Basic Education budget vote speech for the 2019/20 financial year, delivered by the Deputy Minister of Basic Education, Dr Makgabo Reginah Mhaule, MP, at the National Assembly, Cape Town
Honourable Speaker / Chairperson
Cabinet colleagues and Deputy Ministers present
Honourable Members
Education stakeholders present
Distinguished Guests
Ladies and Gentlemen
Sanibonani
In June of this year, South Africa joined together to celebrate the class of 1976 in commemoration of 43 years of their brave action inspired by the Freedom Charter’s injunction that; “the doors of learning and culture shall be opened to all”. This generation honourable members held a dream of a South Africa that is free, democratic and at peace with itself. The institutional mechanism at the time labelled this great generation vision crazy and history has judged them harshly.
Honourable Chairperson, the speakers’ who have come before me this afternoon in this (budget vote 14) debate have all, in one way or the other, responded to the President’s call to “re-imagined the South Africa we want”. The Minister opened the debate as our scene setter in working towards the dream of educational system that produces the best in our nation, who are able to compare with the best in the world.
Chairperson and Honourable Members, my contribution to today’s 2019/20 Budget Vote 14 on Basic Education will focus on five areas, namely;
- the 25-year review of the progress in the Basic Education Sector as released by the Department of Planning, Monitoring and Evaluation (DPME);
- The ‘capable State’ – intensification of coordination, monitoring and support at all levels of basic education delivery;
- Foundations of learning, teacher education and development;
- The systematic, strategic and phased-in relocation of Early Childhood Development (ECD) from the Department of Social Development (DSD) to the Department of Basic Education (DBE);
- As well as the social cohesion, care and support.
Our government in the course of continuous assessment sanctioned departments to undertake a 25 year review of progress and in our case, in the basic education sector. The review which is available at the Department of Performance, Monitoring and Evaluation reflected on the following key Trends in educational outcomes;
On access to school:
The most dramatic improvement in access to education has been in the area of pre-school driven mainly by the expansion of Grade R since the White Paper of 2001. In 2002, only about 40% of 5-year olds were attending an educational institution, and this number approached 90% in 2017. Amongst 6 year-olds there is now almost universal attendance of an educational institution, and approximately 95% of children entering Grade 1 have previously attended Grade R.
In 2017 approximately 99% of 7 to 15 year-olds were attending educational institutions, up from about 96% in 2002. Amongst 16 to 18 year-olds the participation rate is about 86%, indicating that it is within this age range that school dropout begins to occur in large numbers, although this figure has also been steadily improving over the years.
Whilst primary school completion has increased from about 85% in 2002 to about 95% in 2017, the secondary school completion rate has increased from about 40% to just over 50%.
On efficiency in school progression:
Late entry into school is inefficient, since crucial formative phases would have been missed and by the time these children reach secondary school, they are more likely to drop out of school due to family responsibilities, pregnancy or the pressure to find work.
An important achievement in recent years is that fewer children are entering school late. The percentage of 7 year-olds surveyed in the GHS, who have already completed Grade 1, has increased from about 35% in 2002 to about 64% in 2017. Similarly, the percentages of 8 and 9 year-olds, who have completed Grade 1 has increased significantly.
The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ) data indicated that in both the 2000 and 2007 surveys, smaller percentages of South African Grade 6 children had repeated at least one grade, compared to the regional average. Between 2000 and 2007, the percentage of South African Grade 6 children who had already repeated a grade decreased from 42% to 29%.
Despite the improvements in grade repetition rates, the problem is more prevalent amongst boys than girls. Boys are always more likely to repeat than girls, across the grades.
On quality of learning:
The good news is that in recent rounds of Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ), we have observed that the country’s levels of learning have been on an improving trend.
- In the TIMSS assessment (grade 9 mathematics and science), South Africa has been the fastest improving country between the surveys of 2002, 2011 and 2015;
- There appears to have been a significant improvement in the country’s reading literacy results between 2006 and 2011, although no significant change between 2011 and 2016;
- In SEACMEQ, a large improvement at the grade 6 level was noted between 2007 and 2013 in both mathematics and reading; and
- However, despite these important improvements, the absolute levels of learning achieved are still substantially below desirable levels.
