INFRASTRUCTURE AND RATIONALISATION OF SMALL AND NON-VIABLE - PowerPoint Presentation

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INFRASTRUCTURE AND RATIONALISATION OF SMALL AND NON-VIABLE SCHOOLS

PRESENTATION

TO

THE PORTFOLIO COMMITTEE ON BASIC EDUCATION

7 MARCH 2017Slide2

PurposeTo present to the Portfolio Committee Progress on implementation of the Infrastructure programme (Part 1); and the rationalisation of schools (Part 2).

2Slide3

PART 1INFRASTRUCTURE3Slide4

Presentation OutlinePART 1: InfrastructureBackground;Objectives of the infrastructure programme; Key AreasSector Infrastructure budget;Provincial Infrastructure Programme;Accelerated School Infrastructure Delivery Initiative; and

Challenges and interventions

4Slide5

1. Background5The sector provides infrastructure through two programmes; viz, the provincial programme

as well as the

Accelerated School infrastructure Delivery Initiative (ASIDI)

. The

Provincial Schools Build

Programme

is implemented by provinces and

is

funded through the

Education Infrastructure Grant

and the Provincial contribution through the equitable share

.

The

Accelerated School infrastructure Delivery Initiative

is a

programme

driven by the

DBE

to address

inappropriate structures and basic services.

It is funded through the Schools Infrastructure backlogs Grant

.Slide6

2. Objectives of the infrastructure programme 6To contribute to :Presidential outcome 1: Improved quality of basic education; andSchooling 2030: Goal 24: Ensure that the physical infrastructure and environment of every school inspire learners to want to come to school and learn, and teachers to teach.

The

school environment

should attract

and retain good

teachers and create

a conducive environment for learners to

learn.Slide7

3. Key AreasConstruction, maintenance, upgrading and rehabilitation of new and existing infrastructure in education including district and circuit accommodation;Provide infrastructure to match curriculum requirements; Replace inappropriate schools;Provision of basic services;

Address damage to infrastructure caused by natural

disasters;

Extend existing schools with additional

classrooms/facilities;

Address achievement of the targets set out in the minimum norms and standards for school infrastructure

; and

Enhance capacity to deliver infrastructure in

education.

7Slide8

4. SECTOR INFRASTRUCTURE BUDGET-2016/178Slide9

95. PROVINCIAL INFRASTRUCTURE PROGRAMMESlide10

SUMMARY ON PROGRESS-2009/10-2015/16ProvNUMBER OF PROVINCIAL SCHOOLS COMPLETED

Total

Schools

Delivered

2009/10

2010/11

2011/12

2012/13

2013/14

2014/15

2015/16

EC

34

62

33

13

5

32

11

190

FS

13

4

0

2

3

5

330GT 10101421122413104KZN61910217121177LM3441477131796MP414117191460NC122430416NW307782431WC691954142380TOTAL1111111037266121100684

10Slide11

National Schools Build Programme Provincial Projects Planned 2016-201911Slide12

NEW AND REPLACEMENT SCHOOLS 12Slide13

Basic Services projects as at 31 Dec 2016  Sanitation Projects

Water Projects

Electrification Projects

Target

Provided

Variance

Target

Provided

Variance

Target

Provided

Variance

EC

259

229

30

178

256

-78

105

253

-148

FS

29

12

17

9

49-4048408GP1014-4000000KZN21419519425571-1467591-16LP210158520105-10505-5MP1257946544771951-32NC41142775542148444NW1115-457-212

-1

WC

10

19

-9

0

4

-4

000TOTAL9097351747461093-347296446-150

13Slide14

Project implementation as at 31 Dec 2016 PROVINCETOTAL NO OF PROJECTS: 2016/17

NUMBER DELIVERED TO DATE

NUMBER OF PROJECTS IN IMPLEMENTATION

NUMBER OF PROJECTS

IN PLANNING

TENDER STAGES

CONSTRUCTION

PROJECTS ON HOLD

1-50% Completed

51 - 75% Completed

76 - 100% Completed

EC

1 280

287

993

213

144

27

268

273

68

FS

1 341

1 049

292

0

65

227000GP4652444111651652090KZN3 4202 3261 09420227872103970LP7333314020540109127112MP4141372770047631670NC5291763531253113331447NW34917117809595159

