KEY TRENDS IN EDUCATION SPEND
EDITORIAL
TABLE 15: 2010/11 targets in respect of number of learners NUMBER OF LEARNERS
EC
Enrolled in public ordinary schools*
In schools targeted by NSNP % of all learners
Benefiting from no fee school policy
% of all learners
With special needs enrolled in public ordinary schools
Benefiting from transport subsidies / learner transport
% of all learners 2042081 1341131 66% 1680652 82% 19731 _ _ * Eastern Cape notes that this number excludes Grade R.
TABLE 16: 2010/11 measures in respect of number of school infrastructure EC
Schools without water supply Schools without electricity
Schools without sanitation facilities * Number to be supplied in this financial year
ordinary schools. For the other provinces we can calculate the percentage of learn- ers that other indicators – such as for the NSNP, travel allowance, and no-fee school – constitute of the total and these were discussed in the relevant sections above.
For example the table indicates that North- ern Cape records the highest percentage of learners being reached by the NSNP (91%) and transport subsidies or learner trans- port (7%), while Eastern Cape records the highest percentage (82%) of learners being covered by the no fee school policy.
These patterns are, at least to some extent, explained by the differences between the provinces. For example, it is appropriate that
Eastern Cape – which is one of the poorest provinces – has a very high percentage of learners covered by the no fee school pol- icy, and also appropriate that the vast geo- graphical Northern Cape provides transport assistance to a relatively high percentage of learners.
Less clear is why Northern Cape should outperform poorer provinces in respect of the NSNP and why North West should have a higher percentage of children bene- fiting from the no fee policy than the poorer KwaZulu-Natal and Limpopo.
Most of the performance indicator tables also contain indicators relating to inadequate infrastructure, such as the number of schools
targeted to be supplied with adequate water, electricity or sanitation, or the number with- out adequate basic services.
Table 18 lists three indicators that are found across most of the provinces. Gauteng re- cords that none of its schools are lacking in any of the three types of infrastructure. Northern Cape includes these indicators in its list but has no estimates recorded. The patterns vary widely across the other prov- inces. Eastern Cape records the highest number for lack of water supply, but the book records that these will all be supplied in the coming year. Limpopo has the highest number of schools without adequate sanita- tion facilities, while KwaZulu-Natal performs worst in terms of electricity.
661* 171* 661*
FS 54 25 35
FS _ 14252 _ 503594 _ 14252 6115 _
GT 1737445 670000 39% 850000 49% 2713 49489 3%
KZN 2497663 1845000 74% 1352721 54% 13000 13000 1%
LM 1700700 1282763 75% 1121255 66% 66 16537 1%
NC 267000 243370 91% 170000 64% 165 18500 7%
NW 697227 531615 76% 557832 80% 2651 28184 4% ARTICLE BY DEVELOPING BANK OF SOUTHERN AFRICA “
GT 0 0 0
KZN 100 650 50
LM 70
237 936
NC – – –
NW 40
30
The Development Bank of Southern Africa (DBSA) is once again proving to be more than just a bank, but an institution that heeds and provide to the needs of communities through- out the SADC region. In line with one of the focus areas of the DBSA to deliver education infrastructure in South Africa, the DBSA has partnered with the Adopt-a-School Foundation to build or upgrade ablution facilities and improve sanitary condi- tions at disadvantaged schools across the country.
Eighteen schools were identified and a need assessment report and a five year action plan, was completed. According to the agreement between the DBSA and the Foundation, the proj- ects would be implemented in phases, with the DBSA releasing the funds for every new phase.
The first phase of the project which was completed in September 2010, involved four schools which included the construction of a palisade fence at Mphuthi Junior Secondary School, providing furniture for grade 1 and 2 at Mbanga Junior Secondary School, building an ablution block at Zwelibomvu Primary School and renovating ablution facilities at Igugulethu Primary School.
Currently, the project is in its second, third and fourth phase. The four schools assigned to phase two comprises of the renovation of existing ablution facilities at Mphebatho Pri- mary School, construction of an ablution block at the Thabo ya batho School, building an ablution block at Kaalfontein School and renovating existing ablution facilities at the Bhekulwandle School.
The third phase of the project consists of six schools where the work entails the renovation or construction of the ablution facilities. The schools selected are Mahlohonolo Intermediate School, Thari ya tshepe Intermediate School, Sonwabo Prima- ry School, Vuyani Primary School, Blaasuwskop Intermediate School and Tshiamo Primary School.
The fourth phase of the projects which involves the con- struction of ablution facilities at schools such-as Mamvuka Sec- ondary School, Sikhwizhili Primary School, Sijabulile Primary School, Sonwabo Primary School and a new borehole, play pump and water storage system at the Sambo Primary School, is in progress and expected to be completed in May 2011.
DEVELOPING CONDUCIVE INFRASTRUCTURE FOR BETTER EDUCATION
These projects involve an important component of the em- powerment principles of the DBSA in terms of which local skilled and unskilled personnel are engaged to complete the projects. The workers have been sourced through the schools’ databases that were compiled by the Governing Bodies of the schools before the commencement of the projects. The Adopt-A-School Foundation appointed a team leader to man- age operations and personnel at each site. They report to the project manager from the Foundation who oversees the deliv- ery of the projects in terms of scheduled time, quality, budget, health and safety issues on sites during construction. The proj- ect manager is also responsible for the procurement of work- ers and building material.
In addition to this project, the DBSA sponsored 2 000 DBSA branded mathematics dictionaries to 21 rural schools in Mpum- alanga, Limpopo, Eastern Cape, KwaZulu-Natal and Gauteng. The aim is to support mathematics education in underprivileged schools as it is a subject that is often an essential requirement for the scarce skills professions such as engineering and science. The dictionaries, which contain over 1000 words, are intended to improve the grade 10 to 12 learner’s understanding of math- ematical vocabulary and ultimately their examination results.
The DBSA strives to be a Centre of Excellence that is geared to deliver sustainable Corporate Social Investment (CIS) pro-
56 CHAPTER 2 | GOVERNANCE AND FINANCE
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CHAPTER 2 | GOVERNANCE AND FINANCE
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