Questions and Replies

Reply:

(a)  The question by the Honourable Member falls under purview of the MECs, not the Department of Basic Education. 

Response to question b (i)(ii) is below:

 

Table 1: Number of learners in ordinary schools, by grade and province, in 2023

Table 2: Number of learners in special schools by grade and province, in 2023

Reply:

The Department has not issued a government or official credit card to the (a) Minister, (b) Deputy Minister or (c) any other official since 1 April 2019. Therefore the resultant responses are as follows:

(i) N/A

(ii) N/A

(iii) N/A

(iv) N/A

(v) N/A

(vi) N/A

(vii) N/A

Reply:

The Department monitors the appointment of educators through the PERSAL records received on a monthly basis as part of monitoring the trends in the nature of appointment of educators. The latest information is as at the end of October 2023. The table below shows the number of educators appointed who were appointed in temporary capacities as at the end of October 2023. The number excludes those that are in substitute posts.

  

Province	Number of Educators
EASTERN CAPE	493
FREE STATE	1 155
GAUTENG	5 520
KWAZULU/NATAL	1 698
LIMPOPO PROVINCE	313
MPUMALANGA	1 178
NORTH WEST	2 807
NORTHERN CAPE	1 883
WESTERN CAPE	8 244
Grand Total	23 291

Reply:

1. Section 5 of the Employment of Educators Act (EEA), 1998, gives the powers to create posts for public schools to the Member of Executive Council (MEC) responsible for education in that province and further gives the powers to distribute such posts to schools to the Head of Department. This is on the condition that both the creation and the distribution of the posts are effected in terms of the national norms. Section 6 of the EEA further gives the powers to appoint educators at school to the Head of Department. The Honourable Member is kindly requested to direct the question to the Mpumalanga Department of Education.

2. The Honourable Member is requested to direct the question to the Mpumalanga Department of Education.

3. Paragraph 1 of Annexure A of Collective Agreement 4 of 2018 concluded at the Education Labour Relations Council (ELRC) provides for an order of priority in terms of the appointment into vacant post-level 1 posts. It provides that the appointments in vacant posts at school level must follow the order that prioritises first-time appointments that have a contractual obligation with the employer, and this covers both the Funza Lushaka Bursary Scheme recipients and recipients of any other state bursary scheme; followed by any other first-time applicant; and lastly qualified unemployed educators. It is therefore expected that the Mpumalanga Department of Education will comply with the said collective agreement.

Reply:

The Department of Basic Education has developed a 10 Point Plan that aims to address the challenges identified in several reports, including the audit report. The 10 point plan consists of the following components:

• Updated data management on current infrastructure;
• Updated and simplified Asset management Plans;
• Updated and simplified Infrastructure Programme Management Plans;
• Standardised concept designs, specification, processes and contracts,
• Procurement of framework contracts, management contractors to address procurement challenges;
• Local subcontracting;
• Use of appropriate and relevant contracts;
• Gateway reviews for appropriate monitoring;
• Project lifecycle monitoring;
• Restricting defaulting service providers.

Reply:

(a) The number of Agricultural schools per province is as follows:

PROVINCE	NUMBER OF AGRICULTURAL SCHOOLS
EC	17
FS	17
GP	7
KZN	4
LP	8
MP	8
NW	4
NC	2
WC	10
TOTAL	77

 

(b) The Provincial Education Departments have put support programmes in place to ensure that Grade 12s receive the required support to pass the NSC. These include monitoring of curriculum coverage, provision of learning materials, through the Mathematics, Science and Technology Conditional Grant (MSTCG) refurbishment and securing of resources and equipment for practical work to be conducted in the Agricultural subjects. The Grant has also been utilised to establish production enterprises at the respective schools. This has impacted positively on learner performance in the Agricultural subjects.

Reply:

a) The DBE is represented in SACE structures and is part of policy formulation and implementation within SACE. Various interventions have been undertaken in collaboration with SACE to improve the quality of education. These are the following:

1. SACE registers teachers based on meeting minimum qualification requirements. This means that a teacher can only be employed when they meet requirements and will be allowed to practise as a teacher.
2. SACE also works with DBE to ensure that teachers being employed are properly vetted.
3. SACE is managing a code of professional ethics that promotes good professional conduct. Teachers who contravene the code of professional ethics will be held accountable under the code, and their right to practice may be forfeited.
4. DBE and SACE have developed Professional Practice Standards that will inform programmes for initial teacher training as well as Continuing Professional Development.

b) In relation to Continuing Professional Teacher Development (CPTD), the DBE is providing funding to SACE to manage a system of Continuing Professional Teacher Development in line with the policy framework of the Integrated Strategic Policy Framework for Teacher Education and Development (ISPFTED). This policy framework allows SACE to approve training providers and endorse training programmes. Endorsed training programmes are allocated professional development points. Teachers who acquire training through an endorsed programme will be credited with professional development points. Teachers are also required to accumulate 150 points over a three-year period.

DBE also convenes quarterly meetings with SACE where discussions around Continuing Professional Teacher Development (CPTD) assist teachers with the latest and most recent teaching methods and subject knowledge. 

SACE also participates in various sub-committees of the DBE where issues of teacher support and development are discussed.

Reply:

1. Learner Transport Programme is a shared responsibility between the Department of Basic Education and the Department of Transport. The provisioning and prioritisation of learner transport programme is, however, a provincial competency and the National Departments of Basic Education and Transport monitor the provisioning of learner transport programme in provinces. Reports received from Provincial Departments of Education indicate that there is a total of 900 946 learners in 5 635 schools in need of learner’s transport

2. Learner transport programme is funded through the equitable share allocations to Provinces. As at the end of the second quarter of 2023/24 financial year, 707 069 learners in 4 196 schools were transported. This is as a result of budgetary constraints experienced by provinces. We must also note that learner transport programme at inception was an interim solution to provide access to education where there is a shortage of schools and such, provinces have been requested to collaborate with infrastructure units to build schools where there is a higher demand for learner transport programme and relief pressure on the transportation of learners.

