Minister Angie Motshekga: Basic Education Dept Budget Vote 2020/21

Basic Education Adjusted Budget Vote Speech for the 2020/21 Financial Year, Delivered Virtually by the Honourable Minister of Basic Education, Mrs Angie Motshekga, MP, at the National Assembly, Cape Town

Honourable Speaker / Deputy Speaker
Cabinet colleagues and Deputy Ministers present
Honourable Members
Distinguished Guests
Ladies and Gentlemen

Let me, on behalf of the entire Basic Education Sector, thank the National Assembly for inviting us to table our 2020/21 adjusted budget at this 2020/21 Debate on Vote 16 – Basic Education in this House.

But before I get into the business of the day, it is critically important that we recognise and give respect to the dearly departed, Isithwalandwe, Seaparankwe ubaba Andrew Mlangeni.  We agree with His Excellency, President Ramaphosa that the passing of bab’ uMlangeni, signifies the end of a generational history.  His generation of leaders, was indeed a reservoir of knowledge, wisdom and sanity.  We will surely miss their advice and counsel.  May his dear soul rest in eternal peace; and the family be comforted.

Basic Education Sector priorities for the Sixth Administration

Speaker and the Honourable Members, you may also recall that during 2019/20 Debate on Vote 14, we reported that the Council of Education Ministers (CEM), had approved the cardinal Sector priorities, intended to lay a solid foundation for a quality and efficient education system, as well as to continue contributing in providing permanent solutions to the architecture of the education and training system of our country

2020/21 adjusted budget allocation, Vote 16 – Basic Education

Speaker and Honourable Members, while we were either piloting or implementing our strategic policies, programmes and interventions, to propel the basic education system to greater heights, the country and the entire world was engulfed by the novel Coronavirus pandemic; bringing with it, an abnormal “new normal”.  Part of this “new normal”, had to be the adjustments that were made to budget allocations earlier appropriated for the 2020 MTEF period.  The DBE and its State organs endured budget cuts, similarly to other departments and State organs.  Hence, we are tabling our 2020/21 adjusted budget at today’s Debate on Vote 16 – Basic Education in the National Assembly.

  • Firstly, the initial overall 2020/21 budget allocation for the DBE before adjustments, was just over twenty-five point three billion Rands (>R25.3 billion); an increase of 3.3% from last year’s baseline.
  • However, after the adjustments, the overall 2020/21 budget allocation for the DBE, was reduced to over twenty-three point two billion Rands (>R23.2 billion); which is a decrease of 5.3% for last year’s baseline.
  • Therefore, the total reduction after the adjustments from the initial 2020/21 budget allocation, is just less than two point one billion Rands (<R2.1 billion); which is equivalent to 8.3% reduction from the original 2020/21 budget allocation before adjustments.
  • Secondly, the initial overall allocation for 2020/21 Conditional Grants for the DBE before adjustments, was just under nineteen point six billion Rands (<R19.6 billion), an increase of 5.4% from last year’s baseline.
  • However, after adjustments, the overall 2020/21 budget allocation for Conditional Grants, was reduced to just over seventeen point two billion Rands (>R17.2 billion), which is a reduction of 7.5% from last year’s baseline;
  • Therefore, the total reduction after adjustments from the initial budget allocation for the 2020/21 Conditional Grants, is just over two point three billion Rands (>R2.3 billion), which is equivalent to 11.7% reduction from the original 2020/21 allocation before adjustments.
  • Thirdly, the overall allocation for 2020/21 Earmarked Funding before adjustments, was just over three billion Rands (>R3 billion), an increase of 7.1% from last year’s baseline.
  • However, after adjustments, the overall allocation for 2020/21 Earmarked Funding, was reduced to just under three point five billion Rands (R3.5 billion), an increase of 2.5% from last year’s baseline.
  • Therefore, the total increase after adjustments from the overall allocation for 2020/21 Earmarked Funding, is just over four hundred and thirty-three point three million Rands (>R443.3 million), an increase of 14.4% from the original 2020/21 baseline before adjustments.
  • Fourthly, the overall allocation for the 2020/21 Other Transfer payments before adjustments, was just under one point six billion Rands (R1.585 billion), an increase of 2.5% from last year’s baseline.
  • However, after adjustments, the overall allocation for the 2020/21 Other Transfer Payments, was reduced to just under one point six billion Rands (R1.581 billion), a decrease of 2.2% from last year’s baseline.
  • Therefore, the total decrease from the overall allocation for the 2020/21 Other Payment Payments, is just under four point seven million Rands (R4.7 million), which is equivalent to 0.3% reduction from the original 2020/21 baseline before adjustments.

