Centralised Procurement System BACKGROUND CENTRALISED LTSM PROCUREMENT SYSTEMS

Centralised Procurement System

BACKGROUND: CENTRALISED LTSM PROCUREMENT SYSTEMS Ø The KZN Do. E allocates LTSM funds to 5 849 public ordinary schools (3 119 schools without Function C and 2 730 schools with Function C) for purposes of LTSM procurement. Ø Schools without Function C participate in central procurement whilst Schools with Function C undertake school-based purchasing but also have the option of central procurement. Ø Under central procurement we have ‘Provincially managed’ central procurement for stationery and textbooks; and ‘District-based central’ procurement for all other LTSM resources

ADVANTAGES OF CENTRAL PROCUREMENT SYSTEM OF LTSM Central procurement enables schools to acquire textbooks at cheaper prices thereby serving as a catalyst towards reaching universal coverage i. e. a minimum of one textbooks per subject per learner. Schools were found wanting in recent audits where it was confirmed that procurement records were inadequate and therefore lacked accountability. Central procurement transfers accountability to the District and Provincial Offices of the Department.

ADVANTAGES OF CENTRAL PROCUREMENT SYSTEM OF LTSM From a Departmental perspective, it is manageable to monitor deliveries to schools participating in central procurement since all proofs of deliveries are scanned and filed electronically for inspection. From a Departmental perspective, it is easier to report on availability of stock and delivery rates to schools.

ADVANTAGES OF CENTRAL PROCUREMENT SYSTEM OF LTSM Further, central procurement processes allow the following: Due to buying power – further negotiation for discounts; and ‘locking’ of prices to previous year’s prices Ø Accurate reporting Ø Timeous delivery to schools Ø Contribution to poverty alleviation by Department – job opportunities Ø

WHAT HAPPENS TO THE CHANGE (MONEY) THAT WOULD BE DUE TO SCHOOLS IF THEIR ORDERS COST LESS THAN THEIR ALLOCATION? All change (or balances) to the allocation after textbook orders are placed are diverted for the respective school’s benefit, in the following ways: In the case of a Section 21 c school, all balances are transferred to the school. Ø In the case of a non-section 21 c school, all balances are devolved to the respective District Office for schools to access through the submission of (EF 72) requisition forms for other LTSM resources. Ø

WHAT IS THE CORRECT TIME OF ORDERING BOOKS? Textbooks are ordered in terms of the LTSM management plan for the year and ideally before 30 June of any particular year. KEY CHALLENGES RELATED TO THE CENTRAL PROCUREMENT SYSTEM? Oversight on central procurement is done through contract management and the sufficient provision exists to deal with challenges in terms of performance obligations. Fortunately, the need did not arise to employ such mechanisms as no challenges were experienced in this respect.

KEY CHALLENGES RELATED TO THE CENTRAL PROCUREMENT SYSTEM? Oversight on central procurement is done through contract management and the sufficient provision exists to deal with challenges in terms of performance obligations. Fortunately, the need did not arise to employ such mechanisms as no challenges were experienced in this respect.

KEY CHALLENGES RELATED TO THE CENTRAL PROCUREMENT SYSTEM? However, challenges are experienced when schools do not submit requisitions on time and this impacts on the management plan timeframes. Such challenges are controlled through the performance of extra shift to meet deadlines.

KEY CHALLENGES RELATED TO THE CENTRAL PROCUREMENT SYSTEM? Another challenge is when schools requisition for the wrong titles and realise their errors after orders have been placed and textbooks have been delivered. Such challenges are absorbed by the central procurement agent which undertakes to return such erroneously requisitioned textbooks to publishers and re-order and deliver the replacement titles.

WHY DO SCHOOLS END-UP GETTING BOOKS THAT THEY DID NOT ORDER IN THIS CENTRAL PROCUREMENT SYSTEM? Central procurement processes involve stringent verification processes of captured data before orders are placed with publishers and this mitigates the incorrect ordering of textbook requisitioned.

WHY DO SCHOOLS END-UP GETTING BOOKS THAT THEY DID NOT ORDER IN THIS CENTRAL PROCUREMENT SYSTEM? If schools end up getting the wrong titles because the ‘errors’ in completion of requisition forms emanate from schools. Notwithstanding, these are remedied at no cost to the school or Department, as indicated under ‘Challenges’ above.

ROLE OF PROVINCES IN THE MONITORING OF IMPLEMENTATION OF RETRIEVAL SYSTEM OF LTSM The role of the Province is policy development and dissemination through SGB’s workshop, Principals’ workshop and new educator orientation workshop. These workshops are conducted through School Governance and Teacher Development Directorate respectively.

ROLE OF PROVINCES IN THE MONITORING OF IMPLEMENTATION OF RETRIEVAL SYSTEM OF LTSM Further, guide and monitor District Offices and consolidate retrieval information received from Districts for analysis and reporting to the Department of Basic Education.

ROLE OF DISTRICT OFFICES ON THE MONITORING OF IMPLEMENTATION OF RETRIEVAL SYSTEM OF LTSM. The role of District Offices in textbook retrieval is to: Issue instructions to schools to implement retention and retrieval policy; and manage the policy for maximum results Monitor schools in implementation of the retrieval policy at schools, Conduct sample inspections at schools and Obtain retrieval information from schools and report to the Provincial Office.

ROLE OF DISTRICT OFFICES ON THE MONITORING OF IMPLEMENTATION OF RETRIEVAL SYSTEM OF LTSM. The role of District Offices in textbook retrieval is to monitor schools in implementation of the retrieval policy at schools, conduct sample inspections at schools and obtain retrieval information from schools and report to the Provincial Office.