Question Questions: Minister of Education to the Minister of Education

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01 December 2008 - Questions: Minister of Education

MPs to ask the Minister of Education

Reply:

QUESTION 1844

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008
(INTERNAL QESTION PAPER 32-2008)

Mrs D van der Walt (DA) to ask the Minister of Education:


(1) In respect of each province, (a) how many public schools are there, (b) how many of these schools do not have (i) classrooms, (ii) toilets (iii) fences, (c) how many posts for (i) maths and (ii) science teachers are vacant, (d) how many such teachers are needed to meet the current demand, (e) how much has her department spent to produce such teachers in each of the past fours years up to the latest specified date for which information is available and (f) what is the current teacher/ pupil ratio in public schools in each province,
(2) whether this figure improved in comparison to the same in 2004, if not, why not, if so, what are the relevant details? NW2636E

REPLY

1(a)

Table 1: Number of public schools

Provinces

Schools

Eastern Cape

5,686

Free State

1,614

Gauteng

1,989

KwaZulu-Natal

5,783

Limpopo

4,023

Mpumalanga

1,873

North West

1,730

Northern Cape

602

Western Cape

1,451

Total

24,751

Source: EMIS School Realities, 2008

1 (b) (i)

Table 2: Number of schools using facilities of other schools, as at 29 July 2008.

Source: NEIMS

1 (b) (ii)

Table 3: Operational schools without sanitation facilities, as at 29 July 2008

Province

Schools

Eastern Cape

527

Free State

55

Gauteng

6

KwaZulu-Natal

169

Limpopo

75

Mpumalanga

72

North West

73

Northern Cape

5

Western Cape

22

Total

1,004

Source: NEIMS
Note: These schools also include the platoon schools. These schools will be provided with sanitation either by provincial education departments or the DWAF programme.

1 (b) (iii)

Table 4: Operational schools without fencing or fencing in poor condition, as at 29 July 2008.

Province

Schools

Eastern Cape

1,132

Free State

146

Gauteng

64

KwaZulu-Natal

359

Limpopo

364

Mpumalanga

407

North West

125

Northern Cape

18

Western Cape

108

Total

2,723

Source: NEIMS

1 (c & d) I refer the Honourable Member to the answers I have already provided to questions NA 1560 (12 September 2008), NA 849 (30 May 2008), and NCOP 6 (26 February 2008).

1 (e)

Table 5: Funza Lushaka bursars and costs :

Year

Bursars

Rands

2007

3,360

110 528 265

2008

4,974

164 466 668

1(f)

Table 6: Teacher/pupil ratio in public schools

Province

Learner-Educator Ratio (Teacher/Pupil Ratio)

State-paid and SGB-paid educators

State-paid educators

Eastern Cape

31.7

33.5

Free State

28.9

30.4

Gauteng

32.4

36.4

KwaZulu-Natal

32.5

34.5

Limpopo

31.2

32.1

Mpumalanga

31.6

33.0

North West

29.8

31.4

Northern Cape

29.8

31.7

Western Cape

30.0

35.7

National

31.4

33.7

Source: EMIS School Realities 2008

2.

Table 7: Projects completed by provincial departments from 2005 to July 2008.

Province

Number of classrooms completed

Schools provided with sanitation

Schools provided with fences

Eastern Cape

412

396

101

Free State

132

197

6

Gauteng

199

33

24

KwaZulu-Natal

4,818

1,158

101

Limpopo

3,494

1,672

17

Mpumalanga

657

1,178

4

North West

975

261

124

Northern Cape

92

20

5

Western Cape

1,122

65

32

Total

11,901

4,980

414

Source: NEIMS
Note: Since 2007 DWAF has provided another 67 schools with sanitation. The EU donor programme has also funded 141 new classrooms, sanitation for 27 schools and fencing for 9 schools.

Table 8: The teacher/pupil ratio in public schools in each province in 2005

Province

Learner Educator Ratio (Teacher/Pupil Ratio)

State-Paid and SGB

-Paid Educators

State-Paid Educators

Eastern Cape

33.0

34.8

Free State

29.4

30.6

Gauteng

31.6

36.7

KwaZulu-Natal

34.3

36.7

Limpopo

34.1

34.7

Mpumalanga

33.5

35.4

North West

31.1

32.4

Northern Cape

31.9

34.2

Western Cape

31.5

37.2

National

32.8

35.2

Source: EMIS School Realities 2005.
Note: In 2005 the teacher/learner ratio in public schools was 35.2, while the current teacher/learner ratio in public schools is 33.7. This translates into 15,582 additional educators. There were 362,478 state-paid educators in public schools in 2005, while in 2008 there are 378,060 state-paid educators.

QUESTION 1846

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008

(INTERNAL QESTION PAPER 32-2008)

Mr GR Morgan (DA) to ask the Minister of Education:

(1) Whether her department is investigating the incident that occurred on 17 September 2008 at Xolobeni Junior Secondary School where members of the SA Police Service are alleged to have administered corporal punishment to learners; if not, why not; if so, what are the relevant details,

(2) whether the principal of the school will be removed if he/she is found to have been complicit in the incident; if not, why not; if so, what are relevant details;

(3) whether her department will offer counselling services to the affected learners, if not, why not; if so, what are the relevant details;

(4) whether she will visit the school to assure learners that the matter is being dealt with and it will not recur; if not, why not; if so, what are the relevant details? NW2638E

REPLY: 

(1) The Eastern Cape Education Department's preliminary report indicates that there are differences of fact and opinion in the statements made by the members of SAPS and the principal of the school. SAPS members say they searched for dangerous weapons and in the process forced those who resisted against the wall. The principal says the learners were beaten because they were violent and did not take instructions from him. The provincial authorities are conducting further investigations.

(2) The principal will be removed if he is found to be in contravention of the relevant legislation governing educators and schools.

(3) The Department will offer counselling services if there is a need to do so. However, a circuit manager visited the school on 24 October 2008 where she had an open session with the learners. There were no indications of traumatized learners unless they were absent from school on that day.

(4) I have delegated officials to visit the school.

QUESTION 1849

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008

(INTERNAL QUESTION PAPER 32-2008)

Ms M Smuts (DA) to ask the Minister of Education:

(i) In respect of each province (a) what is the total number of (i) public schools as defined in the South African Schools Act, Act 84 of 1996 and (ii) Further education and training institutions as defined in the Further Education and Training Act, Act 98 of 1998 and (b) how many (i) public schools and (ii) FET institutions have computer laboratories or facilities for learners, (aa) with (bb) without internet connection,

(2) Whether any schools are making use of the facilities or assistance of Sentech (Pty) Ltd or the Universal Service and Access Agency of South Africa (USAASA); if not, why not; if so, which school in each province?

(3) Whether she has taken any steps to (??) electronic communications by these schools and institutions; if not, why not; if so, what steps? NW2641E

REPLY:

(1)

Table 1: Schools with computer laboratories and internet connections

 

Public Schools

FET Colleges

Total Number

24 751

50

Institutions with computer laboratories or facilities for Teaching and Learning

3 366

50

Institutions with Internet Connections

1 768

50

(There is a mix of campuses/college that have internet, and data is not available for those that do not)

(2) Only 3 schools in South Africa currently receive services from Sentech (Pty). Mpumalanga has procured the services of Sentech (VSAT) to connect all secondary and combined schools (525) in the province. No implementation has yet taken place. In 2007/8 the Universal Service and Access Agency of South Africa (USAASA) provided 241 computer laboratories/cyberlabs in schools. The majority of these schools are in under-serviced areas. USAASA is currently installing 20 computer laboratories/cyberlabs as part of the APEX 3 Project (FOSAD ISAD Dinaledi Connectivity Project).

(3) We communicate with schools, teachers and learners both through the post and digitally. In particular, we make use of the Thutong portal (www.thutong.org.za) to communicate with schools, teachers and learners on various topics, for example, matric examinations.

Additional information

Table 1: Data on provincial distribution of ICT facilities

Province

Total number of Schools

Number of schools with computer rooms 1

Number of schools with Internet connectivity2

Number of schools with electronic communication abilities3

EC

5686

275

72

784

FS

1614

290

199

219

GT

1989

668

374

1601

KZN

5783

583

239

247

LP

4023

237

24

171

MP

1873

119

31

952

NC

1730

286

92

200

NW

602

265

17

600

WC

1451

643

720

720

Total

24751

3366

1768

5494

1 EMIS 2008 Annual survey of schools

2 ICT in Education Audit conducted by SITA 2007/8

3 Provincial Departments of Education, as supplied to National for 2007/8

Table 2: SENTECH in Schools

Province

Total number of Schools

Number of schools that are making use of SENTECH services4

Notes

EC

5686

1

NEPAD e-School from the ORACLE Consortium

FS

1614

1

NEPAD e-School from the ORACLE Consortium

GT

1989

0

Gauteng OnLine (GOL) schools were serviced through a 3-year contract with Sentech. The contract was not renewed. GOL's connectivity has subsequently been placed in a bigger Gauteng network by GSSC that made use of iBurst.

KZN

5783

1

A project school installed by the DOC as part of their Cyberlab project

LP

4023

0

 

MP

1873

525

Mpumalanga has procured the services of SENTECH VSAT to connect all secondary and combined schools in the province. No implementation has yet taken place.

NC

1730

0

 

NW

602

0

 

WC

1451

0

 

Total

24751

3 (+525)

 

4 Information provided by ICT Provincial Representatives on the ICT Inter-Provincial Working Group

Table 3: USAASA in schools

Province

Total number of Schools

Number of schools that have facilities provided by USAASA5

EC

5686

41

FS

1614

20

GT

1989

2

KZN

5783

43

LP

4023

36

MP

1873

37

NC

1730

23

NW

602

29

WC

1451

10

Total

24751

241

QUESTION 809

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/5/2008 (INTERNAL QUESTION PAPER 14-2008)

Mr C G Boinamo (DA) to ask the Minister of Education:

(1) Whether race is a factor used when determining salary scales in education; if not, what is the cause of salary disparities between educators of different races who have the same (a) qualifications and (b) employment experience; if so, what are the relevant details;

(2) whether her department has taken any steps to deal with these disparities; if not, why not; if so, what are the relevant details?

NWS74E

REPLY

(1) No, race no longer plays a role in determining teacher salaries. However, many African teachers were poorly qualified in the apartheid period and only upgraded their qualifications after 1994, and they may be paid less than other teachers who entered the profession with better qualifications to begin with. It is, therefore, possible for individuals with the same qualification and number of years of teaching experience to earn different salaries.

