1. Introduction
Honourable Madam Speaker, Mrs Nkonyeni
Deputy Speaker, Mr Mthimkhulu
The Premier Dr Z L Mkhize, my fellow colleagues in the Executive Council, Honourable members
Members of Senior Management of the Department of Education
Ladies and gentlemen and learners
My warm and fraternal greetings to all of you.
It is with a deep sense of humility that we deliver this maiden address as Member of the Executive Council responsible for education in the province of KwaZulu-Natal.
In presenting the budget of R24, 609 billion for the Department of Education, we humbly acknowledge and fully understand that the responsibilities given to us by the African National Congress on behalf of the people of KwaZulu-Natal, are rather onerous and that our actions over the next five years will shape the future of education and education provision either positively or negatively. We wish to assure the house that we are prepared to serve all the people of KwaZulu-Natal with utmost diligence and integrity. Through our endeavours in the Department of Education we wish to inspire confidence that we will mobilise for the return of the culture of teaching and learning in our schools and deliver quality education.
Madam Speaker, the budget for the department is presented in the context of very difficult economic times, emanating from the global financial meltdown precipitated in the West and has contagiously spread to the rest of the world including South Africa. The recently published economic data does not help to lift the gloom. Apart from this, we have always had our own country's resource constraints with regard to education.
For all of us in the department, this means that every cent that is voted for today has to be used judiciously, to improve the quality of education in the province of KwaZulu-Natal.
This would require us all to use our collective wisdom and joint effort to respond appropriately to the many political and policy injunctions promulgated to shape our education, and to plan and execute our mandates carefully.
2. Policy initiatives
2.1 Mandates
The government has been given a strong mandate by the majority of people of South Africa and education has been made one of the priorities for the next five years. Fundamental to addressing the key challenges in education and transforming the character of education provision in the province, we need to develop a social contract with all the stakeholders in education. This should include regular consultations dedicated to the implementation of the non-negotiable, performance targets for all key stakeholders and the monitoring thereof.
In the main, we are committing to working hard for improvement on the culture of teaching and learning. This has to be characterised by teachers being in class, on time, and teaching; disciplined learners available and committed to learning; high parental involvement in the education for their children and a management that is effective and efficient. The role of school Principals is now in the spotlight as stated in the State of the Nation Address by President Jacob Zuma. There is pressure on them to perform at a high level in their management of schools.
2.2 Other policy matters
* Early Childhood Development (ECD) is receiving our attention. We realise that we need a much closer working relationship with our sister Department of Social Development in this regard.
* Implementation of the current curriculum statements requires a lot of our attention. Each teacher has to feel confident that he/she commands enough mastery of the curriculum in day-to-day lessons and to attend all available periods per learning area per day.
* We urge all teacher unions to be active in teacher development initiatives but also encourage teachers themselves to develop their professionalism.
Together with this, the supply of educators with appropriate skills and capacity is under discussion by our national department of education. This requires more than just a response to a call for the reopening of teacher colleges.
* We are extremely worried about the stream of destructive activities seemingly engulfing some of our schools and learners, particularly the supply of drugs and alcohol to learners. We are negotiating with a number of partners to fight these social ills, including improper relations between teachers and girl learners and teenage pregnancies. Our potential partners include municipalities, private sector and individuals identified for this purpose.
* We will implement poverty combating measures that will improve the conditions for learning and teaching, including co-opts on school-related activities.
* Addressing the historical backlogs in respect of infrastructure and providing for continuously emerging new demands has to be the key foci of the department's infrastructure delivery programme. The delivery of infrastructure such as classrooms, water, sanitation facilities, electricity, fencing and other learning and auxiliary spaces at schools that support the quality teaching and learning in the province has to be incrementally improved.
* The delivery of Learning and Teaching Support Material (LTSM) has over the past few years been improved considerably and currently the delivery rate is 98.5%. This means that 98.5% of non-section 21 schools have been receiving their textbooks and other support material before the first day of each academic year. For the 2010 academic year, we hope to reach the magical target of one hundred percent.
This will be done, notwithstanding the fact that, the department is challenged by the size and geographical spread of the province, security concerns in certain areas and the non-availability of resource materials in the market place.
* Depending on the capacity of schools to manage their own financial affairs, more schools will be allocated section 21 functions, as defined by the South African Schools Act, this year. Such a leap of faith means that this Act by the Department is undertaken with the expressed hope that school management teams and school governing bodies manage their funds in a way that will bring maximum benefit to the pupils. However, certain tasks such as bulk procurement of teaching and learning resource materials will still remain with the Department. An infrastructure of systems will have to be put in place to monitor the finances of schools and certain measures will be taken to ensure that the core business of the department, namely, teaching and learning is not in anyway compromised.
