Hansard: Minister's Responses

House: National Assembly

Date of Meeting: 09 Mar 2010

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Minutes

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION No. 6

Mr E.M. Mlambo (ANC) to ask the Minister of Defence and Military Veterans:

What is the actual state of readiness of the SA National Defence Force (SANDF)

REPLY

The information required is of a confidential nature and the details will only be made available to members of the Joint Standing Committee on Defence and Military Veterans at a closed meeting.

We urge the Joint Standing Committee on Defence and Military Veterans to call on the Department of Defence, who is in a state of readiness to engage with the said Committee, so that we can put this matter behind us.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 45

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER: 5-2010)

Ms F I Chohan (ANC) to ask the Minister of Basic Education:

(a) What were the findings of the research that was conducted into learner retention in schools and (b) what interventions were identified by her department to address any challenges in this regard? NO562E

Reply:

(a) Key Findings of the Report on Learner Retention in the South African Schooling System , Report to the Minister of Education GNM Pandor, M.P. May 2008.

i. The extent of learner retention and dropout

· Learner retention is close to 100% up to Grade 9, but begins to reduce sharply from Grades 10 to 12.

· There is almost universal school enrolment of children until age 16.

· The survival rate to Grades 10,11 and 12 for those born between 1980 and 1984 is 72%, 60% and 46% respectively.

· Learner retention at FET level indicates that the percentage of people with Grade 9 reaching Grade 12 tends to remain almost static over the years.

ii. Validity of the methodologies used to calculate retention and dropout rates

The methodologies that were used by the media to report on drop-out rates were flawed. Repeater information provided by schools is under-reported, leading to exaggerated dropout rate figures.

iii. Reasons for dropping-out among learners

· Grade repetition has been identified as the single powerful predictor of dropping-out. Learners that repeat become disillusioned and disengage from school activities resulting in drop-out.

· Level of Education of parents relate strongly to dropout.

· The risk of dropping-out is very high for learners who are older than the median age when they enter secondary education. These learners may be affected by cycles of previous failures or may have other goals that are non-school related.

(b) Interventions

i. The Department is in the process of gazetting a policy on learner attendance. This policy encourages schools to investigate circumstances of learner absenteeism.

ii. The expansion of the FET College sector does provide an alternate pathway for learning after the compulsory phase of schooling. In addition, opportunities through SETA's and Learnerships must be fully explored and initiated.

iii. The Department is working closely with stakeholders, through its quality teaching and learning campaign, to promote learning and hence learner retention.

iv. The Foundations for Learning Campaign, which is geared at improving the quality of teaching and learning, promotes the reduction in failure and repetition rates.

v. The Department will attempt to ensure greater adherence to its age-grade norms by reducing repetition through improved quality of teaching. Since 1994, the Department has already observed that there is already greater correspondence between the age of learners and the grade they are expected to be in.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 46

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER: 5-2010)

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

Whether the interventions her department made in schools which underperformed in the 2008 National Senior Certificate examinations were successful; if not, (a) what are the challenges and (b) what steps are being taken to ensure a further improvement in underperforming schools in the future; if so, what are the relevant details? NO563E

REPLY

There is evidence to suggest that the interventions contributed to improved performance in some of the schools. Out of a total of 701 schools that the DoBE visited and provided support, 321 schools had an increased pass rate in 2009 compared to 2008.

a) The challenges noted from the school monitoring visits included the shortage of teachers, especially in Mathematics, Accounting and Physical Science. This is also compounded by the delay in filling of vacant posts. Schools also reported a shortage of textbooks and inadequate supply of resource materials required for teaching.

b) The department is developing an education sector plan that seeks to improve the system in general. However, in 2010 the Department of Basic Education, in collaboration with provincial education departments, have planned to support schools in a number of ways. These include using the lessons learnt in 2009 during school visits to provide dedicated support. The Department has also analysed subject performance results by province and district, studied chief markers and the Umalusi reports to guide the intervention support strategies in 2010. These reports will enhance the plan for the training of teachers in subject advisors in subject content knowledge. In addition, the Department will exercise closer monitoring of schools.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 47

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER: 5-2010)

Mr J J Skosana (ANC) to ask the Minister of Basic Education:

Whether she has found that the readiness of schools for the re-opening in 2010 has improved in each province; if not, why not; if so, what is the basis for her findings; NO564E

Yes, the readiness of schools for the reopening improved in 2010. This is largely because all provinces had detailed preparation plans for opening.

In preparation for readiness for school reopening in 2010, all provinces drafted readiness plans and these were ready in 2009. The plans also identified risk areas and remedial actions. In addition, each of the provinces had task teams in place whose responsibility was to deal with challenges as they arose during the opening.