(2) Yes, the Department has made a concerted effort to overcome this problem through a number of collective agreements reached with the unions in the Education Labour Relations Council (ELRC). The following agreements recognised the qualifications of educators upgrading their qualifications from the lowest levels (former Department of Education and Training qualifications).

· ELRC Collective Agreement 3 of 1996: agreement on a three- year condition of service adjustment package for educators, which introduced the broad-banding salary system;

· ELRC Collective Agreement 4 of 1997: conditions of Service adjustment package for educators;

· ELRC Collective Agreement 5 of 2002: recognition of improved REQV;

In addition, further agreements were reached:

 ELRC Collective Agreement 2 of 2005: salary progression for the period 01 July 1996 to 30 June 2002 addressed the backlogs due to a lack of salary progression;

  • ELRC Collective Agreement 5 of 2006: improved career pathing for qualified post level educators and accelerated pay progression for all educators on applicable salary levels.

Most recently, the ELRC Collective Agreement 1 of 2008 on the Occupation Specific Dispensation for Educators, which was signed on 3 April 2008, provides for an investigation of the implementation of all these previous agreements by 30 September 2008. If it is found that matters that were to be addressed by the previous collective agreements were not fully addressed or have not been properly implemented, then a proposal will be made to correct these anomalies.

QUESTION 810

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/05/12008 (INTERNAL QUESTION PAPER 14-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

Whether her department in implementing inclusive education in all schools, has ensured that (a) there are enough educators who have been trained to facilitate the teaching of children with different learning disabilities, (b) classrooms have been made accessible to learners with physical disabilities and (c) the availability of transport for children with disabilities has been properly arranged; if not, how do children with disabilities access education; if so, what are the relevant details?

NWI500E

REPLY

(a) No, we do not have as many trained teachers to implement inclusive education as we would like, but we have been training teachers. In the 2006/7 financial year the Department trained 2,300 educators and district personnel on the Screening, Identification, Assessment and Support (SIAS) strategy and as well as on curriculum adaptation. Since April 2008 a further 800 educators and district officials have been trained. Training on SIAS, curriculum adaptation and assessment guidelines will be extended incrementally to educators in the mainstream.

Some barriers to learning, such as visual and hearing impairments, require that educators receive specialised training. In 2007 the Department, assisted by the Stockholm Institute of Education, trained 50 educators for learners with low vision and 39 educators to deal with hearing impairments. The same training will be conducted during 2008, this time bringing in local experts to work alongside the Swedish experts.

The Department is refining assessment guidelines for learners experiencing various barriers to learning including those that are disabled.

(b) Infrastructural adaptation is advanced in 10 of the 30 primary schools selected to become full-service schools in our pilot project. Physical infrastructure planners in the various provinces have been involved in the process to ensure that future construction of schools, classrooms and toilets, follows the guidelines/criteria for making schools accessible to all.

(c) The 397 special schools receive, as part of their budget allocation, subsidies for learner transport. The funding is intended for the purchase of school buses, the subsidisation of learner transport and for maintenance. The Department has made a bid to Treasury for an additional allocation in the 2008 MTEF allocation to strengthen learner transport for learners in special and full-service schools. In situations where learner transport is not a viable and cost-effective option, the Department makes hostel accommodation available.

QUESTION 849

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008

(INTERNAL QUESTION PAPER 15-2008)

Mrs D van der Walt (DA) to ask the Minister of Education:

(1) Whether all secondary schools have (a) qualified science teachers and (b) equipped science laboratories; if not, why not; if so, what are the relevant details in each case;

(2) what steps are being taken to ensure that these teachers can teach science to the learners?

NW1539E

REPLY

(1) (a) No, all secondary schools do not have qualified science teachers. According to a survey undertaken in 2007, 814 of the 4,588 schools offering Physical Sciences reported a shortfall.

The Department has a database of unemployed teachers that includes 734 Mathematics and Physical Sciences teachers. The teachers on the database are local unemployed teachers, retired teachers, teachers who have taken the voluntary-severance package and teachers from other countries. Provinces and schools are able to recruit teachers from this database.

(1) (b) No, secondary schools do not all have science laboratories. According to the National Education Infrastructure Management System (NEIMS), the percentage of schools without laboratories dropped from 75% in 1996 to 60% in 2006. Provinces are continuing to build laboratories from their equitable share allocation for infrastructure.

(2) The Department and the provincial departments are responding in a number of ways.

First, provinces provide equipment to all schools in the system. These include conventional equipment, as well as micro-science kits and small-scale equipment. The micro-science kits are more suitable for schools without laboratories. In addition, the Department has trained subject advisors on doing practical work using "everyday materials". These are materials that can be found in the environment and do not need to be purchased by schools. Subject advisors train teachers in clusters in the provinces on this work.

Second, the Department has provided all dinaledi schools with teacher support packs. These packs contain equipment for Physical Sciences and also serve as mobile laboratories. Relevant practical work that is essential to the understanding of scientific concepts can be done in classrooms as well as outside the classroom.

Third, provinces began providing 100 hours of training to teachers in dinaledi schools in 2006. These teachers are in the last year of their programme, a year in which mentors mentor teachers on their content knowledge.

Fourth, in February and May 2008, a total of 109 subject advisors in Physical Sciences were trained by experts from universities on content and practical work. Each subject advisor received a CD, which contained all the written materials and PowerPoint presentations. This will strengthen the support that subject advisors give to teachers in the classroom. Subject advisors train teachers in clusters in the provinces on this content and practical work.

Fifth, provinces use subject advisors, who have been trained by the Department and universities, to train teachers in all subjects during school holidays and on week-ends. To date, 4,824 Physical Sciences teachers have been trained in the provinces.

Sixth, provinces offer teachers bursaries to study the Advanced Certificate in Education (ACE) specializing in Physical Sciences. In 2006, 1,277 teachers enrolled for the ACE. This cohort will be graduating this year. To date R13,8 million has been awarded in bursaries.

Last, the Department has provided additional material – content framework, subject assessment guidelines, learning programme guidelines, examination guidelines, study mates – to support the teaching and learning of Physical Sciences.

QUESTION 856

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008

(INTERNAL QUESTION PAPER 15-2008)

Mrs D van der Walt (DA) to ask the Minister of Education:

(1) Whether Afrikaans-speaking students may apply for the funza lushaka bursary scheme; if not, (a) what is the position in this regard and (b) how many applications of such students were nevertheless received; if so, how many of these students received bursaries;

(2) whether she will review the criteria of this bursary scheme as a matter of urgency to allow for students of all languages to apply and qualify; if not, what is the position in this regard; if so, what are the relevant details?

NW1547E

REPLY

(1) Yes, Afrikaans-speaking students can apply for funza-lushaka bursaries. We do not know how many bursaries have been awarded Afrikaans-speaking students, but as seven of the twenty-two higher-education institutions use Afrikaans as a medium of instruction we can assume that there are a considerable number of Afrikaans-speaking beneficiaries (see table 1).

Table 1: Funza Lushaka bursaries at Afrikaans-medium universities, 2007, 2008

University

Bursary allocation
2007

Bursary allocation
2008

Number of bursaries awarded 2008

University of Stellenbosch

R 7,200,000

R 10,800,000

274

University of the Western Cape

R 4,000,000

R 6,000,000

150

University of Pretoria

R 7,200,000

R 10,800,000

270

University Johannesburg

R 7,200,000

R 10,800,000

199

University of the Free State

R 7,200,000

R 10,800,000

279

North West University

R 7,200,000

R 10,800,000

219

UNISA

R 6,000,000

R 8,000,000

472

Total

R46,000,000

R 68,000,000

1,863

(2) The Department of Education reviews the priority areas for the bursary scheme annually and will do so again this year. The policy encourages students of all languages to apply.

QUESTION 891

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008

(INTERNAL QUESTION PAPER 15-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

Whether her department is planning to schedule an extra five weeks of schooling after the World Cup in 2010 to assist learners to catch up for the time lost as a result of the closure of schools during the World Cup; if not, why not; if so, what are the relevant details? NW1583E

REPLY

No, we have no plans to schedule an extra five weeks of school. The draft school calendar for 2010, which has been published for comment, has the same number of school days as any other year.

This is in compliance with national policy, which requires that there should be between 195 and 200 school days per year.

Therefore, there is no need for any catch-up days to be scheduled.

QUESTION 892

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 30/05/2008

(INTERNAL QUESTION PAPER 15-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

How many (a) qualified grade R educators have been trained to deal with grade R material in each of the past three years up to the latest specified date for which information is available, (b)(i) Grade R schools are currently operating across the country and (ii) what is the breakdown by province and (c)(i) Grade R children have graduated from these schools in each of the past three years and (ii) are currently enrolled in these schools?

NW1584E

REPLY

(a) There are 15,966 grade R educators teaching grade R this year, and provinces have trained all of them on the curriculum. We are currently conducting an audit of grade R educators to gather detailed information on the status of their qualifications.

(b) (i) There are currently 13,941 schools offering grade R.

(ii)

Table 1: Number of ordinary schools offering grade R by province

 

Province

2005

2006

2007

2008

 

Eastern Cape

3,031

3,018

3,483

4,207

 

Free State

394

426

481

508

 

Gauteng

958

1,022

1,118

1,164

 

KwaZulu-Natal

2,118

2,585

3,189

3,423

 

Limpopo

2,045

2,223

2,107

2,221

 

Mpumalanga

364

635

792

911

 

Northern Cape

159

191

220

254

 

North West

265

406

440

568

 

Western Cape

683

709

650

685

 

Total

10,017

11,215

12,480

13,941

 

Sources: SNAP Survey Databases, conducted on the 10th school day, as published in: Education Statistics in South Africa at a Glance in 2005; Education Statistics in South Africa 2006; School Realities 2007; School Realities 2008.

Public primary schools offer grade R if they have space or as soon as the provincial education department is able to provide the infrastructure required to offer grade R. Community-based sites also offer grade R. In terms of the Norms and Standards for Grade R, these sites have to register with the provincial education department as Independent Schools. This will ensure that they receive support, and will also allow the Department of Education to keep accurate statistics on the sites and learners catered for in these sites.

