Speech by the Minister of Basic Education, Mrs Angie Motshekga, MP, Delivered at the Strategic Workshop of the Portfolio Committee on Basic Education held at the Lord Charles Hotel, Somerset West on 22-24 March 2016
Honourable Chairperson,
Honourable Members and Colleagues,
Distinguished Guests,
Ladies and Gentlemen,
Chairperson, let me start by expressing my gratitude to the Portfolio Committee on Basic Education for inviting us so that we may share with you the challenges and prospects of the basic education sector. We thank the Committee for convening this Strategic Workshop to map an oversight plan for the sector.
We strongly believe that the success of our Constitutional democracy hinges on the interrelatedness of all spheres of government. In fact, the Constitution enjoins us to co-operate with one another in mutual trust and good faith by (i) fostering friendly relations; (ii) assisting and supporting one another; (iii) informing one another of, and consulting one another on matters of common interest. The overriding principle is that of co-operative governance. The Constitution states that all spheres of the State are distinctive, interdependent and interrelated.
Chairperson, it is within this context of the Constitution injunctions that we as the Basic Education Department submit ourselves before this Committee. It is in our best interest to work with our lawmakers for the “common good of our nation.” The oversight mechanism is a singular instrument that brings to life the doctrine of the separation of powers. The oversight instrument is designed solely to hold us in the executive sphere of government to account to the people of South Africa.
Chairperson, I am happy to report that the basic education sector is in good shape. We are in no way blind to the challenges facing the sector. We are aware that our work is always work in progress. We are the first to admit that we are yet to cross our own Rubicon. But, certainly, the sector is not in doldrums.
Chairperson, let me give a synopsis of the sector, especially around the core business of basic education, i.e., Curriculum and Teacher Development.
Curriculum Stability
I am happy to report that there is stability in the curriculum sphere since we completed the roll-out of the Curriculum Assessment Policy Statement (CAPS). We have developed the National Catalogue of CAPS-aligned textbooks for all subjects in all grades. We have successfully implemented the roll-out of the Incremental Introduction of African Languages in all affected schools. We are implementing the Early Grade Reading Assessment (EGRA) in all languages in Grades 1-3. At the onset of the launch of the Assessment in 2015, we targeted 1 000 schools. Since then, we have extended the programme by 1 000 schools every year.
National Senior Certificate (NSC)
Despite the fact that we are coming off a low base, we are happy to report that the number of learners passing Mathematics at Matric level has increased from 120 523 in 2014 to 129 481 in 2015. At the same time learners passing Physical Science has increased from 103 348 in 2014 to 113 121 in 2015. As we know, 166 263 learners qualified for Bachelor Studies (25.8%); and 183 720 learners qualified for Diploma studies (28.5%).
Three Stream Curriculum Model
In-order to meet the skills target set by the NDP; we have launched a Three Stream Curriculum Model. The aim of the Model is to fortify curriculum differentiation and diversity through the introduction of the Technology and Technical Subjects. The department has strengthened Curriculum Assessment and Policy Statements of the Technology subjects through the introduction of specialisation in the following subjects, Civil Technology specialising in (woodwork, construction and civil services), Electrical Technology specialising in (power systems, digital systems and electronics) Mechanical Technology specialising in (Automotive, fitting as well as machining and welding) and the introduction of Technical Mathematics and Technical Sciences as enabling subjects towards artisanry and technicians. In partnership with Sasol Inzalo Foundation, Grades 4-9 Subject Advisors and HODs of Mathematics, Natural Science and Technology subjects have successfully undergone training.
Information and Communications Technology (ICT)
Chairperson; we must admit that the transformation of our education system into 21st century learning environments that provide our learners with the skills they need to succeed in today's information age economy, is long overdue.
Chairperson; it is within this context that the Council of Education Ministers’ (CEM) in 2014 resolved that all schools should be ICT enabled and compliant by 2019.
To accelerate progress in this regard, in September (2015), the President of the Republic, President Jacob Zuma, launched the Operation Phakisa ICT in Education Lab. This marked an overdue turning point in our quest to transform teaching and learning through the appropriate use of ICTs as envisioned by the 2004 White Paper on e-education. We have the final report emanating from the Operation Phakisa process. There are 10 Operation Phakisa specific initiatives that are in progress to deliver on the NDP vision for ICT in education.
