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Policy speech 2000/01
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Speeches and Media Releases
 Education

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EASTERN CAPE PROVINCIAL GOVERNMENT

DEPARTMENT OF EDUCATION

POLICY AND BUDGET SPEECH 2000/01

MEC  FOR EDUCATION:MR STONE SIZANI

13 MARCH 2000



1. INTRODUCTION

Mr. Speaker
 Hon. Premier
 Hon. Members of the House
 Invited Guests,
 And Members of the Media

It is with a sense of pride that I stand before this house today to present my first Policy and Budget Speech. I continue to feel deeply 
honoured by the fact that my party chose to assign responsibility for the Education Portfolio to me. This portfolio represents a challenge 
to which I am prepared to rise. I do so armed with the understanding that if the financial and human resources available are utilised 
strategically and managed prudently, then building a quality education system for our province becomes possible.

Mr. Speaker, there is no doubt in my mind that education affects every single household in this province. Some are affected through having 
their children or grandchildren in school, others have members whose horizons are being widened through participation in Adult Basic 
Education and Training programmes. All are affected as participants in the economy that has to absorb the output of learners that graduate 
from the school system every year.

Allow me to start by acknowledging the support that I have received from my colleagues on the Executive Council, under the able stewardship 
of the Premier. I also wish to record the understanding, cooperation and support that I have come to rely on from the members of the 
Education Standing Committee. They have contributed in no small measure to sharpening and broadening my understanding of the intricacies 
and idiosyncrasies of education. Let me also take this opportunity to acknowledge the sterling work done by predecessor, Prof. Shepherd 
Mayatula, and his ongoing support as Chair of the Education Portfolio Committee in the National Assembly. I therefore rise to this daunting 
challenge with confidence, secure in the knowledge that this support will enable us to position the Department of Education in a state of 
readiness for the challenges of the 21st century.

We are neither arrogant nor foolhardy enough to believe that we can or should tackle these challenges on our own. We have therefore 
actively sought to solicit the kinds of constructive partnerships that could contribute to the achievement of our collective objectives. We 
will remain true to the principle of working in partnership, and I intend focussing much of my personal energies on extending the range of 
partnerships that already exist. In particular, I intend facilitating the development of significant new partnerships between the 
Department of Education and private sector organisations, as well as with other structures of civil society.

In terms of international development assistance, the Department already boasts a rich and expanding portfolio of partnership agreements. 
We greatly value the productive partnerships we already have with the United Kingdom, the USA, Japan, the European Union, Switzerland, and 
Luxembourg. We are actively engaged in negotiations with other potential partners and will announce the agreements reached in due course.

The task at hand is enormous, but the resolve to ensure the efficient and effective delivery of education remains the goal of the 
Department. Our history implores us to use our freedoms to light the path to a more humane, more caring society. The challenge demands of 
us to lift our sights into the horizon. Let us use our collective wisdom to proclaim our freedoms as we open the doors of learning and 
teaching.

Mr. Speaker, let me now turn to the presentation of my departments budget for the 2000/2001financial year. Allow me to preface the detailed 
presentation of my departmental programmes by briefly sketching the context within which this budget is presented.

2. OUR VISION

We in the Department of Education have travelled a rough road over the last few years; but the journey has not been without hope and it has 
not been without a firm resolve to succeed. We have, over these years, forged within ourselves a well-grounded perception of what we wish 
to become as the Eastern Cape Department of Education. We have also envisioned what the Department is to be in the beginning years of this 
new millennium. Now, our dreams have become our collective will and inspiration as we embark on the arduous journey of departmental 
transformation.

In framing my comments, therefore, I wish to share with you the vision of the Eastern Cape Department of Education which now inspires us 
and which will lead us into the future:

* We want a Department of Education that is fundamentally concerned with the quality of service to our children in schools. Our department 
must prioritise the quality of teaching and learning in schools and the promotion of the welfare of learners.