Reply:

(a) (b) The results of Census 22 were released in October 2023 and the DBE is in the process of analysing the report and its implications for both ECD and school Infrastructure. 

Reply:

In the case of Basic Education, curriculum review is cyclical in nature, and the Department has a long history of regularly reviewing the curriculum to ensure that it is relevant to the socio economic goal of the country. Currently the DBE is in the process of reviewing our curriculum with the aim of strengthening the competencies and equipping our learners with skills for the future to ensure our learners can transition effectively from school to higher education, the world of work or entrepreneurial opportunities.

In recent years , the Department has also introduced new subjects such as vocationally and occupationally orientated subjects including marine sciences, and new curricula has been developed for aviation studies, coding and robotics etc. to diversify the curriculum offerings.

These efforts are in response to the changing world, and to ensure our learners are equipped for the future.

Reply:

Allocation and spending (Source: Provincial reports Presidential Youth Employment Initiative (PYEI):

Phase I - 2020/21: The unspent funds of R1,42 billion were from funds allocated to Saving of Posts, and it was utilised by Provincial Education Departments (PEDs) to extend the job opportunities by one (1) month.  All provinces extended the job opportunities for April.  Phase I of 2020/21 also had Saving of Posts where more than 33 000 posts were saved in schools.

Phase IV – Gauteng extended the programme to the end of December using unspent funds as well as provincial funds.

Saving of Posts which had a budget of R2.43 billion from the R7 billion allocated in 2020/21 with spending of R1.153 billion, the unspent funds of R1.254 billion were used to extend the job opportunities with an additional one (1) month.

Reply:

Response (1) No. The matter was not brought to the attention of the National Department, save for this enquiry in which the Limpopo Department of Education reveals the following:

• During the first week of October 2023, the circuit reported non-delivery of foodstuff to the district office. The service provider was immediately contacted about the situation, which led to non-feeding. The service provider informed the district about the circumstance which led to non-delivery, amongst others were the allegations that his delivery trucks were hijacked on the way to schools full of foodstuff.

Response (2)

• The breach of the service level agreement was addressed with the Director of the company; and in the second week after five days of non-delivery, food-stuff was delivered to schools.
• Currently, there is a provision of foodstuff. The DBE has confirmed with School Principals.  At Fawcett Mathebe Secondary, there has reportedly never been non-feeding since April 2023; Thabakhubedu experienced non-feeding for two weeks; however, feeding has resumed since Monday, 06 November; at Mothibedi, non-feeding for 2 weeks has been resolved, as feeding resumed on 06 November. 

Reply:

The Department is aware of this matter.  But it needs to be clarified that the schools which sent out a notice to parents that the internal examination will be halted, was based on a notice of a protest action that was planned by a Teacher Union. The schools did not send a notice to parents, stating that the examinations would be halted until the KZN Department of Education paid the outstanding money to schools in terms of the norms and standards.

The schools were responding on the possible non-availability of teachers, owing to the announced protest action; hence the notice by schools that the internal examinations might not be administered

However, the impasse with the Teacher Union has been resolved; and the schools were able to administer the internal examinations as scheduled. There has been no disruption to the internal examinations at these schools.   

Reply:

1. The Department of Basic Education (DBE) has various forums through which they can engage with institutions of Higher Learning to discuss various issues pertaining to teacher quality, support and development.

Firstly, the DBE attends meetings of the Education Deans Forum regularly, where various issues are discussed. Secondly, the DBE in collaboration with the Department of Higher Education and Training (DHET) convenes Provincial Teacher Education and Development Committees (PTEDC) every quarter in each province. These meetings provide opportunities for Provinces to engage with Institutions in that province and discuss matters that relate to the province. Thirdly, there are also ad-hoc meetings held with Public and Private Higher Education Institutions (HEIs), the Civil Society Supporting Teacher Preparation, South Africa Council of Teachers, the purpose being to communicate the challenges affecting learning outcomes, the strategies that DBE intends to improve the Learning outcomes and how the stakeholders and partners could support the DBE in improving the learning outcomes.

2. DBE also meets quarterly through the HEDCOM sub-committee on Human Resource Planning, where institutions of higher education might be invited to discuss or share information or research about issues of supply and demand of teachers.

Reply:

(1)      What are the relevant details of the current national priorities stipulated in the Funza Lushaka Bursary Programme of her department;

The National Priorities are drafted from subject priorities submitted by provinces and approved by Heads of Provincial Education Departments;  the new subjects that the department is introducing in the sector respond to the sector priorities and respond to challenges that are being addressed by the education sector, - eg. Foundation Phase: Grade 4 learners not reading for meaning, 

Foundation Phase	Intermediate Phase	Senior  Phase	FET  Phase
Foundation Phase (with preference for speakers of African Languages). •Braille •South African Sign Language (SASL) •Neurodevelopmental Needs	Preference will be given for a teaching major in two of the following: ·Languages ·Mathematics ·Natural Sciences & Technology ·Braille ·SASL ·Neurodevelopmental Needs	Preference will be given for a teaching major in two of the following: ·Languages ·Mathematics ·Natural Sciences ·Technology ·Braille ·SASL ·Neurodevelopmental Needs	Agricultural Sciences Agricultural Technology Civil Technology Computer Applications Technology Electrical Technology Engineering Graphics and Design Information Technology Languages Life Sciences Mathematics Mechanical Technology Physical Sciences Technical Mathematics Technical Science Braille SASL Neurodevelopmental Needs

(2) whether she will review the specified current national priorities; if not, why not; if so, what are the relevant details?

