Question to the Minister of Basic Education - Questions: Minister of Basic Education

30 December 2009 - Questions: Minister of Basic Education

MPs to ask the Minister of Basic Education

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QUESTION 1664

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER 22-2009)

Mrs P de Lille (ID) to ask the Minister of Basic Education:

(1) (a) How many (i) quintile 1 and (ii) 2 (aa) primary and (bb) high schools are on the National Feeding Scheme (NFS) and (b) what percentage of these schools receive it in each province;

(2) how many NFSs have been rolled out in quintile (a)(i)1 and (ii) 2 schools in each province in each year during the past five years up to the latest specified date for which information is available and (b) at what cost in each case;

(3) whether she intends rolling out the NFS to more quintile 1 and 2 schools; if not, why not; if so, what are the relevant details;

(4) whether the roll-out of the NFS has been experiencing any delays; if not, what is the position in this regard; if so, what delays? N2120E

REPLY:

A total of 6 769 (100%) Q1 and 4 571 (99.5%) Q2 primary schools as well as 2 902 (99.7%) secondary schools are currently on the programme. The numbers provided on Table A are based on national quintiles as gazetted.

Table A: Quintile 1 and 2 primary schools and Q1 secondary schools coverage

Province	Q1 Primary schools	Q2 Primary schools	Q1 Secondary schools
	Number of schools	% receiving	Number of schools	% receiving	Number of schools	% receiving
Eastern Cape	1 770	100	1 402	100	1 402	100
Free State1	856	100	140	95	89	100
Gauteng	202	100	378	100	42	100
KwaZulu-Natal	1 576	100	1 040	100	487	100
Limpopo	997	100	790	100	574	100
Mpumalanga2	438	100	389	100	76	97
Northern Cape	208	100	124	100	90	100
North West	461	100	203	100	132	100
Western Cape	261	100	105	100	10	100
Total	6 769	100	4 571	99.5	2 902	99.7

Explanatory notes for variances:

1. Free State

Seven Q2 primary schools are not covered. Two are former technical schools that have recently been converted to primary schools; two are schools that were closed in previous years and were reopened in 2009; two schools, whose quintile status was not stated, have been ranked Q2 in 2009; one school is a newly- built school. All these schools will be included in the 2010/11 financial year.

2. Mpumalanga

Two Q1 primary schools in Wakerstroom have been excluded upon request by Regional Management. The schools are fee-paying boarding schools that predominantly cater for learners from foreign countries.

According to the Conditional Grant Framework, it is a required that Q1-3 primary schools and Q1 secondary schools be included in the programme in terms of the official national quintiles as gazetted by the Minister. There are variances between provincial and national quintiles. As a result, provinces provide meals to more schools over and above national quintile

Number of learners in quintile 1 to 3 primary schools as at April 2009

The table below shows statistics on the number of quintile 1 to 3 primary and quintile

1 secondary schools that benefited from the programme from 2005/06 to 2009/10 financial years and the costs (expenditure) incurred.

Table B: Q1 to 3 primary and Q1 secondary schools and budget from 2005/06 to 2009/10

Province	2005/6	2006/7	2007/8	2008/9	2009/10
	Schools	Cost (R'000)	schools	Cost (R'000)	Schools	Cost (R'000)	Schools	Cost (R'000)	Schools	Budget (R'000)
EC	5 144	211 769	5 046	166 642	4 978	291,488	4 986	472 149	5 039	362 291
FS	1 416	60 628	1 643	80 078	1 472	68,004	1 472	80 907	1 427	87 082
GP	1 025	91 580	1 122	98 262	1 143	116,656	1 491	115 742	1 491	189 141
KZN	3 090	198 975	3 453	254 404	3 619	242,430	3 808	341 943	3 924	408 404
LP	2 753	191 072	2 711	212 363	2 622	192,901	2 601	253 199	2 601	287 065
MP	1 366	76 577	1 321	83 100	1 478	110,504	1 490	121 753	1 357	161 392
NC	311	28 706	445	29 199	440	37,132	440	58 991	440	41 147
NW	1 465	107 072	1425	120 635	1 154	88,254	1 092	117 093	1 057	115 562
WC	859	49 318	873	45 956	993	53,074	992	81 285	998	87 229
TOTAL	17 429	1 015 697*	18 039	979 324	17 899	1,200,443	18 372	1 643 062	18 334	1 739 313

* An adjusted budget of R200 million was received in the 2005/06 financial year, making the expenditure higher than 2006/07.

Table C: Quintile 1 Secondary schools as at 2009/10

Province	2009/10
	Schools	Budget (R'000)

Eastern Cape	182	81 420
Free State	90	23 221
Gauteng	42	38 329
KwaZulu-Natal	451	94 992
Limpopo	560	90 973
Mpumalanga	78	46 177
Northern Cape	60	9 357
North West	148	30 211
Western Cape	114	14 652
Total	1 725	429 332

3. Based on National Funding norms the programme has been rolled out to all quintile 1 to 3 primary schools and quintile 1 secondary schools. In the current financial year (2009/10), provinces received funds for preparation to extend feeding to quintile 2 secondary schools. Feeding will start in the next financial year.

4. The Department did not experience any delays in extending feeding to quintile 1 secondary schools, except for Free State Province which could not start feeding in April 2009. However all the provinces are currently feeding the required quintiles as planned.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 2319

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/11/09

(INTERNAL QUESTION PAPER 29-2009)

Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

(1) Whether she intends implementing a longer school year for learners to resolve the problems in the education system; if not, why not; if so, when;

(2) whether the issue of school management and the many vacant posts for headmasters will be dealt with as a matter of urgency; if not, why not; if so, what are the relevant details? NW3030E

REPLY:

The Minister does not intend implementing a longer school year. The current 200 day school year is in line with international practice. The Minister's focus is on ensuring that more effective us is made of the days we currently have in a school year. The Quality Learning and Teaching Campaign (QLTC) is aimed at achieving that.

On the issue of management, the Department is taking principals and aspiring principals through an Advanced Certificate in Education in School Leadership, to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.

(2) As at the end of October 2009, the Department of Basic Education recorded 5200 vacant principal posts.

[Source: PERSAL - October 2009]

The filling of such posts is a provincial competency since they are the employer. Provincial Department of Education advertises promotional posts on a regular basis.

It must however be noted that no Principal post remains vacant while the process of recruitment is underway. There is always an acting official who takes up the responsibilities and accountability of the principal position until the post is filled in a permanent capacity.

On the issue of management, the Department is taking principals and aspiring principals through the ACE School Leadership qualification to improve the quality of leadership in schools. Selected candidates receive full bursaries for the course. The department is planning to finance about 1330 principals in the ACE programme in 16 Higher Education institutions across the country.

Following on the Presidential interaction with school principals, the Minister has reconfigured the Council of Education Ministers (CEM) into 3 Clusters to deal effectively with most issue raised by the principals in order for the department to support them better.

NATIONAL ASSEMBLY
QUESTION FOR ORAL REPLY
QUESTION NUMBER 2317
DATE OF PUBLICATION: 20 November 2009

Mr P J C Pretorius (DA) to ask the Minister of Finance:

(1) Whether the Land Bank has changed its model of calculating interest on outstanding
loans since 1994; if so, (a) when was the model changed, (b) what are the details of
the changes and (c) why was it regarded necessary for the change;

(2) whether the debtors concerned were informed of the full details and implications of
such changes at the time when the decision was made; if not, why not; if so, how
were they informed;

(3) whether the decision to change the model was taken by the board; if not, who took
the decision; if so, on what date was the decision taken;

(4) whether existing loan agreements were amended upon the introduction of a new
model; if not, why not; if so,

(5) whether (a) such amendments were communicated to all debtors concerned and (b) it
is envisaged that the existing model will be amended further; if not, why not; if so,
what are the relevant details in each case?
REPLY

1. Yes.
(a) The model was changed in 1999 when the Bank changed its banking system.
(b) The change was in the methodology of calculating interest – from nominal annual
compounded annually (NACA) (simple) to nominal annual compounded monthly
NACM (compound).

2. Yes. The debtors were informed of the change by way of a letter. The interest rates
were reduced at that time to eliminate the impact of the change.

3. No. The decision was taken by the Lank Bank's Interest Rate Committee and signed
off by the Chief Executive Officer in 1999.

4. No. The existing loan agreements were not amended, nor were addendums prepared
for the existing agreements. This was as a result of a lack in administrative controls at
the time – once again a legacy issue.

5. (a) No. There were no amendments.
(b) No. The model complies with the normal market practice and an interest
recalculation model is being used to quantify possible differences where
claims are submitted.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 2319

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 29/11/09

(INTERNAL QUESTION PAPER 29-2009)

Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

(1) Whether she intends implementing a longer school year for learners to resolve the problems in the education system; if not, why not; if so, when;

(2) whether the issue of school management and the many vacant posts for headmasters will be dealt with as a matter of urgency; if not, why not; if so, what are the relevant details? NW3030E

REPLY:

(2) As at the end of October 2009, the Department of Basic Education recorded 5200 vacant principal posts.

[Source: PERSAL - October 2009]

The filling of such posts is a provincial competency since they are the employer. Provincial Department of Education advertises promotional posts on a regular basis.

QUESTION 1009

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether any drug raids have been conducted on schools in any province since 1 January 2009 up to the latest specified date for which information is available; if so, (a) which schools were raided in each province and (b) what was the outcome of the raid in each case;

(2) whether any policies are in place to assist learners to cope with the psychological consequences of these raids; if not, what is the position in this regard; if so, what are the policies? NW1232E

REPLY:

(1) (a) Information on drug raids in schools is maintained at provincial level. A request has been made to provinces to avail information as requested. Provincial reports received thus far are outlined in Table 1 below, indicating a total of 172 schools in two provinces - Eastern Cape (4 schools) and Western Cape (168 schools). School level data is currently only available for the Eastern Cape (see Table 1).

(b) The outcome of the raids was as follows: Cannabis was found during the raids in the Eastern Cape schools. No drugs or substances were found in the Western Cape schools.

Table 1: Random search and seizure per province, January-September 2009

Province

No. of schools

Outcome

Assistance provided to learners

4 schools

· Green Point Senior Secondary

· Kei Road Comprehensive School

· Kuyasa Senior Secondary School

· Hector Peterson High School

Cannabis was found in all four schools

Counseling received from SANCA and a social worker

168 high risk schools*

No drugs or substances were found

Safe schools call centre offers counseling and debriefing

*School level data for WC not available

It is important to note that in accordance with the Education Law Amendment Act of 2007, random search and seizure procedures are only undertaken when fair and reasonable suspicion has been established that substances are being used on the school premises. In this regard, searches are conducted after taking into account all relevant factors, including:

(i) the best interest of the learner in question or of any learner at the

school;

(ii) the safety and health of the learner/s in question or of any learner at the school;

(iii) reasonable evidence of illegal activity; and

(iv) all relevant evidence received.

The Guidelines for the Management and Prevention of Drug Use/Abuse by Learners in all Public Schools and Further Education and Training Institutions have been designed to balance the privacy and psychological integrity of the child against the need to respond both reasonably and proportionally to suspected illegal activity. In this regard, random search and seizure procedures are conducted in a manner that does not traumatise learners. The Department also works in partnership with a wide range of stakeholders, including the SAPS and NGOs such as SANCA and FAMSA, in educating learners, educators and parents on the dangers of drug and substance use; and providing a supportive environment to enable those learners found using drugs to access treatment, care and support. At all times parental involvement is actively sought and encouraged

FOR WRITTEN REPLY

QUESTION 1008

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) With regard to applications for learners to be expelled since 1 January 2008 up to the latest specified date for which information is available, (a) how many applications were made in each province, (b) for what alleged offences and (c) how many of these applications for each specified offence were accepted;

(2) (a) how many decisions to approve expulsions were made for the same period, (b) for what specified offences were they approved and (c) how many appeals with regard to each specified offence were successful? NW1232E

REPLY:

QUESTION 1

EASTERN CAPE PROVINCE

1 (a) Seven applications were received.

1(b) Alleged offences	1(c) Applications accepted
Consumption of liquor at a school function	Application was not approved
Physical abuse and bullying of another learner	Application was not approved
Assault	Application was not approved
Disrespectful to educators	Application was not approved
Possession of dagga	Application was not approved
Assault and attempt to stab another learner	Application was not approved
Assault grievous bodily harm on another learner	01
TOTAL	01

FREE STATE PROVINCE

1 (a) 30 applications were received.

1(b) Alleged offences	1(c) Applications accepted
Stabbing	02
Possession of pornographic materials	01
Possession and smoking of dagga during school hours	02
Consuming alcohol during school hours	02
Repeatedly leaving school without permission, failure to do and submit homework, displaying arrogant and disrespectful behaviour towards educators and failure to ware uniform	05
Assault	02
Assault on educator	01
Continuous disregard of school rules and disruptive behaviour	01
Theft of school property, possession of dangerous weapon and threatening an educator with a dangerous weapon	04
Possession knife	05
Endangering safety of other learner by attempting to throw another learner from second floor of the school	01
Robbing another learner cell phone	01
Sexual harassment against an educator	01
TOTAL	28

GAUTENG PROVINCE

1(a) 130 applications were received.

(b) Alleged offences	(c) Applications accepted
Assault	14
Theft	05
Drug related	01
Class disruptions	01
Sexual harassment	01
Carrying of illegal fire arm	01
TOTAL	23

KWAZULU-NATAL PROVINCE

1(a) 11 applications were received.

1(b) Alleged offences	1(c) Applications accepted
Assault and threatening a fellow learner with a dangerous weapon	02
Possession of dangerous weapon and peddling of banned substance	01
Deliberate and persistent defiance of authorities and possession of cigarettes	01
Use of habit–forming drug	02
Stabbing another learner	02
Substance abuse and breaking school rules	01
Possession, consumption of alcohol and sexual harassment of a learner	01
Attempted assault	01
TOTAL	11

LIMPOPO PROVINCE

1(a) Eleven applications were received.

1(b) Alleged offences	1(c) Applications accepted
Repeated use of dagga, cigarette and alcohol	01
Malicious damage to property, intimidation of educators, inciting other learners, and disruption of teaching and learning	03
Repeated use of dagga alcohol, cigarette, undisciplined	01
Alcohol abuse, vandalism to school property and disruptive behaviour	01
Disrespectful	01
Consistent misconduct, fighting, possession of dangerous weapon	04
TOTAL	11

MPUMALANGA PROVINCE

1(a) 23 applications were received.

1(b) Alleged offences	1(c) Applications accepted
Possession of dangerous weapons	02
Theft	02
Assault	06
Use of drugs	01
Disruptive behaviour	05
TOTAL	16

NORTHERN CAPE PROVINCE

1(a) 23 applications were received.

1(b) Alleged offences	1(c) Applications accepted
Possession of dangerous objects	06- 5 applications were not approved
Under influence of alcohol	06 applications were not approved
Possession of drugs	04 applications were not approved
Assault	04 applications were not approved
Intimidation and vandalism	01 application was not approved
Malicious damage to property	01 application was not approved
Insolence	01 application was not approved
TOTAL	01 application was approved (possession of dangerous objects)

NORTH WEST PROVINCE

1(a) Six applications were received.

1(b) Alleged offences	1(c) Applications accepted
Fighting with another learner	01
Bullying	01
Use of dangerous weapons, drugs and bullying	01
Bullying other learners	01
Involved in stabbing of another learner	01
Stabbing another learner with a pair of scissors	01
TOTAL	06

WESTERN CAPE PROVINCE

1(a) 337 applications were received.

1(b) Alleged offences	1(c) Applications accepted
Absenteeism/ truancy	02
Alcohol related	18
Arson bomb threats/ vandalism	05
Assault and violence	67
Assault with a weapon (physical harm)	48
Drug dealing and distribution	34
Drug possession and use (under influence)	68
Sexual harassment	06
Sexual misconduct and rape	13
Verbal abuse and threats	23
Disgraceful behaviour	09
Disregard of authority and instructions	04
Possession of dangerous weapons	20
Theft and fraud	20
TOTAL	337

QUESTION 2

EASTERN CAPE PROVINCE

2(a) One decision was made to approve expulsion.

2(b)

Offence	Number approved
Assault and attempt to stab another learner	01
TOTAL	01

2(c) No appeal was received.

FREE STATE PROVINCE

2 (a) 28 decisions were made to approve expulsions.

2(b)

Offences	Number approved
Stabbing	02
Possession of pornographic materials	01
Possession and smoking of dagga during school hours	02
Consuming alcohol during school hours	02
Repeatedly leaving school without permission, failure to do and submit homework, displaying arrogant and disrespectful behaviour towards educators and failure to ware uniform	05
Assault	02
Assault on educator	01
Continuous disregard of school rules and disruptive behaviour	01
Theft of school property, possession of dangerous weapon and threatening an educator with a dangerous weapon	04
Possession knife	05
Endangering safety of other learner by attempting to throw another learner from second floor of the school	01
Robbing another learner cell phone	01
Sexual harassment against an educator	01
TOTAL	28

2(c) No appeals were received.

GAUTENG PROVINCE

2(a) 23 decisions were made to approve expulsions.

2(b)

Offences	Number approved
Carrying of an unlicensed fire arm	01
Theft	05
Assault	14
Drugs	01
Sexual harassment	01
Class disruptions	01
TOTAL	23

2(c) One appeal was received and it was successful.

KWAZULU-NATAL PROVINCE

2(a) 11 decisions were made to approve expulsions.

2(b)

Offences	Number approved
Assault and threatening a fellow learner with a dangerous weapon	02
Possession of dangerous weapon and peddling of banned substance	01
Deliberate and persistent defiance of authorities and possession of cigarettes	01
Use of habit–forming drug	02
Stabbing another learner	02
Substance abuse and breaking school rules	01
Possession, consumption of alcohol and sexual harassment of a learner	01
Attempted assault	01
TOTAL	11

2(c) One appeal was received and it was successful.

LIMPOPO PROVINCE

2(a) Eleven decisions were made to approve expulsions.

2(b)

Offences	Number approved
Repeated use of dagga, cigarette and alcohol	01
Malicious damage to property, intimidation of educators, inciting other learners, and disruption of teaching and learning	03
Repeated use of dagga alcohol, cigarette, undisciplined	01
Alcohol abuse, vandalism to school property and disruptive behaviour	01
Disrespectful	01
Consistent misconduct, fighting, possession of dangerous weapon	04
TOTAL	11

2(c) No appeals were received.

MPUMALANGA PROVINCE

2(a) Sixteen decisions were made to approve expulsions.

2(b)

Offences	Number approved
Possession of dangerous weapons	02
Theft	02
Assault	06
Use of drugs	01
Disruptive behaviour	05
TOTAL	16

2(c) One appeal was received and it was successful.

NORTHERN CAPE PROVINCE

2(a) One decision was made to approve expulsion.

2(b)

Offence	Number approved
Possession of dangerous objects	01
TOTAL	01

2(c) No appeal was received.

NORTH WEST PROVINCE

2(a) Six decisions were made to approve expulsions.

2(b)

Offences	Number approved
Fighting with another learner	01
Bullying	01
Use of dangerous weapons, drugs and bullying	01
Bullying other learners	01
Involved in stabbing of another learner	01
Stabbing another learner with a pair of scissors	01
TOTAL	06

2(c) Two appeals were received and they were successful.

WESTERN CAPE PROVINCE

2(a) 337 decisions were made to approve expulsions.

2(b)

Offences	Number approved
Absenteeism/ truancy	02
Alcohol related	18
Arson bomb threats/ vandalism	05
Assault and violence	67
Assault with a weapon (physical harm)	48
Drug dealing and distribution	34
Drug possession and use (under influence)	68
Sexual harassment	06
Sexual misconduct and rape	13
Verbal abuse and threats	23
Unacceptable behaviour	09
Disregard of authority and instructions	04
Possession of dangerous weapons	20
Theft and fraud	20
TOTAL	337

2(c) No appeals were received.