* We want a Department of Education in this province where all our personnel have full capacity to undertake their assigned 
responsibilities and where they all have the material, financial, policy, and logistical resources to support them in what they do.

* We want an effective further education and training system which is responsive to the labour market and to economic needs and contributes 
more effectively to the human resource development strategy of the country.

* We want schools that are capable of managing themselves and of serving as centres of community life.

* We want an education system that is prepared to meet social and economic challenges, including the major challenge of HIV/AIDS.

* We want an organisational structure that is effective and efficient and which provides for strong local support and management of 
schools.


3. THE CONTEXT

There are challenges that stand in the way of us attaining our vision. But these challenges are not insurmountable. They must be 
communicated, however, so that all can have a full picture of the reality in which we operate. Let me discuss briefly some of the 
challenges which help to define our current context.

Challenges

First of all, I must say that I can be clear and confident of our resolve to succeed and of our collective commitment to transform. We know 
what we want; we know where we want to go. But I must also be honest in making you aware of the hurdles we must overcome. It is in striding 
over these hurdles and in surmounting our challenges that we will attain our vision. I will seek to construct a picture of our reality by 
outlining a few of these challenges below.

* We are challenged by the current quality of teaching and learning in most of our schools. The substance of this challenge is clear: poor 
and declining matric pass-rates; a breakdown of basic discipline in many of our schools and colleges; educators who are both under-
qualified and unmotivated; a lack of punctuality, proper lesson preparation, and proper record-keeping systems; low achievement scores in 
reading levels and low mathematical, scientific and technological literacy.

* We are challenged by an organisational structure and a set of administrative arrangements which do not serve us well. Lines of authority 
and the definition of responsibilities are not always clear. There are gaps in our lines of communication between provincial, regional and 
district offices and the schools and learners that we seek to serve.

* We are challenged by an inadequate communication infrastructure which makes us less efficient in converting policy prescriptions and 
guidelines into real action and achievements in our schools.

* We are challenged by the lack of adequate transport facilities for education officials which serves to further widen the gap between 
administrative offices and our schools and institutions.

* We are challenged by the huge number of vacancies for Education Development Officers (60%) and Subject Advisors (70%), which makes us all 
but irresponsible in being able to extend effective support to schools.

In addition to these, we have systemic challenges as well:

* Our human resource management systems are undermined by: the lack of a comprehensive framework for developing and managing our human 
resources; the lack of effective performance management systems; significant skills and capacity shortfalls; lack of clear and precise 
definitions of functions, roles and responsibilities of work units and individuals; and lack of an effective and up-to-date system of 
management information for personnel decision-making.

* Our financial systems are made less effective because of the low quality of management information that is available to our managers, the 
lack of clear budgetary responsibility and accountability, the inefficiencies in our systems of procurements and payments, and , in 
general, the lack of effective administrative systems for proper financial management and control.

4. FROM CHALLENGES TO ACHIEVEMENTS

In spite of the challenges I have just outlined, we have managed to lay a sound foundation the careful reconstruction of our education 
system. I must share with you the foundation we have laid for achieving what we have collectively envisioned. The bedrock of this 
foundation is represented in the process and the emerging outcomes of a comprehensive effort in strategic planning for departmental 
development.

Four critical plans have been formulated and are now in the process of finalisation: a comprehensive strategic plan for departmental 
development; a service delivery improvement plan; a plan for organisational restructuring and a comprehensive human resource plan. These, 
in addition to various programme implementation plans constitute the blueprint for building what will become the most dynamic, innovative 
and effective education department in the country. I promise you my colleagues, that when this journey is ended, the Eastern Cape will be a 
model of educational achievement, a seedbed for educational innovation and creativity, and a sustained source of inspiration for all those 
who are inclined to believe that the challenges faced in educational development are insurmountable.

For those of you who believe that my enthusiasm and that of my Department is misplaced and unfounded, I will take a moment to speak to you 
about the plans we have developed and the processes we have embarked upon in doing so.