The National Priorities subjects are determined annually, this is based on attrition (retirement, resignations, relocations, promotions) statistics per subject offered by those leaving the department, emergent subjects introduced in the sector, and issues that the department wants to address, e.g., currently, DBE wants to address challenges in the foundation phase. This gives the Funza Lushaka Programme  influence in the supply of teachers in Foundation phase, to ensure that these are relevant.          

Reply:

1. The Department has done quite substantive consultations on the new Service Delivery Model both through internal and external structures. The Inter-Sectoral Forum, which is co-chaired by the Department as well as by civil society is the formal structure through which the Department engages with civil society on matters related to ECD. The Inter-Sectoral Forum is also replicated at a provincial level, which allows provinces to further engage with stakeholders at a local level. The ECD Service Delivery Model was thoroughly engaged through these structures. Similarly, the Service Delivery model was also consulted through the National Inter-Departmental Committee. The Department has now developed its 2030 Strategy, and various communication activities are being planned to enable rigorous engagement in the Strategy. This will entail holding an online dialogue in collaboration with the National Education Collaboration Trust, as well as partnering with the National ECD Alliance, SA Congress and Resource and Training Organisations to support an initiative called “The Big Conversation”. This will entail all our implementing partners having conversations on the ECD strategy with ECD practitioners and ECD programmes to solicit their input on the Strategy.

Reply:

Noting that inclusive learning, training, and the availability of sufficient teachers with specialised capabilities for inclusive education are critical to supporting learners with various conditions, (a) how are the Funza Lushaka recipients encouraged to take subjects on inclusive education in their initial training, and (b) what total number of teachers are produced for inclusive education through the Funza Lushaka bursary support? 

RESPONSE: 

Teachers with specialised capabilities for inclusive education are teachers who possess the skills, knowledge, and mindset to effectively address the diverse needs of all students in their classrooms. Inclusive education aims to embrace and accommodate learners with varying abilities, backgrounds, and learning styles.

Bachelor of Education (BEd) degree programmes can vary among different Higher Education Institutions (HEIs), however, all institutions know the importance of preparing future teachers to work in diverse classrooms and therefore include elements of inclusive education and training in the programme content.  Covering topics such as understanding diverse learning needs, creating inclusive classrooms, and implementing strategies to support students with varying abilities.   Modules or courses relating to special education introduce future teachers to the basics of working with students who have disabilities.

• The Funza Lushaka bursary recipients are encouraged to take inclusive education subjects through the prioritisation of subjects such as Braille, SASL and other Neurodevelopmental Needs such as Autistic Disorder, Severe and mild intellectual disorders, etc.
• To continue to encourage the students, through the Funza Lushaka Bursary, the Department of Basic Education (DBE) has reserved an amount of R100 000 per student to encourage students with disabilities to acquire assistive devices in accordance with their disabilities.
• On the other hand, the Department of Basic Education (DBE) is working with HEIs to encourage them to introduce inclusive education subjects, as most HEIs do not have them in their curricula, so when DBE encourages the intake of those subjects, student teachers should find them in those institutions.

(b) Through Funza Lushaka, we offer three inclusive education specialisations 1. SASL, 2. Braille, 3. Neurodevelopmental Needs. But only 16 students registered for SASL.  The other subjects had zero enrolments.

Reply:

1. Treasury has not yet provided funding for the programme and there hasn't been progress thus far.

2. The submitted cost then was based on 13 465 required additional classes at the cost of R4 914,725.000.00

Reply:

Preparation for the 2023 National Senior Certificate examinations commenced almost 18 months ago so as to ensure that all processes are in place to administer the first examination question on 30th October 2023. The plans that were put in place over this period to prepare for this all important examination involved the following:

(a) Setting, internal moderation, editing, translation and  final approval of the 162 question papers required for this examination.

(b) Registration of the candidates that will be writing this examination on the Examination Computer system. Finally, 717 377 full-time candidates and 181 143 part-time candidates were registered on the examination system.  

(c) Printing, packing, storage and distribution of the question papers to the 6 889 examination centres.

(d) Ensuring that the 6 889 centres where the examination was to be written was ready for this examination.

(e) Appointment and training of markers who were selected to mark the examination candidates scripts.

(f)  Establishment of 190 marking centres where the marking will be conducted.

(g) Management of the 147 Marking Guideline Discussions where the marking guidelines are finalised and markers are trained to accurately to apply this marking guideline.

(h) Preparation for the capture of 9.7 million marks of the candidates   

(i) Readiness of the Examination computer system for the processing and resulting of the marks

(j) Release of the results on the 19 January 2024.

The Department of Basic Education (DBE) is confident that all these preparatory plans have been efficiently executed and the 2023 NSC examination will be successfully administered.  

Reply:

1) No, the Department of Basic Education monitors and evaluates education in terms of Section 8 of the National Education Policy Act 27 of 1996. The direct monitoring of schools is the responsibility of provincial education departments (PEDs). 

2) The Minister has been informed of the situation at Ikhwezi Lokusa Special School in the Eastern Cape.  

3) The Department of Basic Education, through the Directorate: Inclusive Education, undertakes two rounds of provincial oversight visits annually to monitor and support the implementation of inclusive education. A sample of special care centres, special schools, ordinary schools, and full-service schools are included in the monitoring and support visits in four PEDs per year.

4) a) The Eastern Cape Department of Education intervened to address the issues raised in 2018; b) one educator was charged in terms of the Criminal Procedure Act, but c) was acquitted due to insufficient evidence.