QUESTION 1015

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Mr MH Steele (DA) to ask the Minister of Basic Education:

Whether her department has provided any information to the KwaZulu-Natal Department of Education on the involvement of a certain official (details furnished) who did not disclose her directorship of a holding company and the fact that she has shares in a subsidiary of that company which did business with the department of education and received a tender from the department (details furnished); if not, why not; if so, what information was provided? NW1240E

REPLY:

The Department did communicate to the KwaZulu-Natal Department of Education regarding the case of Ms Mpati and provided the KwaZulu-Natal Department of Education with all the detail available regarding the Report of the Auditor-General. The province was requested to bring the matter to the attention of the official and take the necessary corrective action to ensure that her previous declarations are corrected accordingly. The gravity of the situation in terms of bringing the Department in disrepute was highlighted. A follow up discussion was held with the provincial department. It was indicated that there may be inaccuracies in the Report of the Auditor-General. This will be followed up by the provincial department.

QUESTION 1466

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

Mr D A Kganare(Cope) to ask the Minister of Basic Education:

(1) (a) What amount did her department budget for the implementation of the Occupation Specific Dispensation (OSD) and (b) what will it cost her department to implement the recently-signed OSD agreement;

(2) what amount (a) did her department budget for the laptop-for-every-educator project and (b) will be spent on this project in the 2009-10 financial year;

(3) whether any other programmes or projects were cancelled or postponed owing to the implementation of the OSD; if so, (a) which programmes or projects, (b) what was the estimated cost of each of these programmes or projects and (c) what impact will this postponement or cancellation have on delivery of quality education? NW1825E

REPLY:

(1) (a) My department does not budget for personnel costs in provinces. The projected cost for the Collective Agreement 1 of 2008, which catered for the Establishment of a Framework for the OSD for educators in public education amounted to R7 billion, which was made available to provinces through the equitable share.

(b) The projected cost for Collective Agreement 4 of 2009 which, caters for the finalisation of matters linked to the OSD in education amounts to R4, 135 billion.

(2) (a) R550 million has been projected for the lap top initiative for 2009/2010.

(b) Provincial Education Departments (PEDs) who have the resources available in this financial year may cover all educators who are eligible. Those PEDs who did not budget for this item because conclusion of the determination happened late in the financial year may phase in the initiative over two years starting 1 July 2009. My department is in a process of assessing which provinces will implement in the 2009/10 financial year to what amount.

(3) I am not aware of any programmes or projects that have been cancelled or postponed due to the implementation of OSD. The cost of the latest OSD will be funded from additional funds to be allocated to Provinces.

Lack of a feasible turnaround strategy
The applications were outside the legislative mandate of the IDC
Insufficient information
Contravention of minimum wage legislation
Funding was no longer required.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 1575

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

Mr D C Smiles (DA) to ask the Minister of Basic Education

(1) Whether her department organized or hosted (a) an imbizo, (b) a seminar, (c) conference and (d) any other function during the period 1 January 2006 up to the the latest specified date for which information is available; if so (i) on what date, (ii) what was the total amount spent on each, (iii) what is the breakdown of the cost in each case and (iv) how many guests attended in each case;

(2) Whether there were any related costs for the travel and accommodation of guests for each of the events; if so, in each case, (a) what were the costs and (b) what was the breakdown of these costs;

(3) Whether any member of the Cabinet was present at any of these events; if so, (a) who, (b) in what capacity and (c) why ? NW1981E

REPLY:

1. I was only appointed in May 2009, therefore I can only account for the period starting in May 2009. No IMBIZO was held in 2009.

2. The DoBE Teenage Pregnancy Report was launched at a seminar hosted by UNICEF; costs can be ascertained with UNICEF.

3. No conferences have been hosted by the DoBE during my term of office to date.

4. No functions have been hosted by the DoBE during my term of office to date.

5. The National Teacher Development summit was hosted by the ELRC and ETDP SETA.

6. The President's Interaction with principals was co-hosted by the DoBE, which contributed R 300,000.00 and by the private sector. The President was present in his capacity as President of South Africa. The MEC's for Education and the Premiers also attended as leaders of Government in their various capacities.

QUESTION 1544

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER : 09/10/09 (INTERNAL QUESTION PAPER 20-2009

DR JC Kloppers-Lourens (DA) to ask the Minister of Basic Education :†

Whether the department has any plans to introduce political literacy as part of its broad curriculum; if not why; if so, what are the relevant details? NW1949E

Reply:

No. The National Curriculum Statement is a high knowledge curriculum that is informed by the principles of human rights, inclusivity, environmental and social justice. As an example, Life Orientation, a compulsory subject for all learners, deals with Citizenship in detail. It covers the following areas:

 Bill of Rights: Content, rights and responsibilities of South African citizens, role of government. Incidences of human rights violations and impact on individual and society.

 Diversity: Various contexts of citizenship; diversity in day-to-day relationships and society at large.

 Various political parties, interest groups, lobbying groups, etc. and their principles, processes and procedures in addressing the interests of civil society.

 Participation in and/or involvement in constitutions, elections, representation of constituencies, mandates, lobbying, advocacy, running of meetings.

 Participation in local community structures, such as non-governmental organisations (NGOs), community-based organisations (CBOs), faith-based organisations (FBOs), Community Police Forums, Representative Councils of Learners (RCLs), community clubs, etc.

QUESTION 52

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 8/06/2009

(INTERNAL QUESTION PAPER 01-2009)

Ms JC Klopper- Lourens (DA) TO ASK THE Minister of Basic Education:

In respect of each of the seven most recent years for which information is available, (a) how many enquiries were conducted into educators for misconduct and (b) with regard to each enquiry whether the charges of misconduct was upheld, (i) what was the charge in each case, (ii) what was the penalty and (iii) what is the name of the educator concerned?

W54E

REPLY:

(a)

· In 2006, 484 enquiries were conducted into educators for misconduct where 452 of them were upheld;

· In 2007, 411 enquiries were conducted where 269 of them were upheld

· In 2008, 700 enquiries were conducted where 522 of them were upheld.

(b)

(i) The charges conducted against the educators consist mainly of theft, acts of corruption, fraud, negligence, absenteeism, assault, rape, working while under the influence of liquor or intoxicating substance, etc.

(ii) The penalties ranged from a written warning to dismissal.

(iii) I cannot provide the names of the perpetrators concerned as records are with SACE and the various provincial departments of education.

QUESTION 356

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/2009

(INTERNAL QUESTION PAPER 05-2009)

Ms JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

(1) Whether she purchased a new vehicle on her new appointment to office; if so, (a) why, (b) what make and model is the vehicle (c) what did the vehicle cost and (d) (i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,

(2) Whether she inherited an existing vehicle; if so, (a) what was the make and model (b) how old is the vehicle? NW416E

REPLY:

Pretoria	Cape Town
(1) Yes	Yes
(a) The vehicle was allocated as official vehicle in Cape Town to the Minister of Higher Education and Training.	To replace the existing vehicle which will reach its end of life in August 2009.
(b) Range Rover Sport TDV8	BMW 730D
(c) (c) R807 000.00	R894 500.00
(d)(i) Mudguards	Not applicable
(ii) R2 592.18	Not applicable
(2) No	Yes
(a) Not applicable	2004 Mercedes Benz E320
(b) -	5 Years

QUESTION 1140

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)Mr D C Smiles (DA) to ask the Minister of Basic Education:

Whether her department provides (a) basic health, (b) hearing and/or (c) sight tests to school learners; if not, what is the position in this regard; if so, (i) in what grades are these tests conducted and (ii) what budget was made available for the provision of such tests in each of the three most recent financial years for which information is available? NW1473E

REPLY:

(a) The Department has adopted a holistic approach to the early identification of barriers to learning by conducting provincial campaigns termed Lethimpilo Campaign. One of the key strength of the campaign is that it provides an integrated service delivery to school communities. Through this initiative, various potential barriers to learning, beyond health, are also identified and addressed through partnership with other government departments and civil society.

(b) and (c) Services provided include health screening of learners (visual, auditory, oral as well as assessing immunization status), birth registration (Department of Home Affairs), social security (Department of Social Development), food production (Department of Agriculture), and sports and recreation amongst others. Learners, as well as community members who are screened receive on-site treatment where possible. Referrals are also made to local institutions for further assessment and management.

(i) The programme has targeted at least 10,000 Grade 4 learners per province. In 2007, the campaign was conducted in FS, MP, LP and NW provinces. In 2008, the campaign was extended to NC and EC.

(ii) Table 1 depicts the budget allocations for the screening activities over the years 2007-2009 for which information is available.

Table 1: Budget allocations for school health screening, Health Promotion Directorate

Financial Year	2007/8	2008/9	2009/10
Amount	R5.6m	R2.8m	R2.5m

Budgetary challenges have limited the full reach of this initiative. Therefore, in an effort to increase the reach of, and to institutionalise health screening within the education system, the Department is presently working in collaboration with the Department of Health and other key stakeholders, to source further funds and to develop an implementation plan.

QUESTION 1139

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) How many educators were employed in each province in each of the three most recent financial years for which information is available;

(2) how many days in total were taken by educators as (a) ordinary leave, (b) special leave and (c) sick leave in each of the three most recent financial years for which information is available? NW1472E

REPLY:

(1) The number of educators employed in each province in each of the three most recent financial years for which information is available

Province	2006/07	2007/08	2008/09
EC	65 314	62 167	64 565
FS	23 275	22 734	23 295
GP	46 370	49 916	50 715
KZN	81 548	84 100	84 977
LP	55 128	56 546	56 432
MP	30 922	31 485	32 087
NW	31 346	26 117	25 428
NC	6 562	8 193	8 428
WC	28 654	24 895	25 522
Totals	369119	366 153	371 449

(2) The number days in total taken by educators as (a) ordinary leave, (b) special leave and (c) sick leave for which information is available at the time of this response is for 2008/09 financial year

Category Description	TOTAL
Sick-full pay (workdays)	79 848
Special (work days)	83 16
Vacation - full pay (work days)	131 83
Total	101 347

QUESTION 486

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Mr D Smiles to ask the Minister of Basic Education:

(1.)Whether her department has conducted a diagnostic study of the Grade R sector across the provinces; if not, why not; if so, (a) what methodology was applied, (b) when will the findings and recommendations be released, (c) who conducted the study and (d) what was the cost;

(2) Whether all provinces participated in the study; if not, (a) which provinces did not participate and (b) what corrective measures were taken to make up for their non participation;

NW548E

REPLY:

(1) Yes

1 (a) A team of researchers and Technical Assistants (TA's) used the following methodology:

· Literature review – national legislation, policy, plans, enabling documentation etc, as well as provincial plans and reports

· National Interviews: Department of Education and stakeholders

· Provincial interviews and site visits: Provincial, district and school management and staff engaged in Grade R as well as teachers/practitioners and other stakeholders

· Focus groups/workshops in some provinces, and several national engagements, one involving provincial ECD managers

1(b)

The findings and recommendations of the reports were discussed with senior officials from the provinces at a meeting convened by the Department on the 28th and 29th July 2009. These have now been forwarded to the Minister for her consideration and advise.

1(c)

The Department of Education requested the Technical Assistance Unit of the National Treasury to contract the services of the Centre for Education Policy Development (CEPD) to conduct the diagnostic study.

1(d)

i. Professional fees R1 322 304.00

ii. Disbursement costs R 186 928.00

iii. Vat @14% R 185 122.56

Total costs R1 694 354.56

(2) All provinces participated in the study

QUESTION 488

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Mr D Smiles to ask the Minister of Basic Education:

(1) How many (a) students qualified as teachers and (b) newly-qualified teachers took up posts in schools in each of the past three academic years;

(2) how many grade 1 teachers are currently not qualified;

(3) how many (a) applications for admission to teacher training colleges were approved in each of the past three academic years and (b) of these applications were for the (i) mathematics, (ii) science, (iii) accounting and (iv) English language disciplines?

NW550E

REPLY:

1 (a) Total number of graduations of new teachers over the preceding four years for which data is available are shown in Table1 below.

Table 1: Number of new graduates entering teaching 2005 - 2008

Programme	2005	2006	2007	2008
B Ed	3590	4027	4112	3669
PGCE	1171	2049	1951	1942
Total Graduations	4761	6076	6063	5611

Source: Higher Education Information Management System (HEMIS

Note: Data for 2008 is preliminary, as final audited data for 2008 will only become available at the end of July 2009.

1 (b) 378 969 educators were employed in public schools either on a temporary or permanent basis as at the end of May 2009. Permanently employed educators constituted the majority (340 647). The number employed on a temporary basis stood at 38 322. Of this total, exactly 29 809 were appointed within the current year, with 25 775 appointed on a temporary basis and 4 034 on a permanent basis. The provincial breakdowns of 2009 appointments are shown in Table 2 below

Table 2: Number of educators appointed in 2009, either temporarily or on a permanent basis, per province

	*2009 APPOINTMENTS*
*Province*	*Temporary*	*Permanent*	*Total*
Eastern Cape	2 459	663	3 122
Free State	1 757	150	1 907
Gauteng	3 326	1 488	4 814
Kwazulu Natal	7 254	450	7 704
Limpopo Province	3 345	190	3 535
Mpumalanga	669	34	703
North West	1 819	50	1 869
Northern Cape	1 209	221	1 430
Western Cape	3 937	788	4 725
*TOTAL*	*25 775*	*4 034*	*29 809*
Source: PERSAL 200905

(2) Currently it is not possible to accurately provide this information on all Grade 1 teachers. PERSAL is able to provide us with the REQV classification of teachers employed within public schools, but we are not able to filter out the Grade R educators at this stage. EMIS forms, which are self reported, could be used to identify teachers teaching Grade 1 classes, however, they do not have accurate information about qualifications. The DoE is currently working on developing fields for the PERSAL system that would enable the drawing of reports on teachers' qualification type, teaching specializations and experience. Once the system has been developed we will be in a position to draw accurate reports on teacher qualifications in relation to specific grades and subject taught.

While we cannot provide accurate data with respect to Grade 1 teachers, recent research into teacher qualifications carried out by the HSRC for the Department of Education does give some insight into the qualifications of foundation phase teachers in a statistically significant sample of schools nationally. 7380 serving teachers in 580 public schools took past in the survey. There were 1424 Foundation Phase teachers in the sample, and of these 93% were professionally qualified.

3 (a) The first time registrations into teaching at Higher Education Institutions over the last four academic years are shown in Table 3

Table 3: First-time entrants at HEIs 2005 - 2008

Programme	2005	2006	2007	2008
B Ed	6 289	6 428	7 958	9082
PGCE	3 860	4 498	4421	4971
Total first time Registrations	9 049	10 026	12 379	14053
Source: Higher Education Information Management System (HEMIS)

Note: Data for 2008 is preliminary. Audited enrolment data for 2008 will only be available at the end of July 2009.

3 (b). Currently it is not possible to provide figures of registrations disaggregated to the various disciplines. Higher Education Institutions do not report the names of qualifications in a consistent manner, for example some abbreviate the name, some use the Latin name and some also use the Afrikaans name. There are some cases where a specialisation may be included. However in most education qualifications the specific phase, learning area or subject specialisation is not recorded. From 2010 all public institutions will report on registrations and graduations using the new classification of educational subject matter categories. This will enable us to disaggregate the data form HEMIS in terms of the specialisations. Institutions will also be required to use the approved designator and qualifier for a qualification in terms of the HEQF, which will enable accurate reports on students registered for education qualifications to be generated.

QUESTION 2062

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/09

(INTERNAL QUESTION PAPER 26-2009)

Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

Whether South Africa is moving towards conventional teaching with less emphasis on group work; if not, what is the position in this regard ; if so what are the relevant details;
What is her department's current approach to teaching? NW271E

REPLY:

1. 'Conventional' teaching requires the use of multiple approaches by teachers to respond to both the subject or skill being taught and the different learning styles of different children. No one approach is can be Different approaches will have value and relevance in a classroom.

2. There is no single teaching approach that is advocated by the Department of Education as this would go against all that is central to good teaching practice and good education. Different teaching styles are appropriate in different contexts, and all have a place in the classroom.

NATIONAL ASSEMBLY

FOR WRITTEN REPLY

QUESTION 1708

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/2009

(INTERNAL QUESTION PAPER 22-2009)

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

(1) What amount was spent by her department on (a) hotel accommodation, (b) restaurant expenses and (c) travel costs (i) in the 2008-09 financial year and (ii) during the period 1 April 2009 up to the latest specified date for which information is available, for (aa) her, (bb) her deputy minister, (cc) specified officials of her department and (dd) any other specified individuals;

(2) Why did each individual use the specified accommodation in each case? NW2200E

REPLY:

(1) (i) (a) (b) (c) (aa) (bb) (cc) (dd) Not applicable for the 2008/09 financial year. The establishment of the Department of Basic Education and the subsequent appointment of the Minister of Basic Education occurred during May 2009.

(ii) During the period 1 April 2009 up to 30 September 2009

The breakdown of restaurant expenses for her, her Deputy Minister, and Officials in the offices of the Minister are included in the expenditure on accommodation.

Period 1 April 2009 up to 30 September 2009

(aa) Minister:

(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009: R 58 266.23

(bb) Deputy Minister:

(a) & (b) Hotel accommodation & Restaurant (meal) expenses from 1 May 2009 – 30 September 2009: R 34 236.11

(cc) Not applicable

(dd) Not applicable

(3) Accommodation includes hotel accommodation while an official residence was not yet ready for occupation. In each case it was the most cost effective and appropriate accommodation available when the bookings were made. Travel costs of the Minister include travel to Kenya (twice) and Tunisia as Chair of the Council of Ministers of Education in Africa (COMEDAF).

QUESTION 169

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Mr D A Kganare (Cope) to ask the Minister of Basic Education:

(1) Whether any assessment has been done on the impact of Dinaledi schools; if not, why not; if so, when;

(2) whether she will make the findings available to the public; if not, why not; if so, when;

(3) whether there is a programme to increase the number of Dinaledi schools; if not, what is the position in this regard; if so, which criteria will be applied to determine which schools qualify as Dinaledi schools;

(4) whether provinces play any role in identifying schools; if not, why not; if so, what are the relevant details;

(5) whether her department or provincial departments provide any support to ensure the success of these schools; if not, why not; if so, what are the relevant details? NO1294E

REPLY:

1) The preliminary assessment on the impact of Dinaledi schools has been positive. There are 500 Dinaledi schools, principally in rural and township areas, whose learner population makes up approximately 7% of the number of learners who sit for the Matric exam. These learners have, however, contributed to approximately 24% of the passes of 50% and more in mathematics. This clearly indicates a positive result. Furthermore, there has been an increased participation of girl learners in the learning areas of Mathematics and Science with girl learners achieving excellent results. This is in keeping with the objective of the Dinaledi (MST initiative) to promote participation in the areas of Mathematics and Science among girl learners. Given the positive results the Department has embarked on an in-depth study as to ascertain what were the positive aspects of the initiatives which contributed to its success and to what extent it could be expanded.

2) Yes. The final results of the study will be available to interested parties and stakeholders when the study has been concluded.

3) The Department has decided to retain the number of Dinaledi Schools at 500 and to increase the support of these schools. After the assessment has been completed, consideration will be given to the expansion of the initiative.

4) The selection of Dinaledi schools occurs in collaboration with the provinces. The Department of Education sets the criteria of schools to participate in the Dinaledi project. The criteria include the potential of the school in Maths and Science, the number of learners enrolled, consistent performance and access to opportunity.