0

WC

222

68

154

0

62

8

314310 8 7534 5694 1845416444539301 419197

14Slide15

Human Resource CapacitationPEDTotal number of posts required

per Organogram

No of Posts

Filled to date

No

of Posts

Outstanding

EC

57

41

16

FS

81

17

64

GT

102

67

35

KZN

70

55

15

LP

60

34

26

MP643727NC261511NW632637WC513021Total 57432225215Slide16

166. ACCELERATED SCHOOL INFRASTRUCTURE DELIVERY INITIATIVESlide17

PROGRESS - ASIDIProvinceInappropriate StructuresBaseline

Completed

Balance

Eastern Cape

442

129

313

Free State

30

12

18

Gauteng

-

-

-

KwaZulu Natal

3

0

3

Limpopo

3

3

-

Mpumalanga

5

5

-

North West12-Northern Cape11-Western Cape25223Total51017433717Slide18

PROGRESS - ASIDIProvinceIA

Construction 0% - 25%

Construction 26% - 50%

Construction 51% - 75%

Construction 76% - 99%

Completed in 2016/17

Eastern Cape

DBSA II

3

3

9

9

4

CDC I

1

1

2

DRPW

1

1

1

1

1

Sub-Total

5

4

10

117 Free StateIDT23DBSA8 KwaZulu-NatalAAS3 Total13410161018Slide19

PROGRESS - ASIDIProvinceIA

Assessment Stage

Design Stage

Tender Stage

Eastern Cape

DBSA III

15

CDC II

5

IDT II

19 

NDPW

20 

32 Schools

32

61 Schools

61

Sub-Total9359 Free StateFS DoE 1 4Total9459419Slide20

PROGRESS - ASIDIProvinceElectricity

Sanitation

Water

Baseline

Completed

Baseline

Completed

Baseline

Completed

Eastern Cape

317

180

344

167

619

248

Free State

143

23

68

12

101

49

Gauteng

2

2

28

140n/aKwaZulu Natal1164414091230197Limpopo1425777512195Mpumalanga148438271720North West4102910160Northern Cape022610123Western Cape77

21

19

4

3

Total

916

306

741

425112061520Slide21

7. Challenges and Interventions(Provincial Programme) Insufficient budget to ensure that all targets set in the Regulations Relating to Minimum Norms and Standards for Public School Infrastructure are met; Delays in planning and procurement, leading to delays in getting the projects filtering to implementation;Slow progress in the implementation of the capacitation of infrastructure units in provinces;The lack of accurate data for effective planning and prioritisation of projects;Lack of capacity in implementing agents and contracts;Provincial decisions to utilise Department of Public Work as the sole implementing agent;

Maintenance and operations are not receiving adequate funding

, leading to increasing level of deterioration of existing infrastructure; and

Delays

in

merging and

rationalisation

of schools

.

21Slide22

Maintenance

Maintenance or lack thereof is major contributor to deterioration of educational assets resulting in increasing

backlogs:

Ring fence 20% of the EIG

with effect from 2017/18;

Review maintenance strategy

to address roles and responsibilities, planning and budgeting, procurement, funding and monitoring framework;

Maintenance

planning

receiving

targeted attention in the roll-out of the IDMS

in all provinces

; and

A Human Resources initiative has contributed to an

increase in skills and capacity in each province

.

Roll-out at

district

level.

22Slide23

Expenditure

The

current rates of expenditure

leaves

considerable room for improvement

. The “March Spike “ phenomenon continues to exist towards the end of each financial year. This has resulted in under-spending in several

provinces:

Improving

the planning process

in all provinces especially by employing the

“Alignment Model”

which ensures that planning takes place sufficiently upstream from implementation.

Planning must not be conducted in the same year as implementation

;

Monitoring

the provincial departments to ensure that

adequate lead time is provided for in the planning process

. This

is to

resolve predictable and unpredictable impediments to planning, procurement and delivery;Ensuring that appropriate infrastructure planning skills and capacity exists; andProvinces identify more projects than the anticipated budgets can handle. This provides a repository of projects to fill gaps when other projects stall or slow down.

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Reporting

There currently are

challenges

with respect to reporting

. This presents the Department with situations where it is difficult to

provide up to date and

reliabe

information on the

programme

. Monitoring what has been planned against what has been achieved remains a challenge. This is particularly difficult in drilling down to project or

programme

level and links implementing agents to provincial planning

units.

