2012/13 BUDGET SPEECH - ANTON LEMBEDE dedicated to service and performance beyond the call of duty
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2012/13 BUDGET SPEECH
…dedicated to service and performance beyond the call of duty
ANTON LEMBEDE
21 MARCH 1914 - 2 AUGUST 1947KWAZULU-NATAL DEPARTMENT OF EDUCATION MEMBER OF THE EXECUTIVE COUNCIL MEC E.S. MCHUNU (MPP) BUDGET SPEECH 2012/13 1 Chairperson, may I acknowledge the presence of Colleagues in the Provincial Executive Chairperson and Members of the Education Portfolio Committee Honourable Members of the Legislature Members of the Diplomatic Corps Business Leaders Distinguished Guests Fellow Citizens Ladies and Gentlemen;
1. INTRODUCTION
The community of South Africa, particularly key stakeholders viz: learners, students, parents, teachers and government
as well as business and the general public are all in the Education Mood. The majority of children of school-going age
in KwaZulu-Natal is in school and/or wants to be in school – with the intent to learn.
The majority of teachers with their unions are always ready and prepared to teach. The majority of parents in KwaZulu-
Natal want to see their children in school being taught and learning. And most importantly, the Government of the
Republic of South Africa has made education an apex priority. The government wants to see learners, teachers and
parents as well as business and civil society – all pulling together just to ensure that every child and citizen of this country
is literate and well educated. This administration will stop at nothing to ensure that quality education is accessible to
every child in this country and in the Province of KwaZulu-Natal – we are passionate about this.
Chairperson, the strategic role of education today is echoed in the Medium Term Strategic Framework 2009 – 2014
which “…recognise(s) the importance of skills and education to enable every member of society to realize her or his
potential. Which in turn will ensure that all participate effectively in social and economic life – thus contributing to the
reduction of unemployment and inequality in our society…”
2
It is in line with this MTSF strategic role, that this department has captured its vision of creating “A well educated, skilled
and highly developed citizenry”. This vision will be achieved through the provisioning of equitable access to quality
education for the people of KwaZulu-Natal.2. OUR CORE BUSINESS AND PERFORMANCE : THE CRITICAL INGREDIENT
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The results show that the province has been gradually moving towards the high performance bracket. The number
of schools that fall within the 0-29% bracket has dropped from 344 since 2008 to 46 in 2011 which translates to
a 21.3% reduction. The number of under-performing schools between 0-60% dropped from 952 in 2008 to 629 in
2011 which is a 23% reduction. I will not dwell much on the details of these achievements since they are now history
– but I do want to state that we are working hard to ensure that even better results are produced in the year 2012.
The department will continue with provincial intervention programmes in an effort to improve on the quality in the
NSC outputs. Our objective this year is to do what we missed in 2011, that is, to improve on our 2010 matric results
by achieving more than 70,7%, moving on to 80% by 2014. As a province we have set ourselves the following
targets with regards to the matric passes for 2012:
Categories 2012 Targets
Bachelors 3 3 000
3
Maths 37 094 out of 64868
Science 26 947 out of 44689
Umkhanyakude being the lowest performing district in 2011 – along with those schools in other districts which
performed poorly, has been placed under a continuous intervention programme. At the beginning of the year, the
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non-performing schools in Umkhanyakude and later engaged local leaders including Amakhosi, local councils and
the community about the performance of these schools.
As the department, we have developed a bold Matric Intervention Plan which provides an approach to ensure that
all sections of the system are mobilized to contribute to enhanced performance in 2012. The four pillars of the MIP
are as follows:
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6XSSOHPHQWDU\WXLWLRQ2.2 Annual National Assessment (ANA)
Annual National Assessment (ANA) is a compulsory assessment for all public primary schools in South Africa.
It assesses performance levels in Numeracy and Literacy at Foundation Phase, Mathematics and Language in
Intermediate Phase. These tests will be written in September 2012, a development we welcome with both hands
as the department. The ANA results will be released at the beginning of 2013. The main focus of these tests is on
Grades 3, 6 and 9. In 2012, 1 642 902 learners in 5 591 schools, will be writing these tests.
It is important to emphasize that ANA is not intended for grade progression but merely a tool to measure attainments
among our learners in the GET band. Inter-directorate intervention strategies have therefore been developed to
address Learning Outcomes (LOs) and concepts that are problematic to learners e.g. reading, writing and counting.