One important reflection of quality in the system are the numbers of National Senior Certificate (NSC) candidates achieving a “Bachelors-level” pass each year, as this is required for access to a degree programme at university. The number of Bachelor passes has roughly doubled since 2007.
0n equity in educational outcomes:
An important trend to note is that the improvements we are witnessing, are being driven by the historically disadvantaged parts of the school system.
The TIMSS improvements since 2002, were largest at the bottom end of the performance distribution and in poorer provinces; and
The annual numbers of Black and Coloured NSC bachelor passes has roughly doubled since 2008, whilst the numbers of White and Indian NSC bachelor passes was stagnant over the same period.
Despite specific barriers facing females, gender parity has largely been achieved on several measures.
- Substantially higher literacy scores among girls across grades in PIRLS 2016;
- Boys are more likely to repeat a grade or drop out of school prior to grade 12;
- There are considerably more female NSC passes annually compared to make passes, for example, in 2017, 217 387 females passed matric compared to 184 048 males; and
- 66% more females complete a bachelors degree at university relative to males.
Kha Ri Gude Mass Literacy Programme intended to reduce national illiteracy by 50% in 2015.
4.4 million out of 4.7 million illiterate and innumerate adults completed the programme.
Participation rates of learners with disabilities compared to learners without disabilities (which is approximately 4% of the school-aged population classified by the 2017 GHS) by province between 2017 and 2014;
Access to schooling has improved consistently since 1994, and this has also been the case for learners with disabilities. However, there remains gaps in school participation rates between children with disabilities and those without disabilities.
Approaching 100% for 7 to 15 year-old children without disabilities, while for those with disabilities, the participation rate ranges between 85% and 95% depending on the province.
The range for 5 to 6 year-olds is between 72% and 92% for children with disabilities and between 85% and 97% for children without disabilities.
Participation rates for 16 to 18 year olds with and without disabilities are much lower, ranging from 39% to 87% for disabled learners and 75% and 95% for learners without disabilities.
The 2017 SMS shows that 78% of schools nationally complied with the set standard of having at least one educator who has received formal/informal training or an LSEN qualification to provide them with the specialisation for identifying and supporting learners with special education needs.
Recent achievements in providing support the learners with special education needs includes the following: 480 textbooks have been adapted into Braille; the DBE has Grade R, Grades 1 -6 Home Language, Grades 1 to 9 Mathematics workbooks and toolkits in Braille in all 11 languages to schools for the visually impaired; numerous concessions have been granted to NSC candidates with special needs; and the NSC examination is now available in sign language.
The remaining sections of the report assesses progress in regard to key building blocks of the Basic Education Sector, using the six sub-outcomes for Outcome 1 (Basic Education) within the government’s Medium-Term Strategic Framework to structure the discussion:
- Improved quality teaching and learning through development, supply and effective utilisation of teachers;
- Improved quality teaching and learning, through the provision of adequate, quality infrastructure and LTSM;
- Improving assessment for learning to ensure quality and efficiency in academic achievement; and
- Expanded access to ECD and improvement of the quality of Grade R, with support for pre-Grade R provision;
- Strengthening accountability and improving management at school, community and district level; and 6. Partnerships for educational reform and improved quality.
‘Capable State’ – intensify coordination, monitoring and support at all levels of basic education delivery
Hon Chairperson, one of the commitment His Excellency, President Cyril Ramaphosa made during the State of the Nation Address in June 2019, was that of a “capable State”. Within the Basic Education Sector, this translates into ensuring that all our levels of basic education delivery are functional, efficient and of impeccable quality.
We must ensure that the basic education delivery between national and provincial education departments, between provincial education departments and their respective districts, between districts and their respective circuits is seamless and qualitative. When this is done, support to our schools will be of the highest level, resulting in qualitative educational outcomes from all our schools.