5) Yes, there is a unit at the DoBE that provides support and oversight of Dinaledi schools. It monitors the schools and keeps a database of support for Dinaledi schools. Provincial coordinators for Maths, Science and Technology provide support to schools. The Department has provided, text books, study guides, scientific calculators and science kits to Dinaledi schools. In addition teacher training is conducted in Mathematics and Science content on an ongoing process. Over the past three years approximately 2200 teachers from Grades 11 – 12 received content knowledge training which has ostensibly impacted positively on schools.

Learners are also entered into the Mathematics Olympiads. Approximately 250 of the 500 schools have been adopted by the private sector and parastatal provided schools with extended support in terms of resources.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 175

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Mr DC Smiles (DA) to ask the Minister of Basic Education:

Whether her department intends implementing the recent recommendations made in the new guidelines on sex education by the UNESCO, if not why not; if so, (a) when, (b) to what extend will her department implement the recommendations in respect of five-year old to eight year old children and (c) what consultation plans will be followed with parents? N0 2074E

REPLY:

UNESCO's International Guidelines on Sexuality Education is based on research in 87 countries and input provided by experts in specialsed NGOs and other UN agencies. Education is recognised as one of the best weapons we have to reduce the HIV infection rate and to improving the sexual and reproduction health of young people across the world. Many young men and women do not have access to the knowledge that could help them make informed decisions about their bodies and their health. These guidelines aim to fill this gap.

The guidelines provide an explanation of what sexuality education is and why it is important to ensure that young people have access to it. They are organised around six key concepts:

· Relationships;

· Values, Attitudes and Skills;

· Culture, Society and Law;

· Human Development;

· Sexual behavior; and

· Sexual and reproductive health.

Each topic is linked to learning outcomes for four age categories: 5-8 years, 9-12 years, 12-15 years and 15-18 years.

The Department will consider the guidelines and then determine if any of them will be adopted for South Africa. If any of the guidelines will have implications for our Life Skills or Life Orientation Learning Programmes the department will consult all relevant stakeholders in this regard.

QUESTION 1505

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

Mr A P van der Westhuizen (DA ) to ask the Minister of Basic Education:

(1) What was the average of the raw marks achieved by candidates in the National Senior Certificate Examination in November 2008 before the inclusion of year marks and statistical adjustments by Umalusi, for (a) Mathematics (i) Paper 1, (ii) Paper 2 and (iii) Paper 3, (b) Accounting and (c) Physical Science (i) Paper 1 and (ii) Paper 2;

(2) what would have been the final mark per subject of a candidate who achieved a raw mark of 20% in the examination papers and for whom a year mark of 50% was submitted if both this year mark and the mark achieved in the examinations reflected the average of the marks for the learner cohort of a particular school for Mathematics Paper 1 and Paper 2, Accounting and Physical Science? NW1909E

REPLY:

(1) The raw marks achieved by candidates in the NSC, prior to the inclusion of school based assessment (SBA) marks and the statistical adjustments, are regarded as an incomplete measure of the learner's performance and are therefore not analysed or included in our reporting on learner performance. Both the inclusion of SBA marks and the statistical adjustment of marks are internationally recognized components in the summation of a learner's performance and there are sound educational reasons for the inclusion of both these components. Therefore, analyzing learner performance, with these two components excluded is a fruitless exercise.

(2) The practice of statistically adjusting the school based assessment (SBA) marks to the examination marks, is based on the principle that the SBA marks should not deviate significantly from the examination marks, in a cohort where all other conditions have remained relatively similar. Therefore, the SBA marks should not deviate by more than 5 -10% from the examination marks. In a subject where a learner obtained 20% in the examination and 50% in the SBA, the SBA will be adjusted to 25% so that it lies within the acceptable range. This practice is also based on the researched position that SBA marks have a lower reliability than examination marks. The centralized setting of the question papers and the controlled conditions relating to the writing and marking of examinations, accords examination marks a higher reliability and therefore in the absence of a more reliable benchmark, the examination is used as an anchor in this statistical adjustment process.

QUESTION 1577

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) Whether her department developed and adopted a policy providing guidelines for the appointment of persons with a criminal record; if so, (a) when was the policy (i) developed and (ii) adopted and (b) where can a copy of the policy be obtained; if not,

(2) whether her department has any plans in place to develop and adopt such a policy; if not, why not; if so, what are the relevant details;

(3) whether her department does any pre-employment screening of potential employees for criminal records; if not, why not; if so, what are the relevant details;

(4) whether any employees with criminal records are currently employed by her department; if so, (a) how many and (b) what is their (i) job level and (ii) occupational category? NW1983E

REPLY:

(1) No. The Department of Basic Education does not, as yet, have a policy providing guidelines for the appointment of persons with a criminal record.

(2) A policy providing guidelines for the appointment of persons with criminal records is currently under development and will be functional as soon as the Departments has satisfied itself with the legal aspects around it.

(3) Not applicable at the moment.

(4) Not applicable at the moment.

QUESTION 1296

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

Mr M H Steele(DA) to ask the Minister of Basic Education:

(a)(i)What is the (aa) identity number, (bb) Persal number and (cc) occupation each of the nominated members of her department's 2008-09 Audit Committee and (ii) by whom is each of the audit committee members employed, (b) on which dates did the audit committee meet in the 2008-09 financial year and (c) what records are there for each of these meetings? NW1643E

REPLY:

(a)(i) INFORMATION REGARDING AUDIT COMMITEE MEMBERS

(aa) Members

S Sithole

MC Ledwaba

MJ Froneman

Dr CP Madiba

C Mpati

(bb) Persal number

S Sithole 19475527

MC Ledwaba 18696589

MJ Froneman 12091260

Dr CP Madiba 15758761

C Mpati 61082341

(cc) Occupation

S Sithole Chartered Accountant

MC Ledwaba Chief Financial Officer

MJ Froneman Consultant

Dr CP Madiba Director District Development

C Mpati General Manager Adult Literacy Campaign

(ii) Employed

S Sithole Partner at Sithole Incorporated Chartered Accountants

MC Ledwaba City of Polokwane

MJ Froneman Government Finance Projects Cc

Dr CP Madiba National Department of Education (Temporary basis)

C Mpati Kwa Zulu Natal of Education

(b) Dates of Audit Committee Meetings for 2008/2009

8 May 2008

29 May 2008

28 July 2008

30 September 2008

1 December 2008

19 March 2009

(C) Records of Audit Committee Meetings

Minutes of each audit committee meeting are kept and also distributed to each audit committee member, external auditors and the accounting officer.

QUESTION 1278

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

Ms S P Lebenya-Ntanzi (IFP) to ask the Minister of Basic Education:

Whether she intends introducing sign language as an official school subject; if not, why not; if so, (a) what is the timeframe for establishing a process to recognise sign language as a school subject and (b) what are the further relevant details? NW1299E

REPLY:

Yes.The Department of Basic Education in cooperation with PANSALB has already commenced with the development of Sign Language to be listed in the National Curriculum Statement Grades R-12.

The first step in the development process is to develop terminology for Sign Language. The terminology list, once finalised must be verified and authenticated by the National Language Board. PANSALB will assist the Department of Basic Education in this regard.

Furthermore, information must be obtained of the level at which the language subject will be offered. Languages are currently offered at three language levels, namely Home, First Additional and Second Additional Language levels.

Once Sign Language has been standardised, a Ministerial Task Team must be established with the aim of determining what expertise is needed and to invite experts in the identified fields of Sign Language to serve on a Subject Working Group.

It is imperative that all groupings in the aurally impaired community are identified because there must be consensus on what exactly Sign Language is and whether South African Sign Language is the only or best option. It is also important that all official languages will be accommodated in the chosen version of Sign Language.

The Subject Working Group will commence with its duty as spelt out in the Terms of Reference as developed by the Ministerial Committee. The Subject Working Group will develop the following required policy and guideline documents:

Ø Subject Statements which form the national education policy framework and stipulate the learning outcomes, assessment standards and content required for Sign Language;

Ø Learning Programme Guidelines to assist teachers with the interpretation of the Subject Statements, especially with regard to the conduct of School-Based Assessment; and

Ø Subject Assessment Guidelines to assist teachers with the composition of the School-Based Assessment and Practical Assessment Tasks of Sign Language as outlined in the Subject Assessment Guidelines.

Once the above policy and guideline documents have been developed, they must be published for public comment in the Government Gazette.

The above process takes approximately ten months.

The implementation date is to a large extent dependent on whether all groupings of the aurally impaired community have agreed to the curriculum.

Other factors that could influence the planned date for implementation, are the availability of qualified teachers in Sign Language and the availability of suitable and acceptable teaching and learning support material

Ø Subject Statements which form the national education policy framework and stipulate the learning outcomes, assessment standards and content required for Sign Language;

Ø Learning Programme Guidelines to assist teachers with the interpretation of the Subject Statements, especially with regard to the conduct of School-Based Assessment; and

Once the above policy and guideline documents have been developed, they must be published for public comment in the Government Gazette.

Other bodies/organisations to be involved are:

Ø The South African Qualifications Authority (SAQA) for the registration of qualifications on the National Qualifications Framework (NQF);

Ø Umalusi, the Council for General and Further Education and Training Quality Assurance as Quality Council, which must develop and implement policy and criteria for the development, registration and publication of qualifications; and the quality assurance thereof; and

Ø Higher Education South Africa (HESA), which must consider if a subject qualifies to be regarded as a gateway subject for entrance to a Bachelor's degree at a university. Currently there are only 18 of the 29 National Senior Certificate subjects identified for university admission. These gateway subjects are listed in paragraph 4 of the Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor's Degree Programmes requiring a National Senior Certificate (NSC), published in Government Gazette, No, 31231 of 11 July 2008.

If Sign Language is to be developed at Home and First Additional Language level, the implementation thereof should commence at General Education and Training (GET) Level before there can be any implementation at Further Education and Training (FET) Level.

The duration of the National Senior Certificate qualification which is based on the National Curriculum Statement Grades 10-12 is three years, namely Grades 10, 11 and 12. A learner must offer all subjects selected, including Sign Language for all three grades, Grades 10-12. In view of this, the implementation of a newly developed subject should be incrementally, starting with Grade 10 in January of the year after approval of the subject.

Only Sign Language at Second Additional Language level can be directly implemented at FET level.

The above process takes approximately 10 months. The implementation date is to a large extent dependent on whether all groupings of the aurally impaired community have agreed to the curriculum.

QUESTION 506

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Mr GG Boinamo to ask the Minister of Basic Education:

1. Whether any function was organised to mark the occasion of the delivery of her budget vote in 2009; if so, (a) what total amount was spent on this function, (b) from which budget was the money allocated, (c) what amount was spent on (i)food and refreshments, (ii) venue, (iii) entertainment, (iv) staff and (v) transport and (d) how many persons were invited to attend this function? NW569E

REPLY:

1. Yes

(a) R267 044.57

(b) The Communications budget

(ii) None

(iii) R20 500

(iv) None

(v) None

(d) 250

QUESTION 507

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

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

(1) Whether her department makes use of private security firms; if so, how much money was spent on such firms in 2008;

(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 2008, (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? NW570E

REPLY:

(1) No.

(2) Not applicable.

(3) Not applicable.

QUESTION 189

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Ms N Gina (ANC) to ask the Minister of Basic Education:

Whether any plans are in place to ensure that schools are not disrupted by service delivery protests at this critical period when learners need to prepare for examinations; if not, why not; if so, what plans? NO2095E

REPLY:

The Minister of Basic Education has taken all reasonable and necessary steps to ensure that learning and teaching takes place without disruption in our schools.

We share the concern that service delivery protests already may impact negatively on school activities. We are advised that in the areas affected by service delivery protests the Provincial Departments have measures in place.

Limpopo (Moutse)

Two camps were established to accommodate learners – boys were moved to Makhado Multipurpose Centre in Vhembe region and girls were moved to Tivumbeni Multipurpose Centre in Mopani. Since the establishment of the camps, the community expressed their commitment to support learners to write their exams.

However, in case there are any disruptions, the Provincial Department will set up a writing centre outside Moutse and provide the learners with transport to the centre.

Mpumalanga (Mathafeni and Sakhile)

The Circuit Managers are on high alert to move learners to other schools within the circuits in case there are any disruptions. The Provincial Legislature was briefed yesterday about the details of the planned intervention in order to afford learners an opportunity to write their exams

QUESTION 193

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Mrs F F Mushwana (ANC) to ask the Minister of Basic Education:

When will all schools be transformed into inclusive structures that will make them accessible to all learners, including those with disabilities? NO2099E

REPLY:

According to the implementation plan of the National Minimum Norms and Standards for School Infrastructure, provinces will apply Minimum Functionality norms and standards to all new schools, and where possible and when the budget is available, upgrading and maintenance to existing schools with the target to have all schools meeting the minimum functionality target.

This includes the programme to convert existing schools into full service schools as per White Paper 6 on Inclusive Education. The target for all schools to meet the optimum functionality is 2030 or earlier. This includes having all schools accessible to all learners. The achievement of this target, however, is dependent on the availability of sufficient funding.

QUESTION 194

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Mrs M T Kubayi (ANC) to ask the Minister of Basic Education:

What is her department's state of readiness with regard to the examinations? NO2100E

REPLY:

The Department of Education (DoE) is ready to implement the 2009 National Senior Certificate examinations. The DoE has used the first implementation of the NSC examination in 2008 as a platform on which to build and improve on the examination systems and processes. The challenges presented in the 2008 examination constituted the specific focus in the 2009 preparations. The DoE monitors and supports the PEDs on an ongoing basis and a dedicated state of readiness audit was conducted in each of the PEDs in July 09.

All question papers have been set and externally moderated by the Quality Assurance Council, Umalusi and have been submitted to provincial education departments for printing. PEDs are finalizing their printing and packing of question papers which will be delivered to examination centres on a daily basis in most of the PEDs, as a security measure. The registration of candidates has been finalized and the internal assessment marks are currently being moderated at the provincial level and will be collected and captured on the computer system by 15 November 09. The official commencement of the NSC examination will be on 02 November 09, by the time at which all non-official languages and practical subjects would have been completed.

The monitoring teams from the DoE and PED will visit examination centres during this stage to ensure that examinations are conducted in accordance with policy. Marking centres have been established and prospective markers have been screened and appointed.

Much progress has been made towards complete modernization of the administration system by introducing an Integrated Examination Computer System (IECS) which is already at its advance stages. In this regard multiple back-up systems run by SITA and monitored by Government Information Technology Office (GITO) have been put in place. The Minister of Basis Education will receive daily progress reports from all 10 130 national and international examination centres. Of the total number of examination centres 8 124 will be schools, 1 294 ABET, as well as 8 centres in Namibia and Swaziland. The Department is ready to provide examinations services to all South Africans travelling abroad. In this regard our embassies throughout the world play a significant part as emissaries of our national examination system. In respect of this we have received requests in Athens in Greece as well as in Perth in Australia. All processes are on track for the release of the results on 7 January 2010 and the DoE is confident that barring minor incidents which are expected in an examination of this magnitude, the 2009 examination will be successfully administered.

QUESTION 195

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/06/09

(INTERNAL QUESTION PAPER 03-2009)

Ms JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

(a) How many vacancies for school principal posts existed in each province as at the latest specified date for which information is available and (b) when will these vacancies be filled in each case? NW242E

REPLY:

(a) The number of vacant Principal posts as at the end of January 2009 is as follows:

Provincial breakdown of principal vacancy rates

Province	Vacancies	Total Principal posts
Eastern Cape	1 783	7 169
Free State	366	1 958
Gauteng	278	2 276
KwaZulu Natal	837	6 413
Limpopo Province	705	4 443
Mpumalanga	243	2 062
North West	235	2 149
Northern Cape	105	706
Western Cape	268	1 795
TOTAL	4 820	28 71

(b) The frequency of vacancy lists per province is as follows for this year:

Province	Report
Eastern Cape	Vacancy list will be released in the last term for appointment in January 2010
Free State	Vacancy list released in first and second term and assumption of duty on 1 October 2009
Gauteng	A vacancy list to be released in July 2009 for filling 1 October 2009
KwaZulu-Natal	No Report available at the time of response
Limpopo	No Report available at the time of response
Mpumalanga	A vacancy list to be released in July 2009
North West	Vacancy list released in the second term and appointments made for assumption of duty on first July 2009
Northern Cape	No confirmation of the issuing of further vacancy lists in 2009
Western Cape	The vacancy list will be released in August 2009 for possible filling of posts in January 2010

QUESTION 197

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/06/09

(INTERNAL QUESTION PAPER 03-2009)

Ms JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

(1) What was the backlog of textbooks in each province as at the latest specified date for which information is available;

(2) whether her department has taken any steps to rectify this situation; if not, (a) why not and (b) when will these backlogs be eliminated; if so; what steps;

(3) whether officials in her department have been held responsible for these backlogs; if not, why not; if so, (a) which officials and (b) what? NW243E

REPLY:

1 Although the procurement of textbooks is a provincial competence, the Department of Basic Education decided to conduct a survey in schools with the aim of determining the availability of textbooks in Grades 10-12. The number of school that responded and returned the survey back to the Department of Basic Education is 509, which represents 9% of secondary schools in South Africa. As indicated above only 509 surveys were returned and captured by the Department.

It is difficult to conclude that the budget given to schools is inadequate from the information provided by provinces. Not all schools provided information relating to budgets.

From the information gathered from schools, not many schools have retrieval systems in place. The table below shows the number of schools surveyed and the number of schools with retrieval systems in place.

Province	Number of schools	Number schools retrieval system
Eastern Cape	78	68
Free State	66	43
Gauteng	174	125
Kwa-Zulu Natal	24	18
Limpopo	50	35
Mpumalanga	28	15
Northern Cape	15	8
North West	53	41
Western Cape	21	16
Total	509	369

From the analysis of the survey, it is evident that many learners are not allowed to take textbooks home. The lack of textbooks impacts negatively on their performance. See table below.

Province	Number of schools	Number of schools allowing learners to take textbooks home
Eastern Cape	78	67
Free State	66	41
Gauteng	174	116
Kwa-Zulu Natal	24	15
Limpopo	50	35
Mpumalanga	28	15
Northern Cape	15	8
North West	53	42
Western Cape	21	17
Total	509	356

2. It is evident that textbook availability in schools is a problem and the Department of Education together with provincial education departments need to provide a solution to the shortage of textbooks in schools. The shortages maybe ascribed to the following:

· Inadequate budget.

· Number of subjects offered by schools.

· Procurement practices by schools.

· Lack of retrieval systems in schools.

The report was presented to provinces and their response was positive. The report allowed provinces to engage with the fact that not all learners have seven textbooks despite good intentions of provinces. From the analysis, it was agreed that proposal to draft a policy on the funding and procurement of textbooks should be developed.

3. The General Education and Training Branch has initiated a process of developing a national catalogue, which will also include an audit of LTSM in schools. However, as with FET, provincial Departments of Education are responsible for the procurement of LTSM.

4. The Department of Education is not directly involved in the procurement and dissemination of textbooks and therefore no officials could be held responsible.

QUESTION 199

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Dr JC Kloppers (DA) to ask the Minister of Basic Education:

(1) Whether any research has been done on the average amount of time spent by educators actively teaching the curriculum in classrooms per day; if not, why not; if so what are the relevant details;

(2) Whether any plans have been drawn up to improve the number of hours spent by educators in classrooms, if not; why not; if so what are the relevant details

NO2106E

REPLY:

(1) The last comprehensive study on teacher workload was conducted in 2005 by the HSRC for the Education Labour Relations Council (ELRC) entitled "Educator Workload in South Africa". In summary the study found that, on average, educators spent less time on teaching than required. The study made several recommendations which included, among others, improvement of administrative support to schools; reduction of class sizes and; reduction of learning areas in the curriculum; reduction of required assessment and recording and reporting.