For this financial year, an additional 131 schools will be declared "no-fee schools", bringing the total number of "no fee schools" in the province to 3513. This will be a continuation of a process that started in 2006 to provide relief to poor families in our province. We cannot hope to improve the lot of our people and provide equal opportunities, if many in our midst cannot afford the cost of basic education.
The "no fee school" policy has provided much needed financial relief to poverty-stricken households and has also increased access to education particularly for those learners who otherwise would not have been able to afford it. Ninety eight percent of children between the ages of 7 and 15 now attend schools in the province. We are aware of the challenges with regard to this policy especially around schools that are still not part of this benefit. Our strategic objective is free education.
Our flagship literacy programme, aptly named Masifundisane which means "let us all learn," launched in 2006 to address the legacy of adult illiteracy in this province has been performing beyond our expectation. 360 000 learners in the province have graduated from this programme.
Although the budget for this programme has been trimmed in the light of the context presented earlier, this year we are targeting to reach an additional 171 000 new adult learners. Masifundisane is a less formal approach to eradicating illiteracy and many of those who have graduated from this programme are now able to enrol for the formal Adult Basic Education and Training (ABET) level two programmes. There is need for us to streamline literacy programmes in the Premier’s Office, Department of Education and Kha Ri Gude.
An amount of R68 million has been allocated to the Masifundisane Campaign to help with the ultimate eradication of illiteracy in the province. Research indicates that where parents are literate and provide the necessary support to their school-going children, the educational output is higher and the educational outcomes are better. Last year, the department reached 80 000 adult learners. This year we plan to have 68 000 adult learners offering literacy, numeracy and language of the economy. Braille literacy for 50 blind learners will also commence in six districts.
3. Human resources and administration
The Department of Education in KwaZulu-Natal employs 86 017 educators. This has helped to reduce the learner-educator ratio to 31:1 from 34:1 in 2004. However, the generous post provisioning norms, if not arrested and brought in line with national norms will strangle the department's ability to respond to other urgent and pressing educational needs. Discussions on this matter will be initiated with teacher unions. We are ware that the above ratio still dos not translate to classrooms with 34 learners, and we still have overcrowded classrooms.
In addition, the department has in reserve 2 420 substitute educator posts and 100 posts for unplanned needs that emerge from time to time. Continuous professional development is essential to improving the quality of education and a concerted effort will be made through the Foundations for Learning programme, to improve the output in the General education and training band and consequently in the Further education and Training band.
Bursaries will also be provided to 2021 educators who are, either, inappropriately qualified, under-qualified or unqualified. 198 principals have been selected to study for an Advanced Certificate in Education: Management, offered through the Department in partnership with the University of KwaZulu-Natal and the Nelson Mandela Metropolitan University. The average cost of this programme is R11 000 per principal per year over two years. Continuous in-house training and development programmes have been provided to newly appointed personnel.
With the appointment of 582 subject advisors, the support for National Curriculum in all phases will be strengthened, so that education outcomes at all levels of the system improves. Challenges on the capacity of some of our Subject Advisors will have to be addressed soon.
Bursaries amounting to R9.3 million have been awarded to 221 educators for study at Higher Education Institutions, included in this figure are 37 first year out of school youth who are studying in certain scarce skill subjects. R116.292 million has been set aside for learnerships, skills programmes and in-house training and development. 1 372 educators have completed the Mathematics Literacy Ace Programme at the Nelson Mandela Metropolitan University and at University of KwaZulu-Natal. 500 additional educators have been enrolled at University of KwaZulu-Natal for the Advanced Certificate in Mathematics Literacy.
The training of educators by higher education institutions will continue and we have registered 1000 educators with University KwaZulu-Natal for the Advanced Certificate in Education: Mathematics and another 1000 in Physical Science this academic year, 2009.
This is a project sponsored by the United States Based Organisation called Council for Economic Education which is working with all provinces to promote economic education. This organisation studied and aligned its method to the demands of the South African Economic situation as enunciated in our curriculum.
The training of grade 10 to 12 economics educators started from 6 to 11 July 2009 at UKZN, Edgewood Campus with the training of 29 educators and one economics newly appointed subject advisor. These educators are trained by the core team of the Council for Economic Educators Alumni. The trained educators will join the core Team to train educators at cluster level.
4. Office accommodation
During the previous financial year, 2008/09, three buildings were purchased at a total cost of R 115 086 665, as follows:
* Head Office – Anton Lembede House - 247 Burger Street: R64 million
* Pinetown District Office – Crompton Street: R14 800 000
* Obonjeni District Office – Mkhuze: R36 286 66
Within a five year period, the Department envisages providing office accommodation in the Ilembe, Vryheid, Umgungundlovu and Othukela Districts and to increase the space in Burger Street to accommodate head office staff. For the 2009/10 and 2010/11 fiscal years a total of R63 000 000 and R68 000 000 respectively have been provided. In terms of the department's infrastructure plan and given the critical need for office accommodation throughout the province these amounts are totally inadequate.
