In some government departments, employees’ skills and capability are of a poor standard, with a deficiency of knowledge on how to follow purchasing processes (Bolton 2014:24). While many employees in the South African public sector have attended SCM training workshops, a lack of appropriate skills and knowledge remains (Ambe et al. 2022:440), meaning that procurement activities within this sector are handled by personnel who lack the proper knowledge, skills and capacity to conduct conventional value-for-money procurement practices (Mukwevho 2015:127). It is for this reason that the South African government and educational institutions have launched programmes to educate and/or train SCM personnel, but implementation of what has been learned is frequently lacking (Ambe et al. 2022:440).

Effective SCM is governed by a number of policies and regulations, and within the public sector, adherence to such policies and regulations is a challenge. A good example of noncompliance arises in the area of the handling of tenders and bids (Ambe et al. 2022:440), where inadequate controls and procedures are in place, resulting in irregularities (Ambe & Badenhorst-Weiss 2013:250).

Demand management is an important element of an effective SCM process, as it specifies the decision-making process that allows departments to procure at the right time, at the right location and at the right price. Poor demand forecasting and budgeting are a problem for many public entities (Ambe et al. 2022:440).

Fraud and misappropriation of funds within the public sector are rife in South Africa. An example of unethical behaviour occurs when a procurement official discloses information on bid quotations to preferred suppliers so that the latter is able to quote more favourable prices and thereby be awarded the contract (Glover 2014:20). While the National Treasury provides a guide for accounting officers with a model approach to the SCM process, compliance and application of the procedures are unfortunately lacking (Motuba 2014:28). As such practices are difficult to control, unethical behaviour arises, undermining procurement practices in many public sector organisations (Ambe & Badenhorst-Weiss 2013:251).

The management of information is critical when it comes to the effective handling of SCM. One of the most important variables affecting the effectiveness of any supply chain operation is the flow of accurate information (Hennessey & Heryer 2013:1). While there are constraints with information-sharing, there are also issues in terms of information availability (Kajtazi 2013:321). For example, some members of senior management do not share appropriate and relevant information with subordinates (Rambiyana 2015:5). Rexhepi (2018:81) posits that if appropriate information is provided to all officials within a department, the operations in the public sector should improve.

Entities in the public sector face delays because of the long procurement processes and procedures, and these result in longer lead times (Motuba 2014:29). The definition of a lead time is the time between when an order is placed and when it is delivered (Li et al. 2019:1).

Top management commitment and support are key for the successful implementation of any strategic programme (Zhu & Sarkis 2013:121). Top management should continually guide and support the employees in all the activities they perform within an organisation (Joseph 2015:63; Tzempelikos 2015:32). The function of senior management is to motivate subordinates to participate effectively in public sector operations.

The public sector experiences challenges in delivering goods and services that are required by stakeholders (Hasselgren & Tore 2016:540), and these transportation challenges often lead to high transportation costs (Evren & Akad 2019:796).

One of the most important factors influencing supply chain efficiency is accurately forecasting demand. All organisations need to compile accurate demand forecasts, as any uncertainty in the supply chain may lead to difficulties (Hou & Zhao 2013:5775). As a result, organisations are constantly working to improve and strengthen their demand forecasting systems to eliminate such difficulties.

In South Africa, resources are often inadequate, with poor infrastructure existing in many areas. This applies to the public education sector where, for example, there is a lack of electricity and water in many public schools and poor transportation channels. Insufficient resources and the inadequate provision of goods, services and other facilities required by a school undermine the quality of education provided (Great Schools Partnership 2015:10).

Delays in the procurement process may be explained as any constraints that hinder procurement from taking place in line with the procurement plan and timetable. Failure to start the procurement process timeously could generate delays throughout the public school system. It was found that department officials cause delays within the procurement process, negatively impacting on the public education sector. This finding is in line with the literature that identified that delays in the procurement process negatively impact on the public sector (Motuba 2014:29). A reason to which the delays in the procurement process of goods and services may be attributed could be a lack of staff training. The findings revealed that staff in the Department of Education require training, as they lack knowledge regarding new SCM methods, policies and procedures.

