, irregular expenditure, fruitless and wasteful expenditure, as required by section 38(1)(h)(iii) of the Public Finance Management Act and Treasury Regulation Service delivery National school nutrition programme grant 49. Less than 96% of the national school nutrition programme grant was allocated and used for school feeding, nutrition education and food production activities (85,56% were spent on school feeding), in contravention of the Division of Revenue Grant Framework, Gazette No dated 24 June Meals were not prepared according to the recommended food specifications and approved menu, in contravention of the Division of Revenue Grant Framework, Gazette No dated 24 June Nutritious meals were not provided to all learners in quintile 1-3 primary and secondary schools on all school days, in contravention of the Division of Revenue Grant Framework, Gazette No dated 24 June The cost per meal per learner was not at an average of R2,26 in primary schools and R3,12 in secondary schools, in contravention of the Division of Revenue Grant Framework, Gazette No dated 24 June

163 53. Sustainable food production and nutrition education was not promoted, in contravention of the Division of Revenue Grant Framework, Gazette No dated 24 June Internal control 54. I considered internal control relevant to my audit of the financial statements, annual performance report and compliance with legislation. The matters reported below are limited to the significant internal control deficiencies that resulted in the basis for qualified opinion, the findings on the performance report and the findings on non-compliance with legislation included in this report. Leadership 55. The management did not exercise oversight responsibility regarding movable assets by ensuring that there were adequate internal controls relating to physical existence of machinery and equipment. The management did not ensure that the asset register was updated regularly during the financial year and was complete at financial year-end. There were no consequences for failure to safe guard the assets. 56. The management did not ensure that completed and work-in-progress listings/schedules and completion certificates agreed to the amount of immovable assets disclosed in the financial statements. The management did not ensure that the completed and work-in-progress listings/schedules prepared by consultants were reviewed regularly and timeously. Processes to prepare schedules/listings started late in the financial year, as key management personnel were appointed in the later part of the financial year. The management did not ensure that the professional fees were included in the information submitted to the Department of Public Works relating to transfers in terms of section 42 of the PFMA for Independent Development Trust projects. 57. The management did not ensure that the department complied with applicable laws and regulations as material findings relating to the PFMA and other applicable acts, including non-adherence to the SCM policy were identified in the current financial year. The department s internal processes and systems did not prevent irregular, unauthorised as well as fruitless and wasteful expenditure and other material non-compliances. Officials were not held accountable for noncompliance identified. The relevant personnel appointed at the organisational risk unit did not receive adequate training to enable them to identify and prevent instances of possible non-compliance with laws and regulations. 58. The department did not properly analyse the control weaknesses relating to movable assets and non-compliance with laws and regulations and implement appropriate follow-up actions that adequately address the root causes. In addition, the department did not monitor adequately the existing action plan to

164 ensure that corrective actions were taken when required and within the required time frames. This resulted in similar prior financial year material findings recurring in the current financial year. 59. The department did not timely follow up and correct previously identified internal control deficiencies relating to information technology. Financial and performance management 60. The department did not ensure that regular reconciliations and adequate reviews were performed. This resulted in the material amendments to the financial statements and annual performance report. The collation of different information from various units for incorporation to the final financial statements and annual performance report were not done timeously to allow for sufficient and adequate reviews. 61. The asset management unit (including the regional offices) was not fully staffed to ensure that proper control and systems to safeguard and maintain assets were in place. The senior manager was appointed in the last quarter of the financial year. The department only performed one asset count for the current financial year. Details on Logis Procurement System were captured by temporal employees and no reviews were performed on this information, resulting in the inaccurate information being transferred to the movable asset register. The department relied on consultants to prepare the movable and immovable asset register. The asset registers were not updated timeously and no adequate reviews were performed. 62. The department did not monitor the action plan relating to prior year s audit findings and implement corrective actions, specifically relating to the systems underlying the procurement processes at the Department of Public Works and the Independent Development Trust. These systems were inadequate to prevent and detect irregular expenditure on contracts entered into on behalf of the Department of Education. Effective and appropriate disciplinary steps were not taken against officials who made and permitted unauthorised, irregular as well as fruitless and wasteful expenditure. 63. The underlying systems and controls were inadequate to provide reliable evidence to support the reporting on predetermined objectives for programme 2: Public Ordinary School Education. There were no registers and schedules throughout the year to ensure the completeness of information. Senior management did not perform adequate reviews on the actual performance against predetermined objectives reported as there were numerous misstatements identified by the auditors in the annual performance report

165 Governance 64. The department did not adequately identify risks relating to the information technology environment and the achievement of financial and performance reporting objectives. Consequently, controls were not developed to prevent, detect and correct material misstatements in financial reporting and reporting on predetermined objectives. OTHER REPORTS PERFORMANCE AUDITS Performance audit on Early Childhood Development (grade R) 65. The outcomes of a performance audit on the Early Childhood Development (ECD) programme would be included in the education sector report, which would be tabled towards the end of 2014.The audit focused on the economical, efficient and effective use of resources within the ECD programme. Performance audit on the adult education and training programme 66. The outcomes of a performance audit on the adult education and training (AET) programme would be included in the education sector report, which would be tabled towards the end of 2014.The audit focused on the economical, efficient and effective use of resources within the AET programme. Performance audit of the readiness of government to report on its performance 67. The Report of the Auditor-General of South Africa on the readiness of government to report on its performance would be tabled during The Northern Cape Department of Education was one of the 61 institutions and departments audited during this audit. The performance audit focused on the following: The systems and processes that government departments have put in place to report on their performance. The performance reporting guidance and oversight government departments received

166 INVESTIGATIONS 68. An investigation was conducted by the South African Police Service into alleged fraudulent activities relating to supply chain management. The investigation was not yet finalised at the reporting date. Kimberley 31 July

167 2. ANNUAL FINANCIAL STATEMENTS ANNUAL FINANCIAL STATEMENTS FOR THE NORTHERN CAPE DEPARTMENT OF EDUCATION For the year ended 31 March