In addition, and as part of the QLTC, the trade unions and SGBs undertook to support the opening of schools. Apart from being part of the monitoring teams, they sent monitoring forms to schools to assess their readiness for opening in 2010. These forms were used to identify challenges and to respond to them.

Furthermore, all provinces had monitoring teams that represented a variety of stakeholders that visited schools as part of monitoring of schools to ensure that systems were in place for a successful opening in 2010.

Finally, the department and QLTC task team visited provinces ten days after the reopening of schools to assess if indeed learning was taking place.

The reports from all visits indicate that generally the situation has improved tremendously as compared to the previous years. This year, in most cases, teaching and learning commenced on the first day of schooling and most schools had received the Learning and Teaching Support Materials (LTSM). However, there were still a few pockets of challenges that were identified. These relate to overcrowding due to storm damages, late distribution of LTSM in some areas, late registration due to late registration by parents and teacher shortages. These matters are being addressed by provinces.

Whether schools are equipped to deliver a quality education in 2010; if not, why not; if so, what are the relevant details?

As indicated in previous response, our assessment is that by and large schools are equipped to deliver quality learning in 2010. All provinces through their respective Premiers state of province address have identified education as key priory and have also dedicated a huge budget towards improving the quality of education

Notwithstanding the challenges faced by the majority of our learners and teachers, the Department of Basic Education is working hard in collaborationwith all relevant stakeholders (especially Teacher Unions) to ensure that our schools are turned into centres of excellence. The Department of Basic Education, together with the Provincial Education Departments, is working hard towards the delivery of quality learning and teaching in all schools across the length and breadth of South Africa.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 70

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER: 5-2010)

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

(1) Whether education will be declared an essential service; if not, why not; if so, what are the relevant details;

Answer

Under labour law, essential services are those that society cannot do without, even momentarily, because of the potential loss to life or limb. Those services that are truly essential - such as health, fire and police services - are expected by law to be available 24 hours of the day, 7 hours of the week and 365 days of the year. Clearly public schools that operate from Monday to Friday, and a total of 200 out of 350 days a year, are not in the same category as hospitals, fire halls and police stations. The disruption of schooling due to labour disputes is inconvenient but not a matter of life or death. Imposing essential service legislation and eliminating teachers' right to strike is a significant step in the wrong direction as it would take away the fundamental right to strike. The right to strike must however be balanced against the right to education, something my Department is engaging all stakeholders around.

Strong action, including dismissal, will be taken against educators who engage in wild cat strikes and cause disruption in schools. My Department will also gazette a strike management policy in due course. It is however important that educators realize their responsibility as being "in loco parentis" and that they be trusted to act responsibly when deciding whether to take industrial action or not.

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

Answer

No statement other than above answer.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 71

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 2/03/2010

(INTERNAL QUESTION PAPER: 5-2010)

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

What problems have her department identified that impair the quality of teaching? NO597E

REPLY:

The Department has identified a variety of factors that affect the quality of teaching through various reports such as the Curriculum Implementation Review commissioned by the Minister in 2009. These are:

1. Time- on-Task.

The issue of teacher time on teaching tasks and preparation are first steps to be addressed. The Minister, supported by the Presidency and Cabinet, have launched a programme to tackle this problem. An imbizo was held with principals and a social contract discussed with teacher unions regarding this matter.

2. Levels of subject content knowledge and pedagogical skills.

We have identified low levels of subject content knowledge and pedagogical skills as being key areas needing attention in the teaching corps. Future teacher development programmes will be more focussed on developing teacher competences in key learning areas such as languages and maths, foundation phase teaching and the 29 matric subjects.

3. Difficulties with the implementation of the National Curriculum Statement (NCS)

As a result of the Ministerial review of the implementation of the curriculum, a widely communicated plan for the implementation and support of the National Curriculum Statement has been released. Our attention is focused on reducing administrative overload on teachers, making assessment requirements clearer and simpler, strengthening the role of subject advisors, providing text-books and simplifying the transition and overload in the Intermediate Phase.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 49

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER 5 OF 2010

Mrs. G M Borman (ANC) to ask the Minister of Higher Education and Training:

Whether his department has done an audit of further education and training colleges (FET); if not, why not; if so, what are the relevant details? NO566E

Reply

The National Board/Further Education &Training intends to conduct an audit to determine the level of college readiness to implement their HR functions. The Department is working in partnership with Provincial department to assess in particular key HR areas which are as follows:

· Recruitment and induction,

· Labour relations capability,

· Remuneration and payroll systems,

· Human resource development, and

· Staff planning and organizational effectiveness.