Comprehensive Strategic Plan

The Department has undertaken a process of plan development that is both thorough in its approach to problem detection and analysis and 
inclusive in its involvement of educational personnel and stakeholders. This process of plan development has two core purposes: 
restructuring and redesigning the organisation and resources of the Department to address the priority areas for departmental 
transformation, and mobilising the will and efforts of Department officials in understanding, committing to and implementing the key 
priorities and objectives of the plan. Our plan must not only be technically precise and operationally feasible, it must be carried in the 
hearts and the minds of the people who must implement it.

After a series of workshops in which we sought to solicit the wisdom and creativity of our many stakeholders, we have produced a document 
which outlines the nine priority or focus areas for departmental development. In due course, this document will be complemented by a 
comprehensive plan document, a guidebook for plan implementation and a series of programmatic plans for directorates, district offices and 
schools. In effect, Mr Speaker, the development thrust of the Department will be clearly aligned from Head Office down to schools and 
communities. As a result, all our personnel who are expected to expend effort in developing our educational system, will have their 
mandates so clearly specified that their responsibility to us and to the public will not be subject to question or doubt.

Service Delivery Improvement Plan

The theme of our Strategic Planning process is "Seeking better ways to serve". We are serious about service; we want to become the essence 
of what Batho Pele means. We have identified our many clients and the services they receive, and we have formulated a body of service 
standards which we will strive to achieve. We know where we have to improve to meet our own standards of service delivery; we know that in 
many areas we have much to do; but we will not delay or hesitate in making our standard of service the hallmark of public service 
consideration and efficiency.

Plan for Organisational Restructuring

The most significant and most important initiative that is now being undertaken by the Department is the redesign of the Departments 
organogram. We must restructure ourselves to deliver effective and efficient support to our schools. The current gap between our 
administration and the availability of effective support for our schools in unacceptable. The current incapacity of most of our district 
offices because of poor infrastructure and insufficient resources will never serve us well. The current dependence of schools on 
administrative support and technical assistance which is hardly ever efficient and which, sometimes, is not even available must no longer 
be tolerated.

As a result of a wide range of input to our organisational restructuring we will overcome these problems. The focal point for 
administration in our educational delivery system will be the District office. The district office we envision will have the capacity to 
deliver effectively and efficiently. It will be our main point of action for recreating professionalism in education and promoting enhanced 
learner achievement in our schools. To attain this we will consolidate our current forty-one districts into to twenty-one newly constituted 
district offices, and we will, over time, phase out our six regional offices.

Comprehensive Human Resource Plan

We are now in the process of finalising our Human Resource Plan. After extensive analysis of our human resource capacity and deployment, 
and after seeking to bridge the resources of the current organogram with the requirements of the new organisation we envision, we have 
identified many human resource issues which undermine our efficiency. Few districts have sufficient professional staff to undertake full 
responsibilities for school support; many of our personnel are not fully prepared to meet the responsibilities they are assigned; and, 
among others, there are significant inequities in the manner in which our personnel are deployed. Our Human Resource Plan, therefore, is 
the vehicle through which we will rationalise the deployment and use of our personnel. Our Human Resource Plan is also the instrument for 
determining how, in practice, we will ensure that our new organisational structure meets the demands and requirements of the Department of 
Education we envision.

5. 2000/01 BUDGET

The detailed budget allocation to which I now wish to turn, Comrade Speaker, represents the policy choices we have made in our effort to 
give effect to the plans we have outlined above.

5.1 BUDGET ALLOCATION

Mr. Speaker, the Department of Education has emerged from a testing period as far as its finances are concerned. Insufficient budgetary 
resources have resulted in less than adequate allocations for education in schools. The effects of this situation have been manifest to all 
stakeholders in education. However, I want to proclaim to the Legislature today that we have turned the corner and can now look forward to 
less desperate times ahead.