We will intensify the coordination and monitoring functions of the DBE, and the support to provincial education departments to the extent necessary. This, we will do proactively rather than reactively in order to reduce the dysfunctionality associated with some of our schools, especially schools located in township, farm and rural communities. We must always remember that our learners are the biggest assets we have as a country. When our schools are supported to reach optimal functionality, the potential of our learners to perform optimally will be improved.
Equipping teachers to teach foundational skills
We are working in Collaboration with the Department of Higher Education and Training to equip teachers with skills and knowledge to teach literacy and numeracy, in particular reading; and promote the status to teach learners’ skills and competencies for a changing world.
Madam Speaker and Honourable Members, fellow South Africans, we will intensify our efforts of improving the quality of teaching and the status of the teaching profession. We will empower and equip our teachers with skills, knowledge and techniques for a changing world, as well as focus on foundational skills.
We are focusing our efforts on outlining our expectations of initial teacher education programmes offered by universities. If we know the kind of learners that we want, who must be produced by our education system, it’s important that we also look at how we produce these kinds of learners. We cannot ignore the kind of teachers we produce, since they will be instrumental in producing the kind of learners we want. We are therefore working closely with the Department of Higher Education and Training, the Department of Science and Technology, as well as the Education Deans Forum to improve the quality of Initial Teacher Education programmes.
The current process of revising the policy on “The Minimum Requirements for Teacher Education Qualifications (MRTEQ)”, in line with new developments in global and local contexts will enhance effectiveness and efficiency in the development and delivery of Initial Teacher Education programmes. The revised Policy will recognise the need for teacher education to consider emerging priorities, such as digitisation, 21st Century skills, and imperatives related to the Fourth Industrial Revolution.
Schools can play a crucial role to support the development of newly appointed teachers through induction and mentoring. We are developing a comprehensive Induction Programme that includes mentoring and coaching. The Induction Programme will expand on the current Teacher Orientation Booklet and articulate with the Professional Teaching Standards currently being developed by the South African Council for Educators (SACE).
In this ever-changing world, focus should be given to more than just learner attainment, but also to development of core 21st century skills, which include computational thinking skills, digital learning, and skills development for the Fourth Industrial Revolution. It has become necessary to additionally focus on the pedagogy of curriculum delivery and the integration of core skills with the support of digital tools and resources. In most cases, teachers are only trained on how to operate these tools and resources. However, they do not have skills of how to integrate these tools and resources into their teaching to enhance their classroom practices.
We are implementing the Professional Development Framework for Digital Learning, primarily targeting teacher trainers, school leaders and teachers, e-learning specialists and curriculum subject specialists. Provincial Core Training Teams have been established and trained on this Framework in 6 provinces, with the remaining 3 provinces having plans in place to start implementing by the end of this financial year. These training teams are responsible for the roll-out in their provinces, and are also provided with resources to distribute to all teachers.
Madam Speaker and Honourable Members, building a solid foundation for Mathematics in the Foundation Phase (FP) is crucial. It is crucial to train Foundation Phase Subject Advisors on a year-long course with universities. This will build a substantial basis for the improvement of Mathematics, as all provinces will benefit from the programme. The current European Union Funding is only benefitting 200 Foundation Phase Advisors in two districts in one province at a cost of R8 million.
Speaker and the Honourable Members, the NDP requires the Basic Education Sector to strengthen and expand the Funza Lushaka Bursary Programme (FLBP), to attract young students into the teaching profession. The Funza Lushaka Bursary must therefore contribute to a sufficient number of quality teachers in specific subjects, Phases and geographical areas. Thus, by recruiting fit-for-purpose, academically successful university students into the teaching profession, and preparing them well for the challenges of the 21st Century, have all become important goals towards achieving national and international academic standards.
During this current financial year, more than thirteen thousandbursaries have been awarded to student teachers, who are thirty years of age or younger to register for the Initial Teacher Education programme at universities. Collectively, more than 5 000 young people have been recruited from no-fee schools, and disadvantaged communities who have registered to study at universities across the country, since the introduction of the District-based Teacher Recruitment Programme.