The intention is to position the colleges so that they take over the full responsibility of managing their employees during the period 2010 to 2013 as required in the FET ACT.

To achieve this, the Department, in consultation with the relevant provincial authorities will, where necessary develop an intervention per college which will achieve the required levels of HR functionality by 2012.

Other dimensions of auditing colleges will be undertaken with Provincial Education Department and relevant stakeholders. These processes will be seen by the Minister together with Provincial MECs in a Higher Education & Training Council/Education Minister.

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 50

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER 5 OF 2010

Mr M L Fransman (ANC) to ask the Minister of Higher Education and Training:

(1)Whether the National Student Financial Aid Scheme of South Africa (NSFAS) and the universities followed his instruction with regard to upfront registration fees for needy students; if not, what is the position in this regard; if so, what type of intervention was made in this regard? NO568E

REPLY:

NSFAS issued a circular notice to Financial Aid Officers of all 23 institutions, informing them that 30 % proportion of the Higher Education Institutions final allocation per donor category (DE-General, De-Teacher and DE-Disability) will be made available to HEIs should upfront payments be required at the start of the academic year to meet the costs of registration, book allowances, meals, etc. This was particularly applicable to students who qualified for full NSFAS awards, where the Expected Family Contribution, was zero or close to zero. The institutions had to submit three lists per donor category, one in January, February and March 2010. Early in January NSFAS advised the Vice-Chancellors of a circular sent to their Financial Aid Officers informing them that there is a provision for upfront payments that is available for HEIs to assist with registration fees for needy students.

On 7 January 2010, the Minister also met with Higher Education South Africa (HESA) where the 23 universities committed themselves to take advantage of the upfront payment and to expedite the processing of such payments to the NSFAS.

As of Thursday, 4 March 2010, sixteen institutions had taken up the offer for the 2010 academic year, to the value of R328 million. Central University of Technology and the University of South Africa indicated that they did not need the upfront payment. The University of Pretoria, Rhodes University, University of Venda and Vaal University of Technology are still busy with the processing of claims and will submit their claim for upfront payment during March 2010.

Institution

DE-General

DE-Teaching (Ringfenced)

DE - Disability

NGO

R'000

R'000

R'000

R'000

Cape Peninsula University of Technology

27 428

University of Cape Town

21 816

Central University of Technology, Free State

Durban Institute of Technology

16 080

University of Fort Hare

5 205

325

University of the Free State

19 584

University of Johannesburg

23 200

University of KwaZulu-Natal

23 205

2 990

614

University of Limpopo

1 331

Nelson Mandela Metropolitan University

22 852

North West University

19 580

2 091

University of Pretoria

Rhodes University

University of South Africa

University of Stellenbosch

1 000

Tshwane University of Technology

34 620

1 442

1 633

University of Venda

Vaal University of Technology

Walter Sisulu University

23 445

University of Western Cape

23 491

University of Witwatersrand

29 882

66

University of Zululand

16 188

Mangosuthu University of Technology

10 500

TOTAL

318 407

6 848

2 247

1 666

NATIONAL ASSEMBLY

FOR ORAL REPLY

QUESTION 51

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2010

(INTERNAL QUESTION PAPER 5 OF 2010

Mr M L Fransman (ANC) to ask the Minister of Higher Education and Training:

(a) Which institutions of higher learning experienced problems at the start of the academic year, (b) what types of problems did each specified institution of higher learning experience and (c) what interventions were made in each case? NO569E

REPLY:

a) All the institutions had problems either of similar nature or unique to a particular institution. Universities that had protests are Tshwane University of Technology (TUT), Durban University of Technology (DUT), Mangosuthu University of Technology (MUT) and University of Zululand.

b) Common problems that were identified were the upfront registration fee for students who qualify for National Students Financial Aid (NSFAS) as well those who do not qualify for financial aid, admission of walk-ins, financial exclusions and in some cases academic exclusion. In relation to common problems an advance of 30% of the NSFAS allocation was paid to each institution to cater for the upfront registration fees. The Minister agreed with Higher Education South Africa (HESA) to establish a process of giving attention to this category of students of which most universities did except a few. The Department has written to all institutions asking for a report on the registration process at the beginning of the year with a view to putting in place measures to ensure that problems are resolved prior to the commencement of the next academic year.

In relation to Tshwane University of Technology (TUT), the DHET convened meetings with both the management and SRC on the issues which led to the temporary closure of the university and re-screening of all students for re-admission. At Mangosuthu University of Technology (MUT), Durban University of Technology (DUT) and University of Zululand, meetings of management, SRC and student organisations were convened and all issues were resolved amicably. The situation is still being monitored closely by the DHET.

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