In the forthcoming financial year the Department of Education will have significant funds available for non-personnel expenditure for the 
first time in three years. The size of the non-personnel budget is important as it provides the funding for essential teaching and learning 
materials and running costs in schools and other education institutions. Our allocation for non-personnel expenditure in 2000/2001 amounts 
to a total of R653,3 million. During each of the previous two years the available non-personnel budget has sunk to between R200 to R250 
million due to suspension of funds for debt repayment. In 2000/01 the Department will be able to devote its entire non-personnel budget to 
service delivery, resulting in increased availability of funds for schools.

The Department of Education has achieved control over expenditure, turning around over-expenditure of 991,2 million in 1997/98, to 
projected expenditure within budget for the 1999/2000 financial year. This has largely been achieved through strict controls on personnel 
expenditure. These controls have resulted in our expenditure on personnel being within budget for this year. I must pay tribute to my 
colleague, the MEC for Finance and Provincial Expenditure, and the members of his department for assistance provided in this regard. The 
additional appropriation of R616,9 million after transfers contributed in no small measure to this positive picture. The successes we have 
achieved in budget management of course come at a cost to service delivery in the sector. I do however believe that if we are able to 
address the remaining problems with regard to expenditure control, we will be able to provide for a rising floor of services over the years 
to come.

Significant progress has also been made in the payment of debt, which has been the principal factor reducing the non-personnel budget of 
the Department for the past two years. Departmental debt at the end of 1997/98 reached a peak of R1 143 million, which had reduced to R518 
million by the start of the 1999/00 financial year. Despite the additional burden imposed by rank and notch promotions during 1999/00, a 
further sum of R223 million was directed to debt repayment. The Department will therefore face an outstanding debt of R295 million, which 
brings the end of debt repayments within sight.

5.2 PERSONNEL ALLOCATION

The 2000/01 personnel budget has been prepared using data collected by district offices from schools and other institutions. A tremendous 
amount of effort has been expended collecting accurate data on the Departments 77 338 employees (December 1999). As a result the 
Department has a more complete picture of its personnel costs than ever before. Personnel costs have been correctly allocated to each 
programme in this budget. Previously many school educators were incorrectly allocated to non-school programmes, leading to personnel for 
these programmes being over budgeted. This problem has been corrected using the data that has been provided.

The correct allocation of personnel to programmes has however revealed that the personnel budget has sufficient funding to employ only 66 
151 educators in schools and colleges in 2000/01. In 1998 my predecessor declared a post establishment of 68 868 in schools and colleges. 
Since we have not been able to issue a declaration reducing this establishment, there are therefore 2 717 posts declared which are unfunded 
within the 2000/01 budget. This situation arose from the fact that posts that fell vacant were not being filled due the redeployment 
process. I have entered into discussions with my colleagues, in particular the MEC for Finance and Provincial Expenditure with a view to 
resolving this matter. The cost of funding these posts would be in the order of R245 million.

Provision has been made for 6 000 person months of substitutes, or 500 full time equivalent posts in 2000/01 at a cost of R32,5 million. 
Substitute posts will be allocated to regions and districts in proportion to the number of educators employed in each. It will be the 
responsibility of the regions to ensure tight management of the use of substitute personnel within an established policy framework and 
within the budget allocated.

During 2000/01 the Department will also prioritise the final quantification and payment of all outstanding personnel debts, including 
outstanding leave gratuities, retirement of over-aged personnel, and outstanding payment of allowances. The Treasury Reserve will be 
approached for the payment of these debts as they are finalised.

5.3 PROGRAMME ALLOCATION OF THE BUDGET

Mr Speaker, I now wish to set out the priorities that my Department will target within the budget allocated to each programme. The 
programme allocation of the budget for 2000/01 is as follows:

Administration and Management    R 254 312 000
Public ordinary school education         R 6 270 285 000
Private ordinary school education        R 10 223 640
Special Needs in Education       R 143 637 000
Teacher Education        R 172 624 000
Technical Education      R 105 694 000
Adult Education  R 97 649 000
Auxilliary Services      R 132 677 000
TOTAL    R 7 187 095 000
86,5% of the budget is devoted to education in state schools, reflecting the Departments core priority of providing quality education to 
learners from grades R to 9. Significant funds are also devoted to special needs in education, technical education and to the restructuring 
programmes of the Department in 2000/01, and it is to this programme allocation that I now wish to turn.

