Basic Education spends R7.1 billion on ICT in three years

The provincial Education departments have spent a whopping R7.1 billion from their Equitable Share allocations on information and communication technology (ICT) for education in the past three years.

A total of R2.65 billion was spent in 2022/23, followed by R2.62 billion the following year, and R1.8 billion in 2024/25 financial year.

This was revealed by Basic Education Minister Siviwe Gwarube recently when she was responding to EFF MP Vuyani Pambo, who asked about the expenditure by the provinces.

Pambo also asked how the Basic Education Department tracked expenditures centrally and how provinces were held accountable for underspending and/or misallocating ICT funds.

Gwarube stated that the Basic Education Department tracks provincial ICT expenditure through a multi-layered national oversight framework.

This included working with the National Treasury to analyse education spending patterns and the Auditor-General South Africa providing an independent verification of provincial Education departments’ expenditure, including ICT-related procurement, through annual audit outcomes.

She also said the department has internal monitoring and governance involving the CFO reviewing provincial quarterly and annual financial performance reports, as well as an internal audit assessing the effectiveness of internal controls related to ICT spending and identifying potential risks.

There is also supply chain management, which monitors procurement compliance and contractual adherence for ICT goods and services purchased by provinces.

“Although provinces administer their own equitable share budgets, this national oversight system enables the Department of Basic Education to track expenditure trends, highlight concerns, and guide corrective action where necessary,” Gwarube said.

She also said the provinces were held accountable for underspending or misallocating ICT funds through quarterly and annual performance reviews, meetings of the Council of Education Ministers, and meetings of the Head of Education Departments Committee, among others.

 The findings from the Auditor-General’s audits are used to hold provinces accountable for irregularities, weaknesses in financial management, or failures in procurement controls.

Gwarube said that where non-compliance or persistent underperformance is identified at a provincial level, the Department of Basic Education has advised on corrective actions that can be enforced.

The department may issue formal written directives requiring provincial departments to implement corrective measures within a specified timeframe.

There can also be fiscal interventions in consultation with the National Treasury, and stop a portion of an allocation and re-allocate to another province if a province consistently fails to spend funds effectively or misallocates them.

Gwarube added that where ICT-related initiatives fall under conditional grants, her department may withhold or delay future tranches, impose stricter reporting requirements, or require revised implementation plans.

“These interventions are designed to safeguard the integrity of the national ICT in education programme while recognising the constitutional autonomy of provinces in managing their equitable share allocations.”

She said her department remained committed to improving digital access and strengthening governance across the sector so that ICT investments meaningfully support teaching, learning, and improved learner outcomes.

Meanwhile, Pambo asked about the digital devices President Cyril Ramaphosa promised to every learner within six years during his State of the Nation Address in 2019.

Gwarube said a total of 545,938 learner ICT devices and 30,818 teacher ICT devices were procured for learning during the 2022/23 to 2024/25 financial years.

She also said 10,588 classrooms were equipped with ICT resources for teaching and learning.

The minister said her department remains committed to supporting provincial efforts to expand digital learning, modernise the delivery of Learner Teacher Support Material, and advance equitable access to technology-enabled teaching and learning.

“Progress will continue to depend on available provincial budgets, improvements in supply chains, strengthened partnerships, and the broader fiscal environment,” said Gwarube.

mayibongwe.maqhina@inl.co.za