This coincides with the introduction of CAPS which added a fourth subject at Foundation Phase which is English
First Additional Language.
Part of our intervention programme involves a quarterly random sampling of 200 schools in June which help us to
determine the effectiveness of our intervention programme while preparing learners for the national assessment in
September. With these extra measures, the department expects to achieve at least an average 5% improvement
in all ANA learning areas in 2012. These interventions will help to ensure that schools, districts and the province
achieve the set targets of 60% by 2014.
4
3. IMPROVEMENT OF THE CURRICULUM
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As part of curriculum improvement in our schools, the department introduced CAPS in the Foundation Phase and in
Grade 10 in 2012. More emphasis is being put towards developing the pedagogical content among our educators.
The department is continuously working on addressing the demands of CAPS by conducting workshops for SMTs
and for educators on content.
We have completed our training for CAPS with a total of 7 144 Grade 10 teachers and 13 111 Foundation Phase
teachers undergoing training for the implementation of CAPS. Teachers will also receive training for implementation
of CAPS in the Intermediate Phase and Grade 11 for 2013.
In preparation for the training of teachers, Subject Advisors in the province have already been trained. They will,
in turn, train teachers for the implementation of CAPS in 2013. Training for teachers will commence during winter
holidays and be completed during spring holidays. The department will further capacitate SMTs and post level 1
teachers. A budget allocation of R20 million has been set aside for this initiative./HDUQLQJDQG7HDFKLQJ6XSSRUW0DWHULDOV
Provision of quality textbooks and other learner and teacher support materials remain the primary focus of this
department in ensuring the delivery of quality education. As such, the department allocation for LTSM has increased
substantially to R1.036 billion for 2012/13 for all public ordinary schools. The department has purchased 3.1 million
units of CAPS material for its implementation at a cost of R199 million for the current year.
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to initiate a plan of improving delivery of other LTSM needs in poorly resourced areas. Schools will now procure
textbooks only to top up where need arises and where there is a shortfall. We have developed a management plan
that will ensure that all 2013 LTSM is in schools by the end of 2012.
3.3 Workbooks
A total of 11, 7 million numeracy and literacy workbooks have been distributed to 5 929 schools for the 2012/2013
academic year. The use of workbooks at home is being done as part of the implementation of homework policy.
Workbooks are an integral part of a Turnaround Strategy and Academic Performance Improvement Plan. District
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numeracy workbooks in all schools in Grades 1 to 6 – in conjunction with Foundation for Learning Programmes in
Grades 4 to 6.
5
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As part of improving curriculum delivery in the province, the department is in the process of refurbishing 93
workshops at 32 technical high schools. Furthermore, we are constructing 15 new workshops at 6 technical high
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We will be also be supplying and installing equipment, tools and machinery at 113 workshops for Engineering
Graphics and Design, Electrical, Mechanical and Civil Technology.
198 teachers will also be trained in practical methodologies in all aforementioned subjects.
Technical High Schools benefiting from Recapitalization Programme
Lihlithemba THS – Ilembe* Ferrum SS - Amajuba Ogwini CHS - Umlazi
Isinyabusi THS – Ilembe* George Campbell - Umlazi Phangifa Comtech - Uthungulu
Chief Justice Nxumalo – Umkhanyakude* Inanda Newtown – Pinetown P hoenix Technical - Pinetown
Chief Ngonyama – Ilembe* I nkosi uMdibaniso - Ugu Sarel Cilliers HS - Umzinyathi
Singisi – Sisonke* KwaMakhutha SS - Umlazi Sibusisiwe SS - Umlazi
Enkomokazini – Uthukela* Linpark HS - Umgungundlovu S ivananda Tech - Pinetown
Clairwood SS - Umlazi M eadowlands S - Umlazi S tanger ML Sultan - Ilembe
Edendale Tech - Umgungundlovu M L Sultan – Umgungundlovu T ysand Tech - Uthungulu
Emkhayideni Tech - Uthungulu N omathiya SS - Umkhanyakude U mlazi Comtech - Umlazi
Umlazi Fairvale - Umlazi N qabakazulu SS – Pinetown V ryheid Comprehensive - Zululand
Zibukezulu Tech - Umgungundlovu W ybank SS – Pinetown
* Schools receiving 15 new workshop s'LQDOHGL6FKRROV
Dinaledi grant aims to promote the teaching and learning of maths and physical science. There are 88 secondary
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with mathematics and science kits, laboratories and consumables, study guides and they are further provided with
broadband connectivity complete with e-content. The budget allocation for the Dinaledi grant is R17.5 million
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The QLTC is a national intervention seeking to improve the quality of teaching and learning in schools. The 2012
Programme of Action for QLTC mobilizes all stakeholders at all levels, within and outside education, to contribute
to the intentions of the non-negotiables and QLTC principles.