Programme 1 : Administration and Management      R254 312 000
Substantial funding is targeted during this year to improve the capacity and efficiency of management and administration, and to reform the 
organisational structure to improve delivery by implementing a new organogram. R7 million is provided for training of managers and 
administrators. This funding will support restructuring of the Department into 21 newly established education districts and a head office. 
Regions will be phased out and the administrative and management systems of the Department will become more efficient by linking directly 
from head office to district to school. The district will become the key point for local support by the Department to schools

The programme covers the office and administration costs of head offices, regions and districts. The 2000/01 budget allocation is divided 
into R187,2 million for personnel costs and R67 million for non-personnel costs, which will cover both staffing and office administration 
costs.

Programme 2: Public School Education    R6 270 285 000
The largest proportion of the Departments budget (86,5%) is allocated to the core priority of ensuring quality education in public 
schools. Improving teaching and learning in schools is at the centre of the Departments Strategic Plan, and includes disciplined management 
of schools, provision of quality materials appropriate to the new curriculum, and good local support systems for schools.

Public Ordinary Education under programme 2 includes all 6 152 public schools from grades R to 12. Grade R to 12 enrolment in the province 
was 2,31 million in 1999. Support provided to schools by Education Development Officers (EDOs) and the Directorate of ECD, General and 
Further Education is also included in the programme. A priority of the Department is to complete the filling of vacancies for EDOs during 
this coming year. EDOs provide the first rung of support to the school from the district office and a vital link from the school to the 
rest of the Department.

The 2000/01 personnel budget allocation of R5 833,8 million will be able to cover the cost of permanent and substitute educators up to the 
limits that I have just set out, and support staff and schooling development personnel. With an estimated 2 100 educators in special 
schools, colleges of education and technical colleges, the budget allocation at present can support an estimated 64 000 school based 
educators.

The 2000/01 non-personnel allocation for public schools is R436,4 million, a significant increase on the two previous years. These funds 
will be used to provide teaching and learning materials, to meet school running costs, and to fund support services. Conditional grant 
funds are included within this total. The budget will cover the following priorities.

Curriculum 2005 is at the core of providing relevant, outcomes based curricula, to produce creative and adaptable learners in schools. 
R74,7 million is budgeted for workbooks for the introduction of Curriculum 2005 to grades 4 and 8 in January 2001. R61,3 million is also 
budgeted for stationery for the compulsory education grades 1 to 9. Open tendering for learner support materials will continue to lead to 
the best use of resources by cutting prices. All learner support materials for the compulsory phase grades 1 to 9 are therefore fully 
budgeted, at an estimated total cost of R136,0 million. In line with our priority to improve the matriculation pass rate in the province, 
replacement of textbooks and stationery for matric learners in grades 10 to 12 is budgeted up to R25,2 million.

Telephone and municipal service budgets will be efficiently managed and controlled within budget limits. Telephone rentals in schools are 
fully budgeted by the Department to the tune of R1,1 million. Electricity and water bills in schools are also fully budgeted to a sum of 
R61,4 million.

Boarding and transport subsidies will be funded on an equitable basis throughout all regions of the province up to the budget limits for 
these subsidies; R15,0 million in the case of boarding subsidies and R6,4 million in the case of transport subsidies. Farm schools are 
currently the subject of investigation by the Department to ensure that schools are cost effective and to provide a future basis for secure 
funding, including the provision of equitable transport subsidies. R18,9 million will be provided for catering contracts in schools, again 
on an equitable basis between the regions.

The Department will start the process of implementing the Norms and Standards for Schools Funding in public schools by transferring 
responsibility for their budgets to the estimated 300 schools which we intend declaring in terms of Section 21 of the South African Schools 
Act. R5,4 million in transfers is budgeted for implementing this process.