Reply:

Yes, the Department of Basic Education has mechanisms for monitoring and evaluating education in terms of Section 8 of the National Education Policy Act 27 of 1996; 

a) In response to the situation at Ikhwezi Lokusa Special School, the Director-General has established a Task Team to conduct an investigation and provide recommendations in terms of remedial actions; and 

b) the work on the infrastructure at the school is underway, although this must be understood in terms of the fact that the school is governed in terms of Section 14 of the South African Schools Act 84 of 1996. 

Reply:

Introduction

The Department of Basic Education initiated the Second Chance Matric Programme (SCMP) in January 2016 to support learners who could not achieve subject passes in Matric. The Department will use the SCMP to support the Grade 12 learners who are currently writing matric exams in case they desire to rewrite the exams again in 2024.

The objective of the SCMP is to provide support to learners, who are upgrading their matric qualification or did not meet the requirements of the National Senior Certificate (NSC), by providing access to quality resources and lessons with the intention to improve their life chances. The programme will provide support to learners on part-time basis.

The programme offers support to prepare learners to write one or both national examinations opportunities in May/June and October/ November, respectively.

Learners who are writing the 2023 matric exams and would like to rewrite supplementary examinations, can register at their own schools or at a District office or online. Information online registration and the link to register are available on this website:

https://www.education.gov.za/Curriculum/SeniorCertificate/SCRegistration.aspx

Matric learners are only required to use an ID Copy and Statement of Results or Matric Certificate to register.

2. Forms of support that will be made available to learners.

Once learners are registered, they will be provided with support in the following four platforms:

      2.1 Platform number 1: Printed Learner Teacher Support Materials (LTSM) and other enriching resources

      The Department annually reprint the state-owned LTSM that are provided to registered learners. The printed materials include Mind the Gap self-study guides,              revision materials, previous question papers and memoranda and other self-help materials. The printed LTSM will be delivered to learners through the Provinces          and District offices, and where necessary, materials are couriered directly to schools.

 

         2.2 Platform number 2: Distribution of digital content through the Internet

The Programme distributes the digital study materials through the online and offline solutions. The digital study materials include the educational videos and audios that have been produced in the past. The online solution refers to the situation where learners who have access to the Internet and have devices are able to download digital study materials.

The Department has placed on the website: LTSM, multimedia and examination resources to be accessed by learners and teachers who have access to the Internet. Learners and teachers will be able to access these available resources before and during the exams. All these materials are available on this website:

https://www.education.gov.za/Programmes/SecondChanceProgramme.aspx

 

         2.3 Platform number 3: Face-to-face classes

Working in collaboration with the Provincial Education Departments (PEDs), the Department will facilitate the establishments of the face-to-face classes at selected schools throughout the country. At these centres, top-performing teachers will be selected to teach classes after hours and over weekends. Learners will be provided with the LTSM and other additional supporting materials. It is planned that 100 centres (centres refers to schools where learners attend classes) in Provinces will be established to support learners who will be writing the May/June 2024 examinations. The Department plans to support more than 50 000 learners through classes at the centres. The Department is working with the PEDs to gather learner data that will be finalise after registration.

                           

        2.4 Platform number 4: Broadcasting solution

The Department has forged partnerships with the public and private broadcasters to use both radio and television. The educational programmes are broadcast through major SABC regional radio stations and community radio stations. There are 12 SABC Regional radio stations and 10 local radio stations used to broadcast educational programmes to support the learners.

 

The educational programmes will also be broadcast through television stations that include SABC 1, DSTV Mindset (channel 319) and Open View HD (channel 201). The schedule of the programmes will be made available to learners so that they are aware about these programmes.

       

        2.5 Additional Support to learners

• Learners will be also offered opportunities to access the educational programmes through the provincial initiatives and private sector support. The telecommunication companies, Vodacom and MTN, have initiated e-school programmes that are made available to learners at no cost. The MTN eSchool is available on this link: https://www.mtnonlineschool.co.za/logint. And Vodacom eSchool is available on this link: https://www.vodacom.co.za/vodacom/shopping/v/vodacom-e-school
• Learners who have the mobile numbers of these companies, will access educational programs at no cost. More importantly, learners will access these programmes and do not need to have data.
• The NW Education Department has created the Toll-free number (0800 383 383) that will be given to learners who may call at no cost to access subject experts to assist them with subject contents.
• The Department has established a partnership with public libraries. The list of public libraries is shared through website and teacher WhatsApp Groups for learners to know where to access these libraries.
• Teacher/ Learner WhatsApp Groups – The teachers teaching at the centres are encouraged to form WhatsApp Group where learners will be able to engage with them. The Group will also be used to share study materials such as Study Guides, previous question papers and video materials.

 

3. Inclusive Education: The Department has expanded the SCMP to cater for learners with disabilities starting with the blind, deaf and partially sighted in these Provinces: Limpopo, Eastern Cape, KwaZulu Natal and Gauteng. The programme will be expanded in the other five Provinces in 2024.

 

4. Registration to rewrite. Learner who would like to rewrite matric subjects, may register at their school or at the district offices close to where they live or via online. Those who would like to register online, may access registration on this link:

https://www.education.gov.za/Curriculum/SeniorCertificate/SCRegistration.aspx

Reply:

(1) all schools that require sanitation intervention are addressed under SAFE, ASIDI and also through the Education Infrastructure Grant (EIG)

(2)

Province	No. of Schools
EC	506
FS	0
GT	0
KZN	148
LP	74
MP	0
NW	0
NC	0
WC	0
National	728

All these schools are currently being addressed under the Sanitation Appropriate for Schools (SAFE) Programme.

Reply:

(a) Monitoring addresses planning, project implementation and project management, including time, quality and budget/expenditure in a project. These are interrogated and a sample of projects are visited. Based on the findings from these visits, remedial actions are devised with the province and monitored by the DBE.