(c) (i) We do not know the number of grade R learners who move into grade 1, but unless there is a particular reason for holding a child back all grade R learners progress to grade 1. We are in the process of establishing a national tracking system for all learners from grade R to 12. This will provide us with accurate information on the learners in the system, including the number who progress from one grade to the next each year.

(c) (ii)

Table 2: Number of grade R learners in ordinary schools, by province, from 2005 to 2007

Province

2005

2006

2007

Eastern Cape

105,231

106,045

112,889

Free State

18,449

20,046

22,429

Gauteng

41,073

48,774

49,931

KwaZulu-Natal

79,276

95,802

118,884

Limpopo

86,015

90,748

93,030

Mpumalanga

14,171

23,897

34,962

North West

9,737

13,663

16,143

Northern Cape

6,598

7,682

8,423

Western Cape

32,389

33,614

30,834

National

392,939

440,271

487,525

Sources: SNAP Survey Databases, conducted on the 10th school day, as published in: Education Statistics in South Africa at a Glance in 2005; Education Statistics in South Africa 2006; School Realities 2007.

QUESTION 1555

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008

(INTERNAL QESTION PAPER 27-2008)

Mrs D Van Der Walt (DA) to ask the Minister of Education:

(1) Whether any employees of the Education Labour Relations Council were found to have acted irregularly, resulting in fraudulent expenditure of R2 905 676, as identified by Auditor-General's March 2008 report; if so, (a) how many and (b) what are their positions in the Council;

(2) Whether any legal action was taken against those employees; if not, why not; if so, what action?

NW2300E

REPLY:

(1) Yes, a forensic audit implicated two ELRC employees in fraud and bribery. They are a Senior Manager: Dispute Prevention and Resolution Services and a Dispute Resolution Case Management Administrator.

(2) The ELRC dismissed the senior manager on 2 August 2007 and the administrator resigned on 15 August 2007. The matter was handed to the police for investigation. The case number is Lyttelton 37/04/2008 and Captain Johann van Staden is the investigating officer. He has forwarded the matter to the National Prosecuting Authority, but no decision has yet been taken on prosecution.

QUESTION 1558

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008

(INTERNAL QUESTION PAPER 27-2008)

Mr GG Boinamo (DA) to ask the Minister of Education:

(1) Whether any schools had not had their full complement of textbooks delivered to them by 30 June 2008; if so, (a)(i) which schools and (ii) which provinces and (b) what caused these shortages;

(2) Whether any steps have been taken to (a) ensure all textbooks are delivered and (b) prevent the same problem from developing next year; if not, why not; if so, what steps in each case?

REPLY:

(1) Yes, by 30 June 2008 some high schools had not received all their textbooks. The DoE does not have a comprehensive audit of all these schools. However, between 50% and 75% of pupils in grades 10 and 11 had Mathematical Literacy and Mathematics textbooks, while 90% pupils in grade 12 had textbooks in a sample survey of 184 schools.

Mathematical Literacy

Grade 10

Grade 11

Grade 12

Enrolment

NT*

%

Enrolment

NT

%

Enrolment

NT

%

15 628

4 419

28

11 998

2 853

24

8 859

565

6

*No Textbook

Mathematics

Grade 10

Grade 11

Grade 12

Enrolment

NT*

%

Enrolment

NT

%

Enrolment

NT

%

19 914

8 553

43

12 946

3 624

28

10 647

1 179

11

*No Textbook

(2) The DoE interacts on a regular basis with publishers through the Publishers' Association of South Africa (PASA) and the African Publishers' Association (APA) and provinces. Provinces are responsible for textbook supply in their respective provinces.

For further particulars in answer to this part of the question, can I draw your attention to my answer to oral question 446 (13 November 2007). I attach it here for your convenience.

QUESTION 1561

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/09/2008

(INTERNAL QUESTION PAPER 27-2008)

Mrs D Van der Walt (DA) to ask the Minister of Education:

How many schools in each province did not have (a) sanitation, (b) water, (c) electricity, (d) science laboratories, (e) sports fields, (f) kitchen facilities for the preparations of meals as at the latest specified date for which information is available?

NW2306E

REPLY

(a) Sanitation

Province

Schools without sanitation facilities as at March 2007

Projects completed by provincial depts. 2007/08

Completed by DWAF 2007/08

Projects planned for 2008/09

by provincial depts

Planned by

DWAF 2008/09

Planned by provincial depts. 2009/10

Planned by DWAF 2009/10

Eastern Cape

579

70

19

242

115

0

442

Free State

95

80

38

35

75

90

28

Gauteng

6

17

0

28

28

5

46

KwaZulu-Natal

167

321

0

200

77

200

132

Limpopo

75

81

0

34

26

186

91

Mpumalanga

72

80

0

21

20

71

143

North West

73

50

0

40

15

50

53

Northern Cape

8

27

1

7

54

25

0

Western Cape

22

0

6

3

13

0

0

Total

1,097

726

64

610

423

627

935

Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.

b) Water

Province

Schools without water facilities as at March 2007

Projects completed by provincial depts. 2007/08

Completed by DWAF 2007/08

Projects planned for 2008/09

by provincial depts

Planned by

DWAF 2008/09

Planned by provincial depts. 2009/10

Planned by DWAF 2009/10

Eastern Cape

1119

102

21

60

115

0

771

Free State

298

44

56

54

62

90

191

Gauteng

0

17

0

28

0

5

0

KwaZulu-Natal

607

394

0

393

239

300

408

Limpopo

350

103

0

34

58

186

257

Mpumalanga

140

90

10

11

33

36

206

North West

48

5

0

50

10

50

45

Northern Cape

6

82

 

41

4

95

0

Western Cape

0

0

3

3

0

0

0

Total

2,568

837

90

674

521

762

1878

Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.

(b) Electricity

Province

Schools without electricity supply as at March 2007

Projects completed by provincial depts. 2007/08

Completed by DME 2007/08

Projects planned for 2008/09 by provincial depts

Planned by DME 2008/09

Planned by DME 2009/10

Eastern Cape

1,206

101

334

240

140

391

Free State

270

20

30

39

51

51

Gauteng

13

2

0

28

1

0

KwaZulu-Natal

1,586

80

260

1,139

257

0

Limpopo

323

29

182

0

118

0

Mpumalanga

243

1

67

110

70

 

North West

93

24

11

26

32

0

Northern Cape

23

0

3

0

15

8

Western Cape

2

8

0

5

0

0

Total

3,759

265

887

1,587

684

450

Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.

(c) Science laboratories

Province

Schools without laboratories

Projects planned for 2008

Eastern Cape

2,862

12

Free State

248

9

Gauteng

188

52

KwaZulu-Natal

1,540

54

Limpopo

1,260

4

Mpumalanga

526

64

North West

485

0

Northern Cape

126

0

Western Cape

183

0

Total

7,418

195

Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.

(d) Sports fields

Province

Schools without sport facilities

Projects planned for 2008

Eastern Cape

394

0

Free State

681

0

Gauteng

293

27

KwaZulu-Natal

1,870

0

Limpopo

315

0

Mpumalanga

112

297

North West

128

0

Northern Cape

115

0

Western Cape

172

0

Total

4,080

324

Note: Sports facilities, for use by schools and communities, are provided for under the Municipal Infrastructure Grant to local government.

Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.

(e) Kitchen facilities are only included for primary schools participating in the National School Nutrition programme, 191 projects are planned for 2008/09, made up of :

Free State - 77

KwaZulu Natal - 50

Mpumalanga - 64

Source: Department of Education's National Education Infrastructure Management System (NEIMS), as assessed at 30 September 2007.

QUESTION 1588

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008

(INTERNAL QESTION PAPER 27-2008)

Mr LB Labuschagne (DA) to ask the Minister of Education:

Whether provision is made for the temporary appointment of experts in the fields of computer science and mathematics in the absence of a formal diploma in education; if not, why not; if so, what are the relevant details?

NW2336E

REPLY:

The Personnel Administration Measures (PAM) provide for the temporary appointment of unqualified teachers in a number of subjects. The Measures also provide for the temporary appointment of qualified teachers without specifying a subject to teach. Therefore, it is possible to appoint unqualified teachers to teach mathematics and computer science. However, qualified teachers have first preference, and first entrants into the profession in particular.

QUESTION 1590

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 19/09/2008

(INTERNAL QUESTION PAPER 28-2008)

Mrs van der Walt (DA) to ask the Minister of Education:

(i) Whether options for a mechanism to accommodate indigent children in better equipped schools have been developed ; if so, what options;

(2) Whether any progress has been made in any of selecting these options for implementation; if not, what is the position in this regard; if so , (a)what are the relevant details and (b) when is it anticipated to be implemented? NW2307E

REPLY:

(1) We accommodate poor children in "better equipped schools" through the system of fee exemptions. The school funding norms provide a full exemption to parents who earn less than ten times the school fee, and a progressive scale of partial exemption to parents who earn less than thirty times the school fee. This policy has not changed and should be enforced in all schools. It should also be noted that the award of fee exemptions should be dealt with after, and separate from, any decision to admit a child to a school.

(2) We accept that a school should not carry the full burden of fee exemptions. Various policy options have been explored, and a draft proposal developed for amendments to the funding norms. The proposal will follow the usual consultative processes before any final decision is made.

QUESTION 621

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008

(INTERNAL QUESTION PAPER 12-2008)

MrW D Spies (FF Plus) to ask the Minister of Education:†

What is the (a) demographic composition in (i) percentages and (ii) numbers of the (aa) University of the Free State, (bb) University of Pretoria, (cc) University of Stellenbosch, (dd) University of Johannesburg, (ee) North West University, (ff) Nelson Mandela Metropolitan University, (gg) Tshwane University of Technology (Pretoria West campus) and (hh) Tshwane University of Technology (excluding Pretoria West campus) and (ii) University of South Africa and (b) what is the language preference at each of these universities?

NW1205E

REPLY:

(a) The Department of Education captures statistical data about the higher education system at the institutional level in the Higher Education Management Information System (HEMIS). Below is the latest audited data for the institutions for which information is requested.