A pilot project will be launched in the new financial year to implement the Norms and Standards for Schools Funding in a limited number of 
schools and districts in the Western region. The focus of the pilot will be to develop training programmes and financial and procurement 
procedures that can establish these pilot schools as responsible for their own budget. At the same time a programme will be developed from 
the pilot project to progressively implement the Norms and Standards throughout the province as schools reach the capacity to manage their 
finances.

Developing cost-effective methods of providing pre-primary education within our limited resources is also a priority for the Department. 
Per learner subsidies to pre-primary schools is a promising approach which we will investigate further. The Early Childhood Development 
pilot project, which is providing such subsidies, will be funded to the tune of R4.1 million.

Programme 3: Independent School Education        R10 223 640
The programme covers subsidies to 67 independent schools in the Province, with 15 445 learners. From April the Department will implement 
the Norms and Standards for Schools Funding in all independent schools in the province. Under the norms and standards subsidies will be 
provided on a progressive scale to independent schools servicing disadvantaged communities that can only charge low fees. Schools charging 
the highest fees will not be eligible for subsidy.

Programme 4: Special Needs in Education  R143 637 000
A key challenge for the special needs programme is to integrate learners with special needs within public schools wherever possible. 
Special needs advisers will be placed in Education Development Centres linked to new district offices. Funds will be targeted from the 
Conditional Grant to support the restructuring of special needs services through the EDCs.

The personnel allocation is R115,7 million, which covers the costs of special school educators, non-teaching staff and support staff. Out 
of the non-personnel allocation of R27,9 million, R18,8 million will be provided for transfer payments to the special schools to cover 
their running costs, learning materials and equipment.

Education to prevent AIDS is a key priority for the entire province. In addition to provincial and national resources, the Department is 
targeting R2,5 million for the HIV/AIDS prevention programme in schools. This comprises funding of education teams, educational materials 
and first aid kits.

Programme 5: Teacher Education   R172 624 000
During 1999/2000 Colleges of Education have commenced significant transformation. The 20 previous colleges have been rationalised into 4 
colleges that are recommended for absorption by the national Department of Education in 2001/02. Most existing education students have been 
transferred to these colleges, and 4 other colleges that will teach the remaining students for this year only. The remaining colleges have 
been disestablished as pre-service colleges and will now focus on in-service training to educators.

The orientation of the programme is therefore rapidly shifting to in-service training for teachers and away from college based pre-service 
programmes. An amount of R1,3 million has been provided for INSET by ex college of education lecturers working out of the new EDCs. Funds 
will also be provided from the Conditional Grant to support the restructuring of INSET into the EDCs. Teachers Centres will be absorbed 
within the EDCs to provide an integrated programme of INSET linked to the new districts.

The personnel allocation of R154,5 million covers the costs of all existing lecturers and support staff. Staff in disestablished colleges 
may be utilised in districts until they are transferred to the Education Development Centres (EDCs) linked to the 21 new education 
districts.

The non-personnel allocation of R18,2 million includes office and administrative expenses, stationery and equipment, telephones, 
electricity and services, catering and hostels, for the reduced number of colleges. Some of these funds will also be released for INSET as 
colleges and Teachers Centres are absorbed into the INSET programme of the Education Development Centres.

Programme 6: Technical Education         R105 694 000
Development of further education and training within the province and its integration into a framework involving business and civic 
organisations is a strategic priority for the Department, resulting in increased allocations this year for technical education. R200 000 is 
allocated for consultancies to prepare an integrated further education and training framework. Funds will also be provided from the 
Conditional Grant to support the new FET framework.

Budgetary resources in 2000/01 funding will increasingly be prioritised on a more limited number of institutions that will specialise in 
different training areas to ensure the best use of resources. Funds will be provided to reward the development of excellence in 
institutions.