Broadly, in the area of ICT, we have managed to achieve the following:
- 91.6% of schools have e-administration through SA-SAMS;
- ICT: 51% schools were connected by February 2015/2016;
- School Functionality: 51% of public schools are connected and functional;
- Teacher Development Centres: 80 of the 147 Teacher Centres are ICT equipped and connected, with relevant online Teacher Development Platforms;
- Continuing Professional Teacher Development (CPTD) System: Training of over 1 000 Subject Advisors and 70 000 teachers in EFAL in all phases; and
- Personnel Administrative Measure (PAM): Consolidated version of the Personnel Administrative Measure consisting of conditions of service of educators has been published.
Teacher Supply, Utilisation and Development
In 2014/15, 10 788 young people qualified as educators, and entered the system, 2 788 above the annual target of 8 000 as stated in the Action Plan. At the end of December 2015, 93% of Funza Lushaka bursary graduates that were eligible for placement in 2015 and were placed in posts in schools.
Funza Lushaka: 13 980 student teachers received the Funza Lushaka bursary during 2015 and 5 066 Funza Lushaka bursary holders were expected to graduate at the end of 2015.
Basic Education Lekgotla
At the beginning of this year, we convened a Basic Education Lekgotla to review, assess and refine our strategies for accelerated improvement of the basic education sector. We did not convene the Lekgotla to re-invent the wheel. The Basic Education sector is guided by the precepts of the National Development Plan (NDP). The NDP states that –
“Improved education … will lead to higher employment and earnings, while more rapid economic growth will broaden opportunities for all and generate the resources required to improve education.”
In this regard, we are working relentlessly towards an inclusive quality and efficient basic education system.
Chairperson; let me take this opportunity to share with the some of the key outcomes of our Basic Education Sector Lekgotla. After honest and robust discussions, we resolved amongst others to –
- To strengthen national, provincial and district plans and aligned these plans with the mandates from the NDP, and the Medium Term Strategic Framework (MTSF);
- We committed that challenges and gaps towards the achievement of the goals of the NDP and those of the Sector Plan have been identified and strategies developed to address such challenges and gaps;
- We agreed to develop measures to remedy weaknesses, and to strengthen the School-Based Assessments (SBAs), internal examinations, and regulations;
- We committed to ensure that consolidated national strategy for learner attainments (NSLA), evidence-based reporting framework, and provincial plans are in place; and
- We committed to ensure that the extent to which the Sector has met the skills targets is established.
It is therefore incumbent upon this Portfolio Committee to track our progress in these key resolutions, and hold us to account as per the instrument of oversight and accountability.
Chairperson, I must hasten to add that we are working hard with all provinces to improve the learning and teaching in all grades. I personally have had fruitful visits to the provinces of KwaZulu-Natal, Eastern Cape, Limpopo and Free State. Other provinces were visited by the Deputy Minister. Overall, I must say, there is a clear willingness to put the shoulder to the wheel and prioritise our learners.
Read to Lead
Chairperson, it is universally accepted that that a school is a centre of curriculum delivery; hence it is absolutely vital that it must be a centre of excellence with requisite materials and personnel to deliver on its mandate. For 2015/16, we have decided on the “Back to Basics” approach. This means all strategies are geared toward the attainment of the triple “Rs”— Reading, wRiting and aRithmetic. But underlying the three “Rs,” is something even more fundamental, something even more basic, i.e. reading.
In this regard, in 2015, we launched a national campaign dubbed Read to Lead. The campaign has gained momentum with partnerships in the private sector, non-governmental organisations, and celebrities. Our aim is to encourage South Africans to read. This campaign has already gained traction with activation at the Super Rugby match this past weekend. Vodacom has donated R7 000 for every South African try scored – which will go towards setting up e-Libraries and donating books to schools in need. Cell C has agreed to reciprocate the kind gesture by Vodacom, and matched Vodacom’s commitment with a donation ofR7 000 for each try scored by the Sharks Rugby Team throughout the season. Vodacom and Cell C have put their competitive ways aside to support this worthy initiative.
Chairperson, I urge members of this committee to be ambassadors of Read to Lead campaign.
Challenges that must be addressed
Chairperson, in my introductory remarks I spoke about challenges endemic in provincial education departments and schools. I have directed the Director-General to lead intervention teams to deal decisively with these challenges. Let me just cite a few of these, particularly in the Eastern Cape, Free State, KwaZulu Natal and Limpopo –
Lack of proper and compliant corporate and ethical governance, administration and management in the provincial education departments
Chairperson and Members, you will recall that Cabinet had declared interventions in Limpopo and the Eastern Cape Education Departments in terms of section 100(1)(b) of the Constitution. On assessment by the Inter-Ministerial Committee and the joint Select Committees, under the leadership of the Select Committee for Finance, the section 100(1)(b) was downgraded to section 100(1)(a) of the Constitution in the five line function provincial departments in Limpopo, including the Limpopo Department of Education. However, the intervention in the Eastern Cape Education Department in terms of section 100(1)(b) of the Constitution is still in place.