(2) Measures in regards to teaching loads do exist and it is the responsibility of the Principal to allocate the minimum teaching time and Districts to monitor this. These measures are stipulated in section 3 of the Personnel Administration Measures (PAM) in (G.N. 222 of 1999 published in Government Gazzette No. 19767, as amended and updated on a regular basis). In summary the PAM stipulates that all post level one educators shall be at school for the minimum of seven hours per day. Out of that time 85%-92% and 85%-90% in primary and secondary school respectively shall be allocated to teaching. The Department has commissioned a report to review and reform the implementation of the curriculum, with a particular focus on the reduction of the administrative burden on teachers and an increase in teaching time.

A final draft report has been received and discussed in the Council of Education Ministers meeting and the final report is imminent. Among the preliminary recommendations is a reduction in administrative workload which the Department supports.

QUESTION 200

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Rev K R J Meshoe (ACDP) to ask the Minister of Basic Education:

Whether she has found that the poor matric results are as a result of outcomes-based education (OBE); if not, what is her conclusion based on; if so, what are the further relevant details? NO2108E

REPLY:

The National Senior Certificate (NSC) which is the new curriculum that replaces the old "matric" was implemented for the first time in 2008. The new curriculum which adopts an outcomes based approach to teaching, learning and assessment, incorporates the best practices that are designed to improve on the limitations of the old curriculum. Given that this curriculum was implemented for the first time in 2008, and that it is a significant change from the old, the performance in 2008 cannot be compared to previous years. The new NSC curriculum must be evaluated in the context of what this curriculum has produced and how does it better equip learners for further education and the world of work. The performance in 2008 will serve as a baseline for future comparative studies. However, one the biggest achievements of the new curriculum is that 343 000 learners have exited the system with either Mathematics or Mathematical literacy as part of their qualification, compared to the 184 000, that exited the system with Mathematics in 2007. Making Mathematical knowledge and skills available to the broader population of learners is certainly a remarkable gain.

The new curriculum is internationally comparable and therefore cannot be linked to poor performance. There are issues relating to the implementation of the new curriculum, which include, inter alia, effective advocacy of the new policy, teacher training, availability of appropriate learner and teacher support material, advisory and assessment support to teachers, which my Department is dealing with in a decisive manner. My Ministry is committed to improving learner performance in the education system and will therefore leave no stone un-turned in ensuring that this goal is achieved.

QUESTION 665

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

(INTERNAL QUESTION PAPER 07-2009)

Mr DC Smiles (DA) to ask the Minister of basic Education:

Whether her department has any statistics on the breakdown of matric candidates in 2008 in terms of race; if not, what is the position in this regard; if so, (a) how many (i) black, (ii) coloured, (iii) Indian, (iv) white, (v) Asian and (vi) other learners wrote the 2008 Senior Certificate examinations in each province and (b) how many of these learners (i) failed, (ii) passed, (iii) passed with matric exemption, (iv) passed with merit and (v) passed with distinction? NW751E

REPLY:

Statistics on the break down of candidates who wrote the Grade 12 NSC examination in 2008, in terms of race is available

(a) (i) to (vi) See table 1 column 1.

(b) (i) See table 1 column 3.

(b) (ii) See table 1 column 2.

(b) (iii) See table 1 columns 4, 5 and 6 for the types of passes which allows candidates admission to Higher Education.

(b) (iv) The NSC in 2008 did not make provision for "Pass with merit" in 2008.

(b) (v) The NSC in 2008 did not make provision for "Pass with distinction" in 2008.

TABLE 1 - NSC Nov 2008 - Race data per province

		1	2	3	4	5	6
Province Name	Race	Wrote	Passed	Failed	Pass Bachelor	Pass Diploma	Pass Higher Certificate
EASTERN CAPE	Asian	34	32	2	25	6	1
EASTERN CAPE	Black	52,998	24,120	28,878	5,401	8,796	9,722
EASTERN CAPE	Coloured	4,053	3,115	938	807	1,420	864
EASTERN CAPE	Indian	155	149	6	101	37	10
EASTERN CAPE	Unspecified	14	12	2	5	4	3
EASTERN CAPE	White	3,130	3,097	33	2,108	901	78
EASTERN CAPE Total		60,384	30,525	29,859	8,447	11,164	10,678
FREE STATE	Asian	114	92	22	43	24	23
FREE STATE	Black	26,050	17,728	8,322	3,865	7,418	6,373
FREE STATE	Coloured	743	550	193	147	273	122
FREE STATE	Indian	28	27	1	18	6	3
FREE STATE	Unspecified	1	1	0	1	0	0
FREE STATE	White	3,278	3,246	32	2,219	945	64
FREE STATE Total		30,214	21,644	8,570	6,293	8,666	6,585
GAUTENG	Asian	164	153	11	105	34	10
GAUTENG	Black	71,687	50,446	21,241	14,565	19,397	14,678
GAUTENG	Coloured	4,553	3,719	834	1,306	1,419	854
GAUTENG	Indian	2,367	2,306	61	1,567	476	172
GAUTENG	Unspecified	19	18	1	14	3	1
GAUTENG	White	15,291	15,155	136	10,051	4,488	449
GAUTENG Total		94,081	71,797	22,284	27,608	25,817	16,164
KWAZULU-NATAL	Asian	1,035	444	591	100	164	177
KWAZULU-NATAL	Black	126,090	67,238	58,852	16,657	25,697	24,447
KWAZULU-NATAL	Coloured	1,613	1,433	180	630	567	233
KWAZULU-NATAL	Indian	8,792	8,258	534	4,282	2,987	980
KWAZULU-NATAL	Unspecified	23	23	0	21	2	0
KWAZULU-NATAL	White	2,919	2,905	14	2,156	680	66
KWAZULU-NATAL Total		140,472	80,301	60,171	23,846	30,097	25,903
LIMPOPO	Asian	79	75	4	51	17	3
LIMPOPO	Black	87,171	46,981	40,190	10,041	16,743	19,677
LIMPOPO	Coloured	134	89	45	27	41	20
LIMPOPO	Indian	3	1	2	1	0	0
LIMPOPO	Unspecified	9	5	4	2	2	1
LIMPOPO	White	1,386	1,379	7	921	423	23
LIMPOPO Total		88,782	48,530	40,252	11,043	17,226	19,724
MPUMALANGA	Asian	599	237	362	60	77	94
MPUMALANGA	Black	50,563	24,910	25,653	4,815	9,327	10,376
MPUMALANGA	Coloured	243	197	46	76	78	42
MPUMALANGA	Indian	132	130	2	74	41	10
MPUMALANGA	Unspecified	10	4	6	0	2	2
MPUMALANGA	White	2,429	2,405	24	1,468	864	56
MPUMALANGA Total		53,976	27,883	26,093	6,493	10,389	10,580
NORTH WEST	Asian	24	20	4	14	4	1
NORTH WEST	Black	29,479	19,005	10,474	4,057	7,601	6,987
NORTH WEST	Coloured	511	399	112	115	174	97
NORTH WEST	Indian	104	99	5	81	15	1
NORTH WEST	Unspecified	5	4	1	2	0	1
NORTH WEST	White	2,962	2,943	19	1,944	896	83
NORTH WEST Total		33,085	22,470	10,615	6,213	8,690	7,170
NORTHERN CAPE	Asian	17	13	4	6	5	1
NORTHERN CAPE	Black	5,023	3,286	1,737	673	1,296	1,230
NORTHERN CAPE	Coloured	3,965	2,989	976	660	1,395	887
NORTHERN CAPE	Indian	16	15	1	12	2	1
NORTHERN CAPE	Unspecified	6	4	2	2	0	2
NORTHERN CAPE	White	950	944	6	584	329	26
NORTHERN CAPE Total		9,977	7,251	2,726	1,937	3,027	2,147
WESTERN CAPE	Asian	53	52	1	38	12	2
WESTERN CAPE	Black	11,767	7,051	4,716	1,815	2,602	2,286
WESTERN CAPE	Coloured	22,398	17,896	4,502	5,159	7,778	4,439
WESTERN CAPE	Indian	421	408	13	296	83	16
WESTERN CAPE	Unspecified	645	610	35	359	198	36
WESTERN CAPE	White	8,408	8,376	32	6,500	1,674	117
WESTERN CAPE Total	43,692	34,393	9,299	14,167	12,347	6,896
Grand Total		554,663	344,794	209,869	106,047	127,423	105,847

QUESTION 263

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:

Whether her department has a policy on the use of South African Sign Language (SASL) as (a) language of study and (b) an examinable language; if not, what is the position in this regard; if so, what is the policy;
Whether the policy is reflected at provincial level; if not, why not; if so what are the relevant details,
How many learners (a) studied and (b) wrote matric exams on SASL in each of the most recent years? NW313E

REPLY:

1. Yes, the Department of Basic Education has several policies that have relevance to the South African Sign Language. Firstly, The Language in Education Policy (14 July 1997) published in terms of the National Education Policy Act (Act 27 of 1996) states that in terms of the Constitution of the Republic of South Africa, the government, and thus the Department of Education, recognizes that our cultural diversity is a valuable national asset and hence is tasked, among other things, to promote multilingualism, the development of the official languages, and respect for all languages used in the country, including South African Sign Language and the languages referred to in the South African Constitution.

The Revised National Curriculum Statement, Gr R – 9, 2002 states that the Languages Learning Area Statement includes all eleven official languages as well as languages approved by the Pan South African Language Board (PANSALB) such as South African Sign Language (p.19, Overview). It must however be noted that the process of standardising South African Sign Language, although far advanced, has not yet been completed by PANSALB.

Although Education White Paper 6 on Building an Inclusive Education and Training System, July, 2001, published in terms of the National Education Policy Act (Act 27 of 1996) does not make specific reference to SASL, it emphasises that language and medium of learning and teaching are critical barriers to learning that have to be addressed in education (Section 2.2.6.1). SASL is thus used as a medium of instruction in schools for deaf learners. Several Guidelines that have been developed to strengthen the implementation of the Departmental policies have emphasised the strengthening of SASL as a medium of instruction for Deaf learners (e.g. Guidelines to Ensure Quality Education and Support in Special Schools and Special School Resource Centres, 2007; the National Strategy on Screening, Identification, Assessment and Support, 2008; Guidelines for Inclusive Learning Programmes, 2005). The Department has also ensured that the capacity of teachers at schools for the Deaf are strengthened in the area of SASL by several nationally organised training programmes between 2006 and 2008.

SASL is not an examinable subject. The National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF), 2005, does not list SASL as a nationally approved subject that complies with the programme requirements of the NCS Grades 10 – 12 (General) under either Group A or Group B. Provision is made in the policy for the recognition of subjects not listed in the National Curriculum Statement Grades 10 – 12 (General) provided that formal application is made to the Department of Basic Education according to set procedures. Such a process has not yet been formally initiated by the SASL interest groups.

2. All the above-mentioned policies are carried out by Provincial Departments of Education. The Department of Basic Education identifies priority areas of development and monitors whether these are implemented. One of the priority areas has been the strengthening of educational standards in all special schools. This includes continued professional teacher development in the use of SASL as a medium of instruction. All curriculum policies are implemented at provincial level.

3. No learners have studied SASL as a subject, nor written the National Senior Certificate examination in SASL, as PANSALB has not finalised the development of the SASL as a language. A curriculum has therefore not yet been developed for the study and examination of SASL as a subject. SASL is used as a medium of instruction in a number of special schools.

QUESTION 262

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

(INTERNAL QUESTION PAPER 04-2009)

Dr JC Kloppers - Lourens (DA) to ask the Minister of Basic Education:

Whether teachers are required to contribute towards the Unemployment Insurance Fund (UIF), if so, (a) what conditions apply to their joining and (b) what reasons might result in a teacher not contributing to the UIF; if not, (i) why not and (ii) what other provision is made for teachers who lose their jobs? NW312E

REPLY:

1 In terms of section 4 of the Unemployment Insurance Contributions Act, No. 4 of 2002 (the Act), the Act applies to all employers and employees, other than, inter alia, employers and employees in the national and provincial spheres of government.

1(a) They may not join at all

1(b) They are prohibited to join by law

1(b)(i) They are required to contribute towards the Government Employees' Pension Fund (GEPF)

1(b)(ii) Government employees contribute to the Government Employees Pension Fund (GEPF), and upon termination of service, pension benefits are paid to the former government employees.

QUESTION 995

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Mr D Smiles to ask the Minister of Basic Education:

What (a) is the status of the recapitalisation plans for 100 technical schools as indicated in Budget Vote 13 (details furnished), (b) are the relevant frameworks, including timeframes, (c) is the relevant budget for the (i) 2009-10, (ii) 2010-11 and (iii) 2011-12 financial years and (d) are the names per province of each of the technical schools that will be the beneficiaries of this project? NW1218E

REPLY:

a) The Department of Basic Education (DoBE) has established an inter-provincial steering committee comprised of officials of the DoBE and provincial coordinators for technology subjects. The steering committee is responsible for coordinating the implementation of the recapitalization project. In addition, the Department has finalized the process to appoint a suitable provider to audit selected technical schools to be considered for recapitalization. The audit will assess infrastructure needs, equipment requirements, teacher and learner support and learning and teaching requirements in the selected schools.

b) The Department has developed a framework for the implementation of the recapitalization of technical schools. The first phase of the process will be used for planning purposes and will take place in 2009/10 financial year. This will include a report of the audit of schools and the development of business plans for the recapitalization process.

The second phase of the process will commence in 2010/11 financial year and will include the procurement and delivery of the relevant support to schools. The process will also include the monitoring of schools to ensure compliance with the business plans and the conditions for the recapitalization grant.

The third phase will take place in the 2011/12 financial year and will include the finalization of procurement and delivery of relevant support to schools.

c) The budget allocated for the recapitalization of technical schools is as follows:

2009-10: R4.6 million

2010-11: R80 million

2011-12: R200 million

d) The names of schools to be recapitalized will be informed by the outcomes of the audit process of technical schools.

QUESTION 687

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

(INTERNAL QUESTION PAPER 07-2009)

Mrs AT Lovemore (DA) to ask the Minister of basic Education:

Whether, in light of the current recession and the consequent shortfall in state revenue, her department has introduced any austerity measures to reduce its expenditure with regard to (a) official vehicles, (b) travel, (c) travel by departmental officials, (d) accommodation and household help or (e) any other aspects of government business; if not, what is the position in this regard; if so, what are the relevant details? NW781E

REPLY:

The Department has the following austerity measures to reduce expenditure:

(a) Any official vehicle purchased is done in accordance with the Ministerial handbook for use in Pretoria and Cape Town.

(b) As far as travel is concerned, one has to take into account that travelling remains an unavoidable expense in order to effectively meet the many responsibilities of a National Department of Education. As indicated under (a) any expenses incurred for travel will be done within the official guidelines and parameters set by government.

(c) Travel by Departmental officials has been reduced substantially in order to reduce costs. Where possible the number of officials traveling is reduced. Overnight accommodation is limited and is only arranged if it is a necessity. Telephone/video conferencing is also utilised where possible to save costs on both travel and accommodation.

(d) Accommodation and household help is treated in accordance with the Ministerial handbook.

(e) Cost containment measures are applied with the normal operations of the Department. In support of cost containment measures and the Cost Containment Guidelines issued by National Treasury, the accounting officer issued a circular to senior managers to request them to ensure that spending plans should be closely interrogated in terms of the overall need and value of the programme, before proceeding. Managers were also requested to identify any possible savings/under-expenditure that could be utilised for unfunded areas.

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09

(INTERNAL QUESTION PAPER 28-2009)

QUESTION 2201

Mr PF Smith (IFP) asked the Minister of Basic Education:

Whether physical education and/or sport are a standard part of the curriculum in public schools; if not, (a) why not and (b) when will it be a standard part of the curriculum; if so, what are the relevant details? NW2762E

Minister of Basic Education: Mrs A Motshekga REPLY:

Yes, Physical Education forms an integral part of the public schools' curriculum and is part of the Life Orientation curriculum. Life Orientation is one of the eight learning Areas that all schools have to offer to Grade R-9 learners during the General Education and Training band and one of the fundamental (i.e. compulsory) subjects that all Grade 10-12 learners must offer as part of their 7 (seven) package for a National certificate.

Not applicable

QUESTION 1353

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether she has taken any steps to release the results of the remarked scripts of November 2008 of the National Senior Certificates examinations; if not, why not; if so, what steps? NW1709E

REPLY:

The results of the re-marked scripts relating to the 2008 National Senior Certificate (NSC) examination were released on 27 February 2009. Subsequent to the release of the re-mark results, candidates were offered the opportunity of writing the supplementary examinations in February/March 09. The results of the supplementary examination were released on 28 April 09. The Department of Education monitors on a continuous basis the provincial education departments and I am not aware of any re-mark results that have not been released.

QUESTION 1352

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09

(INTERNAL QUESTION PAPER 17-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) What is the state of readiness of her department for the National Senior Certificate Examinations (NSCEs) for 2009;

(2) whether any problems are forseen for the upcoming NSCEs; if so, what problems;

(3) whether any plans are in place to avoid the problems which occurred with the 2008 NSCEs; if not, why not; if so, what plans? NW1708E

REPLY:

(1) The Department of Education is ready and confident that the 2009 National Senior Certificate examination will be successfully administered. The Department of Education supports and monitors the provincial education departments on an ongoing basis through on-site audits of examination systems and processes, regular reporting and feedback, inter-provincial meetings and teleconferences. This approach has assisted in identifying the shortcomings as they occur, and rectifying them immediately.

(2) There are no problems that are foreseen at this stage. All possible problems have been identified and plans have been put in place to address them effectively.

(3) Clear plans have been put in place to ensure that all candidates received their results timeously. The problem of not releasing the results all the candidates on the scheduled release date, in 2008, emanated from the new emphasis being placed on school based assessment (SBA) by the Department of Education. Improved control systems were put in place to ensure that candidates are not resulted if the SBA is outstanding, a process that was not in place in previous years. This year all Provincial Education Departments have established quarterly monitoring systems that will ensure that schools are assessing their learners on a continuous basis and defaulting schools will be identified and remedial measures will be initiated, to ensure that moderated SBA marks are collected. The computer system that was implemented for the first time, in the 2008 examination, has successfully processed the 2009 supplementary examination results and is being further enhanced and improved to ensure that there are no glitches in the 2009 NSC examination. The results of the 2009 examination will be released on 7 January 2010 an this will allow school principals and the officials in the Provincial Education Departments more time to verify and check all results before they are released.