We wish to congratulate our parent community for the success and smooth running of the School Governing Body
elections in March this year. Of the 5 954 schools in the province, 5 944 successfully conducted their SGB elections.
The remaining 10 schools will have elected their SGBs by the 23rd of June 2012. So far 20 901 principals, parents,
educators and learners serving on SGBs have gone through an induction programme. This is an indication of the
level of commitment of the parent community in availing themselves to be part of the delivery of quality education
in our schools.
6
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like closure of school gates, insults etc. when there are problems. Sitting around the table is still the best and most
progressive way of resolving school problems.
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A series of in-service training workshops will be held to uplift the level of understanding and teaching for those
teachers who are challenged in learning areas, mainly Mathematics and Physical Science. A budget of R60 million
has been set aside for these initiatives.
Furthermore, 12 000 educators will be engaged in Continuing Professional Teacher Development (CPTD) advocacy
and teacher signup will be done with SACE for purposes of professional development activities in order to earn
professional development points with a budget of R5 million allocated. A programme to revive and enhance subject
committees in schools to enhance teacher development and teaching of subjects is underway. All schools are
expected to have fully functional subject committees.
The Department will also invest R2 million in 1000 educators who will be conducting action research seminars
in 2012/13. Moreover, another R3 million will be used for developing 6000 educators on English First Additional/DQJXDJH ()$/ DQGDIXUWKHUWHDFKHUVRQ/DQJXDJH3UR¿FLHQF\$FURVVWKH&XUULFXOXP /3$&
The Department will conduct capacity building workshops for 6000 educators on Educator Professionalism as
informed by the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED)
2011 and Action Plan to 2014 to 2014 Towards the Realisation of Schooling 2025. The same cohort will receive
training on the Code of Professional Ethics for Educators on a budget of R5 million.
The Department will ensure that development and support on the policies, processes and procedures for managing
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educators including ward and circuit managers, Deputy Chief Education Specialist, Deputy Directors and other
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4. RESILIENT FAULT LINES OF THE PAST
The destruction of education of the past for Black people in South Africa, particularly, that of indigenous Africans,
produced a poisonous and unworkable systems, practices and tendencies that we now have to confront and
remove. We can not be beaten continuously beyond this point.
7
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In order to ensure improved curriculum delivery in our schools, the department is in the process of implementing the
new organizational structure. There is now sharper focus on districts and circuit management, as these are at the
coalface of education delivery. This arrangement should assist the department in dealing with the fault-lines of the
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Part of management problems stem from the categorization of schools in a way that does not follow policies of the
Department of Education which states that public ordinary schools are divided into primary and secondary schools.
According to the National Education Policy Act of 1996 and subsequent education guidelines, public ordinary
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Currently there are primary schools that have four grades or less while others have up to nine grades – sometimes
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8 or 9. Clearly this situation is untenable as it creates serious management problems in the system. We will be
taking initiatives to review the status quo on a number of these issues including some school names.&XUULFXOXP'HOLYHU\LQ6FKRROV
Our focus on districts and circuits should enable the department to curb tendencies that are inherent in the system.
Some of these tendencies include failure to effectively manage late-coming and absenteeism of both teachers
and learners, sluggishness in dealing with problems before they escalate to crises, poor performance as well as
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particularly late-coming and absenteeism.
The core business of the department of education is curriculum management and delivery in schools. Unless
we have undivided focus on improving teaching and learning in schools, the targets we have set ourselves will
remain a pipe-dream. Teachers must thoroughly prepare their lesson plans, assess at the correct level while SMTs
must manage curriculum delivery effectively. Curriculum management also involves ensuring that teachers teach
according to work schedules; that they cover the syllabi in time; that they give adequate class-work and homework;
and that they mark workbooks and corrections. Subject advisors are expected to continuously give adequate
support to teachers.