Table 1: Headcount enrolments by Race and Gender in 2006

Total – male and female headcount

African

Coloured

Indian

White

Total

Institution

Nr

%

Nr

%

Nr

%

Nr

%

Nr

University of the Free State

12 531

51.9

1 525

6.3

586

2.4

9 490

39.3

24 132

University of Pretoria

20 421

44.3

766

1.7

1 762

3.8

23 173

50.2

46 122

University of Stellenbosch

2 447

11.2

3 233

14.7

439

2.0

15 824

72.1

21 943

University of Johannesburg

27 738

64.7

1 199

2.8

2 179

5.1

11 767

27.4

42 883

North West University

22 412

57.9

1 220

3.2

616

1.6

14 288

36.9

38 536

Nelson Mandela Metropolitan University

14 477

59.7

2 966

12.2

624

2.6

6 178

25.5

24 245

Tshwane University of Technology

43 947

85.4

617

1.2

427

0.8

6 455

12.5

51 446

University of South Africa

131 197

57.7

14 151

6.2

22 580

9.9

59 209

26.0

227 137

Female headcount

African

Coloured

Indian

White

Total

Institution

Nr

%

Nr

%

Nr

%

Nr

%

Nr

University of the Free State

7 309

54.2

1 019

7.6

245

1.8

4 918

36.5

13 491

University of Pretoria

12 190

47.0

434

1.7

907

3.5

12 399

47.8

25 930

University of Stellenbosch

1 154

10.2

1 839

16.3

224

2.0

8 081

71.5

11 298

University of Johannesburg

15 174

65.7

729

3.2

1 126

4.9

6 076

26.3

23 105

North West University

14 541

61.0

753

3.2

361

1.5

8 189

34.3

23 844

Nelson Mandela Metropolitan University

8 366

63.3

1 669

12.6

320

2.4

2 861

21.6

13 216

Tshwane University of Technology

23 897

89.3

264

1.0

144

0.5

2 453

9.2

26 758

University of South Africa

72 998

56.8

8 200

6.4

13 603

10.6

33 789

26.3

128 590

Male headcount

African

Coloured

Indian

White

Total

Institution

Nr

%

Nr

%

Nr

%

Nr

%

Nr

University of the Free State

5 222

49.1

506

4.8

341

3.2

4 572

43.0

10 641

University of Pretoria

8 231

40.8

332

1.6

855

4.2

10 774

53.4

20 192

University of Stellenbosch

1 293

12.1

1 394

13.1

215

2.0

7 743

72.7

10 645

University of Johannesburg

12 564

63.5

470

2.4

1 053

5.3

5 691

28.8

19 778

North West University

7 871

53.6

467

3.2

255

1.7

6 099

41.5

14 692

Nelson Mandela Metropolitan University

6 111

55.4

1 297

11.8

304

2.8

3 317

30.1

11 029

Tshwane University of Technology

20 050

81.2

353

1.4

283

1.1

4 002

16.2

24 688

University of South Africa

58 199

59.1

5 951

6.0

8 977

9.1

25 420

25.8

98 547

(b) The councils of public higher education institutions determine the language policies of individual institutions within the context of the official language-policy framework. While English and Afrikaans are currently the only mediums of instruction in higher education, the language-policy framework promotes multi-lingualism. Below are the official languages of teaching and learning at the undergraduate level at the universities for which information is requested.

Table 2. Languages of Learning and Teaching

Institution

Language of Teaching and Learning

University of the Free State

Afrikaans and English

University of Pretoria

Afrikaans and English

University of Stellenbosch

Afrikaans

University of Johannesburg

Afrikaans and English

North West University

Afrikaans and English

Nelson Mandela Metropolitan University

Afrikaans and English

Tshwane University of Technology

English

University of South Africa

Afrikaans and English

QUESTION 625

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/09

(INTERNAL QUESTION PAPER 07-2009)

Dr WG James to ask the Minister of basic Education:

What are the relevant details pertaining to the (a) budget allocated for and (b) actual expenditure with regard to (i) salaries, (ii) travel, (iii) accommodation, (iv) printing done and (v) other operations of the Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutes? NW710E

REPLY:

The release of the report of the Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutes has provided an opportunity for the country to evaluate the extent to which our higher education institutions have transformed. Not unexpectedly the report also raises a number of challenges that our government has to address.

(a) The operational budget of the Directorate Institutional Support and Sector Liaison was used to support the work of the committee.

(b) Members of the committee were not paid salaries, but were compensated for their time in line with Treasury Regulations. In this regard, an amount of R467, 324.00 was paid to members of the committee. In addition, all travel and accommodation costs were arrangements were made in terms of Departmental policy. On conclusion of the investigation, 300 copies of the report were printed and distributed to all institutions, higher education stakeholders and interested parties. The total cost of producing the report was R71, 527.52 which includes gazetting.

QUESTION 628

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008

(INTERNAL QUESTION PAPER 12-2008)

Mrs C M Dudley (ACDP) to ask the Minister of Education:

(a) By what legal mechanism will the proposed National Schools Pledge be implemented and (b) what legal obligation will be placed on (i) principals, (ii) teachers and (iii) learners in this regard;

whether the pledge will affect private schools; if not, what is the position in this regard; if so, what are the relevant details;

whether she or her department will invite any public comment with regard to the pledge; if so, what are the relevant details?

NW1310E

REPLY:

The question you raise has emerged from a number of submissions as part of the process of public comment. After considering all the public comments on the proposed Pledge, I will decide on the mechanism (legal or otherwise) to follow.

No decision has been taken in this regard.

The proposed National Schools Pledge was published for public comment on 22 February 2008 in Government Gazette No 278. The closing date of 20 March 2008 was subse quently extended to 15 May 2008 to provide sufficient time for all interested parties to comment.

QUESTION 631

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008

(INTERNAL QUESTION PAPER 12-2008)

Mrs C Dudley (ACDP) to ask the Minister of Education:

(1) Whether she recently made a statement with regard to the re-opening of teacher training colleges; if not, what is the position in this regard; if so, what are the relevant details;

(2) (a) where will these teacher training colleges be located, (b) what plans are in place with regard to (i) implementation, (ii) human resources and (iii) specialised skills that are needed to realise the project, (c) what timeframes are envisaged and (d) how can stakeholders and people with skills needed to accomplish this make an input?

NW1317E

REPLY:

I refer the Honourable Member to the answer I provided to Question 584, which dealt with this specific question. I also commented on teacher colleges in my Budget Vote speech on the 15 May 2008, and I attach what I said here for her convenience.

"Expanding teacher training

One of our emerging challenges is the need to respond to the decline in the number of qualified school teachers. Specific gaps exist in the foundation phase and in scarce skills subjects such as Maths, Sciences and Technology.

Our first response was the introduction of nationally funded bursaries for students in these fields. We expect graduation numbers to grow each year. However, we now believe that these efforts need to be supported by a significant growth in numbers and by an expansion in the capacity of university faculties responsible for teacher training. All but one of our universities offer initial and in-service teacher training in faculties, colleges and schools of education.

We are considering various options in order to expand the numbers.

There have been calls for the re-opening of teacher training colleges. Given that many college sites became our new very vital FET colleges we need to devise innovative strategies for responding to more and better teacher training. I hope to return to the house later this year to set out the department's proposal for expanded provision. We think it important to retain the higher education role in qualifying teachers. We also acknowledge the accuracy of the ANC's call for urgent and focused attention on strategies for admitting increased numbers and for supporting them to be quality teachers for our schools."

QUESTION 634

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008

(INTERNAL QUESTION PAPER 12-2008)

Mr M H Hoosen (ID) to ask the Minister of Education:

Whether the levels of literacy and numeracy attained by learners upon completion of their primary school education (grade 7) is satisfactory; if not, (a) why not and (b) what steps has her department taken to improve this situation?

NW1320E

REPLY:

National systemic evaluations, conducted by the Department in 2001 and 2004, revealed low levels of reading abilities across the country. The results of the Progress in International Reading and Literacy Study (PIRLS), released in November 2007, found that learners in our schools do not read at the appropriate level in relation to their grades and in terms of their age.

Various reasons were provided for this:

Lack of access to books in homes, at school and in community

Low levels of literacy among the parents

Ineffective teaching practices

I have responded to these findings through the following initiatives:

On the 18 March 2008 I launched the Foundation for Learning Campaign, a four-year programme to improve the reading, writing and numeracy skills and abilities of all South African children. The Campaign has provided teachers and schools with clear directives on expected levels of learner performance. The focus will be on primary schooling – starting with the Foundation and Intermediate Phases – so that learners acquire and sustain a solid foundation for learning. All primary schools will be expected to increase average learner performance in Literacy / Language and Numeracy / Mathematics to no less than 50% - indicating an improvement of between 15% - 20% - in the 4 years of the campaign.

The Department has also focused on providing resources to all schools. In the past three years we have provided over 11,000 primary schools with exciting story books, written in all official languages of South Africa towards establishing classroom libraries. Through the USAID-funded Ithuba Writing Project, we are distributing 2.3 million locally authored books in the different official languages to schools. All 2.3 million books should be in our schools by the end of the financial year.

Two years ago, I initiated a Drop All and Read Campaign, which welcomed Grade R and 1 learners into education with their own branded bags containing a selection of books that they can read for themselves or that parents and caregivers can read to them. At the heart of the campaign is that in our homes and in our schools children should be able to pick up books that they can read for enjoyment.

We continue to supply schools with reference materials, which have included bilingual dictionaries. We have also provided all schools with:

the National Reading Strategy document which outlines activities and approaches to promote and develop the reading skills of our learners; and

a Teacher's Handbook entitled Teaching Reading in the Early Grades to assist teachers on methods, approaches and activities to improve their teaching of reading.

A Toolkit for Teachers was developed containing both reading resources as well as guides for teachers; 1;000 of these have been sent to pilot schools countrywide to increase support for the teachers in their teaching of reading.

The Department has developed an Early-Grade Reading Assessment instrument, which is currently being used by teachers in selected districts to help us monitor progress in the different schools. The instrument is currently in use for Sepedi, Xitsonga,Tshivenda, IsiXhosa and English and during the course of this year the tool will be developed in the remaining five languages.

The implementation of the National Policy Framework for Teacher Education and Development will also address the issue of teacher development and ensure that through the IPET and CPTD programmes teachers are trained to teach effectively.

To monitor whether learners are improving competency, the Department is establishing baseline data on learners' achievement in literacy and numeracy in the early grades. As part of the Foundations for Learning, primary school learners will be assessed annually using standardized tests to monitor their progress against the established baseline.

QUESTION 1249

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 01/08/2008

(INTERNAL QESTION PAPER 21-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

What amount was spent by officials of her department on (a) hotel accommodation, (b) restaurant expenses and (c) travel costs (i) in the 2007-08 financial year and (ii) during the period 1 April 2008 up to the latest specified date for which information is available?