QUESTION 1871

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09

(INTERNAL QUESTION PAPER 22-2009)

Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

1. Whether (a) she, (b) her deputy minister, (c) any specified officials and (d) any other persons have been issued with a government or official credit card; if so, what are the relevant details for her, her deputy minister and holder of a credit card in respect of the name (i) name, (ii)job title, (iii) credit limit, (iv) outstanding amount as at the latest specified date for which information is available, (v) monthly expenses incurred for each month since receiving the credit card, (vi) reason for such persons being issued with credit card and (vii) uses that such a credit card is intended for;

2. whether any such credit cards are over their credit limit; if so (a) whose credit cards are over the limit and (b) what is the reason for the credit cards exceeding the limit;

3. Whether any action has been taken against such persons for exceeding their credit card limits; if not, why not, if so, what are the relevant details? NW2433E NW2286

REPLY:

(1) (a), (b) & (c) No

(1) (i) to (vii) Not applicable

(2) (a) and (b) Not applicable

(3) Not applicable

QUESTION 1870

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09

(INTERNAL QUESTION PAPER 22-2009)

Dr JC Kloppers- Lourens (DA) to ask the Minister of Basic Education:

(1) In respect of each version of the 2008-09 annual report of the annual reports of each statutory and other entity reporting to his department, (a) what was the (i) budgeted cost, (ii) actual cost and (iii) breakdown of cost in respect of (aa) printing, (bb) graphic design, (cc) other costs and (dd) unit cost of each annual report and (b) how many copies of each were (i) produced and (ii) distributed;

(2) whether any version of the abovementioned reports was retracted or withdrawn; if so, (a) how many times were each annual report withdrawn or retracted, (b) what (i) were the reasons for each withdrawal or retraction and (ii) was the amount spent on each version and (c) how many copies were withdrawn in each case;

(3) how was the decision taken to award the contract to the (a) graphic design company and (b) printing company;

(4) whether (a) any of those public entities that fall under his department held a function on tabling their 2008-09 annual report; if so, in each case (i) what was the name of the public entity, (ii) how much did the function cost, (iii) what is the breakdown of that cost, (iv) where was the function held and (v) how many guests were invited?

QUESTION (1a)	i) Public Entity Budgeted cost of the Annual Report	ii) Actual cost of the Annual Report	iii) Breakdown of cost in respect of
PUBLIC ENTITY			Printing	Graphic Design	Other costs	Unit cost of each Annual Report
Education Labour Relations Council (ELRC)	269 500	216 734	153 085	0	63 649	84.00
South African Council for Educators (SACE)	100 000	79 309	79 309	0	0	51.83
Umalusi	214 671	91 081	52 611	40 470	0	46.54

Question (1b)	i) How many copies were produced?	ii) How many copies were distributed
Public Entity	2008/09	2008/09
ELRC	1 700	1 650
SACE	1 530	1 185
Umalusi	2 000	1 250

	ELRC	SACE	Umalusi
QUESTION 2 (b)	NO version retracted or withdrawn from Parliament	NO version retracted or withdrawn from Parliament	NO version retracted or withdrawn from Parliament

QUESTION 3	Through evaluation of competitive quotations.	The Council's procurement policy was applied in awarding the tender to design and printing company. In this case the work was done as a package for both design and printing.	The Graphic design and Printing contract was awarded to The Ideaology Communications & Design Company. Their quotation was compared with two competing companies.

QUESTION 4 (b)	No function held.	No function held.	No function held.

QUESTION 285

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09

(INTERNAL QUESTION PAPER 05-2009)

Mr DA Kganare (COPE) to ask the Minister of Basic Education:

(a) How many educators have been trained in the use of computers, (b) who trained them, (c) when they were trained, (d) how was the service provider appointed and (e) who paid them for training;
whether these service providers are accredited; if not, why were they were appointed;
when will the (a) roll-out of providing each educator with a laptop resume and (b) last educator get a laptop? NW337E

REPLY:

1.(a)

Teacher training in ICT

• training in basic ICT skills 52 915

• the use of ICT training for administration 31 091

• teacher training in ICT integration 23 980

• training in technical support 22 361

• teachers offering Computer Applications Technology 1 578

1(b)

Provinces are responsible for teacher development in schools. Each province has an ICT in Education Teacher Development Programme. They make use of a range of in-house e-learning specialists, Higher Education Institutions (Universities and universities of Technology), NGOs such as School Net SA and private sector such as Microsoft 'Partners in Learning' and Intel 'Teach to the Future 'and EduNova.

1(c)

Central to the implementation of ICT is the continuous development of managers, administrators and teachers. The National Department of Education is responsible for policy and support to provinces. In this regard the Department of Basic Education has implemented the following teacher development and support processes to support the attainment of the e-Education goals:

· Guidelines for teacher training and professional development in ICT were published (Department of Education, 2007). This document presents an important milestone, in that it attempts to adequately address the ICT training needs of teachers and managers.

· Module 12 of the Principals' ACE was developed by the Department of Education and focuses on the management of and with ICT in schools. The programme is currently being piloted with 400 school principals;

· An interactive CD containing Subject advisors training in the use of ICT was developed. This forms the basis for a programme for the integration of ICT into teaching and learning and the support thereof for Subject Advisors;

· Partnership programmes for the development of ICT skills of teachers through the Microsoft's Partners in Learning, Intel's Teach, the School Net SA Teacher Development Framework, and other programmes; and

· The Thutong Educational Portal was developed to provide a platform for teachers to access resources, communicate, collaborate and contribute to the resource pool of the portal.

1(d)

Provincial Education Departments remunerate service providers that have been tendered.

All service providers employed by provinces are at least accredited through the ISETT SETA. Teacher development is a continuous process.

3 (a)

The implementation of the teacher laptop initiative began 1 July 2009.

3 (b)

The initiative is phased in over two years according to the seniority of the educator. As this is a condition of service, it will continue indefinitely since we have teachers entering the profession on a daily basis.

QUESTION 288

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/07/09

(INTERNAL QUESTION PAPER 05-2009)

Mr MH Hoosen (ID) to ask the Minister of Basic Education:

1. Whether her department has, in terms of section 45(1) of the Criminal Law (Sexual Offences and Related Matters) Amendment Act, Act 32 of 2007, applied for clearance certificates for all educators from the Registrar of the National Register for Sex Offenders; if not, why not; if so, (a) what is the total number of educators whose particulars are contained in the register and (b) how often does her department apply to the Registrar for clearance certificates for educators? NW340E

REPLY:

My Department has not, in terms of section 45(1) of the Criminal Law (Sexual Offences and Related Matters) Amendment Act, Act 32 of 2007, applied for clearance certificates for all educators from the Registrar of the National Register for Sex Offenders.

The reason for not applying for clearance certificate is that the office of the Registrar for the National Register for Sex Offenders is currently capturing court orders that have been issued since June 2008. These orders are with regards to sexual offences committed by employees working directly or indirectly with children.

Only when the electronic capturing of court orders has been completed, will the office of the Registrar for the National Register for Sex Offenders start screening the orders in relation to which Department the offenders are employed.

Thereafter, the relevant Departments will be contacted and supplied with clearance certificates application forms that they have to complete on behalf of those employees that have committed sexual offences and returned to the above-mentioned office.

(b) Not applicable

QUESTION 201

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/10/09

(INTERNAL QUESTION PAPER 21-2009)

Rev K R J Meshoe (ACDP) to ask the Minister of Basic Education:

Whether her department intends replacing outcomes-based education (OBE); if not, why not; if so, when? NO2109E

REPLY:

In July 2009 the Minister of Education appointed a team of curriculum experts to review problems with the implementation of the National Curriculum Statement. Over 500 written submissions were received on this matter and the Review Team conducted hearings and interviews with over 200 teachers. The recommendations of teachers and the Review Team are being considered by the Department of Education and the Minister will make a statement on the National Curriculum Statement and support for its implementation by the end of October 2009.

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:

1. 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.

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

QUESTION 907

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

Dr JC Klopper-Lourens (DA) to ask the Minister of basic Education:

Whether her Director- General signed a performance contract with her; if not, why not; if so, when;
Whether all senior managers in her department signed performance contracts with the Director-General; if not, (a) which senior managers did not sign, (b) for what reason and (c) when will it be done; if so, on which date each senior manager sign a performance contract? NW1063E

REPLY:

1 Yes the Director-General did sign a performance agreement, on 25 August 2009.

2. No, not all senior managers signed performance agreements with the Director-General

(a) The following senior managers did not sign the performance contracts:

o Carelse VC

o Mabizela M

o Matlole A

o Hoyi NW

o Motaung N

(b) Performance Agreements of Carelse VC and Mabizela M are in the process of being signed and will be forwarded to the DPSA soon, and that of Matlole A, Hoyi NW and Motaung N are delayed owing to changes in their respective job descriptions.

(c ) As soon as the Director-General has taken a final decision on the matters raised in these three officials' new job descriptions, they will be finalised.

QUESTION 1629

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/10/09

(INTERNAL QUESTION PAPER 20-2009)

Mr N D du Toit (DA) to ask the Minister of Basic Education:

(1) Whether all (a)(i) offices and (ii) sites of his department and (b) entities reporting to him adhere to the Occupational Health and Safety Act, Act 85 of 1993; if not, (aa) why not, (bb) which facilities fail to adhere to the Act, (cc) where are they situated and (dd) what (aaa) aspects of the Act does each such facility not comply with and (bbb) action has been taken in each case; if so, what are the relevant details;

(2) (a) how often should each facility be inspected and (b) when last was each facility inspected?

NW2035 E

REPLY:

(1) (a) (i) and (ii) The Department of Basic Education is not functional yet and is currently making use of the facilities and resources of the Department of Education. The Department of Education is stationed in three buildings in central Pretoria and they all adhere to the Occupational Health and Safety Act.

(b) At the moment it is not clear if the public entities which report to the Minister adhere to the Occupational Health and Safety Act. This information will be obtained and submitted to you as soon as possible.

(2) The buildings of the Department of Education are checked on a monthly basis for compliance and any deviations from the Occupational Health and Safety Act are corrected immediately.

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

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

What was the urgency that resulted in a last minute change of design to the 2008 National Senior Certificate delaying its distribution to August;
whether she has been informed of the difficulties experienced by learners as a result of the delay; if not, what is the position in this regard; if so,
whether she will take any steps in this regard; if not, why not; if so, what steps? NW1090E

REPLY:

The National Senior Certificate is being issued for the first time this year, following the first National Senior Certificate examinations in 2008. As a new qualification, this Certificate needed to be designed afresh, so there are no"last minute changes of design"as indicate in the question.

It may be recalled that the old Senior Certificates did not carry the Coat of Arms, and only reflected the Umalusi logo. This is inappropriate for a government issued, national certificate, and created problems for students who took the certificate oversea, only to be asked whether the certificate had any official status. It was therefore agreed that the new National Senior Certificate should indicate it is a properly endorsed and official certificate of the government of South Africa, by carrying the Coat of Arms of Republic.

The initial draft version of the new Certificate developed by Umalusi showed the Coat of Arms in the one Corner of the page- in clear contravention of the guidelines pertaining to the use of national symbols. The Department, working with Umalusi, therefore agreed on a new design which would place the Coat of Arms at the centre, in accordance with protocol. Umalusi would remain as the issuer of the Certificate, duly signed by the Chief Executive Officer Dr. Rakometsi. The acquisition of the high quality paper required has followed the approval of this design , and the new Certificates are being issued at present.

While the delay may be regrettable, I believe it would have been even more problematic to have issued this first cohort of Senior Certificate recipients with an inferior product. The new design is one that any matriculant would be proud to display, with international and national currency.

I am not aware of any difficulties being encountered in this regard, since all students have a full "Statement of Results", which is all that most employers and higher education institutions require. If any student is experiencing genuine difficulties they are welcome to contact the Department of Education, but none have been raised with us to date.

QUESTION 1174

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

Whether her department uses temporary employment services and/or labour brokers; if so, (a) why, (b) how many positions have been filled by temporary employment services in the (i) 2006-07, (ii) 2007-08 and (iii) 2008-09 financial years, (c) what percentage of the total staff complement did temporary employment services contribute in each of these years and (d) how much money has been spent on temporary employment services in each year? NW1509E

REPLY:

The Department of Basic Education does not make use of temporary employment services and/or labour brokers.

a. Not Applicable

b. Not Applicable

c. Not Applicable

d. Not Applicable

QUESTION 451

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr CP Mulder (FF Plus) to ask the Minister of Basic Education:

(1) In respect of the latest specified date for which information is available; in how many (a) single medium schools was the medium of instruction (i) only one of the country's 11 indigenous languages and (ii) only English and (b) dual medium schools was the medium of instruction one of the 11 indigenous languages and English;

(2) How many (a) single medium schools were there in April 1994 which used (i) one of the 11 indigenous languages and ( ii)only English as medium of instruction and (b) dual medium schools were there in April 1994 which used an indigenous language and English as medium of instruction?

NW512E

REPLY:

1(ai and aii)

Table 1 below shows the number of single medium schools that used 11 South African official languages in 2008. Please note that a single medium school is defined as one that offers only one medium of instruction in every grade of the school.

Table 1: Number of single medium schools by language and by province in 2008

Province	Afrikaans	English	IsiNdebele	IsiXhosa	IsiZulu	SePedi	SeSotho	SeTswana	Sign Language	SiSwati	TshiVenda	XiTsonga
EC	212	1 772	0	269	4	0	1	0	0	0	0	0
FS	91	294	0	0	5	0	35	1	0	0	0	0
GT	254	1 198	0	1	16	3	9	6	0	0	4	0
KZ	31	2 243	1	4	128	0	0	0	0	0	0	0
LP	45	1 432	1	0	0	70	0	0	0	0	16	16
MP	95	599	10	0	34	11	0	2	0	33	0	25
NC	248	86	0	2	0	0	0	26	0	0	0	0
NW	95	520	0	0	0	0	0	62	0	0	0	0
WC	687	366	0	2	0	0	0	0	0	0	0	0
SA	1 758	8 510	12	278	187	84	45	97	0	33	20	41

Source: DoE EMIS Annual School Survey 2008

1(b)

The term "dual medium of instruction" refers to the employment of two languages as media of instruction, wherein a teacher switches from one medium of instruction to another during a lesson on a 50:50 percent basis. In this instance, the teacher repeats the instruction in another language.

For a school to be classified as dual medium school, all learners of that school should be receiving the tuition through dual medium of instruction. Such information is not collected from schools as it is very difficult to collect.

The Department does however collect information on parallel medium schools. It defines a parallel medium school as one that offers more than medium of instruction in all grades of the school.

Table 2 below shows the number of parallel medium schools where English is one of the media of instruction in 2008.

Table 2: Number of parallel medium schools by languages and by province in 2008

Province	English\\Afrikaans	English\\IsiNdebele	English\\IsiXhosa	English\\IsiZulu	English\\SePedi	English\\SeSotho	English\\SeTswana	English\\SiSwati	English\\TshiVenda	English\\XiTsonga
EC	146	0	3 086	9	0	24	1	0	0	1
FS	84	0	7	56	2	732	69	0	0	14
GT	185	2	22	114	53	89	107	1	6	0
KZ	52	0	145	3 053	0	0	0	0	0	0
LP	41	3	0	3	1 456	0	45	2	469	283
MP	65	48	2	320	59	7	30	262	0	77
NC	70	0	7	0	0	0	139	0	1	0
NW	50	3	4	1	0	16	834	0	3	0
WC	372	0	123	0	0	2	0	0	0	0
SA	1 065	56	3 396	3 556	1 570	870	1 225	265	479	375

Source: DoE EMIS Annual School Survey 2008

2(ai and aii)

Please note that the information for 1994 is not readily available, however the earliest date for which data can be provided is 1998. The 1998 data should be treated with caution and should not be used for comparison with the 2008 data as it is not of very good quality.

Table 3 shows the number of single medium schools that used 11 South African official languages in 1998

Table 3: Number of single medium schools by language and by province in 1998

Province	Afrikaans	English	IsiNdebele	IsiXhosa	IsiZulu	SePedi	SeSotho	SeTswana	Sign Language	SiSwati	TshiVenda	XiTsonga
EC	274	1 824	0	296	1	1	6	4	0	0	0	0
FS	115	465	2	0	2	0	44	4	0	0	0	0
GT	251	1 118	2	2	25	11	14	7	0	0	1	1
KZ	35	2 693	10	14	466	4	1	2	0	0	1	0
LP	61	2 034	3	0	2	210	6	8	0	0	73	41
MP	72	658	6	0	46	3	5	29	0	0	1	0
NC	-	-	-	-	-	-	-	-	-	-	-	-
NW	87	667	0	1	0	0	3	72	0	0	0	0
WC	-	-	-	-	-	-	-	-	-	-	-	-
SA	895	9 459	23	313	542	229	79	126	0	0	76	42

Source: DoE EMIS Annual School Survey 1998 (Please note that a "-" indicates that no information was received from the province

2(b)

Table 4 below shows the number of parallel medium schools where English is one of the media of instruction in 1998.

Table 4: Number of parallel medium schools by languages and by province in 1998

Province	English\\Afrikaans	English\\IsiNdebele	English\\IsiXhosa	English\\IsiZulu	English\\SePedi	English\\SeSotho	English\\SeTswana	English\\SiSwati	English\\TshiVenda	English\\XiTsonga
EC	143	0	3 214	1	0	30	1	0	0	0
FS	92	1	10	127	2	1 252	89	0	1	0
GT	175	0	19	131	61	96	48	0	10	13
KZ	70	1	34	1 914	0	7	1	0	0	0
LP	45	2	4	6	803	36	19	0	281	255
MP	55	45	1	423	65	22	165	0	0	0
NC	0	0	0	0	0	0	0	0	0	0
NW	38	1	5	0	1	20	1 149	0	0	1
WC	-	-	-	-	-	-	-	-	-	-
SA	618	50	3 287	2 602	932	1 463	1 472	0	292	269

Source: DoE EMIS Annual School Survey 1998 (Please note that a "-" means that no information was received from the province.

QUESTION 2200

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09

(INTERNAL QUESTION PAPER 28-2009)

Mr PF Smith (IFP) to ask the Minister of Basic Education:

How many (a) non-model C schools have sports fields and (b) of these were built since 1994? NW2761E

REPLY:

(a) NEIMS (National Education Infrastructure Management System) does not make provision for model C or non-model C schools. Attached the number of public ordinary schools with and without sport fields.

(b) NEIMS also does not make provision for the progress of infrastructure delivery from 1994 but only indicate the number of public schools in the country as was assessed in 2006.

QUESTION 2244

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 13/11/09

(INTERNAL QUESTION PAPER 28-2009)

Mr DC Smiles to ask the Minister of Basic Education:

Whether any plans are in place to ensure that the workbooks for the grade 1 to 7 learners are (a) delivered at the (i) right time and (ii) right place and (b) of the right (i) quality and (ii) quantity with specific reference to (aa) procurement process, (bb) distribution plans and (cc) the relevant timeframes to successfully complete the project; if not, why not; if so, what plans in each case? NW2953E

REPLY:

The Department of Basic Education has cancelled the order of Workbooks. The Department will provide further update on the matter as required.

QUESTION 86

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

Dr PWA Mulder (FF Plus) to ask the Minister of Basic Education:

1. With reference to her reply to question 1990 of 23 November 2007, how many (a) Afrikaans single- medium schools and (b) Afrikaans parallel- medium schools and (c) Afrikaans dual-medium schools were there at the beginning of (i) 1994 and (ii) 2009;

2. (a) How many Afrikaans dual -medium schools have changed to English-medium schools since 1994, (b) in which provinces these schools are and (c) why the Afrikaans dual-medium schools changed to English-medium schools? NW89E

REPLY:

Question 1 (a and b).

The reply to question 1990 of 23 November 2007 is unfortunately not available to the Ministry and could not be obtained in the short period of time.

The information used to answer the above questions is extracted from the Annual School Survey raw data, hence it is provisional.

The following definitions were applied in answering the above questions:

Single-Medium School - It is a school that uses one language of learning and teaching for all learners in a school, in all grades.

Parallel-Medium School- It is a school that offers two or more media of instruction in different classes in the same grade, for all grades of the school.

Schools that have single-medium according to phases or grades are not included.

Schools that are Afrikaans parallel-medium for one phase or for particular grades are not included.

Please note that we do not have information for 1994. The earliest date for which we have reliable information is 2002. The latest date we have the information for is 2008.

The response to questions 1(a) and (b) is contained in table 1 and table 2.