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There is no substitute for a good teacher in a classroom. The fact that teachers’ salaries come from programme 2
which has the highest budget allocation of R29 526 billion, of the department, clearly illustrates the importance of
8
the teacher. It is commonly known that we have an acute shortage of teachers which necessitates an urgent state
intervention as has happened.
A clear programme has since been put in place to accelerate teacher training in the province. We are currently
looking at potential sites where teacher training could commence in 2014. There is a commitment by schools of
education attached to universities to increase uptake in teacher training for gateway subjects such as maths and
science.
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number is a far cry compared to the annual attrition rate of over 4 000. The Department aims to increase the
PGCE intake to 600 in 2012/13. Furthermore, the department will embark on recruitment and monitoring campaign
targeted at students with Bachelor’s Degrees from the Higher Education Institutions (HEI) in KZN. The aim of
recruitment and monitoring is to get 800 students with Bachelor’s Degrees to take up teaching by registering for
PGCE in 2013.
This initiative is expected to cost the Department R16, 2 million. Further, 400 B.Ed. students will be provided with
bursaries to the value of R20 million. To enhance the quality of teachers, a further 600 more teachers from our
current teaching corps will be enrolled in the ACE specialization programmes at a cost of R19,4 million, as well ascapacitate 300 principals on ACE leadership which is expected to cost in the region of R18 million.
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The department has been experiencing challenges with regards to the ability of the schools utilizing the funds
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department has embarked on road shows in order to obtain the concurrence of the School Governing Body
Associations, under the banner of Quality Learning and Teaching Campaign, to consolidate the buying power of
schools with a view to procuring classroom equipment. The focus in the current year will be on 3 785 schools with
a view of rolling out in the future years.
The basic equipment includes a white board, high-end laptop, a high-end personal computer and a projector. An
additional budget allocation has been made available to cater for laboratory consumables, Maths and Science
dictionaries as well as wall charts for all Foundation Phase classrooms. The availability of textbooks and stationery
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9
document.
This document hopes to address the contextual factors in the prioritization, planning and delivery of school
infrastructural needs. It must be remembered that whilst the department is addressing current needs, there are
historical backlogs that must still be attended to. In this regard, we continue with the provision of more classrooms,
water and sanitation (toilets), computer rooms, laboratories and media centres at existing schools.
All new and existing primary schools that are now constructed and/or upgraded have ECD classrooms built as part
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to districts. This is in line with the department’s aim to improve district functionality and also to ensure that schools
receive timeous support from districts.
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The continued existence of dilapidated and improper structures is a contradiction in our quest for quality education.
In 2012/13, 17 new schools will be built which includes replacing some of the existing old and improper ones. Most
of these schools are found in rural and under-developed parts of KZN, which is why Indumo Comprehensive High
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for effective teaching and learning. There is also an attempt to ensure sporting facilities in all new schools.0DQDJHPHQWDWDOO/HYHOVRIWKH'HSDUWPHQW
7KHPDLQWDVNRIDOORI¿FHEDVHGRI¿FLDOVLQFOXGLQJWKH+2'DQG0(&LVWRPDQDJHDQGHQVXUHHIIHFWLYHDQG
HI¿FLHQWPDQDJHPHQWDWDOOOHYHOV DQGLQDOODVSHFWVRIWKH'HSDUWPHQW)RUQRZRXUOHYHORIPDQDJHPHQWLQVRPH
cases is exhibiting stress.
Our management has to deliver stability and progress among all stakeholders in education, in individual schools
and satisfaction among our employees in particular.
5. FINANCE
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on the right direction. In particular, our Supply Chain Management processing requires strengthening and we
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accountability. We are aware however, that we need to improve in various aspects, including increasing personnel
because of the size of our budget.
6. POLICY REVIEW
10
Our policies are once more in the dock, with earnest discussions very much underway in the country. It is impossible
to guess the outcome but we would really like to see the review of quintiles, criteria for grade progression, labour-
related matters, to name but a few. The debate is open; let us engage for the good of our education system in the
country.