Therefore, the department will be compelled to use other models of providing for office accommodation such as entering into public/private partnerships or entering into a "lease-buy-back" financial arrangement. To address the massive infrastructure backlogs and to accelerate the delivery of physical infrastructure as it pertains to schools, innovative funding models may also have to be considered. Provision of office space will be done in line with our intention to review the organizational structure especially at District level.
5. HIV and AIDS
The department has consolidated its various programmes on HIV and AIDS in its new approach to make a meaningful impact in dealing with the pandemic. The various programmes for learners and educators are meant to positively impact on the character of individuals so that they display responsible sexual behaviour at the appropriate time in their development.
Nine thousand (9 000) educators are targeted for training in life skills HIV and AIDS programme for this financial year. Of these, 1 200 is targeted for training in lay counselling and peer education. 7 800 is targeted for training in the integration of life skills into the curriculum.
The allocation for HIV and AIDS has decreased from R39, 910 million in the previous financial year to R39,765 million this year. To mitigate the impact of HIV and AIDS particularly on orphans and vulnerable children the department allocated 1 200 schools an amount of R12 000 each to assist orphans and vulnerable children with basic material needs. We obviously need other social partners in this regard, including more activism and involvement in the fight against HIV and AIDS.
6. Education Management Information System
Data management and information systems still present the Department with challenges and therefore there will be a sharp focus on the development and enhancement of its Management Information Systems to improve decision making and making of policy choices this year.
An additional allocation of R 29 million has been made available to bolster the Department's Education Management Information Systems and the schools' administration and management systems. This allocation will assist to improve the credibility, quality and integrity of the department’s data.
The main thrust of the education management information and administration systems plan is to provide schools with the South African Schools Administration System so that the quality and integrity of data collected from schools are enhanced. The other is to implement a system called Learner Unit Record and Information Tracking System (LURITS) which envisages tracking the progress of learners from the time they enter the education system to the time they exit. This will enable the department to plan better and to make appropriate policy choices based on reliable and accurate data.
Steady progress can be reported in training schools and setting up of the requisite infrastructure in preparation for the roll-out of SA SAMS as well as LURITS and it is expected that the system will be operational in 6 000 schools by the end of the financial year.
7. School management
There are only two types of school management; good and bad. Good school management is the cornerstone for quality education. It maximises the use of allocated resources and adds value to the appreciation of all stakeholders involved. Good school management eliminates laziness. It creates an environment for high performance and delivery.
As observed earlier on, the Department of Education is encouraging good management in all our schools. To this effect the department, as stated earlier, has partnered with the University of KwaZulu-Natal and the Nelson Mandela Metropolitan University to train 198 selected principals for an Advanced Certificate in Education Management. This is meant to equip principals with managerial skills to enable them to run their schools in a proper manner. We also encourage the training of the school governing bodies to better understand their roles and functions which will allow them to function maximally.
8. Organisational restructuring
Plans are in place to realign the organisational structure of the department with a view to further strengthen administrative, management and financial systems to improve service delivery. Certain functions would be decentralised to expedite decision making and service delivery. Restructuring will result in the creation of new units in some areas to adequately address the new strategic goals of the department and to respond to emerging needs and others may have to be removed. District functionality remains a key area of focus, in particular infrastructure provision, resource allocation delegation and educational support.
The realignment process will review all the existing layers of the department in line with the new goals and objectives of the department. We will do our best to consult all relevant role players in the process.
9. Public ordinary schools
Public ordinary schools programme is responsible for the core business of the Department, namely, teaching and learning. The budget accounts for 84% of personnel costs, 11% for funding of schools and five percent for infrastructure delivery and maintenance. Learning spaces are provided for 2 762 499 children of whom 2 182 374 are in the grades R to grade 9 and 580 125 are in the secondary phase.
Resources to schools are distributed in accordance with the norms and standards for school funding. The policy attempts to address the historical imbalance of the past. Learners in quintile 1schools - ranked as the poorest, each received an allocation of about R800 and those attending quintile five schools, ranked as least poor received R164. It is evident that the ratio of expenditure between the poor and not so poor is not closing as fast as the Department envisages. The ratio is 5:1 which means that for every rand spent on the not so poor learner, five rands are spent on the poor learner. The recommended ratio to bring about equity in education provision between the poor and not so poor is 7:1
This ratio reflected is calculated purely on the Norms and Standards for School Funding allocations and when personnel expenditure is incorporated the gap widens even further. Equity in education provision is still a long way away. The gap will not close until the funding for education in this province is reviewed and revised.
10. Education resource centres
The Department is very grateful to the Royal Netherlands Embassy for continued funding for the development of 93 education centres especially in rural areas, supporting government's mandate to improve the quality of life of people living in rural areas. These centres will not only serve schools, they will also be utilised for rural community development programmes.