Enhancement of the

Infrastructure Reporting

Model

(

IRM)

to provide additional fields as

an interface mechanism to enhance reporting by provinces;Roll-out of the Education Facilities Management System (EFMS) as a transversal system;Establishment of an “EFMS User Forum” to facilitate collaboration between provincial Users;

NEIMS III Enhancement

including update

of

the assessment form, GIS capabilities, electronic data uploads and integration with other systems.

Integration of systems, i.e. NEIMS, EFMS, IRM and SASAMS to ensure that critical information is drawn from all these systems as and when needed.

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Skills Availability

The availability of appropriate

built environment professional skills

has been acknowledged by the Department as well as several other strategic parties such as the

PICC and

National

Treasury.

This has severely inhibited the ability of the sector to address the planning, procurement and delivery of education infrastructure.

Developed and implemented the HR Initiative in facilitating the introduction of much needed built environment skills in each of the provinces

.

322

specialists have now been appointed

;

HR review process initiated with NT to assess progress with a view to addressing challenges, whether the process is achieving its intended objectives and ensure that the relevant skills are procured and retained; and

Engagements with

DPSA to amend requirements for filling of scarce posts

to address recruitment challenges especially in rural provinces.

25Slide26

Planning

The failure of local government to adequately address education considerations in the town planning layouts of towns and cities is being addressed by the

DBE.

Initiated

a collaborative approach towards establishing a series of protocols with Departments such as Cooperative Governance (DCOG), Human Settlements, Water Affairs, Energy and Rural Development. These protocols are to ensure

that

:

The necessary Spatial Development Frameworks (SDFs) are in place at both provincial and municipal levels to

sensitise

and inform detailed plans;

Integrated Development Plans (IDPs) adequately address education planning considerations at municipal level

; and

The planning and design guidelines of the Department of Human Settlement (Red Book) incorporate the

regulations.

26Slide27

Strengthen Planning and Monitoring capacityEffective monitoring of the provision of infrastructure Professional Service Providers (PSP’s) and Implementing Agents (IAs) that the Department of Basic Education and provinces are utilising for the implementation of the infrastructure programme.Monitoring addresses planning, budgeting, expenditure, procurement and project management. These are interrogated and a sample of projects are visited. Based on the findings from these visits, remedial actions are devised with the province and monitored by the DBE.Monitoring deals with both programme and project matters;Programme matters include:The pattern of overall expenditure being achieved;Comparisons of expenditure to projected cash flows;Progress being made with key groups of projects [e.g. Water, sanitation, libraries, laboratories, Grade R]; andManagement of the portfolio of projects [ie evidence that the programme of projects is being managed effectively through the project cycle].

27Slide28

And more…At the Project level the focus is on ensuring:that PSP appointments are being made; that planning and design processes are progressing; that the tender process for the appointment of contractors is progressing, that construction is progressing satisfactorily, [i.e. on programme, on budget, at acceptable quality…]; andthat projects are being handed over and closed out and that final accounts are being wrapped up.28Slide29

Maintenance29Slide30

Expenditure on the Total Infrastructure Budget Total Infrastructure Spending As At End January 2017

PROVINCE

Allocated Budget 2016/17 ('000)

Adjustments ('000)

Total Adjusted Budget ('000)

Total Spent as at end

Jan

2016 ('000)

% Spent of Adjusted Budget

Projections from 01 Oct to 31 Jan 2017 ('000)

Projected Under/ (Over)-Expenditure (R'000)

Eastern Cape

1,714,493

-35,000

1,679,493

1,116,347

66%

517,426

45,720

Free State

712,886

103,032

815,918

394,632

48%

421,286

Gauteng3,010,234 3,010,2341,905,37563%953,429151,430KwaZulu-Natal2,509,501 2,509,5012,126,21885%383,283 Limpopo946,610167,0201,113,630419,17038%694,460 Mpumalanga1,030,777-3121,030,465662,84164%367,624 North West973,98941,0181,015,007856,74484%158,263 Northern Cape497,309 497,309426,76886%70,541 Western Cape1,454,815127,2391,582,0541,330,77584%251,279   

TOTAL

12 850 614

402 99713 253 6119 238 87070%3 817 591 197 15030Slide31

Education Infrastructure Grant Expenditure As At End January 2017  

Allocated Budget 2016/17 ('000)

Adjustments ('000)

Total Adjusted Budget ('000)

EIG Transfers to PEDs ('000)

Total Spent as at end Jan 2017 ('000)