7. CURRENT POLITICAL COMMITMENT OF OUR GOVERNMENT TO THE PEOPLE OF SOUTH AFRICA
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NSNP will in 2012 provide nutritious meals 2 171 071 learners in quintile 1, 2 and 3 primary and secondary schools.
A deviation was however granted by the Department of Basic Education so that the department may continue to
feed some primary schools in quintile 4 and 5. A budget allocation of R1.151 billion has been set aside for this
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Part of the aim of the NSNP is to help with poverty alleviation in local communities therefore, community-based
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commenced in January and February 2012. As such, new initiatives for improving the income earnings of poor
households through the NSNP are as follows: 5HGXFHHQUROPHQWDOORFDWLRQSHUVHUYLFHSURYLGHUWRDPD[LPXPRIOHDUQHUVDQGLQFUHPHQWDOO\UHSODFH
SMME’s with Local Cooperatives.
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/LPLWVHUYLFHSURYLGHUVWRWZRFRQVHFXWLYH¿QDQFLDO\HDUVZLWKWKHVDPHVFKRROVFKRROV
$GYHUWLVHVHUYLFHVORFDOO\WKURXJKSXEOLFQRWLFHVRQWKHORFDOQHZVSDSHUVUDGLRFLUFXODUVDQGQHZVOHWWHUV
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opposed to schools. The evaluation committees will include district forums.
The NSNP is fraught with rampant corruption therefore, the department will be conducting an intensive audit of
service providers throughout the province. Furthermore, the department together with Ilembe District Municipality
is piloting a model that will empower co-operatives that will supply schools with locally-produced fresh vegetables.
If successful, this model will be replicated throughout the province.
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As part of the government’s commitment to the promotion of access to education, the number of no-fee schools
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programme stands at 1 872 025. This puts at nearly 80%, the number of no-fee schools in KZN and as such,
11
R1.637 billion has been set aside as per the Norms and Standards to cater for all No Fee Schools. The challenge
facing the department is whether we should go beyond the 80% mark.
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In line with Government’s priority of delivering quality service to all in South Africa including rural areas, the
department, through its organizational review, created a new directorate that will focus on rural education. As such,
the main focus of rural education is knowledge, physical and socio-cultural access.
The department will ensure the delivery of academic and infrastructure programmes that are of the same quality
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will be deployed in rural schools.
We are placing special emphasis on recruitment of teachers through Fundza Lushaka Bursary Scheme. These are
teachers with high content knowledge – who will bolster the quality of performance and improve learner attainments
in rural schools.
KZNDoE has taken a principled decision to close down all illegal so-called satellite schools which are pervasive inrural areas. Multi-grade teaching is another area that rural education will focus on eradicating.
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A total budget allocation for 2012/13 of R771.9 million has been set aside for this programme. Of this amount
R533.9 million has been allocated for schools with Grade R, R116.3 million for Grade R classes in community
centres and R108.8 million to cater for the Pre-Grade R which is the 0-4 years category. The remainder of the
budget will take care of the Human Resources requirements of the programme.
We are partnering with the Department of Social Development in launching the Early Childhood Education for
ages 0 to 4. There is empirical evidence that children who start schooling earlier tend to perform better in formal
education. We are therefore appealing to communities to establish informal learning centres to cater for the 0 to 4
year-olds.
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A total of 32 513 Nated course students while a total of 29 076 NC(V) students have been enrolled since 24th
February 2012 in all FET colleges in KZN. In total, for the two mandatory programmes (Nated and NC(V), 61
589 students have been registered. 32% and 42% respectively, of the registered NC(V) and Nated enrolled for
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R375 million has been allocated for college student bursaries to cover both Nated and NC(V) Programmes.
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A budget of R163 881 million will cater for this programme of which R148 510 goes towards the compensation of
employees and R13 689 million goes towards goods and services. MTSF priority on Mass Literacy Campaign aims
to have 50% of illiterate South Africans read and write by 2014. The Department also aims at increasing the number
of AET level 4 learners who pass and qualify in progressing to Further Education and Training (FET) Colleges by
1000 to reach 59 000 in 2012/13.