NW1996E

REPLY:

The following amounts were spent:

 

2007-08

April - July

2008

a) Hotel accommodation

R26,136,869

R11,334,297

b) Restaurant expenses

R4,100,829

R1,027,639

c) Travel costs

R43,007,845

R17,783,808

Total

R73,245,543

R30,145,744

These amounts include all costs for visits abroad, in-country travelling and meetings, workshops and conferences with provincial education departments and education stakeholders. The restaurant expenditure is for meals and food during these occasions.

QUESTION 1481

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 29/08/2008

(INTERNAL QESTION PAPER 25-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

Whether her department has any mechanisms in place to punish learners who repeatedly engage in anti-social behaviour such as bullying, physical or sexual assaults or any other behaviour that threatens the well-being of other learners and/or teachers; if not, why not; if so, what are the relevant details?

NW2225E

REPLY:

Yes, the South African Schools Act (Act 84 of 1996) requires school governing bodies and school management teams to establish and implement codes of conduct for learners in all educational settings. Codes of conduct for learners are negotiated commitments on the part of all learners and parents to abide by set rules so that effective teaching and learning can take place undisturbed. This implies a commitment from educators to establish discipline as a positive, learning process. In terms of section 8(4) of the Schools Act, learners are obliged to comply with the code of conduct. Section 8(5) makes provision for due process, including a fair hearing before a learner may be suspended by the school governing body or expelled by the provincial head of department. Section 9 prescribes two kinds of suspension: (i) as a correctional measure for a period of up to a week, or (ii) pending a decision from the provincial education department as to whether the learner is to be expelled from the school. These processes should be followed in all cases, including anti-social behaviour as described in the question. Schools may act immediately in such cases to ensure the safety of other learners and/or teachers and have been encouraged to do so.

QUESTION 1020

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/06/2008

(INTERNAL QUESTION PAPER 18-2008)

Mr GG Boinamo (DA) to ask the Minister of Education:

(1) Whether her department has (a) kept records as required by the Public Finance Management Act, Act 1 of 1999, and (b) reported any incidents of losses through (i) criminal conduct, (ii) unauthorised expenditure, (iii) irregular expenditure or (iv) fruitless and wasteful expenditure during the 2007-08 financial year; if not, why not; if so,

(2) whether any action has been taken against the offending officials; if not, why not; if so, in each category, (a) how many officials (i) were dismissed, (ii) were suspended and (iii) had other sanctions imposed on them and (b) what amounts of money were involved;

(3) whether there were any disciplinary cases pending on 31 March 2008; if so, what are the relevant details?

NW1758E

REPLY:

1)(a) Yes.

(b) (i) No.

(b) (ii) No.

(b) (iii) Yes.

(b) (iv) No.

(2) (a) There was irregular expenditure during the 2006/07 financial year. Three officials from the Department collaborated to evade financial procedures and failed to follow the stipulated tender process. The DoE finalized the investigation into the matter during the 2007/08 financial year and the offending officials have been dismissed.

(2) (b) The sum involved was R1 230 587.74.

The Department acquired a new quotation from another service provider and discovered that the same service could be rendered for R450 000.00 less. The R450 000.00 is being recovered in equal amounts of R150 000.00 from each of the three officials.

(3) No disciplinary cases were pending on 31 March 2008.

QUESTION 1298

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 08/08/2008

(INTERNAL QUESTION 22-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

(1) a) How many temporary teachers are currently employed in each province, b) for how long has each teacher been appointed and c) what are the reasons for each teacher not being employed permanently;

(2) Whether her department has taken any steps to reduce the number of temporary teachers by making them permanent employees; if not, why not; if so, what steps?

NW 2036E

ANSWER:

(1) (a and b) In July 2008 there were 31,949 temporary teachers employed by provincial education departments. One in three temporary teachers was employed in KwaZulu-Natal.

Table 1: Temporary teachers in each province by years of service

Province

>2yrs

2-3 yrs

4-5 yrs

6-10 yrs

11-15 yrs

16-20yrs

>20 yrs

Total

EC

4,065

871

7

40

79

2

2

5,066

FS

2,441

83

4

17

102

142

262

3,051

GP

2,115

33

12

6

18

19

11

2,214

KZN

10,436

256

84

130

647

93

31

11,677

LP

2,083

49

0

5

0

1

3

2,141

MP

1,245

151

44

14

181

176

148

1,959

NC

897

17

3

14

34

20

10

995

NW

713

97

8

24

401

169

101

1,513

WC

3,328

   

5

     

3,333

Total

27,323

1,557

162

255

1,462

622

568

31,949

Source: Persal (July 2008)

(1) (c) In the case of the 27,323 (86%) temporary teachers who have been in service for under two years, the reason is that they fill substantive posts that are in the process of being filled through the advertisement of vacancy lists. In regard to the remaining 4,626 (14%), I have directed the DoE to establish why they have been employed in such a capacity for over 2 years.

(2) Yes, under labour law (section 6B of the Employment of Educators Act that came into effect in 2005), no temporary educator can be employed in the same substantive and vacant post for more than two years. The employment of temporary teachers is best understood in the context of the annual process followed to determine the number of posts available to each school.

· Every provincial education department finalizes its post-provisioning consultations by 1 September and provides each school with final staff establishments by 30 September.

· In September school principals verify staff establishments and inform PEDs whether teachers will retire or resign from their posts during the final part of the year.

· This information informs the process of appointment of teachers to vacant posts at the beginning of a new academic year.

· The appointment process is normally in the form of requested internal and cross transfers, placement and absorption of educators additional to establishment, or the selection of temporary educators (new entrants, and those with a break in service).

· In a new year PEDs adjust the staff establishments of schools after a proper analysis of the 10th day snap survey. Temporary educators are then appointed on fixed contracts (1 January – 31 December) as required.

· PEDs finalize a list of all educator vacancies by 30 April of each year. If a teacher has been employed on a temporary contract for more than 2 years, any new contract must be converted from temporary to permanent. This measure only applies if an educator is in a substantive and vacant post and is qualified to teach in the learning areas/grades specified.

· This conversion from temporary to permanent must be supported by the School Governing Body (SGB), with the approval of the Head of Department, and is implemented by 1 July of each year.

· The rest of the vacancies are advertised in an open vacancy list for filling on 1 January of the next school year.

· There will always be temporary educators employed in schools. However, at any given time temporary educators should not make up more than 10% of total educator posts in a PED.

A recent DoE presentation to the Education PC in the National Assembly on 27 May 2008 indicated that there are currently 433,280 posts of which 62,616 are vacant. The percentage of vacant posts (that may or may not be occupied by temporary teachers) was 15.5% in 2006 and 14.5% in 2008.

Table 2: Educator posts and vacancies, 2006-2008

 

2006

2007

2008

Province

Number of posts

Number of Vacancies

%

Number of posts

Number of Vacancies

%

Number of posts

Number of Vacancies

%

EC

75,744

11,769

15.5

70,608

6,640

9.4

70,007

7,330

10.5

FS

27,690

4,368

15.8

27,764

3,737

13.5

28,644

3,401

11.9

GP

51,724

6,106

11.8

58,793

3,737

6.4

60,035

8,748

14.6

KZN

85,213

10,912

12.8

93,324

6,847

7.3

93,174

13,550

14.5

LP

70,307

10,930

15.5

73,516

15,797

21.5

66,542

12,560

18.9

MP

34,053

6,922

20.3

40,853

7,101

17.4

41,882

7,958

19.0

NW

38,291

7,784

20.3

27,355

176

0.6

27,583

1,727

6.3

NC

7,925

1,150

14.5

9,759

1,049

10.7

10,718

1,727

16.1

WC

33,924

6,099

18.0

31,134

4,938

15.9

34,695

5,615

16.2

Total

424,871

66,040

15.5

433,106

50,022

11.5

433,280

62,616

14.5

Note: "The above vacancies are not entirely vacant. They are occupied by temporary educators "

Source: DoE presentation to the PC on Education, 27 May 2008.

According to the ELRC's study of teacher mortality in 2005, there was a monthly average of 61,206 temporary teachers in 1997 and 34,110 in 2003. The main reason offered for this 44% (27,096) decline in the number of temporary teachers between 1997 and 2003 was "an ongoing process of appointing temporary educators as permanent during the period under review and a trend for advertised permanent posts to be filled with temporary educators".[1] The ELRC mortality study was based on an extensive review of Persal records.

There has been an 11% (2,161) decline in the number of temporary teachers between 2003 (34,110) and 2008 (31,94

QUESTION 1299

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 08/08/2008

(INTERNAL QESTION PAPER 22-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

(1) (a) How many teachers currently employed by her department have not been trained in the National Curriculum Statement in each province and b) what are the reasons for these teachers not receiving required training;

(2) Whether her department has taken any steps to ensure that these teachers receive the required training in the future; if not, why not; if so, what are the relevant details? NW 2037E

REPLY:

(1) The DoE does not employ teachers. The provincial departments of education employ teachers and are responsible for teacher training.

(2) The DoE is responsible for training provincial subject advisers and monitoring provincial curriculum workshops. Over a number of years the DoE has conducted curriculum workshops in all 8 learning areas and 29 subjects. In most provinces subject advisers train teachers, but in some provinces the training is outsourced to tertiary institutions or other service providers. Curriculum workshops are not compulsory. Teachers at all public schools are invited to attend curriculum workshops and provincial departments indicate that most teachers attend training.

QUESTION 921

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 6/06/2008

(INTERNAL QUESTION PAPER 16-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

(1) Whether her department has conducted an energy audit to determine its (a) use of energy and (b) opportunities for reduction of energy use; if not, why not; if so, what are the relevant details;

(2) whether her department has any plans to reduce energy consumption; if not, why not; if so, what plans;

(3) whether her department has made any material reduction in energy use since 1 January 2008; if not, why not; if so, what are the relevant details?

NW1611E

REPLY

(1) (a and b) No, the DoE has not conducted an energy audit, but the Department of Public Works is in the process of conducting an energy audit at the Department of Education. Details will be made available as soon as the report is available.

(2) Yes, Eskom, Government and other stakeholders have joined forces to conserve energy. The DoE is implementing the following actions:

 Lights should be switched on only when necessary and must be switched off when leaving the office;

  • Optimal use of natural light, such as the opening of curtains, must be encouraged;
  • Office equipment, such as PCs, printers and copiers, should be switched off when not in use and prior to leaving the office;
  • The use of hot water should be limited to essential services and only the required amount of water should be boiled;
  • Officials are encouraged to use the stairs as often as possible, especially if they are located on the 1st or 2nd floors;
  • Air conditioners and heaters should be used only when necessary.