% Spent of EIG Transferred as at end Jan 2017

% Spent of Adjusted Budget

Eastern Cape

1,614,493

1,614,493

1,505,088

1,098,272

73%

68%

Free State

695,122

116,229

811,351

608,233

388,867

64%

48%

Gauteng

1,385,737

1,385,7371,385,737787,87457%57%KwaZulu-Natal1,958,321 1,958,3211,958,3211,596,82182%82%Limpopo830,532177,0981,007,630830,532382,69046%38%Mpumalanga788,1534,502792,655788,153551,58370%70%North West 971,98941,0181,013,007971,989848,50487%84%Northern Cape486,538 486,538486,538415,46085%85%Western Cape992,212142,4921,134,704992,212901,17891%79%TOTAL9 723 097 481 33910 204 4369 526 8036 971 24973%68%

In the in-year adjustment period, an amount of R177 098 million for the repair and rehabilitation of the schools damaged during the protest action in

Vuwani

, Limpopo as well as associated costs including the provision of mobile classrooms, was approved

.

An amount of R142 492 million was also converted from the School Infrastructure Backlogs Grant (SBIG) to the EIG for the 25 inappropriate schools currently implemented by the   Western Cape

Education Department

(

WCED).

31Slide32

ASIDIFinancial Year   Amount (R‘000)

Allocations

Actual Expenditure (BAS)

Transfer to WC PED

Total

Expenditure

Over/

Under commitment

FY2011/12

R700,000

R64,754

R0

R64,754

-R,635,246

FY2012/13

R2,065,000

R723,493

R0

R723,493

-R1,341,507

FY2013/14

R2,489,000

R1,207,977

R432,928

R1,640,905

-R848,095

FY2014/15R2,938,500R2,433,310R505,190R2,938,500R0FY2015/16R2,308,283R1,622,420R262,000R1,884,420-R423,863FY2016/17R1,979,860R 851,601R197,000  32Slide33

Programme Cash flow and ProjectionsIMPLEMENTING AGENTSQUARTER 3QUARTER 4

TOTAL

2016/17

2016/17

2016/17

DBSA

R 361 476 040

R 291 869 960

R 653 346 000

CDC EC

R 24 805 868

R 20 322 110

R 45 127 978

DRPW

R 24 415 712

R 37 581 679

R 61 997 391

IDT EC + NPW

R 41 856 537

R 143 876 090

R 185 732 627

IDT FS

R 15 790 266

R 9 281 848

R 25 072 114

TMT

R 103 539 322

R 40 645 312 R 144 184 634 ACCRUALS R 85 275 195 TOTAL R 571 883 745 R 543 576 999 R 1 200 359 939Slide34

Projected ExpenditurePROJECT NAMEPROJECTED EXPENDITURE61 SchoolsR 149 279 55232 SchoolsR 189 424 172Current ProjectsR 1 200 359 939TotalR 1 539 064 366Slide35

REASONS FOR UNDERSPENDING35Reasons for Delays and Under-expenditure Remedial Measures to improve progressProgress made towards realising proposed

Remedial

Measures

Slow progress in construction due to non-performance of

contractors

Put cessionary in place with the financial capacity to fast track construction

Buy of material on behalf on the contractor via cession agreement with suppliers

Payment run every second week to ensure

cashflow

available to contractors

Cessions

in place with suppliers.

Payment runs arranged

by IA’s for

the remainder of the financial year and in place.

Termination of contractors on 16 schools resulted in under-expenditure.

Chief

Henry

Boklein

,

Mangala

and Victor

Poto

schools were not active for the better part of the year. This had cumulative effect on the expenditure of R15m less per month.

Fast track site handovers to replacement

contractors

Engagement sessions with replacement contractors held.

Identify material to be procuredIdentified areas to fast track.Poor performance by implementing agentsReduce scope of work of IDT and DPW and hand over projects to DBSA and CDC.Terminated CSIR contract, reduce IDT scope of work and re-allocate projectsIdentify areas of acceleration including fast track delivery of material and decantingWeekly monitoring meetings held to assess progressProjects handed over to CDC and DBSAAsic services projects re-allocated to The Mvula TrustOrder of decanting structures fast tracked and Identify material to procure.Monitoring meetings attended by CEO’s of implementing agents held every FridayCommunity disruptions and labour unrest Various projects have been affected by community and labour unrest especially in the Eastern Cape Provide facilitation facilities in affected communities Increased the focus on Development Facilitation presence on site almost on a weekly basis  Slide36

CURRENT ASIDI PROJECTSAppointment of the replacement IA for LP, EC and NW basic servicesCSIR contract terminated and scope of work for IDT reducedReplacement IA appointed; andAdditional water and sanitation projects allocated to the IA to address N&S.Inappropriate projects at different stages 43 schools at construction

152 schools at planning and procurement stages.