•Monitoring deals with both programme and project matters;

• Programme matters include;

-The pattern of overall expenditure being achieved;

-Comparisons of expenditure to projected cash flows;

-Progress being made with key groups of projects [e.g. Water, sanitation, maintenance, new schools, additional classrooms etc.]

-Management of the portfolio of projects [i.e. evidence that the programme of projects is being managed effectively through the project cycle]

• •At the Project level the focus is on ensuring ;

-that PSP appointments are being made;

- that planning and design processes are progressing;

-that the appointment of contractors is progressing, that construction is progressing satisfactorily, [i.e. on programme, on budget, at acceptable quality…];

and that projects are being handed over and closed out and that final accounts are being wrapped up.

(b) Monitoring can be conducted through various means as follows:

-Ministry and DG Infrastructure meetings; Meetings with individual implementing agents; DG meetings with CEO's of implementing agents and operational meetings with implementing agents

-Site visits by the Director General; Site visits by the Infrastructure unit, Site visits by the programme Support Unit. 

- Provincial officials attend monthly site meetings with Professional Service Providers and contractors ; and 

- as well as ad hoc / unannounced visits to projects.

Reply:

Table 1: Number of learners  above 18 who received social grant, in grades 9, 10, 11, and 12, in 2022

Province	Grade 9	Grade 10	Grade 11	Grade 12
EC	834	3 018	4 552	6 063
FS	370	2 023	1 973	2 764
GT	76	636	914	1 563
KZN	1 420	7 225	12 321	12 655
LP	677	3 330	4 539	7 074
MP	607	2 785	4 443	5 817
NC	97	810	809	1 120
NW	355	1 978	2 175	2 905
WC	205	2 462	4 318	7 632
Grand Total	4 641	24 267	36 044	47 593

Source 2022 LURITS

Reply:

Please find response attached.

Reply:

Learners in these cases have been found guilty of engaging in irregular practices to obtain an unfair advantage during the writing of the examination and they have been sanctioned for a maximum period and are prohibited from writing the next three examinations. They will only be allowed to write the November 2024 examination, once the sanction period has expired. 

The learners at these schools either colluded with each other or were supported by their teachers in obtaining answers to certain questions in the question paper while the examination was in progress. The Department of Basic Education (DBE) in conjunction with the Provincial Education Department (PED), conducted an extensive investigation of all learners that were alleged to be implicated in this irregular practice and this included a detailed investigative analysis of the learner’s scripts. Based on the findings from the investigation, every implicated learner was given an opportunity to present their version of events to an independent presiding officer, in the presence of their parents/guardian or supported by a legal representative. The decision of the independent presiding officer was presented to the Provincial Examinations Irregularities Committee (PEIC), a committee appointed by the Head of Department to ensure that due process is followed in the management of all the irregularities. The recommendations from the PEIC were then reviewed by the National Examinations Irregularities Committee (NEIC), a committee established by the Minister to ensure fairness and uniformity in the handling of these irregularities across all the PEDs. The final decision relating to these candidates was presented to Umalusi, the Quality Assurance Council, for ratification.

It needs to be noted that candidates were found guilty in specific subjects, where there was evidence of wrongdoing. The results in those subjects were declared null and void and the candidates  received the results of subjects that were not tarnished by any examination irregularity.

Reply:

The Department does not keep records of school fees to either public or independent schools. The responsibility to charge schools fees is left with the School Governing Bodies in consultation with and with the approval of parents in an Annual General Meeting convened for that purpose. In terms of section 39 of the South African Schools Act, 84 of 1986: 

"(1) Subject to this Act, school fees may be determined and charged at a public school only if a resolution to do so has been adopted by a majority of parents attending the meeting referred to in section 38(2). 

(2) A resolution contemplated in subsection (1) must provide for-

(a) the amount of fees to be charged; and

(b) equitable criteria and procedures for the total, partial or conditionaln exemption of parents who are unable to pay school fees.

(3) The governing body must implement a resolution adopted at the meeting contemplated in subsection (1).

This therefore makes it a school governance matter outside the jurisdiction of the Department. The Department intervenes in appeal cases of application for school fees exemptions and where learners are refused education on the basis of the parents' inability to pay school fees.

Reply:

(1)(i)(ii)(iii) 

Response to (1)(i)(ii)(iii) on actual numbers is attached.

Question 2 can best be responded by respective provinces as they are the custodians of schools.

Reply:

As at 6 June 2023, what number of schools (a) in the Republic and (b) in each province (i) use only (aa) plain pit and bucket latrines and (bb) ventilated improved pit (VIP) latrines and (ii) have (aa) plain pit and bucket latrines and other sanitation facilities on their premises and (bb) VIP latrines and other sanitation facilities on their premises?      

What number of schools (a) in the Republic and (b) in each province (i) use only

(aa) plain pit and bucket latrines

• In 2018, the Department of Basic Education launched the Sanitation Appropriate For Education (SAFE-2018) initiative.
• This programme focused on providing appropriate sanitation at schools dependent on basic pit toilets.
• There were initially 3 898 schools on the SAFE programme (This number decreased to 3 382).

(bb) ventilated improved pit (VIP) latrines

• Of the 3 382 sanitation projects, 2 911 have been completed through SAFE.
• The remaining 471 sanitation projects are scheduled for completion in 2023/24.

What number of schools (a) in the Republic and (b) in each province (ii) have

(aa) plain pit and bucket latrines and other sanitation facilities on their premises

• In 2018, there were initially 3 898 schools on the SAFE programme (This number decreased to 3 382).

(bb) VIP latrines and other sanitation facilities on their premises? 

• Of the 3 382 sanitation projects, 2 911 have been completed through SAFE.
• The remaining 471 sanitation projects are scheduled for completion in 2023/24.