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Public Adult Learning Centres (PALCs). The matter is however receiving urgent attention from the Department in
consultation with uMalusi. There is also a move at National level to address the issue of conditions of service of
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7KHSURJUDPPHIRU$(7LQWKH¿QDQFLDO\HDUZLOOLQFOXGHWKHHVWDEOLVKPHQWRI/HDUQLQJ$UHD&RPPLWWHHV
in all districts, development of an improved strategy for Levels 1-4 on formative and summative assessment and
the development of the Information Management System./HDUQHU7UDQVSRUW
Learner transport is provided in 11 districts and iLembe district is the last district to receive this service by 31 May
2012. In compliance with the directive of the Provincial Government, some functions of Learner Transport have been
transferred to the Department of Transport, effective from 1 September 2011, with the concomitant budget. The
GHSDUWPHQWKDVFRQGXFWHGDFRPSUHKHQVLYHDXGLWRIUXUDOOHDUQHUVZKRVKRXOGEHQH¿WIURPWKHOHDUQHUWUDQVSRUW
SURJUDPPH7KLVVWXG\KDVUHYHDOHGWKDWOHDUQHUVVKRXOGEHEHQH¿WLQJKRZHYHUGXHWRODFNRIVXI¿FLHQW
funding the provision of learner transport in 2012/13 will be limited to 21% which translates to 15 600 learners.
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In line with Education White Paper 6 on Building an Inclusive Education and Training System as well as the
department’s goal of increasing access to education for all learners, particularly for learners experiencing barriers
to education, the department continues the roll-out of inclusive education. The provision of this project is provided
for under Public Special Education with a total budget allocation of R1.1 billion.
To date there are 74 designated full-service schools, which means that learners with lower levels of disability can
be accommodated in ordinary public schools. 13 Special schools are resource centres that cater for moderate to
high levels of support respectively and are thus able to assist schools with more needs. Progress in this regard is
demonstrated by the 1 225 institution level support teams, 27
13
circuit-based support teams and 12 district-based support teams, throughout the province.
Notwithstanding the strides that have been made with respect to granting access to learners with disabilities,
indications are that 34 964 learners with disabilities are still out-of-school. The department is therefore working to
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To realize the vision with respect to inclusive education, an additional 50 ordinary schools have been designated as
full-service schools and 26 special schools have also been designated as resource centres for the 2012/13 Medium
Term Expenditure Framework. This brings to 100, the number of full-service schools in the province.
Five (5) special schools are being built in rural areas to the value of R360 million in the districts of Umkhanyakude,
Othukela, Sisonke and Uthungulu over the MTEF. A further R60 million has been allocated for special schools
upgrades and renovations.
6FKRRO6SRUWV$UWVDQG&XOWXUHDQG2014. The MEC for Education and MEC for Sports, Culture and Recreation, Mrs Ntombikayise Sibhidla-Saphetha
will sign a Memorandum of Understanding in the near future.
+,9$,'6/LIHVNLOOV 0\/LIH0\)XWXUH&DPSDLJQ
The funding for the HIV/Aids project will come from a conditional grant for which a budget of R46.8 million has
been set aside. This project takes us a step closer to realizing Goal 25 of the Action Plan to 2014 ;Towards the
Realization of Schooling 2025, which requires that schools are used as locations to promote access amongst
children to a full range of public health and poverty reduction interventions.
To achieve these goals, the Department has launched the “My Life My Future! Campaign” which is a holistic and
integrated programme, designed to effectively bring about change of attitude and behavior in order to arrest the
social ills that negatively impact on the well-being of learners, educators and other school staff.
In keeping with good practice in community interventions with young people, this campaign will be implemented
within existing family, school and school community structures. The campaign aims to capacitate parents, educators
and learners to work towards the common goals of an inspired healthy life where young people have the courage
and motivation to work towards their dreams.
14
VFKRROFRPPXQLW\PHPEHUVPRELOL]HGWRVXSSRUWDQGSDUWLFLSDWHLQ³0\/LIH0\)XWXUH´ 0/0)
campaign focusing on Prevention of HIV infection, teenage pregnancy, substance abuse, and other social ills.
607 6*%PHPEHUVWUDLQHGLQWKHGHYHORSPHQW LPSOHPHQWDWLRQRI0/0)VFKRROSODQVIRFXVLQJRQ
Prevention of HIV infection, teenage pregnancy, substance abuse, and other social ills.