3. 32 rationalised schools projects

PSP appointed;

Assessments completed and submitted to DBE;

Site Development Plans completed;

Final designs and documentation in progress; and

Procurement of contractors to be done through the Framework Agreement.

4. 61 small and isolated schools to be constructed through alternative technology

Advertised for PSP and all bidders found to be non responsive;

Requested approval from NT to appoint PSU to design, manage and monitor the contract; and

PSU appointed to manage the project.

Specifications completed, designs and documentation in progress

5. IDT 36 and NDPW 36

Tripartite agreement signed;

Procurement of contractors underway; and

Reallocation of 20 large enrolment schools to DBSA, reducing the scope of work of DPW and IDT.

6

.

FSDoE

inappropriate projects

5 schools implemented by the Free State Department of Education (FS DoE) are still at the planning

stage;

Tenders for the 4 schools closed in December 2016 and

awaiting concurrence for appointment of contractors; and

There was a dispute over which site the school would be located in for the 1 school. The dispute has since been resolved and the

project has been advertised .36Slide37

PHOTOS

37Slide38

PHOTOS

Goba

PS

38Slide39

39Sinolwazi – Eastern Cape ORTDweba – Eastern Cape ORTSlide40

PART 2RATIONALISATION OF SMALL AND NON-VIABLE SCHOOLS40Slide41

Presentation OutlineBackgroundKwa-Zulu NatalEastern CapeLimpopoMpumalangaNorth WestFree StateNorthern CapeRecommendation41Slide42

1. BackgroundRationalisation refers to the carefully planned and sensitively implemented process of discontinuing schools that have become unviable due to enrolment decline, while still guaranteeing the right to basic education of all learners as enshrined in section 29(1) (a) of the Constitution.The merger and closure of schools is aimed at improving the quality of education, expediting the resourcing of schools, promoting access to schools and ensuring the retention of learners and educators in rural and farm schools.42Slide43

1. Background cont…The South African Schools Act, 1996 (Act No. 84 of 1996) (the SASA) in section 12A provides for the merger and section 33 for the closure of public schools. The merger and closure of schools are not limited to rural and farming communities and may occur in urban communities as well as this may be as a result of an ageing population, rendering schools underutilized, or as a result of the reclassification of schools.The Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure have created a clear legal position on what constitutes a small or large school. Regulation 5(3)(ii) provides that a small primary school should consist of a minimum capacity of 135 learners while regulation 5(5)(i) provides that a small secondary school should consist of a minimum capacity of 200 learners.43Slide44

2. KwaZulu-NatalThe KZN Department of Education embarked on a programme of the Transformation of the Schooling System in November 2012. The Transformation of the Schooling System Programme seeks to address the following: Consolidation of small and non-viable schools; Eradication of non-viable satellite schools; Reduction of Multi-grade; Streamlining of typologies of the schooling system; Renaming of schools;

Provision

of ECD classrooms to all public primary

schools; and

Establishment

of Maritime Schools

.

The

programme was

introduced in all 12 districts targeting schools with learner enrolment of 1-50.

44Slide45

2. KwaZulu-Natal cont..The KwaZulu-Natal Provincial Education Department have now identified a total of 664 primary schools that have enrolment of 135 learners and below, 201 secondary schools with an enrolment of 200 learners and below, that are earmarked for systematic and progressive rationalization in 2016/17 onwards. KZN have has so far merged 171 non-viable and satellite schools.The establishment of new primary schools with boarding facilities are planned in Zululand and Harry Gwala Districts for learners from rationalized schools.45Slide46

3. Eastern CapeThe Eastern Cape PED has identified 2077 schools designated as small and unviable in 2015.The closure and merger of schools will be done in phases over a three-year period with 2016/17 being a planning phase. 1902 of the original 2077 small and unviable schools have been given notices in terms of Section 33 of the South African Schools Act of 1996, informing them of the MEC’s intention to close them.46Slide47

3. Eastern Cape cont…The province has planned for a three year period to implement the most urgent school rationalisations. As part of this process, detailed assessments, including a cost-benefit analysis, have to be made of enabling interventions such as scholar transport and hostel provision.Districts have been asked to identify schools which can be closed in 2016. A total of 189 schools were identified as quick wins. Public hearings on the closure of these 189 schools commenced in November 2016 and were scheduled to end on 09 December 2016.ECDOE have contracted Government Technical Advisory Centre (GTAC) to coordinate and lead the technical preparations, planning and management of the process.