Early Childhood Development
Urgent implementation of the two-years of Early Childhood Development (ECD) before Grade 1; and the systematic relocation of the responsibility for ECD from the Department of Social Development to the Department of Basic Education
Plans are being finalised by both departments in support of the systematic and phased-in relocation of the responsibility and leadership for ECD from the Department of Social Development to the Department of Basic Education, in response to His Excellency, President Ramaphosa’s injunction during the February and June State of the Nation Addresses. The main purpose of the ECD relocation is to expand access and improve the quality of ECD programmes in support of two years of compulsory ECD for all children before they enter Grade 1.
Our department, with the cooperation of the Department of Social Development, has begun with the development of work plans within the first three months of the Sixth Administration to drive the work streams in the ECD relocation. These work streams include detailing Legislation and Policy; Funding, Human Resourcing, Infrastructure provisioning, Health services and Nutrition, Governance, Planning, Monitoring and Communication – the “critical inhibitors” identified by the NDP.
Our department, in collaboration with UNICEF and Cotlands, with funding from the LEGO Foundation, embarked on an in-service training programme to capacitate 150 000 ECD practitioners and Foundation Phase educators in PLAY-based learning pedagogies and practice over a three-year period. As at the 31 May 2019, 97% of this target had completed all the PLAY online training courses, with a cumulative enrolment of more than 190 thousand (128%). We will therefore exceed the set target in this final implementation year of the PLAY-based training programme.
Our department, in collaboration with the Provincial Education Departments (PEDs), is hard at work to ensure effective learning in the early years of children in South Africa. This will be done by developing appropriate assessment tools for early learning. The purpose of all assessment in ECD programmes is to support growth, learning and the development of the children. We have also developed the National Curriculum Framework (NCF) from birth to four year-olds, to ensure that children in different settings receive quality ECD programmes. This curriculum framework provides guidance to parents and other caregivers on how to create environments that are responsive to the learning and development of children.
The framework is structured around the following six Early Learning and Development Areas (ELDAs), namely Wellbeing, Identity, Communication, Exploring Mathematics, Creativity and Knowledge, as well as Understanding of the World. These early learning and development areas set out the knowledge, understanding, practical skills, attitudes and behaviour that children need as citizens in diverse contexts for school and later in life. We have noted that the provincial education departments are planning to train an additional 8 400 ECD practitioners on the National Curriculum Framework.
Madam Speaker and Honourable Members, we have committed that we would have developed a comprehensive plan for the different work streams identified for the streamlined, phased-in and systematic relocation of the responsibility and leadership for ECD. This comprehensive plan will include the provision of two years of compulsory ECD prior to Grade 1; as well as the provision of ECD for 0-4 year-old children. Similarly, a costed plan for the ECD function shift will be finalised by March 2020.
Social cohesion, health and safety
Cooperate with the South African Police Services as well as the Departments of Health, as well as Sport, Arts and Culture, to teach and promote school safety, health and social cohesion.
Through the Care and Support for Teaching and Learning (CSTL) Programme, the Department seeks to provide a basket of support services to remove barriers to learning. Our children face many challenges, such as poverty; violence; lack of shelter, care and protection; health challenges, which include unhealthy diets and lifestyles, mental health issues, teenage pregnancy, HIV and AIDS; drug and substance use – the list is long. These conditions have a direct impact on their ability to access school, to stay in school, and to achieve to their full potential. We continue to sensitise teachers to the early identification of barriers – what to look for, how best to support learners, and how to build care and support networks for every school for referral purposes, where necessary.
Psychosocial Support: Given some of the pressing and spiralling social ills in our society, it has become increasingly critical for us to double our efforts in providing psychosocial support services in the sector. Social, economic and psychological challenges are some of the causes and the result of the violent behaviour we see in our learners, educators and in society in general. Schools are a microcosm of society; it is then logical that schools will exhibit the challenges that exist in society.