The findings also revealed that delays in the procurement process are sometimes caused by the service providers:

As noted by Li et al. (2019:1), delays or long lead times in procurement mean that goods and/or services will not be delivered on time. When the suppliers or service providers lack financial resources, it delays the whole process of receiving the goods on time, as they may need to borrow money to be able to render the service required. Thus, financial constraints may cause the supplier or service provider to increase delivery lead time.

Untrained employees: Two participants who deal with the DoE administrative side identified that employees in the DoE lack knowledge regarding new strategies, policies and procedures in the SCM department. Furthermore, the findings revealed that it appears that the directorate and senior departmental officials failed to employ the most suitable candidates for the positions in the supply chain department:

This challenge was identified also by Mukwevho (2015:127), who found that staff in the procurement department within the public sector lack the proper knowledge, skills and capacity to conduct conventional value-for-money procurement practices.

The participants from schools under Section 20 explained that when they require particular items or facilities, they send a requisition to the DoE. Thereafter, the DoE arranges for the purchases and deliveries.

Placing orders or requisitions: Many of the schools in the uMzinyathi district are under Section 20. They have no choice when it comes to selecting suppliers, as a requisition is sent to the DoE:

Furthermore, there is poor communication between the school and the DoE:

Excessive pricing: The participants identified the challenge of service providers overcharging. The findings revealed that when schools under Section 20 order from the DoE using the allocation of the ‘supplementary’ learning and teaching support materials (LTSMs), the prices are excessive (refer to verbatim quotations below by Participant I), and the schools do not understand why this is so. Learning and teaching support materials are an integral and vital part of every education sector, and the effective management, utilisation and maintenance of these resources are key to ensuring access and support of the delivery of quality education:

Most of the participants stated that the DoE is misusing the allocation of funds for the school by overcharging. Learning and teaching support materials are important for driving effective classroom teaching and learning (Milligan et al. 2018:1). The LTSM expenditure in Section 20 schools is controlled by the district office. In the allocation for this expenditure, the district office takes 30% of the school allocation and ‘reserves’ an amount under the heading ‘supplementary’ LTSMs, retaining this at the district office for use at their discretion, such as buying assets like laptops at inflated prices:

The circuit manager as the departmental official also mentioned that the prices within the DoE are excessive:

Section 21 schools receive funds from the DoE and are responsible for ordering stationery and textbooks, paying utility bills and maintenance. Because of schools’ proven capability, knowledge and expertise, they are given increased responsibilities. The SGB’s ability to undertake Section 21 functions is conditional on their doing so successfully (Ndou 2015:154). In the uMzinyathi district, there are some Section 21 schools. These schools are in charge of their operations in terms of procurement. The allocation of funds for the school goes straight into the respective schools’ bank accounts.

Participants in this study explained that they prepare and analyse quotations together with their SGB members and place orders. A quotation is a document that a supplier or service provider sends to a potential client that includes a proposed price for the supplier’s goods and services based on certain terms and conditions. Once the quotations are received, they are analysed and agreed to, and orders are placed.

One participant explained the process of how they procure goods and services in their school:

One participant explained the measures or operations involved in procuring the goods and services:

Even though these schools have their internal supply chain arrangement, all government entities are guided by the regulations and procedures of SCM (Ambe et al. 2022:440). The DoE has a policy stating that in order for SCM to be fair and transparent, at least three quotations are required from service providers, and the best suitable service provider that meets specifications must be selected. Furthermore, while Section 21 schools are responsible for their own purchases, SGBs must keep all documentary evidence of any dealings with suppliers, service providers and contractors, as well as records of how the materials and services were used for audit purposes (Phakathi 2015:13).

The findings revealed that schools under Section 21 also face various SCM challenges. The following subsection presents some of the identified challenges.