R79,3 million will cover personnel costs of existing lecturers and administrative staff at technical colleges. R26,4 million is provided 
for non-personnel, representing a significant increase funding on the previous year. Non-personnel funding will be targeted to quality 
technical and commercial education in a more limited number of colleges. R11,0 million of this non-personnel funding is allocated to 
improve equipment within the colleges, especially for technical, commercial and computing subjects. Technical colleges have relied upon old 
equipment and expensive rented equipment, much of which requires replacement.

Programme 7: Adult Basic Education and Training  R97 649 000
The programme covers adult education and training, which is progressively being integrated with the National Qualifications Framework 
(NQF). A key priority for the Department is to improve the quality of adult education, ensure proper monitoring of the quality of courses, 
pass rates and the progression of learners.

R92,6 million is provided for personnel costs, R16,7 million of which is for full time ABET staff monitoring and supporting the programme 
and R75,9 million of which is for part time ABET tutors, mostly Department teachers and lecturers. The non-personnel allocation of R5,0 
million includes R2 million for the purchase of textbooks for learners, R600 000 for the training of ABET tutors to improve the quality of 
courses, and R200 000 for administrative support and transport to ensure proper monitoring of ABET courses. Conditional grant funds will be 
provided to ensure the restructuring of ABET support into the new education districts.

Programme 8: Auxiliary and Associated Services   R132 677 000
The programme provides support services to the education system, and comprises funding for physical planning, the Education Management 
Information System (EMIS), planning, policy and research, examinations and curriculum. R2,8 million will be provided to restructure 
education support services into the 21 new education districts and the Education Development Centres, focussing on equipment and the 
conversion of buildings.

Personnel costs in all these directorates will be covered at a cost of R70,7 million, which includes 40,7 million for part-time examination 
markers. Non-personnel funding of R62,0 million will cover the following priorities.

Funding for infrastructure development through the Directorate of Physical Planning will include R20 million to complete the existing 
school building and upgrading programme started in 1996/97, R2 million for the maintenance of non-grid electricity systems, and R6 million 
for minor maintenance and repairs in all regions.

Funds for EMIS are targeted to computer upgrading and networking and consultancy support to build the capacity to provide useable and 
accurate information to managers.

Fund totaling R21,7 million have been set aside to meet the running costs of the 2000 matriculation examination. More cost-effective 
options for providing examination centres and printing exam papers will be examined, while still maintaining the high standard of security 
and integrity of the examination that has been achieved over the last few years.

Funding of R5,8 million for curriculum development is focussed on teacher training and educator support materials to improve the 
implementation of curriculum 2005. The directorate will lead a substantial programme of training to support the extension of curriculum 
2005 to grades 4 and 8 in 2001.

5.4. CONDITIONAL GRANTS

R38 854 000 is allocated for the Conditional Grant from national funds in 2000/01. These funds will support the national framework of the 
Tirisano campaign launched by the National Minister of Education.. Within the province, conditional grant funds are targeted at five areas: 
support to curriculum development and curriculum 2005, educator professional development, improvement of education management, further 
education and training, and quality assurance. As I have just set out in my presentation of programme allocations, substantial resources 
will be devoted to organisational restructuring and systems capacity building, focussing on:

* Establishing Education Development Centres (EDCs) in the new districts to provide professional support and development to schools, 
educators and principals in the five conditional grant programme areas, and;

* Restructuring management and information systems in the new education districts to ensure that district offices are provide effective 
support to schools in the five conditional grant programme areas.

5.5. RING FENCED ALLOCATION

R55 million has been allocated to the Department from the Treasury Reserve for the renovation of disaster schools, the rehabilitation of 
dilapidated classrooms and for building new classrooms. The Department will be presenting a business plan to Treasury to motivate for these 
funds, which will be ring fenced for this purpose. With access to these funds the Department of Education will, for the first time in three 
years, have significant funds from its own resources to address the poor condition of schools in the province.