Strategic realignment of the Basic Education Sector

Speaker and Honourable Members, we wish to remind this House that our Action Plan to 2020: Towards the Realisation of Schooling 2030, giving expression to our cardinal Sector priorities, is anchored on the noble declaration of our world-renowned Constitution, that basic education is an unfettered right for all; the directive of the National Development Plan (NDP), Vision 2030, which expects that “by 2030, South Africans should have access to education and training of the highest quality, leading to significantly improved learning outcomes”; as well as reflects the UNESCO Sustainable Development Goals (SDGs), especially SDG4, which calls for “an inclusive, quality and equitable education and lifelong opportunities for all”.

Therefore, the Constitution, the NDP, as well as the continental and international conventions, provide the moral imperative and a mandate to Government to make the social justice principles of access, redress, equity, efficiency, inclusivity and quality educational opportunities, widely available to all citizens.  We continue to roll-out our plans, projects, programmes and interventions to ensure that the social justice principles, which characterise the basic education system; are implemented.  This, we must continue to do, despite the challenges we face, including the “new normal” brought about by the COVID-19 pandemic

On the first Priority, namely, “Strategically ramping up the provision of Early Childhood Development (ECD), particularly the urgent implementation of the two-years of ECD prior to Grade 1; and the relocation of 0-4 year-olds from the Department of Social Development to Department of Basic Education” –

  • To cater for the two years of ECD prior to Grade 1, section 3 on compulsory attendance of the South African Schools Act, 1996 (Act No. 84 of 1996) is in the process of being amended through the Basic Education Laws Amendment (BELA) Bill, to cater for the compulsory attendance – first, in Grade RR by learners turning five (5) years of age; and second, Grade R by learners turning six (6) years of age.
  • The Government Technical Advisory Centre (GTAC) is supporting the DBE and DSD to ensure a smooth and seamless relocation of ECD delivery for the DSD to the DBE; firstly, by conducting the ECD function diagnostic assessment to determine the resources connected to the ECD function in DSD at the national and provincial levels, and any data and assets associated with the ECD function; and secondly by conducting a readiness assessment for the DBE to receive the ECD function at both national and provincial levels.  The Diagnostic report will be completed before the end of September 2020; and DBE Readiness Assessment Report before the end of November 2020.
  • An ECD Think Tank, comprising of a group of experts from Government, academia, NGOs and civil society, has been established.  In the main, the Thank Tank will assist in finding solutions to some of the challenges facing the ECD sector, and to provide guidance on how Government can achieve a transformed ECD sector.  The Think Tank will also provide inputs into the draft National ECD Framework, and planned implementation plan of the framework.

On the second Priority, namely, “The strategic implementation of a curriculum with skills and competencies for a changing world in all public schools” –

  • The DBE has developed the Coding and Robotics Curriculum for Grades R-9, which is currently been repackaged to ensure proper sequencing and seamless progression from one phase to the next.  We are planning that the repackaging process will be completed by the end of July 2020; after which this curriculum will be presented to Umalusi for approval.  Training for teachers and subject advisors will be conducted online, because of the COVID-19 pandemic.  We are grateful to the ETDP SETA for making available seven million Rands (R7 million) for this training.
  • We are working hard to strengthen our skills development initiatives through the Three-Stream Curriculum Model.  Our partnership with Ford Motor Company, will see a total of 240 engines donated to Technical Schools offering Automotive as a subject.
  • In our efforts to provide every school with ICT devices, loaded with digital content, the DBE, in partnership with Mobile Network Operators, have completed the audit of all 477 special schools.  We have also finalised the implementation plan with the Mobile Network Operators, to provide all these schools with devices, connectivity, digital content, as well as ICT integration training for teachers.
  • The Department, in partnership with the Department of Communications and Digital Technologies, has identified 152 sites in 76 education districts, to equip them with Virtual Classroom infrastructure.  Through this initiative, the Sector will fully embrace the digital revolution of remote learning.  Districts will be able to benefit, through curriculum specialists’ streamed lessons on digital platforms.
  • Development of History for Grades 4-12 –The development of the History Curriculum for Grades 4-14 started in 2019, and the Ministerial Task Team anticipates to complete this process in 2023.  In 2019, the Ministerial Task Team developed a framework that would guide the curriculum development process, and embarked on a consultation process with History curriculum specialists, to identify new content, topics and concepts around which in-depth research will be commissioned.
  • Introduction of KiSwahili, as the Second Additional Language (SAL) – The process of incrementally refocusing the teaching and learning of the previously marginalised African Languages in South African schools, has led to the introduction of KiSwahili as a Second Additional Language (SAL) in Grades 4-12 in 90 schools (10 per province).  The Curriculum and Assessment Policy Statement (CAPS) for Kiswahili SAL for Grades 4-9, has been versioned and the Kiswahili Toolkit has been developed for the respective Grades.  The restructuring of the History curriculum, the introduction of KiSwahili as the Second Additional Language, and the Incremental Introduction of African Languages (IIAL) are part of the DBE’s responses towards the Decolonisation of the curriculum.