A conducive learning environment is a necessary pre-requisite to achieving quality and efficient basic education. There is a shortage of social workers, psychologists and counsellors in the education arena. We continue to work with the Departments of Social Development and Health; education stakeholders, including parents; NGOs; universities and researchers; and development partners to strengthen our programmes in schools. Our interventions include –
- Raising awareness and capacity in our educators on various psychosocial skills to enable them to support vulnerable learners;
- Placement of Learner Support Agents in schools – to date, we have just over 23 400 of these Agents in our schools; and
- Training and placement of child and youth care workers through partnerships with the Department of Social Development, provinces and NGOs. We continue to explore additional models and capacity, with the support of the National Education Collaboration Trust.
Learner Pregnancy, HIV and TB: HIV and TB are now regarded as chronic diseases that have reached epidemic proportions in South Africa. Taken together, they constitute a major management challenge for the country in general, and the Basic Education Sector in particular. Given the high level of HIV and TB co-infection in South Africa, and the extent of shared vulnerability to these diseases, their potential to threaten the systemic function of the Basic Education Sector is profound. In combination, these diseases impact the efficiency, quality and output of the Basic Education Sector by temporarily or permanently depleting its human capital, weakening its systems and structures, and diverting its resources away from its core mandate of improving teaching and learning. The Department is therefore, intent on strengthening its programme in this regard.
School Sport and Enrichment Programmes: The Department is receiving support from the Motsepe Foundation to the value of R117.5 million. This partnership seeks to encourage participation in sport and cultural activities, which are integral to the holistic development of a learner, as indicated in the National Development Plan. The three key focal programmes are schools football, netball and the choral eisteddfod. Schools are where talent is identified, career choices made and habits learnt.
These mass-based programmes help to advance social transformation and cohesion, and promote a common national identity and an appreciation of our national symbols. Mass-based programmes are also a good platform to inculcate important traits, such as accountability, dedication and leadership. The support from the Motsepe Foundation enables the DBE to augment its modest departmental funds to strengthen the coordination and monitoring of the School Sport and Enrichment Programme.
Social Cohesion and Equity: The apartheid system badly permeated all spheres of life in society; and our schooling system suffered severely. It resulted in far-reaching social consequences that are extremely difficult to undo. However, for nation-building and unity, we remain committed to the National Development Plan – Vision 2030 of making learners more conscious of the things they have in common, rather than their differences. The Department sets aside funds to implement the following three social cohesion and equity programmes:
National Schools Moot Court, which gives learners an opportunity, to test the extent to which Constitutional values may find expression within the judiciary system;
iNkosi Albert Luthuli Oral History Programme, which provides learners an opportunity to document their local historical events and anniversaries, discovering unsung heroes and heroines and communities as part of promoting nation-building and unity; and
Evaluation of Textbooks, which intends to identify areas that depict discrimination, stereotypes, sexism and cultural discrepancies and misrepresentation contained in textbooks.
The greatest successes in this work, are as a result of enormous support and participation from our partners in the areas of human rights and equity.
Honourable Members, by the end of 2019, we therefore commit to finalise the training and materials, including the Guide for Schools on Providing Psychosocial Support to Learners to improve standards of practice on psychosocial support at school level. We will also support the provision of school health services to 200 000 learners in Grades R, 1, 4, 8 and 10, including Human Papilloma Virus (HPV) in Grade 5. We will print and distribute more than half a million Educator Guides and Learner Books on Sexuality Education Scripted Lesson Plans for Grades 4 -6 and 10 – 12 in a thousand schools. We will also host a workshop on the Restorative Conferencing and Physical Assault Response, jointly with School Safety towards violence prevention to improve competence of violence prevention in the sector.
The ‘new dawn’, under the theme of ‘Thuma Mina’, and operation Khawuleza is indeed upon us. We will do in the Basic Education Sector what needs to be done to improve the basic education system in our quest to improve the learning outcomes, by ensuring the quality and efficiency of our system.
Ngiyabonga.