The table below provides requested information in each province.

 

Reply:

What are the relevant details of her department’s plans to ensure the improvement and/or demolition of the plain pit and bucket latrines identified by programmes such as (a) the Accelerated Schools Infrastructure Delivery Initiative, (b) the Sanitation Appropriate For Education initiative and (c) any other sanitation programmes?

What are the relevant details of her department’s plans to ensure the improvement and/or demolition of the plain pit and bucket latrines identified by programmes such as

(a) The Accelerated Schools Infrastructure Delivery Initiative,

1. In 2011, the Department of Basic Education launched the Accelerated School Infrastructure Delivery Initiative (ASIDI-2011).  This programme focused on the following:
   • Providing appropriate building for schools made entirely of inappropriate materials.
   • Providing appropriate water supply to schools with no water.
   • Providing appropriate sanitation at schools with no toilets.
   • Providing appropriate electricity supply to schools with no electricity supply.
2. In 2011, there were initially 510 schools on the ASIDI programme made entirely of inappropriate materials. This number decreased to 332.
   1. Of the 332 schools made entirely of inappropriate materials, 330 have been replaced.
   2. The remaining 2 replacement schools are scheduled for completion in 2023/24.
3. In 2011, there were initially 1 117 schools on the ASIDI programme with no water supply. This number increased to 1 306.
   1. Of the 1 306 water supply projects, 1 292 have been completed.
   2. The remaining 14 water supply projects are scheduled for completion in 2023/24.
4. In 2011, there were initially 701 schools on the ASIDI programme with no toilets. This number increased to 1 087.
   1. All of the 1087 sanitation projects have been replaced.
5. In 2011, there were initially 902 schools on the ASIDI programme with no electricity. This number decreased to 373.
   1. All of the 373 electricity supply projects have been completed.

(b) The Sanitation Appropriate For Education initiative

1. In 2018, the Department of Basic Education launched the Sanitation Appropriate For Education (SAFE-2018) initiative.  This programme focused on providing appropriate sanitation at schools dependent on basic pit toilets.
2. There were initially 3 898 schools on the SAFE programme. This number reduced to 3 382, as some of the schools were either provided with approrpiate sanitation facilities, or the schools were due for rationalisation as they were found not to be viable.
3. Of the 3 382 sanitation projects, 2 911 have been completed through SAFE.
4. The remaining 471 sanitation projects are scheduled for completion in 2023/24.

(c) any other sanitation programmes?

Through Education Infrastructure Grant (EIG) Provincial Education Departments have ongoing programmes on Provision / Replacement of Sanitation.

Reply:

In 2017, the Minister appointed the Advisory Committee on Provisioning for Learners with Visual Impairments, whose terms of reference include the following: 

• Identifying challenges related to the education of learners with visual impairment and advise on mediation, best practices, and resources;
• Advising on ongoing development, printing and delivery of Learning and Teaching Support Materials, including assistive technology and devices; and
• Advising on training programmes and resource toolkits to capacitate educators, teacher aides and school support staff to achieve excellence in the field of visual impairment.

In 2021, the DBE purchased over 26 master copies of Braille and Large Print language textbooks from Pioneer printers and Blind SA service providers. The master copies were uploaded on the DBE website for schools to download, reproduce or print for learners with visual impairment. Subsequently, the link was forwarded to provinces to ensure easy access for them to support schools. For the past six (6) years, the Department of Basic Education has provided Braille workbooks in Mathematics, Home Languages and Life Skills for Grades  1- 9. The Braille textbooks are procured by provinces directly from services providers. 

One of the priorities identified for special schools for the Blind has been the improvement of teacher competencies in Braille. For instance, in 2022/23, 84 teachers were trained in Braille. The training of teachers in specialised areas, such as Braille, is an indicator in the Annual Performance Plan of the Department of Basic Education.

Provinces continue to procure ICT-related gadgets that cater for learners with special educational needs.  The provinces that are doing so, are using a tranversal tender under the Chief Procurement Officer at National Treasury to procure identified ICT-related gadgets.  Constant training and support is provided to the provinces by the service providers of these ICT-related gadgets.

Reply:

Answer to Portfolio Committee Question on Dropout 

There are two main data sources for estimating learner dropout rates for South Africa: STATS SA’s General Household Survey and Education Management Information System (EMIS) data. Both involve lags in between when the data is collected, when it gets consolidated and when it can be analysed.

STATS SA’s General Household Survey, which is conducted annually, is a nationally representative survey of South African households and collects information about the highest level of education attained by each member of the household. If a person’s highest level of education is grade 11, for example, and they are old enough to be unlikely to still be in the process of completing a higher level of education, it can then be assumed that they exited the education system at that point. The sample sizes are not large enough to permit precise estimates of dropout for each grade and province separately. The table below shows the estimated percentages of children reaching each grade, and conversely, the estimated percentages of children dropping out after each grade. The average across each grade comes to 4.5%. So, if we had to come down to a single statistic for the annual dropout rate, we could estimate that in recent years about 4.5% of all children in grades 1-11 exit the school system each year, though of course most of this dropout is after grades 9 to 11. Based on this methodology, data collected in a particular year is reflective of dropping out in the years preceding that year, but not necessarily of dropping out in that year. As the table shows, grade survival rates (or completion rates) have been increasing over time in recent years. Using GHS data from 2019-2021, the estimated percentage of youths who completed grade 12 had reached a figure of 57,0%.