Table 1: Afrikaans Single Medium Schools in 2002 and in 2008

Province	Number of Afrikaans Single Medium Schools in 2002	Number of Afrikaans Single Medium Schools in 2008
EC	221	213
FS	113	92
GT	266	255
KZ	45	32
LP	39	46
MP	27	96
NC	289	248
NW	78	98
WC	736	687
Grand Total	1814	1767

Source: 2002 and 2008 Annual Survey for Ordinary schools

Table 1 above shows the number of single medium schools that used Afrikaans in 2002 and in 2008.

Table 2: Afrikaans Parallel (Afrikaans/English) Medium Schools in 2002 and in 2008

Province	Parallel Medium schools in 2002	Parallel Medium schools in 2008
EC	133	146
FS	92	87
GT	194	185
KZ	50	56
LP	50	41
MP	29	65
NC	58	70
NW	52	50
WC	379	373
Total	1037	1073

Source: 2002 and 2008 Annual Survey for Ordinary schools

Table 2 above shows the number of parallel-medium schools that used Afrikaans and English as media of instruction in 2002 and in 2008. These are schools that used English and Afrikaans as the LOLTs for all Grades of the schools.

Question 1(c)

Afrikaans dual-medium schools that changed to English medium schools since 2002.

The term "dual medium of instruction" refers to the employment of two languages as media of instruction, by means of alternation, in a situation in which the same learner receives tuition in both languages. A teacher switches from one medium of instruction to other repeating the same instructions on a 50:50 percent basis.

For a school to be classified as a dual-medium school, all learners of that school should be receiving the tuition through dual-medium of instruction. Such information is not collected from schools as it is very difficult to collect.

Question 2(a) and 2(b)

Table 3: Afrikaans Single Medium Schools that changed to Dual (Afrikaans/English) Medium Schools or to English Single Medium Schools since 2002.

We do not have any information on dual medium schools as indicated in response to Question 1(c). The information relating to parallel medium of instruction schools is provided in table 3.

Province	2002	2008	Differences
EC	221	213	8
FS	113	92	21
GT	266	255	11
KZ	45	32	13
LP	39	46	-7
MP	27	96	-69
NC	289	248	41
NW	78	98	-20
WC	736	687	49
Total	1814	1767	47

Negative sign might mean that more Afrikaans schools were build since 2002 or some schools changed from parallel to single (Afrikaans) or the quality of 2002 data in some provinces was poor in 2002.

Question 2(c)

Reasons for change

The communities in the area of some of the schools have changed. English is more popular as a medium of instruction. In response to the growing number of learners wanting English as LOLT, the schools have introduced English as the second medium of instruction.

The declining number of Afrikaans speaking learners forces the schools to revert to parallel-medium (Afrikaans/English) schools.

Some parents preferred that their children be taught in English because:

- This could increase employment opportunities.

- To prepare their children for Higher Education.

- To prepare their children to be able to face challenges of modern life such as being able to complete banking forms, or any type of forms.

QUESTION 100

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/06/2009

(INTERNAL QUESTION PAPER 02-2009)

Ms JC Klopper-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether there are any educators registered who are not South African citizens; if so, (a) how many and (b) which countries did they come from;

(2) Whether her department has any plans to increase the number of foreign teachers in our schools; if not, why not; if so, what are the relevant details?

NW106E

REPLY:

(1)

Yes there are educators employed who are not South Africans. According to PERSAL, there are about 2354 foreign educators employed by the Department of Education. The majority of foreign educators are from Zimbabwe, followed by India with a few spread amongst other countries, such as:

Democratic Republic of Congo, Ghana, Zambia, Nigeria, Ethiopia, Malawi, Botswana, Lesotho, Kenya, Uganda, Cameroon and Sudan.

TOTAL NUMBER PER COUNTRY OF FOREIGN EDUCATORS EMPLOYED BY THE DEPARTMENT OF EDUCATION

NAME OF COUNTRY	TOTAL PER COUNTRY
NAMIBIA	40
LESOTHO	62
BOTSWANA	33
SWAZILAND	38
ALGERIA	2
EGYPT	6
GHANA	310
KENYA	21
MADEIRA	2
MALAWI	9
MAURITIUS	3
MOSAMBIQUE	7
UGANDA	83
ZIMBABWE	793
REPUBLIC OF CONGO	4
TANZANIA	3
ZAMBIA	34
ALBANIA	1
BELGIUM	6
BULGARIA	1
DENMARK	1
WEST GERMANY	5
FRANCE	2
REPUBLIC OF IRELAND	3
ITALY	1
NETHERLANDS	12
AUSTRIA	1
PORTUGAL	1
RUMANIA	3
SPAIN	1
SWEDEN	1
UNITED KINGDOM	13
ENGLAND	18
WALES	1
SCOTLAND	10
USSR	1
CYPRUS	1
INDIA	711
INDONESIA	1
PAKISTAN	6
SRI-LANKA	3
CHINA	1
BRAZIL	1
CANADA	1
UNITED STATES OF AMERICA	5
AUSTRALIA	3
NEW ZEALAND	1
CUBA	2
CAMEROON	22
ETHIOPIA	4
NIGERIA	43
CENTRAL AFRICAN REPUBLIC	2
RWANDA	3
SENEGAL	1
SIERRA LEONE	1
BANGLADESH	4
IRAN	1
SOMALIA	2
GUIANA	1
PALESTINIAN	2

GRAND TOTAL	2354

(2)

Yes, the Department of Education has plans to increase the number of foreign teachers in our schools where it necessitates filling pots that cannot be filled with suitable qualified South Africans. The main aim of the Department will not be confined to having educators in class for delivery of the subject matter, but it is to ensure that there is a transfer of skills from foreign educators to the local educators and learners and/or vice versa.

As a point of departure, the process of Foreign Educator Recruitment must be seen as an intervention by our Government to address the shortage of skilled Mathematics, Science and Technology educators in the country. The shortage of Mathematics, Science and Technology educators in our country poses a serious challenge given the fact that these subjects are seen as key to driving our economic development as a country.

To justify this, in April 2007 the Minister of Home Affairs announced the specific occupational categories and professional classes as well as applicable quotas within which foreigners may apply for quota work permits in terms of section 21(1) of the Immigration Act, 19 of 2004. A quota of 1000 educators was allocated to the Department of Education for professionals teaching Mathematics, Science and Technology. Currently the Department of Home Affairs allocated a quota of 4000 work permits to our Department.

Interaction was made with about 50 countries requesting them to assist in the recruitment of educators specializing in Mathematics, Science and Technology. Countries like Egypt, India and Kenya showed interest in our request and they are prepared to assist with educators.

The Department also established a data base for unemployed educators and published an advertisement in the local news papers regarding the data base for unemployed educators, both local and foreign, specializing in Mathematics, Science and Technology. This advert did well for the Department in the sense that most of the CVs received were from the foreign educators.

The Department has also appointed a Service Provider to assist with the management of the recruitment and selection process of foreign educators.

QUESTION 1222

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†

Whether her department intends establishing a physical science syllabus more aligned with engineering for learners who are interested in a technical field of study; if not, why not; if so, what are the relevant details? NW1561E

REPLY:

No, the Department is not aware of any factors that require a change in the Physical Science Curriculum. The Subject Statement for Physical Sciences in the National Curriculum Statement (NCS) specifies the standards of knowledge and skills in science to be achieved at each grade. The content is organized around six core knowledge areas which would prepare learners to follow further studies in both the pure and applied sciences, like engineering, medicine, etc. The curriculum provides learners with the opportunity obtain a good foundation in scientific knowledge, skills and processes that is necessary for further studies in both the pure and applied sciences career pathways.

There is no need to change the curriculum for Physical Science at this stage.

QUESTION 1220

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

Mr J Schmidt (DA) to ask the Minister of Basic Education:

(1) Whether she will consider revising or changing the current Morkel model used to determine the number of educators allocated per school; if not, why not; if so, (a) how will it be revised and (b) when will a revised model be in place;

(2) whether she will consider giving relief to principals and School Management Team (SMT) members so that they will have free periods to allow them to complete the increasing amount of administrative work expected of them; if not, why not; if so, what are the relevant details? NW1559E

REPLY:

(1) The current post distribution model, that the member refers to as the "Morkel model", is merely a tool to distribute posts to schools, given an available budget. The available budget is appropriated via the Provincial Legislature.

Yes, I am in the process of considering an alternative model –

(a) which will distribute posts according to actual class size per grade per subject; the size of the school; curriculum requirements with regard to learner contact time per week, per phase per subject; language needs per grade; ensure that each phase has a post irrespective of the number of learners and lastly that schools serving the poorest learners are allocated proportionally more posts.

(b) Currently the model is being piloted to determine its impact on the current system as well as its financial implications.

The Council of Education Ministers (CEM), will in their meeting of 1 and 2 October 2009 consider a report on the testing of the model and consider recommendations on the outcomes made to it by the Heads of Education Committee (HEDCOM).

(2) The draft revised model will provide for the Principal of a school to be relieved from teaching, however the option to teach or not will be left to the individual Principal concerned. As for the remaining members of management, they will still be required to teach the required number of hours. If the post allocation to a school is managed correctly on the timetable of a school, then sufficient time could be made available for administrative duties.

QUESTION 1203

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/09

(INTERNAL QUESTION PAPER 16-2009)

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

(1) Whether her Deputy Minister or her department purchased a new vehicle on the Deputy Minister's appointment to office; if so, (a) why, (b) what make and model is the vehicle, (c) what did the vehicle cost and (d)(i) what accessories were included in excess of the vehicle's purchase price and (ii) what was the cost of such accessories; if not,

(2) Whether he inherited an existing vehicle; if so, (a) what was the make and model and (b) how old is the vehicle? NW1542E

REPLY:

(1) No

(a) Not applicable

(b) Not applicable

(d) (i) Not applicable

(ii) Not applicable

PRETORIA

CAPE TOWN

(2) The vehicle which was used by the Deputy Minister when he was the Minister of Justice and Constitutional Development was transferred to the Department of Basic Education in Pretoria when he was appointed as Deputy Minister.

In Cape Town he inherit an existing vehicle which was used by the previous Deputy Minister

(a) BMW 750i

(b) 2008

Audi Q7

2008

QUESTION 577

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr J C kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether there are any schools that had a zero matric pass rate in each of the past five years up to 31 December 2008; if so, (a) how many, (b) what are their names, (c) where are they situated, (d) what was the total number of (i) educators employed and (ii) educator posts available, (e) how many of these educators (i) resigned, (ii) died, (iii) retired, (iv) were dismissed and (v) were hired and (f) how many of these vacant posts were for (i) science, (ii) maths, (iii) biology, (iv) accountancy, (v) English first language and (vi) English second language?

NW643E

REPLY:

There are no schools that have consistently obtained zero pass rate in each of the past years up to 31 December 2008.

QUESTION 578

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of basic Education:

(a) What was the total number of schools in (i) 1995, (ii) 2000, (iii) 2005 and (iv) during the period 1 January 2009 up to the latest specified date for which information is available and (b) how many schools in each of these years had (i) running water, (ii) toilets, (iii) electricity, (iv) telephones, (v) sports fields and (vi) libraries? NW644E

REPLY:

(a) The total number of public schools from EMIS data in (i) 1995 (not available) (ii) 2000 was 27 760(iii) 2005 was 25570 and (iv) as at 11 June 2009 was 24693.

(b) Data is not available for the exact years as requested, however the following data is available:

Number of ordinary public schools	1996	2000	2007	1 June 2009
Total number of schools according to the SRN & NEIMS	26734	27 760	25154	24693
SRN (School Register of Needs - 1996 & 2000 NEIMS (National Education Infrastructure Management System – (2007 & 2009)	(i) Water (Municipal, boreholes, mobile water -tanker)	17366	19331	22254	22427
	(ii)Toilets	25981	*26319	*23827	23929
	(iii)Electricity(Grid, generators and solar)	11174	14891	19384	21252
	(iv)Telephones (cell, fax, internet, landlines & two way radio)	13076	18403	*24524	*24517
	(v)Sport fields	No record	20715	20807
	(vi)Libraries	4766	5108	5205	5260

*The decrease in number of schools with toilets and telephones is related to the decrease in number of schools from 2000 to 2009

QUESTION 579

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06 - 2009)

Dr. W G James (DA) to ask the Minister of Higher Education and Training:

What has been the (a) expected and (b) actual number of graduates at each (i) university, (ii) technikon and (iii) further education and training (FET) colleges, in each of the past five years up to and including 2008?

NW645E

REPLY:

UNIVERSITIES AND TECHNIKONS

INSTITUTION NAME	Actual 2003	Actual 2004
UNIVERSITIES
University of Cape Town	5.1	5.2
University of Durban Westville	1.9	(2)
University of Fort Hare	0.9	1.2
Medical University of South Africa	0.8	0.7
University of Natal	7.6	(2)
University of the North	1.1	1.5
University of the Free State	4.5	5.1
University of Port Elizabeth	2.9	4.2
Potchefstroom University	6.0	(3)
University of Pretoria	9.2	10.7
Rand Afrikaans University	5.8	7.1
Rhodes University	2.4	1.7
University of South Africa	10.6	14.5
University of Stellenbosch	5.3	5.3
University of the Western Cape	2.2	2.3
University of Witwatersrand	4.1	4.7
University of Zululand	1.9	2.1
Vista University	2.4	(4)
University of Transkei	1.4	1.1
University of the North West	1.1	(3)
University of Venda	1.3	1.3
University of KwaZulu-Natal		8.3
North West University		9.6
Sub Total: Universities	78.5	86.6

INSTITUTION NAME	Actual 2003	Actual 2004
TECHNIKONS
Cape Technikon	3.1	3.4
Technikon Northern Gauteng	1.6	(5)
Mangosuthu Technikon	0.9	0.9
ML Sultan Technikon	(1)	(1)
Natal Technikon	(1)	(1)
Technikon Free State	1.4	1.9
Peninsula Technikon	2.1	2.2
Port Elizabeth Technikon	2.0	1.9
Technikon Pretoria	6.0	(5)
Technikon SA	2.7	(6)
Vaal Triangle Technikon	2.1	2.3
Technikon Witwatersrand	1.9	2.1
Border Technikon	0.8	0.8
Technikon North West	0.6	(5)
Eastern Cape Technikon	1.5	1.2
Durban Institute of Technology	3.1	3.8
Tshwane University of Technology		9.8
Sub Total: Technikons	29.8	30.3
TOTAL: UNIVERSITIES AND TECHNIKONS	108.3	116.9

NUMBER OF GRADUATES AND OUTPUT TARGETS ( '000 )
Institution	Actual 2005	Actual 2006	Actual 2007	2010 target: approved October 2007 (A)
Cape Peninsula University of Technology	5.7	6.8	6.9	7.0
University of Cape Town	6.1	5.3	5.4	6.2
Central University of Technology	2.1	2.3	2.3	2.4
Durban University of Technology	4.3	4.4	4.7	4.7
University of Fort Hare	1.8	1.9	1.6	2.1
University of Free State	5.2	5.4	4.7	6.2
University of Johannesburg	10.1	10.2	9.5	10.2
University of KwaZulu-Natal	8.3	8.6	7.6	9.8
University of Limpopo	3.0	3.3	4.1	3.6
Mangosuthu Technikon	1.2	1.9	1.8	1.6
Nelson Mandela Metropolitan University	5.4	4.9	6.0	5.9
North West University	7.7	9.8	11.3	10.1
University of Pretoria	11.6	11.4	10.9	11.9
Rhodes University	2.1	1.9	1.8	2.1
University of South Africa	14.1	13.8	14.3	20.3
University of Stellenbosch	5.5	5.6	5.7	6.2
Tshwane University of Technology	9.4	9.1	9.8	10.1
Vaal University of Technology	2.3	2.4	2.7	3.0
University of Venda	1.6	1.8	1.9	1.9
Walter Sisulu University	2.7	3.5	3.0	3.6
University of the Western Cape	3.0	2.8	3.1	4.0
University of the Witwatersrand	5.0	4.9	5.4	6.4
University of Zululand	2.1	2.2	2.0	2.6
TOTAL	120.3	124.2	126.5	141.9

(A) NOTES: The graduate targets for 2010 are based on agreed upon targets with the institutions and approved by the Minister in 2007.

Notes:

(1) See Durban Institute of Technology

(2) See University of KwaZulu-Natal

(3) See North West University

(4) Campuses Incorporated into University of Pretoria, RAU

University of the Free State, University of Port Elizabeth, Technikon Free State,

Potchefstroom University and UNISA

(5) See Tshwane University of Technology

(6) See University of South Africa

FET COLLEGE GRADUATES: 2004 – 2008

Year	Nr of Passes
2004	135337
2005	138122
2006	152484
2007	132256
2008	127335

NOTES: The above figures reflect those students who passed 7 subjects. Students who passed 5 and 6 subjects out of the 7 were excluded.

QUESTION 580

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/07/09

(INTERNAL QUESTION PAPER 06-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of basic Education:

(1) With reference to the senior certificate results for each of the past five years up to 31 December 2008, which have been the (a) six high performing districts, (b) 60 average districts and 13 districts that needed recovery intervention;

(2) Whether her department has implemented any recovery interventions; if not, why not; if so, what are the relevant details? NW646E

REPLY:

Question 1

Education in South Africa is administered through 82 districts spread in 9 different provinces. With reference to this question the districts will be classified as follows:

(i) High performing districts: those that have consistently obtained between 75-100% pass rate over the last five years.

(ii) Average districts; those that have consistently obtained between 50 – 74.9% over the last five years.

(iii) Districts that needed recovery intervention: those that have consistently performed below 60% in the last five years. These districts are considered to be districts at risk, therefore require special intervention.

(a) The table below presents the list of the high performing districts over the last five years:

Province name	Disctrict name	2008	2007	2006	2005	2004
FREE STATE	XHARIEP	75.76	75.8	78.6	83.3	77.12
GAUTENG	GAUTENG WEST DISTRICT	82.2	78.9	87.5	77.95	81.66
GAUTENG	SEDIBENG EAST DISTRICT	81.91	86.8	82.5	80.09	79.77
KWAZULU-NATAL	UMLAZI	75.15	75.3	77	61.52	83.39
NORTHERN CAPE	NAMAQUA	90.38	85.5	84.3	88.27	90.17
NORTHERN CAPE	SIYANDA	76.26	72.8	74.5	80.94	86.66
WESTERN CAPE	BREEDE RIVIER/OVERBERG	87.23	79.7	83	85.82	85.86
WESTERN CAPE	CENTRAL METROPOLE	77.26	84.4	85.3	69.95	83.82
WESTERN CAPE	NORTHERN METROPOLE	76.79	82.8	87.5	86.43	87.66
WESTERN CAPE	SOUTH CAPE/KAROO	77.26	83.1	84.7	84.74	88..93
WESTERN CAPE	WESTCOAST	89.43	82	85.9	89.38	89.99

(b) The following districts as presented in the table below have consistently obtained between

50 – 74.9% over the last five years.

