KZN & NW PEDs Annual Performance Plans, implementation of AGSA recommendations & anti-bullying strategies; with the Minister and Deputy Minister

Video The Portfolio Committee discussed the strategic and annual performance plans (APPs) presented by the Provincial Education Departments (PEDs) of KwaZulu-Natal and North West, noting that the purpose of the engagement was to strengthen oversight and assess alignment with national education priorities. Members observed that both provinces had outlined strategies to improve educational outcomes, address socioeconomic challenges, implement anti-bullying measures, and enhance governance and accountability. The Minister and Deputy Minister emphasised the importance of focusing on measurable outcomes, accountability, and coordinated responses to challenges such as bullying and audit findings. Members noted that KwaZulu-Natal’s plans focused on Early Childhood Development (ECD), foundational learning, and vocational pathways, while also aiming to improve governance and social cohesion despite challenges such as budget constraints and infrastructure damage. In contrast, the North West Department presented a more budget-aligned approach, outlining measures to address audit issues, improve admissions systems, and strengthen anti-bullying interventions. Overall, the Committee acknowledged the efforts made, but stressed the need for realistic planning, improved implementation, and sustained accountability. The discussion focused on a range of concerns and observations raised by the Committee regarding the planning, budgeting, and implementation of education priorities in the provinces. Members noted that insufficient and unclear data on key challenges, such as dropout rates and literacy levels, were limiting the ability to design targeted interventions. They expressed concern about the lack of alignment between budget allocations and strategic priorities in the APPs, particularly in areas such as infrastructure and ECD. The Committee highlighted weaknesses in implementation, pointing to missing operational details, unclear timelines, contractor management failures, and persistent supply chain issues. It was further noted that recurring problems, including irregular expenditure and audit findings, were not being adequately addressed in the APPs. Members stressed the need for improved teacher development, better resource allocation, and stronger consequence management to enhance learning outcomes. Concerns were also raised about the effectiveness of programmes such as the National School Nutrition Programme, including supply chain failures and service provider challenges, as well as funding gaps for scholar transport. The Committee questioned infrastructure budget spending, under-expenditure, and plans to address contractor non-performance, while emphasising the importance of proper situational analysis and baseline data to support planning across infrastructure, staffing, transport, and digitisation. The Committee was critical of KwaZulu-Natal’s APP, raising concerns about poor communication and responsiveness from the provincial departments, as well as labour disputes involving unions, principals, and teachers that were affecting recruitment and school functionality in the province. In the North West, questions were raised about collaboration with mining companies to mitigate social impacts when mining activities cease. The Committee emphasised the need for greater involvement of the Department of Planning, Monitoring and Evaluation to improve the quality and alignment of APPs. Additional queries were raised regarding targets for National Senior Certificate pass rates, ECD subsidies, school infrastructure challenges, bullying prevention strategies, and disaster management planning, particularly in relation to storm damage. Members highlighted ongoing issues of overcrowding, dilapidated schools, lack of maintenance, and insufficient new infrastructure in KwaZulu-Natal. The discussion underscored the importance of stronger community engagement and the effective functioning of school governing bodies to address social challenges and improve school governance. While the Committee acknowledged some positive developments, such as improved matric results and the employment of new Grade R teachers, it called for clearer, more detailed plans, including timelines and accountability measures, as well as follow-ups on commitments made during oversight visits.