The second approach is to use EMIS data to estimate departure ratios after each grade. The term ‘departing’ is used here because several forms of departing do not represent an educational failure: learners can leave the system due to death, emigration, transfer to a college and of course because they have successfully completed Grade 12. When analysing EMIS data, it is impossible to know the reason for the departure. These statistics also have limitations, mainly because for around 17% of learners who stay from one year to the next, national ID numbers cannot link the learners across the two years. This non-linkage problem reduces substantially to just 3% if variables other than the ID number are used, but even this presents challenges for the calculation of the flow statistics. A key question is whether apparent drop-ins from one year to the next are actually the same learners as apparent drop-outs from the previous year. Despite these difficulties, the department has estimated departure ratios using EMIS data, and these are presented in Table 2, which shows estimates of the percentages departing the school system at the end of 2018, 2019 and 2020.

Table 1: Survival rates and drop-out rates for each grade based on GHS data

2015-2017	2017-2019	2019-2021
	Percentage reaching at least this grade	Grade-specific dropout rate	Percentage reaching at least this grade	Grade-specific dropout rate	Percentage reaching at least this grade	Grade-specific dropout rate
Total cohort	100%		100%		100%
No schooling		0.6%		0.6%		0.7%
Grade 1	99.4%	0.2%	99.4%	0.1%	99.3%	0.0%
Grade 2	99.3%	0.2%	99.3%	0.3%	99.3%	0.2%
Grade 3	99.1%	0.5%	99.0%	0.2%	99.1%	0.2%
Grade 4	98.6%	0.4%	98.8%	0.3%	98.9%	0.4%
Grade 5	98.2%	0.6%	98.5%	0.6%	98.4%	0.4%
Grade 6	97.6%	1.5%	97.8%	1.4%	98.0%	1.3%
Grade 7	96.2%	2.9%	96.5%	2.7%	96.7%	1.9%
Grade 8	93.4%	4.7%	93.9%	4.3%	94.9%	3.8%
Grade 9	89.0%	9.3%	89.9%	8.9%	91.3%	6.8%
Grade 10	80.7%	15.6%	81.9%	15.3%	85.1%	12.4%
Grade 11	68.2%	25.0%	69.3%	23.7%	74.6%	22.4%
Grade 12	51.1%		52.9%		57.9%

Notes: Own calculations using General Household Survey datasets, STATS SA.
Three years of GHS data are pooled together with the purpose of increasing the sample size and therefore constructing more stable estimates over time. For the GHS datasets of 2015-2017, only persons born between 1991 and 1993 were included; for 2017-2019, only persons born between 1993 and 1995 were included, and for 2019-2021, only persons born between 1995 and 1997 were included. These age ranges were decided on in order to ensure that persons included would have been old enough to have been unlikely to still be completing school but young enough so as to reflect recent trends in school completion and dropout.

Table 2: Departure ratios at the end of 2018, 2019 and 2020 based on EMIS data

Source: DBE Analysis of EMIS data for 2018-2021

Reply:

The RFB number referred to above is not for this Department. 

Reply:

a) The following Policies are currently under Development:

1. The General Education Certificate: A Qualification at Level 1 on the General and Further Education and Training Qualifications Sub-Framework of the National Qualifications Framework (The GEC)
2. The National Senior Certificate: A Qualification at Level 1 on the General and Further Education and Training Qualifications Sub-Framework of the National Qualifications Framework (The NSC).

b) The General Education Certificate (GEC) is currently being finalised by the GEC Working Group and is still to be resubmitted to Umalusi for further processing. The policy is still to be subjects to the SEIAS process.

The National Senior Certificate (NSC) was submitted to SAQA for registration. Umalusi is currently considering feedback from SAQA regarding Articulation and Recognition of Prior Learning. The policy was submitted to Umalusi for quality assurance, and provisionally approved.

c) General Education Certificate was published for public comments on 4 June 2021, Government Gazette 44674 and the policy for The National Senior Certificate was first submitted to Umalusi for appraisal in February 2020.

d)  The General Education Certificate will be subjected to SEISAS process before recommended for promulgation while The National Senior Certificate will be published for comments in a Government Gazette.

e) The targeted date for finalization of The General Education Certificate is December 2023 while for The National Senior Certificate is December 2024.

Reply:

The question falls under the Executive Authority of the Member of the Executive Council (MEC) for Kwa Zulu Natal. The Member is kindly requested to refer the question to the MEC for Kwa Zulu Natal as per section 92(3)(b) of the Constitution and Rule 134 (5)(b) of the NA rules. 

Reply:

a) Six
b) Eastern Cape: None; Free State: None; Gauteng: Two meetings (one in 2022 and 2023); Mpumalanga: Two meetings (one in 2022 and 2023); North West: One in 2022; and Western Cape: Two meetings (2021) and Three meetings (2023) 

Reply:

The reason for the discrepancy is as a result of the lag in the update of data after projects have reached practical completion. Further, the 1 495 schools with pits toilets from KZN in response to question 104 include schools that still have pit toilets that are yet to be demolished after the schools have already received proper toilets.

Reply:

(a)(i)(ii)

Table 1 below indicates that there were 1 429 Afrikaans single medium schools in 2013; and 1 004 in 2022. 

Table 1: Number of Afrikaans single medium schools, by province, in 2013 and in 2022

Province	2013	2022
EC	193	111
FS	75	41
GT	168	115
KZ	12	3
LP	22	26
MP	28	24
NC	231	155
NW	52	58
WC	648	471
SA	1 429	1 004

Source: 2013 Annual School Survey and 2022 LURITS

(b) Provincial Education Departments (PEDs) are the ones that manage admission of learners and they always ensure that every learner is placed at a school. 

Reply:

(a) There were 9 502 091 learners of South African origin with verified ID numbers on the Learner Unit Record Information and Tracking System (LURITS) in 2022;

(b) and 796 829  learners (excluding WC) without ID numbers were submitted on LURITS in 2022, 

Please note that DBE is still in the process of verifying 2023 data with the Department of Home Affairs.