(3) The DoE is waiting for an energy audit report from the Department of Public Works. QUESTION NO. 922 INTERNAL QUESTION PAPER NO. 16 of 2008

QUESTION 931

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 6/06/2008

(INTERNAL QUESTION PAPER 16-2008)

Mrs S V Kalyan (DA) to ask the Minister of Education:

How many (a) applications for places were (i) received and (ii) accepted at each of the specified medical-training universities or colleges and institutions and (b) individuals graduated from each specified facility in each of the most recent seven years for which information is available? NW1621E

REPLY

(i) Applications received for the MBCHB in 2008

 South African IDZs can differentiate themselves from other competing zones
In the region and other developing economies and create an enabling
environment to attract investors;

 IDZs can develop automated cargo control capabilities which will result in significant reduction in cumbersome administrative requirements for both SARS and companies located in the IDZS;

 All critical government departments and agencies would .be required to participate in a One-Stop-Shop arrangement to facilitate the requirements of companies based in the IDZs. An inclusive stakeholder management approach can be developed to
increase accountability and ownership for thelDZ programme.

QUESTION 663

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008

(INTERNAL QUESTION PAPER 12-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

(1) Whether any teacher or facilitator has been (a) charged with and/or (b) convicted of any crimes against any learner in (i) 2005, (ii) in 2006, (iii) in 2007 and (iv) during the period 1 January 2008 up to the latest specified date for which information is available; if so, (aa) how many in each case, (bb) who were they and (cc) at which school did each such teacher or facilitator work;

(2) Whether any such teachers or facilitators (a) are still employed or (b) have been re-employed by her department since their conviction; if so, (i) who are they, (ii) at which schools do they currently teach and (iii) what were they convicted of?

NW1354E

REPLY:

SUMMARY

(1 and 2) The South African Council for Educators (SACE) reports that for the period 2005 to 2007 there were twenty cases involving unprofessional conduct towards learners. Sixteen cases related to unprofessional sexual conduct towards learners, and all were found guilty and dismissed. In four cases the educators were found guilty of assault, and two were dismissed while the other two were fined and continue to be in the employ of their respective provincial education department. SACE is still consolidating statistics for the first quarter of 2008. The names of educators cannot be disclosed, as decisions on some of these cases are challenged through judicial processes.

2005

REF

Name of School

OFFENCE

SANCTION

020/05-AKF

Uxolo High

(WC)

Assault

Dismissal

040/05-AKF

Westville Primary

(WC)

Assault

Dismissal

043/05-AKF

Imperial Primary

(WC)

Sexual Assault

Dismissal

061/05-AKF

Dysseldorp Secondary

(WC)

Sexual Harassment

Struck off

089/05-AKF

Esangweni High

(WC)

Sexual Harassment

Dismissal

090/05-AKF

Murraysburg Intermediate

(WC)

Indecent Assault

Struck off

099/05-AKF

Oude Molen Technical High

(WC)

Sexual Molestation

Struck off

2006

REF

Name of School

OFFENCE

SANCTION

006/06-RIK

Newell High

(EC)

Sexual Assault

Not Registered

008/06-MT

Retlakgona Primary

(NW)

Rape

Dismissed by DOE

030/06-MT

Inkwenkwezi Secondary

(WC)

Theft and Assault

Final Written warning and three months suspension without pay

041/06-MT

Macassar Primary

(WC)

Sexual Assault

Dismissed by the DOE

043/06

Jurie Hayes

(WC)

Sexual Assault

Dismissed by the DOE

082/06-RIK

Alafang Secondary

(GP)

Sexual Assault

DOE found accused guilty and a 2 months suspension without pay was imposed

084/06-RIK

Lamontville High

(KZN)

Sexual Relationship

Dismissal

M168/2006

Bartimea School: deaf & blind

(FS)

Assault

Struck Off

087/06-RIK

Sastri Park Secondary

(KZN)

Sexual Assault

Dismissed by the DOE

2007

Ref

Name of School

Offence

Sanction

019/07-AKF

Masiyile Secondary School

(WC)

Sexual Relationship

Struck Off

081/07-MT

Houtbay High School

(WC)

Indecent Assault

Struck Off

M50/2007

Dikagkeng High School

(FS)

Sexual harassment

Dismissed

M44/2007

Navalsig High School

(FS)

Assault

Incomplete

QUESTION 1631

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 19/09/2008

(INTERNAL QESTION PAPER 28-2008)

Mr LB Labuschagne (DA) to ask the Minister of Education:

How long does it take to approve a new post establishment at a school?

NW2406E

REPLY

Education MECs approve post establishments on a yearly basis. Preliminary establishments are provided to schools in October of each year and final establishments before the end of the school year for implementation in January of the next school year.

QUESTION 1055

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/06/2008

(INTERNAL QUESTION PAPER 19-2008)

Dr SM van Dyk (DA) to ask the Minister of Education:

How many (a) white students have been turned down for bursaries at state accredited and subsidised technikons and universities in the past three financial years and (b) other students did in fact qualify for such bursaries in the past three financial years?

NW1790E

REPLY:

a) The National Student Financial Aid Scheme (NSFAS) provides financial aid to students, but does not keep a record of bursary applications it turns down.

b). Below is a list of white students who were granted NSFAS loans and Funza Lushaka bursaries for the last 3 years.

 

Number of funded white students, 2005-07

 
       

Year

Donor

Donor Type

White Student Count

2005

ASSET

NGO - Recovered Money

1

2005

COMMUNICARE

Private Sector Conduit

3

2005

DE Teacher Education (Ringfenced)

State

376

2005

Department of Agriculture Bursaries

State

21

2005

DEPARTMENT OF EDUCATION

State

1861

2005

Department of Labour Disability Fund

State

95

2005

Eastern Cape Premiers Office Scholarships

Provincial Government

20

2005

Eastern Cape Provincial Government

Provincial Government

3

2005

MEDUNSA Recovered Funds

Institution Recovered Funds

1

2005

NGO-STUDIETRUST

NGO - Recovered Money

14

2005

Rhodes University Council

Institution

52

2005

Rhodes University Recovered Funds

Institution Recovered Funds

2

2005

Tshwane University of Technology

Institution

4

2005

UCT UG Recovered Funds

Institution Recovered Funds

2

2005

UNISA Post Graduate Fund

Institution

5

2005

Univ Pretoria

Institution

54

2005

University of Cape Town

Institution

15

2005

University of Johannesburg

Institution

2

2005

University of KZN

Institution

3

2005

University of South Africa

Institution

3

2005

University of the Western Cape

Institution

3

2005

Wits University Post Graduate Recovery

Institution Recovered Funds

4

2005

Wits University Under Graduate Recovery

Institution Recovered Funds

3

2006

ASSET

NGO - Recovered Money

1

2006

CENTRAL UNIVERSITY OF TECHNOLOGY

Institution

1

2006

COMMUNICARE

Private Sector Conduit

2

2006

DE Teacher Education (Ringfenced)

State

354

2006

Department of Agriculture Bursaries

State

21

2006

DEPARTMENT OF EDUCATION

State

1615

2006

Department of Labour Disability Fund

State

102

2006

Durban University of Technology

Institution

4

2006

Eastern Cape Premiers Office Scholarships

Provincial Government

26

2006

Eastern Cape Provincial Government

Provincial Government

3

2006

METALLON TEACHING SCHOLARSHIP

Private Sector Conduit

2

2006

NGO-STUDIETRUST

NGO - Recovered Money

8

2006

Rhodes University Council

Institution

49

2006

Rhodes University Recovered Funds

Institution Recovered Funds

8

2006

Tshwane University of Technology

Institution

4

Year

Donor

Donor Type

White Student Count

2006

UCT UG Recovered Funds

Institution Recovered Funds

1

2006

UNISA Post Graduate Fund

Institution

6

2006

Univ Pretoria

Institution

117

2006

University of Cape Town

Institution

21

2006

University of KZN Gap Funding

Institution

15

2006

University of South Africa

Institution

11

2006

University of the Western Cape

Institution

2

2006

UNIVERSITY OF THE WITWATERSRAND - PG

WITS University

6

2007

CENTRAL UNIVERSITY OF TECHNOLOGY

Institution

2

2007

COMMUNICARE

Private Sector Conduit

1

2007

COMMUNICARE HAND OVER

Private Sector Conduit

1

2007

DE Teacher Education (Ringfenced)

State

242

2007

Department of Agriculture Bursaries

State

16

2007

DEPARTMENT OF EDUCATION

State

1507

2007

DEPARTMENT OF EDUCATION - FET

State

255

2007

Department of Education: Funza Lushaka Bursary

State

757

2007

Department of Labour Disability Fund

State

93

2007

Department of Social Work

SATI

16

2007

Eastern Cape Premiers Office Scholarships

Provincial Government

34

2007

Eastern Cape Provincial Government

Provincial Government

10

2007

Eastern Province Provincial Government Recovered

Provincial Government

1

2007

METALLON TEACHING SCHOLARSHIP

Private Sector Conduit

2

2007

NGO-STUDIETRUST

NGO - Recovered Money

9

2007

Rhodes University Council

Institution

24

2007

Rhodes University Recovered Funds

Institution Recovered Funds

2

2007

Tshawane University of Technology 100% loan

Institution

2

2007

UCT UG Recovered Funds

Institution Recovered Funds

2

2007

UNISA Post Graduate Fund

Institution

5

2007

Univ Pretoria

Institution

72

2007

Universit of Pretoria Recovered Funds

Institution Recovered Funds

13

2007

University of Cape Town

Institution

17

2007

University of KZN

Institution

1

2007

University of KZN Gap Funding

Institution

15

2007

University of South Africa

Institution

5

2007

University of the Western Cape

Institution

1

2007

Wits University Under Graduate Recovery

Institution Recovered Funds

2

QUESTION 705

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/05/2008

(INTERNAL QUESTION PAPER 12-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

(1) Whether her department makes use of private security firms; if so, how much money was spent on such firms in 2007;

(2) Whether these firms are used on a contractual basis; if so, (a) how many contracts did her department take out in this regard in 2007, (b) with which firms were these contracts taken out, (c) for what specific purpose was each contract taken out and (d) what was the value of the contract in each case;

(3) Why is there a need for her department to use a private security firm as opposed to state security? NW1402E

REPLY:

Yes, the Department only uses one private security firm, whom the Department paid R411,426 in 2007.