Within the ring-fenced allocation funds will be earmarked for the development of a multi-purpose secondary school for learners with special 
needs. This school is intended to serve the entire province.. The province has no dedicated facility for disabled secondary school 
students, many of whom are currently at home as other provinces have refused to enrol them. This will be the only new facility targeted 
from the ring-fenced allocation.

6. CONCLUSION

In conclusion Mr. Speaker , Honourable Members, addressing our systemic deficiencies is well on course. Our history teaches us courage and 
resilience. To embrace challenges and not to shy away from them, is the current motto of the department.

Mr. Speaker, the attainment of measurable educational outcomes cannot be achieved by the Department of Education alone. It requires that 
all managers of our institutions, and all educators, learners, governing bodies and constituencies in education, be dedicated and committed 
to the total reconstruction of our education system.

Our history of the struggle and the indomitable spirit of our people taught us that survival is not about fitness alone. It requires, 
perseverance, comradeship, collective wisdom and mentoring of one another. That will ensure that we stay on course, as we adapt to change 
whilst taking care of those displaced by it.

The ultimate challenge confronting us is that of turning words into action and ensuring that we deliver on our promises.

Legislators can and should become change agents in their respective communities by encouraging local schools to renew their vision, improve 
their discipline and mobilise their local resources to enhance their educational services in partnership with the department of education. 
Educational transformation does not begin with us. It begins in the hearts of the people in our schools and communities. Let us assist them 
and they, on our behalf, will transform themselves, their schools and their communities.

I THANK YOU.



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DATA ANNEXES

TABLES AND GRAPHS

Table 1: Department of Education budget and expenditure 1997/98 to 2000/01

Standard Item    1997/98 R000   1998/99 R000   1999/00 R000   2000/01 R000
         Budget  Expend.         Budget  Expend.         Budget  Projected Expend.       Budget
Personnel        5 015 427       5 936 044       6 245 926       6 330 176       6 589 776       6 295 374       6 533 809
Administration   217 449         76 086  43 079  54 351  25 689  35 235  88 740
Stores   395 801         294 459         180 823         184 335         132 253         102 090         201 564
Equipment        65 735  20 417  18 984  39 925  6 131   6 716   26 292
Land/Buildings   43 117  62 320  1 273   16 874  10 364  5 039   31 225
Prof. Services   92 601  345 322         285 293         256 994         109 664         108 315         136 100
Transfers        18 896  14 488  39 203  39 203  47 324  41 559  57 538
Miscellaneous    1 100   92 191  96 226  74 075  105 925         107 596         111 834
Total    5 850 129       6 841 328       6 910 807       6 995 933       7 027 126       6 701 924       7 187 095
N.B. All budgets up to 1999/00 include final appropriations. 1998/99 expenditure includes R464 million of debt repayment, mostly personnel. 
1999/00 expenditure excludes funds from the additional appropriation yet to be spent, including R223 million of personnel debt repayment. 
Final 1999/00 expenditure however will be within budget.



Table 2: Department of Education budget  programme allocation 2000/01

Programme        Allocation R000
Administration and management    254 312
Public ordinary school education         6 270 285
Private ordinary school education        10 224
Special Needs in Education       143 637
Teacher Education        172 624
Technical Education      105 694
Adult Education  97 649
Auxilliary Services      132 677
Total    7 187 095


Table 3: Personnel numbers, December 1997, 1998 and 1999

Type of appointment      Numbers
(Dec 1997)       Numbers
(Dec 1998)       Numbers
(Dec 1999)
1) Administration & Management
Officer permanent (including probation)  9 619   8 460   8206
Officer temporary        325     205     160
Sub-total administration and management         9 944    8 665   8366
2) Educators
Teachers permanent (including on probation)      68 163  65 129  66 655
Teachers temporary (including relief & part time)        6 117   5 153   2 317
Periodic remuneration & abnormal appointments    4 265   1 753   2 864
Sub-total educators      78 545  72 121  70 836
TOTAL PERSONNEL  88 489  80 786  80 202
N.B. Periodic remuneration and abnormal appointments consist mostly of part-time ABET lecturers and exam markers.



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