(c) and (d). The Department of Basic Education does not put any condition to admit learners in schools, therefore, all learners are admitted with or without ID.

Reply:

(a), (b), and (c)The National Department does not monitor nor collect information on the dates of payment of salaries of teachers as part of its regular monitoring and support mandate. This is a provincial competency. The Honourable Member is respectfully directed to request such information from the Provincial Education Departments.  

Reply:

(1) The question falls under the Executive Authority of the Member of the Executive Council (MEC) for Kwa Zulu Natal. The Member is kindly requested to refer the question to the MEC for Kwa Zulu Natal as per section 92(3)(b) of the Constitution and Rule 134 (5)(b) of the NA rules. 

Reply:

(a) (i) The Department of Basic Education has not printed Annual Reports since 2020 due Parliament requesting electronic copies.

(ii) SACE response: Please see Annexure.

    UMALUSI response: Please see Annexure. 

Reply:

1. The school is an independent school and the Western Cape Education Department (WCED) indicates that it receives support as required. It teaches the CAPS curriculum.

All independent schools are required to adhere to the Regulations relating to the registration of and subsidies to independent schools, which is monitored by the Provincial Education Departments (PEDs).

The school must ensure that:

(i) The average duration of a school day and the minimum number of school days per calendar year comply with the prescribed national hours as stipulated in the National Curriculum Statement (NCS) and Curriculum Assessment Policy Statement Documents.

(ii) The curriculum for learners in the various school phases meet the required outcomes of the NCS and are recognised by the Authority and Higher Education South Africa, and after registration, the independent school applies for accreditation with Umalusi.

The WCED ensures that the standards by and conditions under which such examinations are conducted by an independent school, equate to those required of a public school for the same examination.

The WCED will monitor the school’s compliance with the assessment requirements, including School Based Assessment (SBA), Practical Assessment Tasks, and Language oral assessments. This involves, inter-alia, moderation of assessments.

2. The power to deregister schools lies with the relevant Provincial Education Department.

3. The CAPS curriculum is aligned to the Constitution.

Reply:

1.  A total number of 805 Schools is being prioritized for the provision of comprehensive Psychosocial Support (PSS) across the nine (9) Provinces. The list is hereby attached.

 

2. The package of PSS interventions provided in these schools is as follows: 

2.1 Capacity building of School Based Support Teams on the School guide for Psychosocial Support.

2.2 Visiting Professional Nurses and Social Workers.

2.3 A Learner Support Agent (LSA) in each school.

2.4 Linkages with Community Based Organizations for referrals through a guided mapping process.

2.5 Childcare (ECD) Vouchers for young mothers.

2.6 Homework Support.

2.7 Keeping girls in schools programmes (Return to school programme support).

2.8 Gender Based Violence prevention programmes.

2.9 Linkage to Post-violence care services.

2.8 Debriefing services for educators and LSAs.

 

3. Placement of students of social work in schools is part of on-going discussions taking place as part of a Strategy for the placement of Social Services Professionals in Schools that is currently being led by the Department of Social Development. Placement of Psychology Students will be taken up with Universities as part of the development of the Mental Health App whose aim will be provision of counselling services to learners. Both these processes have started.

Reply:

1. There are 3388 schools that are dependent on basic pit toilets on the Sanitation Appropriate For Education (SAFE) programme.

2. The balance of schools on the 3388 schools, sanitation projects at 2767 schools have already progressed to practical completion.

3. The target of the schools on the SAFE programme is scheduled to achieve practical completion by the end of 2023/24.

4. With regards to schools in Matatiele, DBE has provided 78 schools with Sanitation facilities and will provide sanitation facilities to the outstanding 4 schools in Matatiele by end of 2023/2024 financial year.

Reply:

NUMBER OF CLOSED RURAL SCHOOLS
PROVINCE	# Rural Schools Closed (2021- 2022)	# Rural Schools Closed (2022 - 2023)
Eastern Cape	39	39
Free State	89	6
Gauteng	0	0
KwaZulu Natal	-	230
Limpopo	52	51
Mpumalanga	16	27
Northern Cape	0	0
North West	7	6
Western Cape	6	0
NATIONAL	209	359

 

Reply:

The Limpopo  Department of Education has allocated the projects to the Independent Development Trust (IDT) to implement. The IDT is currently busy with procurement processes for the appointment of contractors. The following monitoring mechanisms are implemented by the province to ensure that the projects are completed on time

• Bi- weekly technical and progress meetings to monitor progress at site level.:
• Monthly meetings with all the implementing agents to review progress on all the projects under their management.
• For IDT specifically there is an additional monthly progress review meeting which includes PSPs and contractors. 
• The HODs office hold quarterly meetings with IAs to review performance and to discuss specific project issues

Reply:

The question falls under the Executive Authority of the Member of the Executive Council (MEC) for Gauteng. The Member is kindly requested to refer the question to the MEC for Gauteng as per section 92(3)(b) of the Constitution and Rule 134 (5)(b) of the NA rules. 

Reply:

1. The Limpopo Department of Education has addressed 2339 sanitation challenges, out of a total of sanitation challenges at 3589 schools, leaving a remainder of 1250 schools, which will be addressed during the 2023/24 financial year.
2. The Limpopo Department of Education reported that 2339 schools have already been served with appropriate toilets.
3. According to our records, there are 380 learners in Lekgwareng Primary School in Limpopo.
4. In order to conform to the minimum uniform norms and standards for school infrastructure, the school require 24 appropriate toilets.
5. Limpopo Department of Education reported that there are only 4 appropriate toilets and 10 basic pits at the school.
6. Limpopo Department of Education reported that the sanitation project for additional toilets at this school is scheduled for tender in August 2023, with construction to start in January 2024.