Optimising the planning of educational facilities : reflecting on the integration of asset base assessment and land use planning

Abstract

A constitutional obligation of the South African Government is to ensure that "everyone has the right to a basic education" (RSA, 1996:1257). The foundation for this fundamental right is adequate, sustainable infrastructure; however, the current state of education facilities in South Africa, as stated by Mohamed (2020), is "characterised by crumbling infrastructure, overcrowded classrooms and relatively poor educational outcomes are perpetuating inequality and as a result, failing too many of its children". By comparing South Africa to other developing countries, South Africa is well-developed in educational institutions (NDP, 2012:4). The Norms and Standards Progress Report indicates that South African schools have inadequate infrastructure, and according to Amnesty International (2020:7), with the current statistics in South Africa, "it is not surprising that in terms of outcomes, South Africa has one of the most unequal school systems in the world." The unequal distribution of education facilities and unequal distribution of funds spent on infrastructure to specific areas where backlogs seemed the most significant result in the majority of facilities being left neglected and severely under-maintained. One of the findings of this research is that the funding distribution towards capital investment to address the gaps identified in education facilities resulted in little to no funding spent on maintaining existing infrastructure. This research evaluated the optimal use of existing facilities and maintenance. To address the severe infrastructure gaps, the government must first ensure that what currently exists is well maintained and can be considered quality education facilities. It is evident that the government is working reactively to address the existing gaps in the system and, at this rate, will not be able to address the existing backlogs nor be able to move into a proactive planning manner. This research, therefore, started, as a point of departure to investigate the current asset base of school infrastructure, how this can be optimally utilised and how the gaps identified can be addressed through asset base assessment and land use planning to provide access to school for all children in South Africa. Education facilities are currently planned on a needs basis in line with the Norms and Standards for Public School Infrastructure. Still, it is imperative to plan in line with spatial planning, which includes land use planning to ensure strategic development where spatially required. It is evident that silo planning is the order of the day between the different spheres of government; this is a result of the lack of consequences when not adhering to legislation, the lack of strategic focus between these spheres, the lack of prioritisation on a high level which will assist in integrated planning and the lack of proper communication between the different spheres of government. A challenge also identified within this research is the gap between planning and delivery. In some

cases, plans reflect the needs identified; however, these plans are seldom delivered as planned within the timeframes and budget. This research was initiated to evaluate how the national and provincial governments can optimise educational facility planning by reflecting on the integration of asset base assessment and land use planning. The research drew reports on a national and international platform, academics, government data and media reports. Various sites were visited throughout this study to investigate the current infrastructure and the conditions and quality of infrastructure and gathered statistical and photographic information and evidence on these facilities. This data was analysed to determine the current asset base of the Northern Cape Department of Education (NCDoE), the number of facilities and the condition thereof. The gap was then analysed and quantified in line with the Norms and Standards and the current asset base. A complete cost analysis was conducted from these data sets to determine the financial implication of the gap analysis within the Northern Cape, this funding requirement was measured against the available budget, and from this analysis, it was clear that alternative approaches needed to be investigated to ensure adherence to the Norms and Standards requirements within the set timeframes with the limited available budget. It is recommended that three-stream model schools are developed to ensure that under-utilised education facilities are optimally used and that education facilities feed the need in the labour market for technical, vocational, and academic learners. Education facilities are recommended to be in line with future trends, and this research highlights that the planning and layout of new facilities should cater to future requirements in terms of remote and digital learning platforms. When planning optimally and sustainably, infrastructure can be the primary economic growth factor assisting in the local economic environment where the infrastructure is delivered through creating a value chain. In a value chain where building material is locally manufactured or produced and procured, local contractors are developed, empowered, and enabled to implement significant capital and maintenance projects. This research concludes with recommendations aimed at maturity growth in the planning and implementation of the education infrastructure programme.