Provision of care and support to needy learners is critical as part of an effort to develop an inclusive education system in our country and in KwaZulu-Natal. We welcome the role played by MIETO – Africa and other government departments in this regard. Our communities need to rise and be involved in the education of their children.
11. Infrastructure delivery programme
The allocation for infrastructure has been R1.398 billion for this financial year to address both the physical infrastructure backlogs and to provide new infrastructure during this year.
The department envisages providing the following facilities during this financial year.
* 15 new schools will be built this year
* 1 750 new classrooms will be built out of a backlog of 8 800
* 530 specialist learning spaces will be provided to disadvantaged schools
* 50 nutrition centres will be provided to disadvantaged schools
* 3 000 toilets will be constructed this year
* 100 schools will receive administration blocks
* 180 schools will receive water supply
* 160 schools will have proper sanitation facilities
* 122 schools will be electrified
* 300 schools will be fenced during this financial year resulting in 98% of all schools being fenced.
An amount of R224 million has been set aside for the refurbishment and upgrading of schools.
Madam Speaker, it needs noting that the upgrading and refurbishment of schools will need massive injection of funds, if we hope to prevent the gradual decline in quality of the current physical infrastructure.
While the provision of water remains the competency of local municipalities, water tanks will be installed at schools that are experiencing problems with water. Close linkages will be forged with municipalities to ratchet-up the provision of potable water to schools.
The future of water provisioning in all schools in the province including cost-effective measures may be rain water harvesting.
12. Learner transport
Many learners in the province, particularly those who reside in rural areas have to walk long distances to access education. Working in collaboration with the Department of Transport those mandate it is to transport learners, we will be reaching out to 9 000 learners in the province. This partnership bodes well for inter-departmental collaboration. The department will also expand on a project started last year, where learners attending schools that do not provide comprehensive curriculum packages, are placed in schools with boarding facilities. The challenge here is a real one of simply not having enough money to provide learner transport. The demand is there and we fully understand it, including in urban areas where it exists mostly as a result of parental choices of schools.
13. Mathematics, science and technology
The department is acutely aware that a deliberate effort has to be made to address the skills deficit in this country particularly in the fields of science and technology. The department supports 81 schools in the Dinaledi programme where learners studying maths, science and technology benefit from additional support in the form of additional educators, learning and teaching support material and educator development. The department has also embarked on a programme to reach all schools by e-mail by 2012 and this in addition to the 1481 schools that have e-mails, a further 1 000 will benefit from the e-mail connectivity programme.
During this financial year the department will:
* establish 60 new ICT labs with 25 computers each
* connect 1000 schools to the internet
* supply teaching and learning software to schools with computers and encourage their regular and effective use
* provide differentiated professional development to 6000 educators. In these differentiation school managers, educators as well as subject advisors will also receive development and support in the use of ICT.
* Establish technical expertise to support the functionality of ICTs in schools and Education centres.
14. Quality Improvement Development Support Upliftment Programme (QIDS-UP)
Acknowledging that the legacy of our ugly past cannot be addressed with a single strategy particularly in communities that remain poor, the quality improvement development support and upliftment programme (QIDS-UP) will to some extent further resource schools that require additional support. Schools will be provided with suitable infrastructure, staff development programmes and learning and teaching support material. The department is targeting all primary schools in quintile one. An amount of R121 million has been set aside for this programme.
15. Teacher Lap Top Programme
The department has plans in place to ensure that by 30 June 2012 every educator will receive funding to purchase a laptop. This will be part of an educator's condition of service and will be funded annually thereafter.
16. In-school sports and culture
In partnership with the Kwazulu-Natal Department of Sports and Recreation mass- based participation in sports is promoted. It is our fervent belief that a sound mind exists in a sound body.
The department has supported learners participating in tournaments for all ages, Choral Music Competitions in the Districts and Love Life Training Programmes. Integrating the teaching of physical education into the curriculum must be prioritised by all schools. We will hold meetings with some Municipalities with regards to the provision of sports facilities.
17. National School Nutrition Programme
The primary aim of the National School Nutrition Programme is to provide poverty relief to indigent families with school-going children. Presently, 1 541 268 children in 3 924 schools receive a meal every day of the school calendar which translates to 55% percent of learners being fed daily. The programme has been extended to previously excluded secondary schools.
The department has embraced the cooperatives programme initiated by the Department of Economic Development to stimulate economic activity particularly among historically disadvantaged rural women in the province.
This programme has also provided an excellent opportunity for local economic empowerment, where 407 women comprising of 31 cooperatives have been trained to be service providers to participating schools. A further 432 women who previously were food handlers have been trained to form 72 ward-based cooperatives from all districts of the province. In addition there are 1163 Small, Medium and Micro Enterprises that also provide meals to selected schools. The training has been provided by the Department’s Further Education and training colleges.