Yes

(a) One

(b) Bushindo Business Enterprise

(c) Access control and patrol duties

(d) R411 426.00 for 2007

(3) The Department employs Bushindo Business Enterprise to protect one of the buildings that the DoE currently rents to accommodate its expanding staff. In 2009 the Department will move to a new building that is being constructed in terms of a PPP agreement . Part of the security services will then be provided in terms of this agreement. Thus, the current staff complement of the Department will be sufficient to provide the remaining security services that will be required. The appointment of additional security staff at this stage would lead to their redundancy once we occupy the new building.

COMPILER: MR J VISSER

EXTENTION: X5439

QUESTION 744

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/05/2008

(INTERNAL QUESTION PAPER 13-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

(a) What was the name of each private, secondary school that registered learners for matric exams in 2008, (b) in which (i) province and (ii) district is it located, (c) how many learners from each school were registered to write matric in 2008 and (d)(i) passed matric and (ii) received matric exemption in 2007?

NW1431E

REPLY:

In 2008 there are 21,677 private-school candidates registered to write the senior certificate. In 2007, 14,364 private-school candidates passed the senior certificate exam, and 5,869 passed with endorsement.

In 2008 there are 8,174 private-school candidates registered to write the Independent Examinations Board exam. In 2007, 7,034 private-school candidates passed the exam, and 5,663 passed with endorsement.

The details are provided in the two lists attached, one for private schools writing the senior certificate, and the other for private schools writing the Independent Board examinations.

QUESTION 1699

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/09/2008

INTERNAL QUESTION PAPER NO 29-2008

Mr G G Boinamo to ask the Minister of Education:

In respect of the 2006-07 and 2007-08 annual reports of her department and the annual reports of each statutory and other entity reporting to her, (a) what was the (i) budgeted cost, (ii) actual cost and (iii) unit cost of each annual report and (b) how many copies of each were (i) produced and (ii) distributed?

NW2479E

Table 1: Annual report costs

PUBLIC ENTITY

i) Budgeted cost of the Annual Report

ii) Actual cost of the Annual Report

iii) Unit cost of each Annual Report

 

2006/07

R

2007/08

R

2006/07

R

2007/08

R

2006/07

R

2007/08

R

Department of Education

360 000

376 200

159 354

204 328

159,35

136,21

South African Council for Educators (SACE)

60 000

90 000

64 824

131 141

21,61

87,42

Council on Higher Education (CHE)

70 000

68 000

64 198

67 043

64,20

67,04

National Student Financial Aid Scheme (NSFAS)

70 000

77 000

62 433

70 725

41,62

47,15

Education Labour Relations Council (ELRC)

159 949

198 913

157 555

151 050

105,04

100,70

Umalusi

70 000

80 000

59 433

77 292

29,72

38,65

South African Qualifications Authority (SAQA)

150 000

220 000

172 637

258 461

43,16

86,15

Table 2: Annual report copies printed and distributed

Public Entity

i) How many copies were produced?

ii) How many copies were distributed

 

2006/07

2007/08

2006/07

2007/08

(distribution to date)

Department of Education

1 000

1 500

900

1 000

SACE

3 000

1 500

2 900

1 500

CHE

1 000

1 000

800

950

NSFAS

1 500

1 500

1 412

1 462

ELRC

1 500

1 500

1 400

1 450

Umalusi

2 000

2 000

1 700

1 750

SAQA

4 000

3 000

4 000

3 000

NATIONAL ASSEMBLY

WRITTEN TO ORAL REPLY

QUESTION 220

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/06/09

(INTERNAL QUESTION PAPER 04-2009)

Mr GR Morgan (DA) to ask the Minister of Basic Education:

How much capital expenditure has been devoted to the construction of university residences in each of the past 15 years, (b) how much has been spent on maintenance of existing residences in each of these years and (c) what are the current (i) occupation rates for student and (ii) management capacity in residences in each university;

Whether his department will conduct an audit of university residences; if not, why not; if so, what are the relevant details? NW267E

REPLY:

The Department of Higher Education and Training will, during 2010, be undertaking a study of student housing in the public higher education system. The study will focus on the system's need for additional student housing, and on the ways in which expansion could be financed. The Department will draw on lessons learned from the 2010/11 to 2011/12 residence expansion process funded by government, institutions and the private sector. The implementation of these expansion plans will lead to the number of student housing places rising by 7 000 by the 2011 academic year, from the current total of 100 000. This expansion programme includes provision for the major renovation of 2 000 existing residence places, primarily in smaller rural universities.

Yes and relevant details are provided above (referred to -1).

QUESTION 1758

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 10/10/2008
(INTERNAL QESTION PAPER 30-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

Whether her department has any (a) training programmes for grade R teachers and (b) public awareness programmes aimed at encouraging parents to register learners for grade R programmes in public schools; if not, why not; if so, what are the relevant details?
NW2546E

REPLY:

(a) Yes, the DoE has training programmes for grade R teachers. Most teachers are being trained as part of the NPDE programme. Some provinces have made agreements with institutions of higher learning in their areas to provide training programmes for the teachers. All current teacher development initiatives include grade R practitioners.

(b) Yes, the multi-media information campaigns conducted every year to remind parents to register their children (for all grades) for the next academic year includes grade R learners.

QUESTION 1423

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/ 2008
(INTERNAL QUESTION PAPER 24-2008)

Mr GG Boinamo (DA) to ask the Minister of Education:

(1) Whether her department commenced with implementing the policy to offer indigenous languages in all the schools; if not, what is the position in this regard; if so, (a) when and (b) in which grades;

(2) Whether her department has taken into account the difficulty of introducing indigenous languages to older learners; if not why not; if so, what steps has her department taken to deal with these difficulties? NW2163E

REPLY:

(1) Everyone has the right to be taught in the official language of their choice at a public educational institution "where this is reasonably practicable". The Language in Education Policy (1997) specifies that it is "reasonably practicable" to teach in a preferred language if there are at least 40 primary or 35 secondary learners in a particular grade who request it at a particular school. Parents who believe this right is not being promoted and fulfilled should approach, in the first instance, the school governing body, which sets a school's language policy. If they do not feel sufficiently accommodated, parents should then contact the relevant local education authority.

Schools offer the 11 official and 14 other languages as subjects at three different levels: home language, first additional language and second additional language. With the agreement of the provincial department of education, schools determine what languages should be offered at what level, based on demand from parents. Again, parents must ensure that their preferences are made known to the school through the governing body. I encourage all schools to offer at least one African language as part of their curriculum. In fact, most schools in South Africa offer an African language as a subject in both the GET and FET phases, but it is not as yet a compulsory requirement.

(2) Yes. Learners cannot begin a new language as a subject in the FET phase (post Grade 9). Learners must have taken a language in the GET phase in order to offer that language for matric. It should also be noted that in order to be offered as a subject, any language must comply with all the requirements set out in national policy regarding the outcomes and literature requirements. Any language must be determined as policy before a school may offer it for certification purposes.

QUESTION 1424

 

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/ 2008

(INTERNAL QUESTION PAPER 24-2008)

Mr GG Boinamo (DA) to ask the Minister of Education:

(1) Whether by spending more funds to expand the Further Education and Training (FET) colleges, her department intends replacing matric with FET qualifications, if not, what is the position in this regard; if so, what are the relevant details;

(2) What steps her department has taken to ensure that schools continue to aim for high matric pass rates?

NW2164E

REPLY:

(1) No, the NC (V) qualification for colleges will not replace the matric qualification. Young people have a choice of two qualifications in the FET learning pathway. Both college and matric qualifications serve important but different purposes. The matric qualification will continue to provide a general education for students wishing to pursue an academic career. The NC (V) qualification provides an opportunity for young people to begin their education and training in a given vocational specialization as early as possible. It also allows those with general academic qualifications, such as the matric, to access the vocational specializations should they choose to do so.

The NC (V) qualifications require that students:

·  Have a clear understanding of the career pathway he/she wishes to follow

·  Demonstrate a level of personal maturity to benefit from the workplace orientation of the qualification

·  Engage in both theoretical learning as well as integrated application of skills in preparation for the workplace

The increased expenditure in colleges is motivated by two essential factors. The first is the historical under-funding of FET colleges, which dates back to the former Technical Colleges era. The second is the need to reposition these colleges to respond appropriately to the new and emerging skills demands in the labour market. The responsibility to provide simulated learning environments, for example, is a considerable cost driver in this sector.

(2) The Department of Education has developed a plan to support schools and the Grade 12 learners who will be writing the National Senior Certificate examination in November 2008. As part of this process, the Department introduced a variety of interventions to support the readiness of schools for these examinations. The interventions included the following:

  • Subject adviser and teacher training
  • The development of Learning Programme Guidelines, which provide guidelines on teaching each subject in Grades 10, 11 and 12. These include 40 week programmes to provide guidance on coverage, pace and sequence for delivering the curriculum
  • Subject Assessment Guidelines which indicate the types and nature of the assessment tasks to be developed
  • The development of catalogues of approved textbooks for grades 10, 11 and 12
  • The provision of textbooks to grade 10, 11 and 12 learners
  • The development of examination exemplars for Grades 10, 11 and 12 by the Department's examination panel
  • The publication and distribution of examination exemplars in Study Mate and Studie Pel, in each of 33 weeks from March to October 2008
  • The development and distribution of a book of Exemplar Maths and Maths Literacy Papers for grades 10, 11 and 12 funded by Old Mutual
  • Saturday classes
  • Winter schools
  • The National Strategy for Learner Attainment which provides specific support for schools that achieved under 60% pass rate in the Senior Certificate.

These interventions are intended to support schools achieve good pass rates in the National Senior Certificate examinations.

QUESTION 1425

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/ 2008

(INTERNAL QUESTION 22-2008)

Mr GG Boinamo (DA) to ask the Minister of Education:

(1) Whether her department has taken any steps to prevent learners from falling pregnant; if not, why not; if so, what steps;

(2) Whether these numbers have decreased since the introduction of these steps; if not, what is the position in this regard; if so, what are relevant details?