On the third Priority, namely “Dealing decisively with the quality and efficiency through the implementation of standardised assessments at Grades 3, 6 and 9; and offer the General Education Certificate (GEC) before the Grade 12 exit qualification – a pronouncement of the first White Paper on Education and Training (1995), intended to reduce the failure and drop-out rates, and direct learners through different education and training pathways” –

  • General Education Certificate (GEC):  The policy framework for the introduction of the General Education Certificate (GEC) has been drafted, and submitted to Umalusi for review and approval.  Work has been commissioned on a blueprint for assessment options, that will inform learners, teachers, parents and the system about the suitability of learners to undertake an academic, vocational or occupational track in senior secondary school (Grades 10-12).  Initial field trials on the assessment components are expected to be finalised in the next 12 months; and the first roll-out of the GEC is scheduled for 2023.
  • National Assessment Framework (NAF):  The Department has drafted a National Assessment Framework (NAF), which will serve to coordinate all assessments conducted in the General and Further Education and Training Bands.  A basket of purpose-driven assessments from school entry (Grade R) to Grade 9, has been designed for implementation during the Sixth Administration.  These assessment programmes and our participation in international benchmark assessments (TIMSS 2019, PIRLS 2021 and SEACMEQ V), will be implemented according to our current Medium-Term Strategic Framework (MTSF), and the Department will be able to provide regular reports on the progress the Sector is making.  In addition, the assessments and public examination system in the FET Band, is also being reviewed, so that it can be aligned with the National Assessment Framework.
  • Systemic Evaluation:  A significant intervention of the National Assessment Framework, is the roll-out of the Systemic Evaluation initiative, targeted at establishing key learner competencies in Mathematics and Languages at the end of Grades 3, 6 and 9; and finding out what are the enabling school and system support factors that contribute to the improvement of learning outcomes.  The first cycle of the Systemic Evaluation, is scheduled for administration in 2022.

Conclusion

Speaker and Honourable Members, may we state the obvious, that as a Sector, we are as affected by the COVID-19 pandemic, as all members of society are affected.  In fact, we are a microcosm of communities, in which our schools are located.  It is appropriate to show respect to the families of our school communities whose members had succumbed to the virus.  May their souls rest in eternal peace.  We also wish those, who are currently infected by the virus, a speedy recovery.  We implore everyone to strictly observe the health, safety and physical distancing protocols, determined by the Department of Health.

We can report that we have escalated our consolidated report from the broad consultations we had conducted with all national stakeholders, partners, civil society organisations with a vested interest in our Sector, to the Inter-Ministerial Disaster Management Committee, the National COVID-19 Command Council (NCCC), and Cabinet for consideration.  We will soon come back to report on the recommendations and directives of Cabinet.

At all times, we must remind ourselves about what President Ramaphosa said in his 2019/20 SONA –  that we must “reimagine and build the South Africa we yearn for, a South Africa of our dreams”.  There is no doubt in our minds, that our country has indeed ushered in the “new dawn”, a period characterised by selfless public service, hope and renewal; despite the “new COVID-19 normal”.

We wish to thank His Excellency President Ramaphosa, members of the NCCC and Cabinet; as well as the COVID-19 Ministerial Advisory Committee for their principled leadership and professional advice, especially during this time.  We must take our hats off to the South African Human Rights Commission, our world-renowned scientists, and our health and education experts for their support and counsel.

We wish to thank our sister departments and their State institutions, especially Rand Water, the Development Bank of Southern Africa (DBSA), the South African National Defence Force (SANDF), our State institutions, partners, stakeholders and civil society organisations, the NECT, our teacher unions, the national SGB associations, the principals’ associations, national organisations responsible for learners with special needs, as well as independent schools’ associations.

We wish to thank the Speaker, Deputy Speaker, the Whippery, and the Honourable Members of this august House, especially our Chairperson and the Honourable Members of our Portfolio Committee for your continued robust and constructive engagements.  We must acknowledge the members of the Council of Education Ministers and their respective Heads of Departments, who will remember 2020, as the year of real trials and tribulations in the Sector.  But more importantly, we will go through the years as a cemented and socially cohesive unit.

Finally, I wish to thank the Deputy Minister, Dr Reginah Mhaule; the Director-General and his senior officials, the Ministry staff, and my family for their selfless support and cooperation.

I thank you

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