Since 2006 the department has established 2 190 food gardens to promote sustainable food production in schools. The purpose of establishing food gardens is to augment the food supplies being received by schools. The produce of participating schools will be sold to the service providers supplying raw food items to schools. The department is also piloting the establishment of six veggie tunnels in six districts and six nurseries in the other six districts. 6 veggie tunnels have already been erected in Uthukela, Umzinyathi, Obonjeni, Umlazi, Ugu and Sisonke districts. Six nurseries have also been constructed in Umgungundlovu, Amajuba, Vryheid, Empangeni, Pinetown and Ilembe districts.
To bolster food security in rural areas the department is also implementing the Empowerment for Food Security Projects targeting Vryheid, Ugu, and Umgungundlovu Districts. This project is funded by the government of Belguim. To this end, 90 schools have been targeted, 30 per district for this project. This is a joint project with the Department of Defence Education Activity (DoAEA), the custodian and the funds are in the process of being transferred from DoAEA to the DoE, to be administered by the Education Trust.
The monies will be spent on fencing, gardening implements, provision of water tanks, seeds, seedlings and fertiliser. The groundsmen at schools will be trained to maintain/sustain the nurseries. 27 have already been trained in May 2009. 45 groundsmen are employed and paid by the Education Trust. The rest of the training will reassume in August 2009. The schools will be provided with seedlings at the beginning of the 3rd school term.
The aim of the programme is to improve the condition of the poor by creating sustainable access to nutritious food for all household members. The challenge for the department is to provide meals to indigent learners attending schools located in higher income brackets, namely, schools in quintiles 4 to 5.
18. School safety
Of the 458 schools scheduled for fencing in 2008/09 only 25 schools remain unfenced.
In addition to the fencing the remaining 25 schools during this financial year, the department has employed and deployed 2 890 security guards at all quintile one and two schools as well as at schools regarded as hot spots for criminal activities. Future allocation of guards will be informed by safety and stability needs as priority factors.
All schools should have functional safety committees and they are encouraged to work in close collaboration with the South African Police Service (SAPS).
For stable schools we need stable communities and therefore as part of their responsibilities, School Governing Bodies must ensure the environment around the school is conducive to school safety.
19. Recapitalisation of Agricultural and Technical Schools
The department will over the next five years focus on the recapitalization of seven Agricultural High Schools and 32 Technical High Schools. This is in response to government's drive for rural development.
This recapitalization is aimed at modernising these schools to meet the teaching requirements in the agricultural and technical fields and to increase the number of suitably qualified technically skilled graduates. To do this we will be providing relevant and modern workshop implements for the agricultural schools. For the technical schools, whose funding comes from national, we will also be providing them with relevant material to make them function properly as technical schools.
The department will have to develop focus schools offering music, dramatic and performing arts, if it hopes to open access to all learners particularly those in historically deprived communities. This is still under discussion.
20. National Strategy on learner attainment
The department acknowledges that educational outcomes at all levels of the system need to be improved dramatically if children are to have a chance of succeeding in institutions of higher learning or the world of work. Working in partnership with all teachers unions in the province, the department is making a concerted effort this year to improve the matriculation pass rate. Results of the assessment of the first quarter are not very positive, and more intensive work is required to improve the current situation
The department set aside R2,4 million to assist schools that attained below 50% in the 2008 National Senior Certificate exams. The fund will be used to:
* provide critical resources
* bolster teaching and learning
* support learner assessment
* ensure adherence to notional hours
* turn poor performing school around
* provide support and manage the curriculum.
* monitoring and support ward management,
* manage learners' time on task
* develop school management, administration and governance.
* audit qualifications and ensure that educators are suitably qualified to teach the curriculum
* monitor the attendance of educators including school management teams
* monitor the attendance of learners.
Matric results in 2008 took the following shape:
* The pass percentage was below 60%
* Performance was poor in Maths and Agricultural Sciences
* There was remarkable improvement in languages especially English First Additional Language
* The performance of learners in Service (tourism, consumer studies and hospitality studies), especially in Tourism was excellent.
* Technological subjects had a very high pass rate in 2008
* The other subjects which were performed well are Dramatic Arts, Design and Visual Arts
* Mathematical literacy results were also good.
There are observations made by various experts operating at institutions of higher learning that plus/minus 50% of learners that pass matric do not necessarily succeed at university. This is a serious matter that requires our undivided attention.
21. Independent schools
There are 318 independent or what is commonly called private schools in the province. In line with section 29 of the Constitution of the Republic of South Africa 116 schools receive a subsidy by the department. R56 million would be allocated to independent schools. Monitoring of these institutions will have to be strengthened to ensure that these schools comply with the terms and conditions under which the subsidies are issued. We acknowledge efforts made by these schools over the years to accommodate learners from different backgrounds. We are also aware of the need to assist them with more money.