47Slide48

4. LimpopoIn Limpopo, the MEC identified 301 schools with 53,030 learners for merging in 2013.As at 9 December 2016, 177 have been merged and 20 schools were closed.A further 53 is earmarked to be pronounced for closure by the MEC.The following are some of the challenges experienced in the merging of schools:Delays in the delivery of mobile classrooms to schools identified as merging

centres;

Delay in the provision of scholar transport

for schools whose learners travel a minimum of 5km single

trip; and

Schools that are

objecting

to

merger.

48Slide49

4. Limpopo cont…The department established a Klein Rustenburg hostel in Paarl Farm (Lephalale Municipality) to accommodate 15 learners whose parents work in a game farm. This decision was taken as a result of closure of Mpepule and Hoopdal Primary Schools in Waterberg District.The department is also in the process of renovating Ga-Phakula Primary School for the establishment of a mega school (whereby several schools identified for merger would be accommodated).Another mega school will be established in Dwaalboom Circuit ( Waterberg District) to accommodate nine primary schools identified for merger.Provincial Treasury also allocated additional funding to address the provision of scholar transport.

49Slide50

5. Mpumalanga7 Small schools in Nkangala were closed and merged with Steve Tshwete Boarding school. Information regarding the deployment of teachers from the 7 closed schools in Nkangala is still being consolidated.Two small schools in Bohlabela were closed and merged with Glory Hill Combined School. The four teachers from the two schools were taken to Glory Hill Combined School.In total 34 schools are to be closed, but is expected to be implemented in phases over a number of financial periods.It is planned that three boarding schools will be built. One school is to be built in Thaba Choeu to accommodate the 8 farm schools to be closed in the Bohlabela District, and the other two at Amersfort and and

Laerskool

Standerton to accommodate the 9 farm schools to be closed in

Volkrust

, and

the 17

farm schools in to be closed in

the

Gert Sibande District.

50Slide51

6. North WestThe following was gazetted by the province on 30 August 2016 in Government Gazette, w.r.t. the rationalization of schools :YEARNO. CLOSEDREASONPrior 200934Merger/closure

2009

36

Merger/closure

2010-2011

29

Merger/closure

2011-2012

22

Merger/closure

2012-2013

19

Rationalisation phase 1

2013-2014

41

Rationalisation phase 2

2014-2015

35

Rationalisation phase 3

2015-2016

17

Phase 3 continue

Total closed to date

233

Merger/closure & Rationalisation

51Slide52

6. North West cont…The following is a summary of buildings that have been vacated due to the rationalization process, and handed over to the Department of Public Works:DISTRICT2013201420152016

TOTAL

Ngaka

Modiri

Molema

12

12

3

3

30

Dr Ruth S. Mompati

12

5

2

3

22

Dr Kenneth Kaunda

1

5

6

6

18

Bojanala

31

123046TOTAL5634141211652Slide53

7. Free StateThe first phase of implementation was to focus on schools with an enrolment of less than 21 learners.An audit of schools’ enrolment conducted at the beginning of 2016, revealed that the Free State Province had 171 Schools with an enrolment of less than 21 learners.Of the 171 Schools identified at the beginning of the year in 2016, submission for the closure of 7 schools were made, as they were the only ones approved by the Provincial School Registration Committee by the end of 2016.The FS PED is targeting the closure of an additional 86 small and non-viable to be closed by 31 December 2017.53Slide54

8. Northern CapeThe following is a summary of the schools closed in the province from 2007 up to 2015:7 Schools have been consulted during 2015, but could not be closed due to lack of learner transport; and7 Additional schools have been targeted for closure in 2017.DistrictNo. of schools closedJohn Taolo Gaetsewe

21

Namaqua

12

Pixley Ka Seme

5

ZF Mgcawu

5

Total

43

54Slide55

9. RecommendationIt is recommended that the Portfolio Committee discusses the progress on the implementation of the Infrastructure programme and the rationalisation of schools.

55Slide56

56