Province name	Disctrict name	2008	2007	2006	2005	2004
EASTERN CAPE	CRADOCK	63	65.6	64.1	62.1	58.58
EASTERN CAPE	EAST LONDON	60.52	56.2	65.2	58.5	58.79
EASTERN CAPE	GRAAFF-REINET	70.1	64.7	68.7	66.7	71.89
EASTERN CAPE	GRAHAMSTOWN	66.63	51.8	64.7	54.3	63.6
EASTERN CAPE	UMTHATHA	51.68	57.3	61.7	55.5	51.85
EASTERN CAPE	QUEENSTOWN	58.16	61.6	62.6	63.1	57.56
FREE STATE	THABO MAFUTSANYANA	68.44	64.8	73.3	70.7	71
KWAZULU-NATAL	ILLEMBE	51.14	63.6	62.6	66.06	68.31
KWAZULU-NATAL	OTHUKELA	58.98	62.5	61.9	55.7	68.16
KWAZULU-NATAL	VRYHEID	56.02	62	61.1	73.86	73.15
LIMPOPO	GREATER SIKHUKHUNE	54.96	52.5	51.3	58.37	67.16
LIMPOPO	MOPANI	69.22	55.2	55.9	68.91	72.67
LIMPOPO	VHEMBE	65.38	60	55.9	65.14	69.93
LIMPOPO	WATERBERG	70.11	55.8	55.7	62.04	69.51
NORTH WEST	BOJANALA EAST REGION	58.45	62.5	64.8	62.86	62.86
NORTH WEST	BOPHIRIMA REGION	66.88	62.1	61.9	51.47	56.28
NORTH WEST	CENTRAL REGION	59.42	57.1	58.5	54.53	60.3

It must be noted that there are several districts that are regarded as average in terms of their performance in that they have demonstrated fluctuating performances between the years. Annexure A provides a list of all districts performances in the last five years.

(c) In terms of the districts that required the recovery plan, the Department of Education declared that all districts should develop their district improvement plans and implement the recovery programmes to improve schools thereby the overall district performance. However, special attention would be given to all districts that have consistently performed below 60% in the last five years. There are only nine (9) districts that have consistently obtained below 60% over the last five years.

Province name	District name	2008	2007	2006	2005	2004
EASTERN CAPE	BUTTERWORTH	36.78	46.1	58.5	49	45.88
EASTERN CAPE	IDUTYWA	32.94	55	55	44.1	38.11
EASTERN CAPE	FORT BEAUFORT	43.25	51.5	53.1	55.2	53.97
EASTERN CAPE	KING WILLIAMS TOWN	47.75	52.6	51.5	47.7	47.12
EASTERN CAPE	LIBODE	51.95	58.3	53.6	43.9	39.81
EASTERN CAPE	LUSIKISIKI	37.05	44.5	44.5	42.7	38.2
EASTERN CAPE	MT FRERE	39.51	44.7	48.9	49.5	46.94
EASTERN CAPE	ENGCOBO	33.14	52.8	55.8	54.8	45.74
EASTERN CAPE	STERKSPRUIT	50.77	54.7	48.4	45.2	37.75

Question 2

The Department of Education is continuously engaged with programmes to improve the quality of learner achievement at all grades. The National Strategy for Learner Attainment (NSLA) has become the flagship programme in all provincial education departments. This strategy was launched by the Minister of Education, Ms Naledi Pandor, MP, in 2004, as a transversal programme, to raise the level of achievements of all learners across the system. The NSLA consists of planned and sustained sets of related operations, projects and activities, with short and long term objectives of raising learner performance and ensuring improved quality learner achievement in all schools

In keeping with the relevant prescripts of the National Education Policy Act (1996) as well as the Education Laws Amendment Act 31(2007), all provinces have identified underperforming schools and developed Provincial Improvement Plans which are aligned to the main objectives of the National Strategy for Learner Attainment (NSLA). The Education Laws Amendment Act, section 58 (b), which was promulgated in October 2007, specifically addresses the role of the Heads of Departments in identifying underperforming schools and developing provincial strategies to address under performance in schools. Provinces have ensured that all schools, particularly schools that have performed under 60% have developed their school improvement plans and the implementation of these plans are being monitored and supported by the districts. All provinces have allocated dedicated financial and human resources to address the objectives of the NSLA.

To support the implementation of the new curriculum and to ensure high levels of achievement in Grade 12, the Department of Education is also conducting, inter alia, the following activities:

(a) All schools that are underperforming have been visited by departmental officials including the senior management of the province. In many cases officials of the department including the senior management have been allocated a school to adopt and mentor.

(b) Capacity development workshops on management and leadership are being conducted for the principals of underperforming schools. In cases of schools that are serial underperformers mentorship programmes have been instituted.

(c) Provinces have appointed additional subject advisors to strengthen onsite support to teachers in the area of curriculum implementation with specific focus on content knowledge.

(d) The Department of Education are monitoring if the exemplar question papers provided to schools for all subjects to assist teachers and learners in their preparation for the examination are being used in their daily teaching and learning.

(e) Provincial education departments have successfully reduced the backlog in physical infrastructure and in the provision of textbooks. In many schools, each learner has a textbook for each subject.

(f) The first edition of Study Mate, which is free, was distributed to schools via the provincial and district offices at the beginning of the second term. This edition is a survival kit for Grade 12 learners and consists of tips by expert subject specialists on how to approach the examination. It also consists of the examination timetable and other hints and tips.

(g) The Department of Education and Independent Newspapers has produced the second edition of Study Mate which consist of examinations of November 2008 and the supplementary National Senior Certificate examination papers with memoranda. The tabloid books were made available in June 2009 directly from Independent Newspapers.

(h) DVDs with expert teacher and Department of Education curriculum specialists will assist learners with examination papers, explain common mistakes and give useful tips. These will be available as a package with Study Mate (Past papers).

(i) The Department of Education together with SABC launched Matrix Uploaded, a programme for Grade 11 and 12 learners in Mathematics, Mathematics Literacy, Physical Science, English (First Additional Language), Accounting, Life Orientation and Life Sciences on SABC 1, Monday to Friday, from 14h00 to 15h00 which started on 1 st June 2009.

(j) The Department of Education has collaborated with Liberty Life and Independent Newspapers to produce a new edition of Maths 911 for Grade 11 and 12 Learners. 125 000 of these books will be sponsored by Liberty Life and distributed free to 125 000 learners nationally. Parents can purchase these books directly from Independent Newspapers.

(k) Further support for the Maths 911 books will be available in the weekly Matric Matters which appears in the Independent Newspapers and on the Mindset Channel on DSTV.

(l) The Department of Education together with AVUSA media will publish a 48-page tabloid book comprising exemplar examination papers for Grade 12 learners. This will be available in October 2009 in the Sunday Times.

QUESTION 597

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

(INTERNAL QUESTION PAPER 07-2009)

Mr AM Mpontshane (IFP) to ask the Minister of basic Education:

1) Whether her department contracted Jabulani Mabaso, owner of Indiza who supplied school text books and stationery to the KwaZulu-Natal Education Department; if not, what is the position in this regard; if so, what are the relevant details;

(2) who are the co-owners of the said company;

(3) whether her department has monitored the case where the said person was found to have defrauded the KwaZulu-Natal Education Department of R200 million; if not, why not; if so, what is the current state of affairs;

(4) whether she will make a statement on the matter? NW673E

REPLY:

1) No. The KwaZulu-Natal Education Department is responsible and accountable for their procurement processes and contracts and not the Department of Basic Education

2) I don't know

3) Not applicable

4) No

QUESTION 1786

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER 22-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) (a) Why have some of the 2008 matriculants not yet received their certificates and (b) when is it expected that they will receive their certificates;

(2) whether she will make a statement on the matter? NW2286E

REPLY:

1. There has been a general delay in the release of all National Senior Certificates for the 2008 matriculants. This was caused by the re-designing of the certificate by the Quality Assurance Council, Umalusi, in light of the implementation of the new curriculum and qualification. The bulk of the certificates were issued to candidates by the end of September 2009. The only candidates that have not received their certificates, at this stage, are those that wrote the supplementary examination in March 2009. These candidates will receive their certificates by the beginning of November 2009. In cases where candidates have informed the Department of any difficulties with the Higher Education sector, the Department of Education has intervened on behalf of the candidates and no candidate should be disadvantaged because of this delay.

2. It is not necessary for the Minister to make a statement at this stage, given that the Quality Assurance Council, which is the certifying body did make a statement on this matter in July 09.

QUESTION 1785

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/10/09

(INTERNAL QUESTION PAPER 22-2009)

Dr J C Kloppers-Lourens (DA ) to ask the Minister of Basic Education:

Whether she intends taking any steps with regard to grade 12 learners who do not return to school after their final school examination, but only report to their respective schools to write their National Senior Certificate examination, if not, why not; if so, what steps? NW2285E

REPLY:

The Department of Education as part of its drive to ensure that maximum time is allocated to teaching and learning has since 2008, with the implementation of the new curriculum in the FET band, re-structured the commencement of the writing of the final NSC examinations, to commence early in November or late October. This decision was also taken in response to the previous practice of candidate's failure to return to school after the preparatory examinations. This new dispensation has been implemented in 2008 and in 2009 and PEDs have been requested to monitor the implementation of this new dispensation across all schools. There has been no reports of wide scale absenteeism of candidates from schools prior o the examination and my department will continue to monitor and support schools in this regard. If I am informed that absenteeism is on the increase then I will resort to punitive measures against candidates that refuse to maximize the teaching time made available to them.

QUESTION 1067

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether transport has been provided for learners in each specified province in each of the three most recent financial years; if not, why not; if so, (a) what was the total budget allocated for transport, (b) which transport providers were awarded tenders to provide transport, (c) what was the value of each of the tenders, (d) how many learners were provided with transport in terms of each of these tenders and (e) what criteria do learners need to comply with in order to qualify for transport? NW1328E

REPLY:

(a) Yes, learner transport has been provided to the specified provinces and the budget allocated in the three financial years is as indicated in the table below:

Provincial Education Department
Scholar Transport
Province	CURRENT	2008 MTEF
	2007/2008	2008/2009	2009/2010	2010/2011
	R'000	R'000	R'000	R'000
Eastern Cape	257 732	250 000	231 000	622 033
Free State	37 500	40 800	44 800	-
Gauteng	46 165	34 080	91 307	37 754
KwaZulu-Natal	-	49000	87 000	139 940
Limpopo	44 000	44 500	44 500	48 401
Mpumalanga	145 269	157 670	164 718	185 380
Northern Cape	52 051	61 915	74 316	91 110
North West	-	68 445	75 000	80 000
Western Cape	100 241	105 253	112 439	140 629
TOTAL	682 958	811 663	925 080	1 345 247

Where no amounts reflected, the figures are not available.

(b) Procurement is a provincial competence and as a result the Department of Education does not have this information on hand.

(c ) See (b) above

(d) See (b) above

(e) Each province determines its own criteria as to who qualifies for transport. In terms of the National Norms and Standards for School Funding. Poor learners should be provided with hostel facilities if they live more than one and half hours walking distance from the nearest available school, and therefore each province determines its own criteria as to who qualifies for transport if the travelling distance to their nearest available school is less than one and half hours walking distance

QUESTION 1066

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

Dr JC Kloppers-Lourens (DA) to ask the Minister of Basic Education:

How many (a) primary and (b) secondary school teachers are qualified to teach (i) (aa) maths and (bb) mathematical literacy, (ii) English as (aa) first language and (bb) second language, (iii) religious studies, (iv) life science, (v) science and (vi) history in each province in each case and (c) learners in total were registered in 2009 at (i) primary and (ii) secondary schools.

REPLY

(a & b)(i - vi)

The recruitment process for educators is managed by Provincial Education Departments. The initial selection of educators, is in most cases, recommended by the School Governing Body to the Provincial Head of Department for approval. The utilization of educators in relation to the qualifications varies from year to year and even in the same year. The information being requested is thus not processed at the national Department of Education and may be sourced from the Provincial Education Department as the accountable employer.

Table 2: Number of learners in ordinary schools by province in 2009

Province	(i) Primary (Gr 1 - 7)	(ii) Secondary (Gr 8 – 12)
Eastern Cape	1 270 191	636 060
Free State	376 320	249 416
Gauteng	1 113 719	711 807
KwaZulu Natal	1 620 902	1 027 218
Limpopo Province	911 187	695 166
Mpumalanga	598 294	386 769
Northern Cape	164 887	90 193
North West	468 785	276 266
Western Cape	594 368	338 632
SA	7 118 653	4 411 527

QUESTION 1068

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) (a) What amount was budgeted for the national school nutrition scheme, (b) how many schools and learners benefited from the scheme and (c) what total amount was actually spent in each province in every year since the inception of the programme;

(2) whether any problems have been identified with regard to the nutrition programme in each province; if so, (a) what problems and (b) what action has been taken to address these problems? NW1329E

REPLY:

(1)

(a) The current budget for feeding both quintile 1 – 3 primary schools and quintile 1 secondary school is R2, 4 billion. This also includes preparation budget for quintile 2 secondary schools.

(b) In the current financial year at least 6,364,901 learners in 18,334 primary schools and 895,723 learners in 1,725 quintile 1 secondary schools benefit from the school nutrition programme.

Expenditure by province as at 2006/07 financial year:

Provinces	Allocation	Provincial roll-over	Total funds	Total transferred as at 31 March 2007	Actual expenditure to date	Balance	% spent of total funds
	R'000	R'000	R'000	R'000	R'000	R'000	R'000
Eastern Cape	233 882	32 225	266 107	233 882	166 642	99 465	62.62%
Free State	64 784	7 888	72 672	64 784	80 078	-7 406	110.19%
Gauteng	99 921	-	99 921	99 921	98 262	1 659	98.34%
Kwazulu Natal	239 372	76 000	315 372	239 372	254 404	60 968	80.67%
Limpopo	202 039		202 039	202 039	212 363	-10 324	105.11%
Mpumalanga	84 549		84 549	84 549	83 100	1 449	98.29%
Northern Cape	29 647	2 263	31 910	29 647	29 199	2 711	91.50%
North West	95 529	5 869	101 398	95 529	120 635	-19 237	118.97%
Western Cape	48 313		48 313	48 313	45 956	2 357	95.12%
Total	1 098 036	124 245	1 222 281	1 098 036	979 324	131 642	80.12%

EXPENDITURE	ANNUAL ALLOCATION	ROLL-OVER FROM 2006/07	TOTAL FUNDS	TOTAL TRANSFE-RED	ACTUAL EXPENDIT-RE	BALANCE	% SPENT OF ALLOCATION
	R'000	R'000	R'000	R'000	R'000	R'000	R'000
TOTALS	1 152 938	66 351	1 219 289	1 219 289	1,200,443	18,846	100%
Eastern Cape	237 885	63 726	301 611	301 611	291,488	10,123	96.6%
Free State	68 023		68 023	68 023	68,004	19	100.0%
Gauteng	114 574		114 574	114 574	116,656	-2,082	101.8%
Kwazulu Natal	260 006		260 006	260 006	242,430	17,576	93.2%
Limpopo	192 694		192 694	192 694	192,901	-207	100.1%
Mpumalanga	106 604		106 604	106 604	110,504	-3,900	103.7%
Northern Cape	34 507	2 625	37 132	37 132	37,132	-	100.0%
North West	87 916		87 916	87 916	88,254	-338	100.4%
Western Cape	50 729		50 729	50 729	53,074	-2,345	104.6%

EXPENDITURE BY PROVINCES AS AT 31 MARCH 2009

EXPENDITURE	ORIGINAL ALLOCATION	REVISED ALLOCATION	TOTAL TRANSFER-RED	AMOUNT SPENT TO DATE	BALANCE	% SPENT OF ALLOCATION
	R'000	R'000	R'000	R'000	R'000	%
TOTALS	1 583 103	1 927 109	1 927 109	1 643 062	284 047	85.26%
EASTERN CAPE	339 816	413 658	413 658	472 149	- 58 491	114.14%
FREE STATE	82 498	100 425	100 425	80 907	19 518	80.56%
GAUTENG	172 111	209 510	209 510	115 742	93 768	55.24%
KWAZULU-NATAL	376 435	458 233	458 233	341 943	116 290	74.62%
LIMPOPO	252 901	307 856	307 856	253 199	54 657	82.25%
MPUMALANGA	136 606	166 290	166 290	121 753	44 537	73.22%
NORTHERN CAPE	48 483	59 019	59 019	58 991	28	99.95%
NORTH-WEST	103 144	125 557	125 557	117 093	8 464	93.26%
WESTERN CAPE	71 109	86 561	86 561	81 285	5 276	93.90%

(2) In line with the Division of Revenue Act (DORA) provinces are required to submit business plans for analysis and approval of related activities. All business plans are supposed to meet the following minimum requirements as stipulated in the Grant Framework:

i) Provide meals to all Gazetted Quintile 1-3 primary school and quintile 1 secondary school learners for all school days;

ii) Comply with the recommended cost per meal per learner of the current year;

iii) Comply with recommended menus; and

iv) Feeding by 10:00 am

Summary of challenges per province:

Province	Challenges	Departmental Intervention
Eastern Cape	Province provided bread menu instead of a variety of meals	Province requested to submit a plan for phasing out bread menu with the final business plan; menu plan has been provided
Free State	Non compliance with grant framework (guidelines) in respect of meal costs at R1,35 and R1,90 for primary and secondary schools respectively	Withholding of funds due to non-submission of revised business plan
Gauteng	Only R4 million of the allocated R9, 015 million preparation budget (resources) for quintile 2 secondary schools was provided. The remaining was allocated for feeding.	Province was advised that allocation is a once-off budget and could not be used for feeding. Business plan was amended and funds transferred
Kwa Zulu Natal	The feeding cost per meal cost was allocated at R1, 50 for primary schools instead of R1.80 inclusive of the honorarium for volunteer food handlers.	Withholding of funds due to non-submission of revised business plan
Limpopo	Learner numbers were not in line with the gazetted numbers.	Requested amendment of business plan which was approved. Provincial department co-funded the programme with equitable share
Mpumalanga	Leaner numbers were not in line with the gazetted numbers.	Requested amendment of business plan which was approved.
Northern Cape	The province provides meals to quintile 1-5 primary and secondary schools learners from the conditional grant, which compromises the meal cost to R1,50 for both primary and secondary schools.	Requested amendment of business plan which was approved. Provincial department co-funded the programme with equitable share
North West	The meal cost was allocated at R1,61 instead of R1.80 inclusive of the honorarium for volunteer food handlers.	Requested amendment of business plan which was approved.
Western Cape	The meal cost was allocated at R1,74 for primary schools instead of R1.80 inclusive of the honorarium for volunteer food handlers.	Requested amendment of business plan which was approved.

After all the Department interventions, all business plans were finally approved as per Departmental Grant Framework. The Department further scheduled monitoring and support visits to all provinces to ensure compliance with NSNP guidelines.

Training and development workshops are also planned for the proper implementation of the programme in the current financial year.

EXPENDITURE

BY PROVINCES AS AT 31 MARCH 2008

QUESTION 11

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

Ms Kloppers- Lourens to ask the Minister of Basic Education :

1. Whether any teachers / facilitator has been charged and/or convicted of any crimes against any learner (a) in 2006, (b) in 2007, (c) in 2008 and (d) during the period 1 January 2009 up to the latest specified date for which information is available; if so, (i) how many in each case, (ii) what are their names and (iii) at which schools did they work;

2. whether any of the teachers/ facilitators are still employed or have been re-employed since being convicted; if so, (a) what are their names (b) which schools do they currently teach at and (c) what were they convicted of ? NW12E

REPLY:

Questions 1 and 2:

The following information has been received from the South African Council for Educators (SACE).

It was unfortunately not possible to obtain such detailed information from all the provinces, but we managed to get a response from Free State, Eastern Cape, North West, Western Cape province on such short notice. We are unable to provide names of these educators owing to the legal implications that might have, as decisions on some of these cases are challenged through judicial processes. I can however supply updated information for 4 Provinces. The relevant information pertaining to the remaining provinces will be provided when received from such provinces or you may obtain the information from them directly.

SACE : Offices in 4 Provinces

QUESTION 896

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/08/09

(INTERNAL QUESTION PAPER 10-2009)

Mr GG Boinamo to ask the Minister of Basic Education:

Why are the results of learners who wrote their supplementary examinations in June 2009 delayed until January 2010;
Whether the results will be released, if not, why not; if so, when?