22. Public Special Schools
There are 71 registered special schools providing learning spaces to 14 295 children with various disabilities.
In line with the policy on Inclusive Education, 13 of these schools are being converted into Special Schools Resource Centres in order to increase access to education for learners with barriers to learning that require high levels of support. Three new special schools have been established in historically disadvantaged areas. 21 Special Schools have been renovated and upgraded.
During this financial year 100 education therapist posts will be provided to all special schools that never had them before. In addition, 26 educator assistant posts have been provided to schools that are being converted to resource centres. 150 Counsellors, Learner Support educator and support assistant posts have been established and these persons once appointed will be placed in Districts to render services to all learners in a cluster of schools.
Assistive devices such as wheelchairs, hearing aids, walking rings worth R9 million will be procured for Special Schools. R55 million has been spent on 58 School buses for special schools. Of these 20 have adaptations for learners with physical disabilities, thus increasing access to educational opportunities.
All registered special schools qualify for a subsidy allocation to cover all running costs, for purchasing learning and teaching support material and equipment. This year an amount of R74,843 million has been set aside for subsidy allocation.
In line with White Paper 6 forty eight schools have been designated full service schools providing for inclusive education. This is a response to addressing the issue of learners experiencing barriers to learning.
The provincial strategy to convert certain nodal schools into inclusive centres of learning, care and support was launched at Muntuza Primary in Wembezi. The Department of Education has been lauded as trail-blazers in this regard and a delegation from the Department of Basic Education visited the pilot project recently with a view to use it as a blue print for other provinces.
The challenge that remains for the Department is finding the resources to admit approximately 70 000 learners who are at home, yet need some form of special needs education.
23. Further Education and Training
The budget supports nine Further Education and Training (FET) colleges and
70 satellite campuses. With the promulgation of the FET Colleges Act in 2007 the employment of FET college staff has become the responsibility of college councils.
Since the formation of the Ministry of Higher Education in May this year the governance of the FET colleges has moved to the new ministry, however, its relationship with the provincial education department is still to be defined.
The FET colleges in KwaZulu-Natal sought to offer specific courses to make their programmes responsive to the needs of the communities, commerce and industry. To this effect, at least six new memoranda of understanding were signed with established Sector Education and Training Agencies (SETA) to provide learnership, training and skills courses.
In the quest to address the challenges of poverty and job creation, colleges in partnership with the Department of Economic Development will provide training in respect of cooperatives and small, medium and micro enterprises (SMMEs).
A further milestone in this programme has been the expansion of the outreach programmes in this sector in order to improve access. To this end, a number of new Skills Training sites are being developed to bring training closer to learners in selected rural areas.
FET Colleges in the province are increasingly taking their rightful place as a key lever through which the province can address the challenges of skills shortages, under-development and unemployment amongst our people. They give meaning and impetus to the Joint Initiative on Priority Skills Acquisition (Jipsa) aspect of the Accelerated Shared Growth Initiative of South Africa (AsgiSA.) and to the Provincial Growth and Development Strategy.
During the 2006/07, FET Colleges introduced 11 new programmes of the National Curriculum (Vocational) that offer a viable alternative to learners after completion of Grade 9 in ordinary schools to continue in FET colleges. These programmes are offered in conjunction with the skills programmes and short courses that respond to the needs of thousands of youth and adult learners in the province.
The Conditional Grant for Recapitalisation of FET Colleges was also particularly useful in equipping the Colleges to respond to the growing need for workshops and equipment to mimic the technologically advanced machinery used in the workplace. The grant was also utilised to develop the human capital in the colleges and to provide resource material to enhance teaching and learning.
Sadly the recapitalisation grant has been terminated and any new improvement will be funded from the allocated budget.
The department is also pursuing partnerships that are aimed at improving the skills pool in the province. These partnerships include:
2 411 indigent students receiving bursaries totalling R18,5 million through the National Student Financial Aid Scheme to make their study possible. This year 19 378 students have enrolled for the new National Curriculum (Vocational) which is a three year programme that will result in learners obtaining a substantially superior qualification thus enabling them to play a more meaningful role in the economy.
* R21 million has been allocated to FET colleges to train learners for 2010 FIFA World Cup programme. This will enable the FET colleges to train over 6 000 people in various programmes, including tourism, manufacturing, language services, infra-structure and environmental management.
24. Adult Basic Education
In addition to the Masifundisane Campaign which is a less formal approach to eradicating illiteracy in the province, the ABET programme offers learners the opportunity to obtain formal qualifications up to level 4 which is equivalent to grade 12. There are 1 021 Public Adult Learning Centres in the province with an enrolment of 52 250 learners taught by 6 198 Educators. Learners are also provided with certain skills such as brick making and dress making to enable them to become economically active.
The skills development programmes aims to empower adults as a contribution towards alleviation of poverty and to enable them to make a meaningful contribution to the economy of the province and the country.