HGXFDWRUVWUDLQHGLQWKHLPSOHPHQWDWLRQRI0/0)VFKRROSURJUDPPHVIRFXVLQJRQ3UHYHQWLRQRI+,9
infection, teenage pregnancy, substance abuse, and other social ills.
OHDUQHUVWUDLQHGDVSHHUHGXFDWRUVLQWKHLPSOHPHQWDWLRQRI0/0)WKURXJKOLIHVNLOOV 65+
FXUULFXODU FRFXUULFXODUSURJUDPPHVIRFXVLQJRQ3UHYHQWLRQRILQIHFWLRQWHHQDJHSUHJQDQF\VXEVWDQFH
abuse, and other social ills.
OHDUQHUVEHQH¿WLQJIURPFDUHDQGVXSSRUWVFKRROSURJUDPPHVDLPHGDWPLWLJDWLQJWKHLPSDFWRI
HIV and AIDS.
VFKRROVVXSSOLHGZLWKUHOHYDQWDQGDJHDSSURSULDWH6H[XDO5HSURGXFWLYH+HDOWK/760
,QWKHVDPHYHLQRUSKDQVDQGRWKHUYXOQHUDEOHFKLOGUHQ 29& KDYHEHHQLGHQWL¿HGDQGDUHEHLQJVXSSRUWHG
WKURXJKWKH+,9DQG$,'6FRQGLWLRQDOJUDQWDQGZLOOEHQH¿WIURPDQDOORFDWLRQRI5PZKLFKZLOOEHWUDQVIHUUHG
directly to schools.8. PARTNERSHIP WITH STAKEHOLDERS
In line with department’s commitment to accelerate infrastructure development, we are in a process of
establishing partnerships with private companies, business enterprises and organizations such as Shanduka and
Kagiso Trust. Through these partnerships, the department aims to build and augment infrastructure and resources
at schools that persistently perform well and those with the potential to improve. The department is currently
HQJDJHGLQ¿QDOL]LQJFRQWUDFWVZLWKWKHVHRUJDQL]DWLRQV2WKHUEXVLQHVVHQWHUSULVHVWKDWZHDUHSDUWQHULQJZLWK
include Nestle and African Access.
We have also come up with a concept of Model Schools wherein we will identify schools that have consistently
performed well and target them for upgrading and refurbishment where necessary.
Where there’s need for infrastructure we provide all that is required. This would be the Department’s way of
rewarding excellent performance. But the Department does not have enough money required to do this – we
therefore would need to partner or request sponsorships from private companies to make this a reality. It is a
strategy we think will work on a number of levels.
While addressing the backlogs that we have in the province with regards to infrastructure, it will also help encourage
those well-performing schools to continue to excel. At the same time, we hope it will give under-performing schools
15
the encouragement to aspire to do better knowing, excellence pays in the Province of KwaZulu Natal. We are
therefore appealing to companies and business enterprises to partner with us in these efforts to deliver quality
education for future generations and for the betterment of this country.
9. BUDGET ALLOCATION
7KHEXGJHWIRUWKHILQDQFLDO\HDUIRUWKHGHSDUWPHQWLVGLVWULEXWHGDVIROORZV:
Programme Reference Programme Definition Amount
Progrmme 1 Administration R 1.548 billion
Programme 2 P ublic Ordinary Schools R 29.526 billion
Programme 3 I ndependent Schools Subsidies R 66 million
Programme 4 P ublic Special Schools R 1.087 billion
Programme 5 F urther Education and Training R 844 million
Programme 6 A dult Basic Education and R 164 million
Training
Programme 7 E arly Childhood Development R 772 million
Programme 8 A uxilliary and Support Services R 756 million
TOTAL R34.764 billion10. CONCLUSION
May I take this opportunity to appreciate all your concerns and that of the public. Education is an issue that evokes
emotions; it questions our morals and calls for our consciences to a higher order. It is for this reason that we
genuinely agree with President Jacob Zuma that education is a societal issue. I must appreciate the support of our
business sector, we know they can do more and more of them are invited to come on board. On our side we are
and will do all in our power to improve education in our province; it is the future of our nation.
Thank You Chairperson.
16PHYSICAL ADDRESS: 247 Burger Street, Anton Lembede House, Pietermaritzburg 3201 POSTAL ADDRESS: Private Bag X9137, Pietermaritzburg, 3200, KwaZulu-Natal, Republic of South Africa
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