NW1052E

REPLY:

1. There is no delay in the release of the 2009 supplementary examination results. The 2009 National Senior Certificate (NSC) supplementary examination was written in February/March 2009 and all results were released on 30 April 09. In addition the Department of Education conducted the 2009 Senior Certificate examination that allows learners that failed to complete the Senior Certificate ("old matric") prior to 2008, to write their outstanding subjects in a special Senior Certificate examination in May/June 2009. The results of this examination were released on 31 July 2009. Results were available at examination centres where the candidates wrote the examination. Therefore, based on the information available to the Department of Education, there are no outstanding results.

2. Based on the explanation provided in (1), there are no results that are outstanding. However, if there are candidates that have not yet received their results, they are requested to make contact with the provincial education department, and these results will be made available to them, immediately.

QUESTION 1259

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†

Whether her department is considering making mathematical literacy compulsary for al learners from grades 10 to 12; if not, why not; if so, what are the relevant details? NW1601E

REPLY:

Yes.On 18 July 2005 the Minister of Education approved the new policy document, National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF).

Learners opting for the National Senior Certificate must offer a minimum of seven subjects listed in the above policy document, of which two official languages, Mathematics or Mathematical Literacy; and Life Orientation are compulsory subjects.

The purpose of including Mathematical Literacy in the National Curriculum Statement (NCS) is three fold. Mathematical Literacy should enable the learner to become:

A self-managing person: There are mathematical demands that are encountered on a daily basis, demands which people should be able to handle with confidence. Such demands range from an ability to handle financial issues such as hire purchase, mortgage bonds and investments to an ability to read a map.

A contributing worker: The workplace requires the use of fundamental numerical and spatial skills in order to efficiently meet the demands of the job, for example, dealing with work-related formulae, reading statistical charts, dealing with schedules, etc.

A participating citizen: For the fact that statistics is so often (mis)used to support opposing arguments, Mathematical Literacy should help learners acquire a critical stance with regard to mathematical arguments presented in the media and other platforms.

There is no intention to make Mathematical Literacy compulsory for all learners. Learners all do some form of mathematics. Based on their post-school intentions they can choose between mathematics and mathematical literacy.

QUESTION 1258

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 28/08/09

(INTERNAL QUESTION PAPER 12-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†

Whether since the publication of White Paper 6 in 2001 any policy documents regarding the implementation of inclusive tuition have been published; if not, why not; if so, what are the (a) status and (b) relevant details of such documents?

NW1600E

REPLY:

The Department of Education is finalizing a field test on White Paper 6 Which started in 2004 and is ending in 2009. The field test is preparing the Department for a further rollout of Inclusive Education. In the process, the following guideline documents were developed and are at different stages of endorsement by the Department:

§ Guidelines for Full-service/Inclusive Schools

§ Guidelines to Ensure Quality Education and Support in Special Schools and Special School resource Centres

§ Guidelines on Inclusive Learning Programmes

§ Draft strategy for Screening, Identification, Assessment and Support

QUESTION 1257

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/09/09

(INTERNAL QUESTION PAPER 16-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†

Whether, in light of the Development Bank of South Africa's (DBSA's) statistics on schools ,she or her department has formulated a turnaround strategy to address inequalities in education without lowering the standard of education in any school; if not, why not; if so, what are the relevant details? NW1599E

REPLY:

1. No fee schools - we have adopted a policy that ensures that poor learners are not expected to pay school fees. Currently there are over 14 000 no-fee schools in the country, benefiting over 5million (out of a total of about 12 million) learners.

2. Foundations for Learning Campaign (supply of workbooks, textbooks and teacher guides to schools - have begun improving and increasing this). The Presidency is supporting the Department to ensure that all learners and teachers receive the materials they need;

Quality Learning Campaign - focuses on a compact between teachers, parents and the government to improve teaching and learning (T&L)

4. Teacher Summit - for the first time Departments of Education spoke together with teachers via their Unions on what should be done to improve the quality of teaching and learning. The recommendations of the summit are being taken seriously by the Department. Mechanisms have been put in place to ensure that the Summit Declaration is not just a piece of paper.

5. Infrastructure - we have developed norms and standards that commit government to providing school buildings of a particular standard. The backlogs are great and will take many years to address - however we are committed to ensure that all schools are provided with the minimum infrastructure for them to work in an enabling environment. The Department is seeking creative ways to fund this backlog, especially that of libraries and laboratories. In the meanwhile, schools are encouraged to use science kits and to establish reading corners in classrooms.

6. In his research article (Building Education Beyond Crisis), Bloch indicates that the problems in education need to be worked on together with all stakeholders and role-players and proposes a "get-together" for this to occur. This recommendation is supported.

7. The Minister has commissioned a study to look into challenges facing the implementation of the curriculum.

QUESTION 1417

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

Whether her department has taken steps in order to ensure that every school is in possession of a well-formulated and approved policy on violence that incorporates, amongst others, a safety plan; if not, why not; if so, what steps? NW1773E

REPLY:

The development of School Safety Plans for schools has been one of the priorities for the Department of Basic Education.

The Department, in conjunction with provinces, has identified and prioritised 585 high-risk schools for intervention. The Department has provided provincial officials and some schools with training on the Hlayiseka Early Warning System. This system serves as a tool for identifying and responding to security issues and threats, how to report and manage incidents appropriately, and how to monitor school safety over time.

The Hlayiseka programme, which was developed in partnership with the Centre for Justice and Crime Prevention also helps schools to develop Safety Plans and developing Codes of Conduct. Provinces have rolled out training on the Hlayiseka Tool to the identified high priority schools. The training involved principals, SGB members, LRC representatives, and teachers in the 585 schools. The training encourages schools to use this tool to inform the drafting of context specific School Safety Plans.

Provinces have been requested to provide reports on the roll out of Hlayiseka.

QUESTION 1416

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:

(1) Whether it is compulsory for Grade 12 learners with Mathematics to write Question Paper 3 when they intend to enrol for engineering degrees; if not, why not; if so, what are the relevant details;

(2) how many learners with Mathematics were registered for the 2009 National Senior Certificate examination;

(3) what is the (a) percentage of registered learners and (b) statistical racial breakdown according to (i) black, (ii) white, (iii) coloured and (iv) Indian learners who opted to write Mathematics Question Paper 3? NW1772E

Reply

(1) It is not compulsory for Grade12 learners to write Paper 3 when they intend to enrol for engineering degrees. Learners who have passed Mathematics P1 and P2 are eligible for engineering degrees because the concepts covered in both papers sufficiently prepare learners for degree purposes. Learners who have written Paper 3 show potential for higher order Mathematics and may have an advantage for engineering studies.

(2) 297443 learners have enrolled for Mathematics in the 2009 National Senior Certificate examination.

(3) (a) 2.09% of the total registered candidates and 4.08% of those writing Mathematics. 12 136 of learners are registered to write Maths paper III.

(b) (i) 5 793 full time black learners are registered to write Maths paper III.

(b) (ii) 3 708 full time white learners are registered to write Maths paper III.

(b) (iii) 918 full time coloured learners are registered to write Maths paper III.

(b) (iv) 1 606 full time Indian learners are registered to write Maths paper III.

QUESTION 1418

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/09/09

(INTERNAL QUESTION PAPER 12-2009)

Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:†

Whether, with reference to the shortage of libraries, librarians at schools and the library manifesto, she has taken any steps to address this problem; if not, why not; if so, (a) what steps and (b) what is the current state of affairs? NW1774E

REPLY:

Access to library services is a priority for the Ministry. Since 2006 the Department of Education has worked to expand access to library services within a practical and implementable framework, and has not limited itself to building standalone library structures, given the historical neglect of such services particularly for schools serving the poorest communities. Although a large number of schools remain without libraries, this number has decreased by over 2 000 since the year 2000. This is with particular reference to stand-alone libraries, and not the range of activities the Department is engaging in to expand access.

The approach adopted by the Department of Education has been a developmental one, which has looked at expansion of library services at different levels, including:

A focus on providing classroom library collections to strengthen support for NCS implementation and reading at class and grade level;

Mobile libraries to serve a number of schools that have no access to libraries. Currently there are 21 of these mobile libraries operating in different communities across the country and serving just under 500 schools;

Strengthening school collections in community libraries and stand alone school libraries that serve clusters of schools; and

Providing library books to schools whose libraries have inappropriate or inadequate library collections.

Access to library services has therefore been expanded for a number of schools, using the approaches above. Key vehicles that the Department has used include:

The QIDS UP project, which has, since 2006, provided books and/or library furniture to 1060 schools;

Norms and standards for physical infrastructure approved by both the Council of Education Ministers and the Heads of Education Committee in 2008 make it obligatory for all new schools to only be considered complete if they make provision for library facilities. These are awaiting the concurrence of the Minister of Finance for finalisation. They do however provide for a school library as a standard.

The Department of Education has also recently finalised guidelines for school library services, with provincial participation, to provide practical guidance to provinces and schools on how to ensure access to such services for all schools. They provide guidance on matters such as

Staffing both in terms of dedicated library staff and utilising teacher librarians and/or library assistants;

The administration of a library;

Resourcing, including a proposed mix between fiction and non-fiction materials;

Managing access to services where the library is on school premises or outside school premises and therefore a shared resource e.g. access times; library rules; provision for different languages; access for learners with disabilities and other related matters.

QUESTION 1974

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/10/09

(INTERNAL QUESTION PAPER 22-2009)

Ms A Mda (Cope) to ask the Minister of Basic Education:

(1) What (a) plans are in place to ensure that matric results will be announced timeously, (b) are targeted dates for issuing of final matric results in each province, (c) contingency plans for the exams prepared by her department; if not, why not; if so, what are the relevant details? NW 2539E NW2286E

REPLY:

(1) (a)A comprehensive plan is in place to ensure that the National Senior Certificate (NSC) results are released timeoulsy. This plan has been developed in conjunction with the provincial education departments and has been communicated to all key participants in the examination process.The matric results will be announced on 7 January 2010 and the reason for the change in the date of the release of the results is to allow the national and provincial officials more time to ensure accurate capture of all marks, to verify the processing of the results and to allow for more intensive checking of the final results before they are released to candidates.

(b) The NSC results will be released at all schools in all provinces at 08:00 on 7 January 2010.

(c) As part of the normal planning for all public examinations there are contingency plans for every aspect of the examination process. These cover, inter alia, the setting of question papers, the printing, packing and distribution of question papers, the writing of the examination, the marking process and the resulting and release of results. The DoE is confident that the system is prepared to cater for any eventuality in the examination process, without compromising the credibility of the examinations.

QUESTION 2099

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/09

(INTERNAL QUESTION PAPER 26-2009)

Mr PF Smith (IFP) to ask the Minister of Basic Education:

Whether dedicated incetives are provided to suitably-qualified teachers to improve the teaching of maths and science in the public school system; if not, why not; if so, what incentives? NW2755E

REPLY:

The policy on Incentives for Educators was declared in December 2007 (Government Notice no. 25, Gazette no. 30678). The aim of the policy is attract and retain educators in areas of scarcity. The policy provides for four types of incentives, namely, posts in schools situated in remote geographical areas; posts in subject/learning areas/phases which are difficult to fill. The policy identifies mathematics, science, ICT and some languages but also allows for Provincial Education Departments (PEDs) to identify scarce subjects/learning areas in terms of their own needs; posts that are in schools situated in the difficult urban zones of the country or the so-called hard-to-teach schools and lastly; the policy also allows for incentives to attached to posts, based on the request from the Principal and the SGB of the school after providing evidence that identified posts are difficult to fill.

To ensure quality, the policy prescribes that for an educator who occupies an incentivized post to be eligible to receive payment he/she must be fully qualified (REQV 13). It is, however, up to each PED to identify its needs and prioritise the types of incentives it is going to pay accordingly. As the priorities could differ across PEDs, therefore it is possible that not all PEDs will prioritise the incentives for scarce subjects.

QUESTION 2107

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/11/09

(INTERNAL QUESTION PAPER 27-2009)

Mr PF Smith (IFP) to ask the Minister of Basic Education:

1. What her department (a) has done, (b) is doing and (c) will be doing to improve South Africa's ranking in the forseeable future with reference to the World Economic Forum's Global Information Technology Report of 2008-2009, ranking South Africa at 110 AND 132 respectively for the quality of its education system, mathematics and science education compared to Tunisia's ranking of 17 and 7 in global terms? NW2757E

REPLY:

1. The Department of Basic Education is committed to ensuring quality education for all children in schools. The National Curriculum Statement implemented in Grade R – 12 which has been internationally benchmarked to ensure that it is responsive and provides learners with the 21st century skills. With effect from 2010 the Department of Basic Education will strengthen the implementation of the NCS in schools by alleviating the administration burden on teachers and providing sufficient time on teaching and learning. In particular, the Department will continue to strengthen the support for the teaching of Literacy and Numeracy in the early Grades in schools through the expansion of the Foundations for Learning in all schools up to Grade 6. There will be an annual national assessment conducted for learners in Grades 1-6 and 9 in all schools to assess progress in numeracy and literacy which are foundational skills for learning. The Department will further consolidate the Dinaledi Schools Project to ensure that the teaching of and performance in mathematics and science are improved. The performance of the Dinaledi schools in 2008 NSC examinations has demonstrated the value of dedicated teacher training in subject contact knowledge, and the availability of textbooks and other LTSM in the promotion of mathematics and science. The Department will sustain this support in schools.

QUESTION 1107

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

In respect of each of the three most recent financial years for which information is available, what was the teacher learner ratio in each province? NW1368E

REPLY:

The leaner educator ratio for the three most recent financial years in each province:

Province	2007/08	2008/09	2009/10
EC	33.8	31.6	31.4
FS	29.3	28.1	28.8
GP	34.3	33.8	35.1
KZN	33.2	32.1	34.2
LP	31.5	30.8	30.1
MP	33.0	32.2	31.3
NW	28.2	30.1	31.5
NC	32.0	31.2	31.5
WC	38.0	36.7	37.7

QUESTION 1106

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/09/09

(INTERNAL QUESTION PAPER 12-2009)

Mr D C Smiles (DA) to ask the Minister of Basic Education:

(1) In each of the three most recent years for which information is available in each province, (a) how many incidents of (i) vandalism and (ii) theft of school property were reported and (b) what total amount was spent on (i) repairing the damage caused by these acts and (ii) improving security to prevent further incidents in each case;

(2) whether any strategies have been adopted to reduce (a) vandalism and (b) theft of school property; if not, why not; if so, what are the relevant details? NW1367E

REPLY:

1. In terms of the Public Finance Management Act, it is the responsibility of the Accounting officer of the Provincial Education Department to develop a risk assessment and mitigation strategy in regard to school property and other assets, and to manage these.

The department of Education therefore does not have the information requested, which should be obtained from the relevant Departments.

In terms of the Public Finance Management Act, it is the responsibility of the Accounting Officer of the Provincial Education Department to develop a risk assessment and mitigation strategy on the safety of school property.

2. A four - pronged strategy is used by the Department of Basic Education together with its provincial departments to address or limit vandalism and theft of school property. It does so by i) providing the required minimum security like fencing and security gates as stipulated in the Department's Minimum Norms and Standards for School Infrastructure, ii) deploying security personnel to schools, and iii) establishing sound working partnership with the South African Police Service (SAPS) which has seen the establishment of school safety teams and patrol of school vicinity which significantly reduces vandalism.

QUESTION 31

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/08/09

(INTERNAL QUESTION PAPER 11-2009)

31.Ms N Gina (ANC) asked the Minister of Basic Education

Whether her department has rolled out the nutrition programme to high schools; if not, why not; if so, (a) to how many and (b) to which high schools? NO1104E.

REPLY:

Yes. The Department of Education has extended the school nutrition programme to quintile 1 secondary schools with effect from April 2009.

(a) The programme reaches 796 129 learners in 2 723 Quintile 1 secondary schools. Plans are afoot to further extend the programme to learners in Quintile 2 and 3 secondary schools in 2010 and 2011 respectively, subject to the availability of funds.

(b) All Quintile 1 high schools. The names of these schools are obtainable from the Department of Education' Education Management Information System (EMIS) and is accessible on the website (http//:www.education.gov.za).

QUESTION 32

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/09

(INTERNAL QUESTION PAPER 01-2009)

Mr DC Smiles (DA) to ask the Minister of Basic Education :

1. Whether her department received reports from any of the provincial departments indicating shortages of staff and equipment at special schools in the 2008-09 financial year; if so, (a) from which provinces, (b) which special schools had such needs and (c) what was the extent of the shortages in each province;

2. Whether any corrective measures have been implemented to address the shortages; if so, what are the relevant details; if not;

3. Whether any corrective measures will be implemented in the future; if not, why not; if so, what measures? NW34E

REPLY:

The Department of Basic Education is in possession of a special schools audit report of 2002 as well as reports from provinces in response to the findings of the audit. A further situational analysis was conducted in the second half of 2008 to establish the type of assistive devices required by special schools per province, using a sample of 30 special schools, this as part of the Department's tender on material and assistive devices, tender EDO 374. A report has been developed and will be published. In addition, provinces such as the North West, KwaZulu-Natal and Limpopo have conducted their own situational analyses of special schools to identify needs.

a) The audit report of 2002 was conducted in all special schools across provinces.

b) The list of special schools that were identified to be in need of more resources is attached.

c) The table below (Table 49 from the audit report of 2002) shows types of equipments and the count of what was available at the time of the audit.

Table 49: Number of items of furniture and equipment available for school management and administration per province

Prov	Braille Printer	Chairs	Com- puter	Cup-boards	Desks/ Tables	Dupl. Machine	Fax	Intercom	Internet	Photo Copiers	Scanner	Tele Phone	Thermo form	Type Writer	Other
EC	2	2419	172	218	908	13	35	22	17	61	14	112	3	52	15
FS	1	1112	76	115	735	14	19	13	15	27	10	109	1	14	13
GP	5	4405	420	655	2971	45	93	103	78	141	46	623	3	63	96
KZN	1	1414	150	398	1205	15	55	31	28	63	12	178	4	47	55
LP	8	731	105	172	498	9	17	7	18	31	12	78	6	54	11
MP	1	432	53	76	196	7	13	5	5	19	2	49	0	15	0
NC	0	248	24	85	196	0	8	2	5	11	3	51	0	3	7
NW	2	899	60	107	422	8	16	8	12	36	12	50	0	27	14
WC	3	3358	274	591	1267	23	71	103	64	106	34	455	6	126	127
Total	23	15018	1334	2417	8398	134	327	294	242	495	145	1705	23	401	338

Approved Tender Number EDO 374 for the procurement of resources and assistive technology for a limited number of institutions by the Department of Basic Education provided a window of opportunity for Provincial Departments of Education to fast-track the procurement of equipment and assistive devices, using the 2008 MTEF allocations. KwaZulu-Natal, Limpopo and Western Cape have already submitted requests to the Department of Basic Education to participate in the national tender for procuring assistive devices and other equipments for their special schools. From the national tender, 7 special schools are in the process of receiving assistive devices.
The Department is currently engaged in monitoring the supply, installation and training of end-users of equipment and assistive devices procured for schools through tender EDO374. Two provinces, namely the Western Cape and KwaZulu-Natal, filled several posts in the financial year 2008/9, utilizing available budget from their 2008 MTEF allocations. Eastern Cape, Limpopo, Mpumalanga and North West are in a process of advertising posts to strengthen districts and schools. The Department is also coordinating and monitoring provincial business plans for implementing the 2008 MTEF funding for Expansion of Inclusive Education. As a way forward, the Department will develop a manual that will be used by provinces when they procure material and assistive devices.

Source file

RNW2009-090228.docx

30 December 2009 - Questions: Minister of Basic Education

MPs to ask the Minister of Basic Education

Reply:

Source file

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