ABET has adopted another Skills Development project called "Vuk'uzenzele Project" which is implemented in two Districts. Two ABET Centres were selected in Msinga for Umzinyathi District and another two were selected in Ndwedwe for Ilembe district.
This Skills Development programme is sponsored by Brandhouse Beverages (Pty Ltd) to the tune of R432 000. Adult and out of school youth in these areas are being trained in crop production, poultry and non-formal programmes of baking, candle-making, beadwork, sewing and small business management.
To enhance the quality of the ABET programme the Department will in train 200 under-qualified/unqualified educators through University of South Africa. Norms and standards funding for public adult learning centres is being piloted in 12 districts in the province in 2009/10 financial year. The full implementation of norms and standards to all public adult learning centres is planned for 2011/12 financial year.
The nature of provision of tuition has elevated ABET to be an indispensable tool of transformation which contributes to the reconstruction and development of the previously disadvantaged communities. Learners graduating from the Masifundisane and Kha Ri Gude programme can enrol into the ABET level two programme.
As part of a total strategy to empower communities, the department will also register the 1 000 youth facilitators in its service for learnerships as ABET practitioners, community developers and office administrators. This project has proven to be so successful that other provinces are making enquiries to use the same service delivery model to roll back the frontiers of illiteracy and poverty.
25. Early Childhood Development (ECD)
The ECD provisioning for the 0 to 4 years age group comes in an integrated service delivery approach involving the Departments of Education, Health, Social Development and other stakeholders. The mandate of the Department of Education within the Social Sector is to provide training to caregivers and support staff working in the crèches. The training aims to equip these workers with skills that would enable them to provide better services to children that they serve.
The programme for training of practitioners in early childhood development to teach the 0 to 4 age group is ongoing. This year 604 practitioners will be trained in the National Qualification Framework (NQF) level four qualifications. The costs of training, provision of stipends of R2 000 per month and the provision of resources will cost the Department an amount of R19 932 000.
This year 458 unemployed youth will be trained in the ECD Foundation Programme as part of a mentorship programme. It is hoped that these young people will go on to choose teaching as a career. The cost of this training, and stipends for trainees and mentors, amounts to R9 389 000. In addition this year 80 practitioners will receive training in the NQF level five qualifications. The cost of this exercise, with stipends, is R1140 000.
The department has provided accredited training to 297 caregivers and 260 cooks. The Department plans to train 1 017 caregivers, 340 cooks and 400 gardeners during this financial year and this will result in the 0 to 4 year age category based sites becoming more independent in the provision of meals. It is expected that the training of cooks will result in healthier meals and provisions from the gardens will ensure a wider variety on the menu. The Department has allocated R32,547 million for the 0 to 4 year old early childhood development age category.
Training of practitioners to provide the much needed skills in Early Childhood Development is critical to the success of this programme. Plans are in place to train 5 462 grade R practitioners in module 4, while 450 practitioners will be trained in modules one, two and three.
The Department is proud to announce that 90 grade R practitioners are presently enrolled at Embury Institute for the B.Ed Degree Programme in the foundation phase and are expected to finish by the end of 2012. This programme presently costs R1 200 000 per annum. In order to support learners for degrees at other institutions, dialogue has been opened with Walter Sisulu University, University of KwaZulu-Natal, University of Zululand and University of the North West. R4 million will be invested by the department in learners at these institutions. We will be exploring further partnerships in the promotion of ECD in the province.
26. Examinations
Approximately 160 000 Grade 12 learners have registered for the National Senior Certificate examination to be written at the end of the year. In addition to grade 12 examinations, the department also conducts external grade 9 examination. The officials are working relentlessly to ensure that the Department is ready to conduct these examinations. 183 920 learners have registered for 2009 Grade 9 assessment at 2 116 centres.
Challenges to be addressed with regard to examinations include:
* increased efforts to prepare learners for examination
* ensuring thorough discussions on approaches to marking
* discussions with invigilators on various aspects of examinations.
27. Systemic evaluation
The KwaZulu-Natal Department of Education, while focusing on Grade 12 learner performance, has also prioritised learner achievement in the primary schools. Previous evaluations have revealed that learners perform poorly in Numeracy and Literacy in grade 3 and in Mathematics and Language in grade 6. In four Districts (Ugu, Ilembe, oThukela and eMpangeni) which had underperformed in previous evaluations all primary schools with grades 3 and 6 have been targeted for evaluation.
The data that is obtained from learner performance is analysed, interpreted and reports highlighting areas for improvement developed. These reports are used by districts to develop improvement plans that are unique to that particular district. They are shared with all the stakeholders to develop intervention strategies.
The province needs to close the gap between the performances of the poorest 20% quintile one learners versus the previously advantaged quintile five learners in grade 3. In order to close the gap learners are assessed and basic teaching and learning resources provided.