NW2165E

ANSWER:

(1) Government recognizes that schoolgirl pregnancy is a social issue that causes anxiety for learners, teachers and schools. The Measures for the Prevention and Management of Learner Pregnancy, which the Department published in 2007 and distributed to all schools, provides guidelines for dealing with schoolgirl pregnancies. These guidelines focus on prevention, emphasizing the importance of sex education, HIV/Aids education and peer education among pupils, but also offer practical steps to take when schoolgirls become pregnant. The guidelines aim to educate and assist learners to understand and exercise their rights and responsibilities in relation to pregnancy. In support of the guidelines, the Department is developing materials to assist teachers in dealing with the complexities of schoolgirl pregnancy at school. The Department will publish the first edition of a series of support materials in late September 2008. The guidelines complement preventative programmes emphasizing abstinence amongst school-going youth, such as the Life Orientation curriculum, HIV and AIDS peer education programmes, the Girls' Education Movement clubs, and human rights and values education programmes of the Department focusing on responsibilities and positive lifestyle choices.

(2) It is too early to measure the impact of the guidelines on the reduction of learner pregnancy at school. However, the Department is investigating the current data and research available on teenage and schoolgirl pregnancy. The results of this research will be available in early 2009.

QUESTION 1447

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/08/2008

(INTERNAL QUESTION PAPER 24-2008)

1447 Mrs D van deer Walt (DA) to ask the Minister of Education:

(1) (a) What was the total cost to the state of consultants used by her department in the (i) 2005-06, (ii) 2006-07, (iii) 2007-08 financial years; (b) what are the names of the consultants used; (c) for what purpose were they used; (d) what was the reason for preferring to use consultants instead of hiring persons with the necessary skills?

(2) Whether any former employees of her department have been employed as consultants in the above-mentioned financial years; if so, why; why did each such person leave her department?

NW2191E

REPLY:

(1) (a)

Table 1: Total costs of consultant contracts

2005/06

2006/07

2007/08

R 72,883,130.00

R 5,736,558.02

R 7,960,135.85

Note: These totals reflect the ceiling amounts of contracts at date of appointment. Each contract allows for a specific timeframe for the completion of the task and payments to the service providers, which could be interim payments based on the progress, or only paid in total after the completion of the task. The NEIMS contract with Deloitte Consulting largely accounts for the high expenditure in 2005/6.

1. (b and c)

Table 2: Consultants and projects

Names

Purpose used for

(b)

(c)

2005-06

Deloitte Consulting

Assisted with the creation of a National Education Infrastructure Management Survey and Database.

Sizanang Centre

Produced the "Education Financial Tool", and assisted in the utilization of the Tool in the production of medium and long term expenditure plans.

Link Community Development

Assisted with the development of School Financial Guidelines.

Paul Musker & Associates

Reviewed national, regional and international literature and analysed information on incentives for teachers in primary schools, as well as the development of a comprehensive report.

2006-07

Namela Projects

Conducted a transport study that would inform DoE's undertaking of education dynamics in relation to accessibility of schools.

Dishumelani Business Enterprises

Assisted with Whole School Development Intervention.

Khulisa Management

Conducted an EMIS sample survey.

M Power Learning & Development

Assisted with the pilot project to train Master Teachers in Grade 10-12 Mathematics and Physical Science.

Centre for Research in Politics of Language, University of Pretoria

Conducted research on the implications of translating Senior Certificate question papers into all the official African languages.

O.M.A.

Assisted with internal auditing activities.

Bosele Management Consulting (BMC)

Assisted with the "Women in and into Management" project.

Leonie Tiearney

Assisted with tracking the performance of cohorts on first time entries in tertiary institutions.

Ahmed Essop

Assisted in finalizing performance indicators for the National Plan on Higher Education.

Bridging Executive Development

Assisted with Organizational Development.

Unleash Potential Unlimited

Assisted with the monitoring and evaluation of the Innovative Management Project.

Prof Brahm Fleisch

Assisted with the analyses of Provincial Education Strategic Plans.

Regenesys Manager

Assisted with the compilation of a National Report on Education Management, Governance and Development.

Prof Brahm Fleisch

Assisted with the analysis of annual performance plans.

Class Act Educational Services

Refined the IQMS based on 6 provinces and 3 schools per province.

HSRC

Classified towns and determined distances between schools and towns.

Wits Education Policy Unit

Assisted with the "Home Education Project".

2007-08

IC Blue Consulting

Assisting with the re-development of the DoE's website.

Singizi Consulting

Revise existing National Human Resource Development (NHRD) Strategy 2001, into a second version.

Khulisa Management Services

Evaluate, review and refine Whole School Evaluation (WSE) instruments, developing a framework for aligning information from the criteria descriptions, ratings, interview schedules and questionnaire pilot, and report on these instruments.

Pauline Malhaela & Associates

Delivery of Advanced Certificate in Education: School Leadership Field Test.

Mind Pool

Assist DoE in the development of an Integrated Quality Management System (IQMS) – Audio visual training at schools.

OMA Chartered Accountants

Assisted with internal audit activities.

SAB&T

Administrative management of the mass literary campaign of the DoE – Kha Ri Gude

(d) The reason for preferring to use consultants instead of hiring persons with the necessary skills is that the professional expertise of consultants is required for specific projects for a short duration of time. Once the project is finalised, their services are no longer required. The process of creating posts, advertising, short listing, interviewing and appointing candidates for a short contract period is subsequently avoided. Furthermore, few candidates are prepared to accept short-term contract appointments.

(2) Three former employees of the Department have been contracted as consultants or are employed by consulting companies appointed by the DoE, in the following financial years:

2005-06 - Ms Helen Perry (Sizanang Centre)

2006-07 - Mr Ahmed Essop

2007-08 - Mr Bobby Soobrayan (Singizi Consulting)

After leaving the DoE, they became employees of the respective companies that were awarded the bids in the three cases. They left the DoE on their own accord either by resigning or by departmental transfer and promotion as in the case of Mr Soobrayan. He thereafter left the public servi

QUESTION 1509

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 05/09/ 2008

(INTERNAL QUESTION PAPER 26-2008)

Mr LB Labuschagne (DA) to ask the Minister of Education:

Whether any consideration has been given to revising the current quintile system of funding schools by basing it on the composition of the learner body rather than the geographic location of a school; if not; why not; if so what are the relevant details?

NW 2251E

REPLY:

Yes, I have asked my department to review the current quintile system for school funding. The current quintile system, introduced in 2006, requires provinces to assign each school a poverty score based on the relative poverty of the community in which each school is located. Provinces then assign each school to a quintile according to a national poverty distribution table, so that poor schools in different provinces receive equal school allocations. However, the Head of Department in each province has the discretion to adjust the quintile ranking of a school. The departmental review will include consultations with all stakeholders before we release any proposals for public comment.

QUESTION 1536

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 12/09/2008

(INTERNAL QESTION PAPER 27-2008)

MS C. Dudley (ACDP) to ask the Minister of Education:

(1) Whether her Department has received queries or concerns from Grade 12 pupils regarding examination forms which they have been asked to sign which refer to "Senior Certificate without University Entrance"; if so what are the relevant details?

(2)(a) What are the relevant details regarding university entrance criteria which make it necessary to refer to "Senior Certificate without University Entrance" and;

2(b)(i) what information is available that can be used to assist Grade 12 pupils and concerned parents; and (ii) how can this information be accessed?

REPLY

(1) The DoE has received no queries of this kind from grade 12 learners.

2 (a) In addition to satisfying the requirements for the National Senior Certificate (NSC) candidates must meet the following minimum requirements for admission to Higher Certificate, Diploma and Bachelor degrees offered at higher education institutions:

(i) Higher Certificate: a National Senior Certificate with a minimum of 30% in the language of learning and teaching of the Higher Education Institution as certified by Umalusi, the Council for General and Further Education and Training

Diploma: a National Senior Certificate with an achievement rating of 3 (Moderate Achievement, 40% - 49%), or better in four recognized NCS subjects excluding Life Orientation.

Bachelor's Degree: a National Senior Certificate with an achievement rating of 4 (Adequate Achievement, 50% - 59%) or better in four subjects chosen from a NCS designated subject list.

(2) (b)(i) Provinces have publicised the National Senior Certificate qualification through circulars, posters and flyers and other media. Furthermore, Higher Education South Africa (HESA) published the "Guide to Entry Into Higher Education" 2007 version and the "Plan Your Future" summary guide on Higher Education (HE) admission requirements, translated into English, Afrikaans isiXhosa, Isis Zulu and Sesotho. All these documents have been distributed to schools, circuit districts/ regional and circuit offices.

(2) (b)(ii) Over and above the provincial circulars, flyers and posters and other media broadcasts, the information is also available on the Department of Education and National Information Service for Higher education (NiSHE) websites. This information is also available at all provincial offices, districts, circuits and schools.

The Matriculation Board website address is: www.hesa-enrol.ac.za

QUESTION 567

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/03/2008

(INTERNAL QUESTION PAPER 11-2008)

Mr G G Boinamo (DA) to ask the Minister of Education:

In respect of each of the past five years, what was the (a) total capital expenditure estimates for her department at (i) national, (ii) provincial and (iii) local level and (b) amount (i) budgeted and (ii) actually spent at each level?

NW1250E

REPLY:

The Department of Education's capital expenditure budget is for the national level only.

(a) Total capital expenditure estimates and (b) amount budgeted and spent

Financial year

Budget

Spent

 

R'000

R'000

2002/03

57 962

13 687

2003/04

53 182

51 871

2004/05

13 373

7 134

2005/06

18 175

14 109

2006/07

9 501

5 459

 

QUESTION 1851

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER 24/10/2008
(INTERNAL QESTION PAPER 32-2008)

Adv PS Swart (DA) to ask the Minister of Education:


How many (a) public schools as defined in the SA Schools Act, Act 84 of 1996 and (b) public further education and training (FET) institutions as defined by the Further Education and Training Act, Act 98 of 1998 benefited (i) in 2006, (ii) in 2007 and (iii) during the period 1 January 2008 up to the latest specified date for which information is available from the e-rate as contained in section 73 of the Electronic Communications Act, Act 36 of 2005? NW2644E

REPLY:

(a) There are no schools currently benefiting from the e-rate.

(b) There are 9 FET colleges in KwaZulu-Natal (Coastal, Esayidi, Mnambithi, Mthashana, Majuba, Thekwini, Umgungundhlovu, Elangeni, Richtek FET colleges) and 1 in the Eastern Cape (Port Elizabeth FET College) benefitting from the e-rate in 2008.

Source file