KEY TRENDS IN EDUCATION SPEND
KEY TRENDS IN EDUCATION SPEND
SPECIAL SCHOOL EDUCATION PROGRAMME TABLE 13: Provincial budgets for public special school education programme (R1000) 2009/10
MAIN
Eastern Cape Free State Gauteng
KwaZulu-Natal Limpopo
Mpumalanga
Northern Cape North West
Western Cape Total
APPROP. 505917
235666 947596 539352 211425 160262 73301
171134 544597 3389250
ADJUSTED APPROP.
457237 247065 1002735 553251 211425 161262 75584
171274 585798 3465631
REVISED ESTIMATE
435947 246835 1095657 586280 211425 161262 70823
171274 585798 3565301
TABLE 14: Provincial budgets for early childhood education programme (R1000) 2009/10
MAIN
Eastern Cape Free State Gauteng
KwaZulu-Natal Limpopo
Mpumalanga
Northern Cape North West
Western Cape Total
APPROP. 367316 80555
309146 336299 228615 96922 63350
193156 313468 1988827
ADJUSTED APPROP.
307816 82122
280785 326704 171515 97922 58284
194503 305489 1825140
REVISED ESTIMATE
290486 82122
280785 264963 144116 97922 50337
194503 305489 1710723
528492 95738
557541 598678 237423 124553 47930
209020 342657 2742032
470677 265569 1196701 772903 251564 194635 82343
218948 688112 4141452
allocating 32 assistive devices to the centres;
2010/11 2011/12 MEDIUM-TERM ESTIMATE
643234 298523 1403680 1007616 261992 258390 89659
248359 807069 5018522
676252 313452 1404006 1057997 277710 203673 96543
268981 853529 5152143
2012/12 n providing transport to 15 special schools;
n providing training for district-based support teams in all 23 districts on the screening and support of learners with barriers to learning as well as training of 50 teacher aids and housemothers on child care;
n providing training to 40 educators in special schools and full service schools in communication systems and basic sign language.
2010/11 2011/12
MEDIUM-TERM ESTIMATE 652168
100978 660215 722054 249253 155718 51655
224109 363593 3179743
2012/12
676000 105717 679843 758157 267750 134667 55673
239553 384764 3302124
Full service schools are referred to by most provinces. These are mainstream schools that provide sufficient services to cater for children who do not require high levels of support. At least some of the costs asso- ciated with this might fall under the public ordinary schools programme for some prov- inces. Several provinces also refer to estab- lishing special schools as resource centres.
KwaZulu-Natal notes that it is focusing on making provision for under-serviced rural areas in that currently more than 60 of the registered special schools are in urban ar- eas. It also notes the problem that some of the registered schools only cater for par- ticular disability categories, thus denying ac- cess to children with other disabilities.
Mpumalanga refers to the allocation for 2010/11 of a conditional grant for upgrading of school infrastructure in respect of special schools. It is not clear which grant this re- fers to unless the province has allocated part of the provincial infrastructure grant for this purpose. Western Cape notes the need to “rationalise” special schools to promote ac- cessibility, but it is not clear what this means.
Many people might think of the special schools sub-programme as catering only for children with disabilities. The provincial narratives for this sub-programme include some references that highlight that this conception is too narrow. For example,
Eastern Cape refers to out-of-school chil- dren as a target, while KwaZulu-Natal re- fers to children in trouble with the law. The narratives do not elaborate on the form of provision provided for these categories of children, but the KwaZulu-Natal reference would be to reform schools and schools of industry.
The responsibility should in the near future be shifted to the departments of social de- velopment. It is not clear whether these categories of children are provided for in the calculation of subsidies. Reform schools and schools of industry are not mentioned in the other provinces’ budget votes for education.
The patterns in respect of the standard per- formance indicator for special education within the public ordinary schools programme show distinct variations across provinces.
EARLY CHILDHOOD DEVELOPMENT PROGRAMME
Table 16 gives the allocations for the Early Childhood Education programme. Within the education departments, the focus with- in ECD is on Grade R, the year prior to Grade 1, while social development bears the main responsibility for provision in re- spect of younger children.
The programme accounts for a small share of the overall provincial education budgets, but the share has increased markedly over time. By 2012/13 it is set to be 2,1% of the combined education budgets whereas in 2006/07 it accounted for only 0,7%. Gus- tafsson (2010), finds this increased spend- ing reflected in a rapid increase in the pro- portion of children benefiting from Grade R education.
For example, 80% of learners enrolled in Grade 1 were reported in the National Income Dynamics Survey of 2008 to have
previously attended pre-primary or Grade R classes, whereas this was only 60% for Grade 4 learners.
All provinces recognise ECD as a national priority in their budget books. Earlier in the decade a conditional grant was provided in respect of ECD. After the grant ended in 2004, provinces continued to provide for ECD on an expanded scale.
Most provinces refer to the training provid- ed to educators in terms of the various levels of the National Qualifications Framework. Several note that this training is provided for as part of the EPWP. Free State details an amount of R5,0 million for training and payment of stipends for pre-Grade R prac- titioners, alongside a much larger amount of R52,6 million for expansion of Grade R.
KwaZulu-Natal is unusual in funding learn- ers – 90 in 2009 and a planned 100 in 2010 – for a Bachelors of Education degree un- der this programme. In reviewing 2009/10, KwaZulu-Natal report training of 3 418 ed- ucators in the integration of life-skills into the curriculum, lay counselling, care and support, and 579 learners in peer educa- tion. By March 2010, about 3 000 Soul Bud- dyz Clubs had been established in primary schools.
In addition, 1 200 schools with high preva- lence of orphans and vulnerable children (OVC) were each allocated a budget of R12 000 for care and support of OVC.
Schools are expected to provide services such as a focussed life-skills programme, psycho-social support and nutrition de- pending on the particular needs.
PERFORMANCE INDICATORS
Table 17 extracts the indicators relating to number of learners. Unfortunately Free State does not include an indicator for the total number of learners enrolled in public
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CHAPTER 2 | GOVERNANCE AND FINANCE
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