The provincial department is also mandated by law to conduct learner assessments in grades three and six in the Independent Schools to determine the provincial achievement rate. The results obtained may be considered in determining the subsidies given to Independent Schools. To achieve the tasks mentioned above, the Department has been allocated a conditional grant of R8,6 million.
In order to deal with recurring learner underperformance, learner and educator support materials have been developed. The materials that are developed in accordance with the learning areas and learning outcomes, that have been found to be problematic to the learners.
All the learners in all Primary Schools in the province are supplied with exemplar question papers to familiarise them with standardised question papers. Exemplar question papers have been provided for Grade 3 in Numeracy and Literacy, and Grade 6 in Mathematics, Language and Natural Sciences.
To bridge the gap between school-based assessment and standardised assessment, educators are supplied with the Assessment Resource Banks (ARBs) from which they select the questions that are at the level of standardised tests, when setting their internal tests.
Educator guides have been developed and translated into the five languages prevalent in the province. Subject Advisors will be trained on the usage of these materials so that they can support schools in a focused manner.
A series of four Mathematics booklets has been developed addressing the areas in which learners have encountered problems. They are now at the printing stage. They will be made available to all the schools in the province to assist in the improvement of Numeracy and Mathematics.
Apart from these materials being made available to schools by the department, they are available in our website and can be accessed by schools and other interested stakeholders.
All these developments are aimed at improving learner performance in Literacy/Language and Numeracy/Mathematics to be above 50% by 2011.
A budget of R10 million has been allocated to achieve these tasks.
28. Social Sector Cluster
The Social Sector Cluster in the province, of which the Department of Education is an active member, will lead two major integrated inter-departmental programmes as announced by the Premier in the State of the Province Address. These are the Integrated Programme for Youth and Women and the Integrated Programmer to Create Healthy and Sustainable Communities.
The Integrated programme to Create Healthy and Sustainable Communities is aimed at targeting disease management in the identified wards with special emphasis on HIV, TB and poverty. A developmental approach to disease prevention and behaviour change will be vigorously implemented using the different professionals, community workers and volunteers.
The Integrated Programme for Youth and Women is aimed at addressing the empowerment of youth and women, tackling social ills in communities, as well as implementing an aggressive behaviour change programme to targeted at crime, adolescent health, sexual behaviour leading to teenage pregnancies and sexually-transmitted diseases, substance abuse, adherence to road rules, and abuse against women and children.
29. Budget
Vote five
R24,609 billion compared to last financial year budget of R22,336 billion shows an increase of R2,2 billion.
Programme 1: Administration (R1,2 billion)
Office of the MEC: R20,7 million
Corporate services: R345,0 million
Education management: R755,4 million
HRD: R45,7 million
EMIS: R39,0 million
Programme 2: Public ordinary schools (R21,3 billion)
Public Primary: R11,7 billion
Public secondary: R8,6 billion
Professional services: R205,3 million
HRD: R140,1 million
In-school sports and culture: R35,8 million
NSNP: R556,0 million
HIV and AIDS: R39,7 million
Programme 3: Independent schools (R55,9 million)
Primary phase: R34,1 million
Secondary phase: R21,8 million
Programme 4: Public special schools (R539,4 million)
Special schools: R536,4 million
HRD: R3,0 million
Programme 5: Further Education and Training (R561,2 million)
Public institution: R561,2 million
Programme 6: Adult Basic Education and Training (R128,5 million)
Public centres: R128,5 million
Programme 7: Early Childhood Development (R336,3 million)
Grade R in Public schools: R250,8 million
Grade R in community centres: R51,6 million
Pre-Grade R: R32,5 million
HRD: R1,4 million
Programme 8 (Auxiliary and Associated services) (R460,0 million)
Exams: R330,3 million
Payment to SETA: R17,3 m
Special projects- Masifundisane: R112,4 million
30. Conclusion
I wish to, at this juncture thank Mrs Ina Cronje, the former MEC for Education in the Province and my compatriot for the work she did during her tenure for firstly rescuing this gigantic ship called the KwaZulu-Natal Department of Education and secondly turning it around and setting the sails in the right direction.
She has however left me with the daunting task of accelerating the pace with which it needs to move so that we may hasten to our destination of a better life for all through quality education. I also wish to take this opportunity and thank Dr Cassius Lubisi.
Superintendent-General for education in the province, the Senior General Managers- the primary stewards of the budget programmes and all the officials in the department for the warm and gracious manner in which they welcomed me into the department. I know that with the collective wisdom, hard work and commitment of all the people, the provision and quality of education in this province will improve. For education to become the agent of social transformation in our province, it requires dedication to service and performance beyond the call of duty.
I thank you, Ngiyabonga, Dankie
Issued by: Department of Education, KwaZulu-Natal Provincial Government
31 July 2009