Exacerbating the situation, are decisions taken by the Provincial Treasuries in both the Eastern Cape and Limpopo to invoke section 18 of the Public Finance Management Act (PFMA), 1998 on the Eastern Cape and Limpopo provincial education departments, respectively. Section 18 of the FMA is normally invoked when a department’s financial accountability, administration and management practices have collapsed.
While in Limpopo Cabinet withdrew the section 100(1)(b) interventions in the five provincial line function departments, including the Limpopo Department of Education, and Cabinet further withdrew the section 100(1)(a) intervention in four line function provincial departments, the Limpopo Department of Education is the only department remaining under section 100(1)(a) of the Constitution. This will be so, until all directives articulated in the Memorandum of Agreement signed by the Premier of the Limpopo Administration and Ministers delegated by Cabinet have been fully implemented. The situation currently is that I as a national Minister, should continue ensuring the implementation of directives that form the core of the PFMA section 18 intervention, which by law, is the responsibility of the Eastern Cape Provincial Treasury.
The Eastern Cape situation is graver than the Limpopo one. The intervention in terms of section 100(1)(b) of the Constitution and the PFMA section 18 are running concurrently. I must remind this house that the challenges and management lapses in the Eastern Cape Education Department were in the main lapses on financial accounting, administration and management. The other lapses, serious as they were and continue to be particularly for the delivery of quality education in the Eastern Cape, were and continue to be caused by lapses in financial accounting, administration and management. Similar to Limpopo, we are faced with situations were the two provincial education departments have to account to two different legal authorities.
Chairperson, in the interest of time, allow me to just give bullet points on the other challenges identified in the provincial education departments. I must say the list I am going to provide is not exhaustive –
- Inappropriate and unsafe school infrastructure, in some cases accompanied by inadequate water and sanitation. Exacerbating infrastructure challenges, are small educationally and economically unviable schools that must be rationalised;
- Funding transfers to schools that do not meet the nationally determined norms. This makes it difficult for schools to pay for municipal services and electricity consumption, schools are unable to effect minor maintenance of their infrastructure, schools find it difficult to procure for consumables and non-consumables, section 21 schools complain of their inability to procure adequate grade and subject specific LTSMs for their schools;
- Claims of fraudulent and corrupt financial practices in our schools, particularly the irregular use of funds transferred to schools in terms of the Funding Norms and Standards, and irregular tendering practices of the school nutrition programme;
- Claims on teacher shortages, especially for gateway subjects, exacerbated by ineffective rationalisation and redeployment processes, as well as the protracted processing of teachers on incapacity leave – the PILIR cases;
- Overcrowding in unsafe classrooms with serious shortages of age and grade-appropriate school furniture;
- Failure to provide scholar transport to deserving and vulnerable learners, failure to provide learners with quality CAPS-aligned LTSMs (I am reminded of the poor quality stationery packs in the Eastern Cape), and an inconsistent serving of quality school nutrition in schools;
- Failure to provide non-teaching support staff at schools, including the specialised education support services in special schools; and
- Inefficiencies in the system, especially high repetition and drop-out rates especially in Grades 9-11, challenges arising failed adherence to “time on task”, as well as challenges arising from crime, violence, vandalism, and drug abuse in schools.
As I had indicated Chairperson, the Director-General is leading a variety of interventions to deal with these challenges across the sector. CEM has also taken a decision to pay special attention to compliance and auditing matters. We have committed to attain “clean audit outcomes” in all ten education departments by the end of term.
Conclusion
In conclusion, we appeal for your collective wisdom to help us to achieve our goal of improving the basic education outcomes. We are acutely aware that for basic education sector to be a high performance organisation, there must be no room for mediocrity, ineptitude, corruption and good-old mismanagement of human or financial resources. For every action or inaction, there must be consequences. Throughout the system the relevant line functions must ensure that this happens from national up to the classroom level. Meetings of all School Governing Bodies (SGBs) must focus on holding the School Management Teams (SMTs) accountable on improving learning outcomes.
I thank you