Allocation of funds: The Department of Basic Education allocates funding to the public education sector in order for it to function. Funds are allocated by the government to an institution or a school, based on the number of learners enrolled in the institution, and without the allocation of funds, schools will not survive nor be able to function.

It was found that public schools have concerns regarding the allocation of the funding from the DoE because the resources and facilities they require exceed the funding received:

Late release of allocation: The late release of allocation (funding) was identified as a challenge. When the allocation of funds is delayed by the DoE, schools have to wait for this funding in order to procure the required resources for the school. This will result in schools not having enough resources and materials needed to teach – for example, not enough textbooks to cover the curriculum and not available on time. Learners are then left behind in terms of the essential coverage of the syllabus and curriculum, and this negatively affects their learning and education:

The findings revealed that insufficient funding is a key challenge which results in schools not being able timeously to procure goods and services or facilities that are needed by the school. If schools do not have enough funding to procure the required resources and learning materials for the school, it will negatively impact learners’ education:

Insufficient resources such as the provision of goods and services and other facilities required by a school negatively impact on teaching and learning (Great Schools Partnership 2015:10).

The findings revealed that participants had experienced the effects of transportation challenges:

The public sector experiences challenges when it comes to delivering the goods and services required by stakeholders. This is in line with the existing literature (Hasselgren & Tore 2016:540).

It was found that some service providers find it difficult to find the schools in rural areas where they have to make deliveries:

Location is a key challenge when it comes to deliveries:

The findings revealed that some service providers are not trustworthy, which poses a challenge:

This finding is in line with the literature that indicates that some of the suppliers are not trustworthy and that their behaviour is unethical (Ambe & Badenhorst-Weiss 2013:251). Furthermore, there is poor service delivery from the service providers, as they make promises but often fail to keep them:

Shortage of materials ordered: Service providers frequently do not fulfil orders because of nonavailability of stock on hand, thus leaving orders incomplete. This appears to happen mainly in schools or institutions under Section 21, where the school is directly involved in its own procurement processes and procedures. When an order is incomplete, it affects teaching and learning in schools:

One of the participants stated that at the beginning of the COVID-19 pandemic, some service providers used the pandemic as an excuse for nondelivery:

With regard to all public schools under Section 20, it was found from the participants that poor service delivery is a challenge. Furthermore, the principals do not know who to consult when incorrect items are delivered or deliveries are late or delayed, as they do not know who in the DoE is responsible for the order:

The quality of goods delivered is another challenge identified in this study. The schools or institutions order goods or services from catalogues given by the service providers to the principals. The findings revealed that items listed in the catalogues are ordered, but when these items are delivered, they are different from those in the catalogues:

Two participants explained that the managing agent from the DoE who supplies schools with textbooks fails to meet the time frame in terms of delivery, with deliveries always being late:

This is in line with the work of Hou and Zhao (2013:5776), who noted that all public entities need to put together accurate demand forecasts as uncertainty in the supply chain is a challenge.

The findings revealed that orders are placed well in advance. For example, the participants indicated that they may place orders in January 2021, yet these orders are only delivered during November 2021, in time for the following academic year:

Deliveries made after office hours: Four participants stated that some service providers make deliveries after office hours. This becomes a challenge, as someone is required to wait to receive these deliveries:

The long process of procuring goods and services for the schools hinders teaching and learning, as they have to wait for books that have been procured to be delivered. One participant stated that even for schools under Section 21, there is a long process involved in procurement, which includes the school management team, the school governing board and the finance committee within the school:

This is in line with the findings of Motuba (2014:29), who found that the public faces many delays because of the long processes and procedures that take place in procurement.

Empty promises: There are many varying demands arising in the schools, and when they are reported to the DoE, the department seems unwilling or incapable of fulfilling them. In many cases, the DoE makes only promises until the schools lose patience and give up:

Public schools expect the DoE to offer more in terms of funding. The findings revealed that participants’ needs and requirements are higher than the funding that is allocated:

Failure of the stakeholders: The failure of the stakeholders from the public education sector to effectively support the schools was identified as a challenge: