Questions and Replies

Reply:

1. The Honourable Member should know that our intervention regarding safety and security at schools are not localised, but are national.  The National School Safety Framework (NSSF) remains our primary strategic response to school violence. It is a  comprehensive approach that coordinates and consolidates all school safety interventions in the sector.  The NSSF is based on a social ecological systems model which locates the school within its broader community.  It relies on collaboration and partnership for more coordinated approach to responding to school violence. 

2.The Department of Basic Education, through the School Safety Directorate has established a platform (What-App Group) for ongoing mentoring of schools. 

3. The Department of Basic education through School Safety Committees and Quality Learning and Teaching Campaign (QLTC) is mobilising communities, including Mopani District communities towards ownership of schools as community centres and future plans include a move towards encouraging communities towards mobilizing the alumni to adopt the schools which they previously attended that contributed to their education foundation to rekindle the love of education by both the youth and the communities

4. The  Department rolled out Bullying Prevention and Positive Discipline programmes in all Limpopo Education Districts, including Mopani District partnership with Active Education to address incidences of violence, homophobic bullying and cyber-bullying in particular.

5. Safety Committees at local levels and QLTC constantly run campaign to encourages the community participation to foster common identity and building social cohesion and make schools centres of our heritage

6. Communities are encouraged to protect the schools from criminal elements by participating in Community Policing Forums (CPFs), through the existing DBE Protocol Partnership with the South African Police Service (SAPS).

Reply:

(1) Please see attachment.

(2) Yes.

(3) The provinces are busy triangulating and verifying the information when learners sit for examination. 

Reply:

The reality of COVID-19 is unacceptable to all concerned but, recommendations to Cabinet on the opening of schools was made based on the advice provided by the Scientists in this field. The reality of COVID-19, is that there is no vaccine available in the short-term, and therefore the options available is to close schools indefinitely and live with the consequences of long term learning losses across the education system or follow the best advice on how we could co-exist with the virus. We are doing the best we can to ensure the safety of our learners and teachers and we will continue to be advised by the Department of Health, with its group of expert scientists. The current environment is not the most conducive to teaching and learning, but reports that we receive on an ongoing basis indicate that teaching and learning is taking place and we will closely monitor the situation in our schools and act appropriately, which will always be in the best interest of our learners and teachers.        

Reply:

1. Regarding the invigilation of candidates that are tested positive, teachers are not be compelled to invigilate the examination at the isolation venue, where a candidate who has tested positive is writing. Teachers are fully briefed about the task to be performed; and if the teacher agrees to carry out the task, a written consent of the teacher is obtained. 

2. Given that teachers are not compelled to invigilate, the Provincial Education Departments have appointed private invigilators who could be used to replace teachers who refuse to invigilate. However, private invigilators are fully briefed of the at hand, and their consent is obtained to perform this task.

3. Learners who will not be able to write the November 2020 examination due to their severe COVID-19 symptoms, will be allowed to write the May/June 2021 examination.   

Reply:

Overall progress on ASIDI is summarised as follows:

• Of the 365 schools that need to be replaced, 252 have already progressed to Practical Completion
• Of the 977 schools that required upgraded sanatition, 897 have already progressed to Practical Completion
• Of the 1214 schools that required upgraded water supply, 955 have already progressed to Practical Completion
• Of the 373 schools that required upgraded electricity supply, all 373 have progressed to Practical Completion

There are ASIDI schools which have been completed on both Inappropriate Structures and Basic Services which currently in occupied, and schools under construction which are in advance construction stages (Annexure B) and schools that requires funding (Annexure A-Backlog).

Reply:

1. The Department of Basic Education (DBE), in terms of the South African Schools Act, compels schools to develop School Codes of Conduct and policies on extramural activities, co-curricular activities, cultural events and excursion, based on the founding principles and values of the Constitution of the Republic of South Africa. Part of the values and principles pertain to non-discrimination, non-sexism, non-racism and non-prejudice. Through the Education Management, Development and Governance (EMDG), all School Governing Bodies are inducted and capacitated on how to develop, implement and monitor school codes of conduct and other mandated school policies, so that when unintended instances of racial discrimination are identified, and solutions sought. Already, within the current review of the Medium-Term Strategic Framework (MTSF) 2019 - 2024 on Social Cohesion and Nation Building that is in process, the DBE has included an indicator on surveying and monitoring the compliance of school codes of conduct and other mandatory policies for SGBs. 

2. The Western Cape Education Department (WCED) is dealing with the matter of Brackenfell High School.

Reply:

The question has been referred to the KwaZulu Natal Department of Education and a response will be provided as soon as it is received.

Reply:

The Child Support Grant (CSG) is part of the social assistance programme which is administered by the Department of Social Development (DSD).  However, it must be stressed that the right to basic education for all South African children is an unfettered right, provided for in our Constitution.  On the average, more than 80% of our learners are in no fee schools, which are fully funded by the State.  Therefore, learners who receive the CSG, who attend these schools, are fully covered.  But those, whose parents choose to send their children to fee-paying schools, those parents are expected to pay for their children's fees; pending the approval by the Provincial Education Departments to grant such parents fee exemptions.

Reply:

(1)          

• The TeacherConnect app was first set up in the first half of July, initially to get the platform up-and-running and for Beta testing purposes. 
• HealthCheck was then integrated in late July and officially launched on the 8th of September. (Daily Covid-19 Symptom Tracker). The urgency and the timing of launching the App, related to the Covid-19 tracking health application designed to provide an early warning system so that lives could be protected and saved, and also that school closures could be prevented as much as possible, and that schools could stay open at this critical time of the year.  This need took precedence despite it being so close to Matric examinations,
• To date, we have supported just under 4 000 users on TeacherConnect. 
• To support Matric learners where helpful, the Woza Matric schedule is included under the Materials section of the App. 

(2)

• The first learning resources added to the TeacherConnect platform were exclusively to zero-rated websites. 
• Please note that further the TeacherConnect teacher-training platform has now as of 12'th November become zero rated by every network except for Cell C, which we believe is imminent.
• The large majority of other teacher resources we link through to on the platform are still made up of zero rated websites. 
• An estimated 90% of internet users (and in fact a full 38-million South Africans per day) in South Africa use WhatsApp, making it one of the most accessible digital channels for reaching even the poorest in our nation.  
• Many mobile network operators offer discounted Data Vouchers exclusively for use on WhatsApp. 

Reply:

The Parliamentary Question was sent to Gauteng Education for response.

Reply:

The question has been referred to the Eastern Cape Department of Education and a response will be forwarded as soon as it is received. 

Reply:

The question has been referred to the Eastern Cape Department of Education and a response will be provided as soon as it is received.

Reply:

Eastern Cape: 

• Radio lesson schedules were developed and broadcasts included: 2 National Radio Stations;  14 Community Radio Stations; and 1 On-Line Radio Station
• Broadcast for e-School underway.  Access via the following link: rtmp://197.242.147.204/live/2e1 
• Grade 12 Tips for Success, Mind the Gap study guides and past exam papers all uploaded and available on ECDoE website.
• Access viawww.ecdoe.gov.za.  Click on Learners’ Support Menu or www.eccurriculum.co.za

Gauteng: 

• Provided autumn camp support material to all learners.
• Created an e-platform containing learning materials.
• Radio broadcast: using community radio stations.
• Created WhatsApp groups for learners/ teachers and subject advisors
• Weekly reports were provided to the provincial Command Centre on the readiness of the Special Schools to receive learners.
• The GDE COVID-19 steering committee had a representative from the disability sector. This enabled direct reporting and requesting progress on support required.
• National guideline documents were contextualised for Special Schools to facilitate effective and efficient implementation. 
• Special Schools were supported with the restructuring of timetables and transport routes.
• Youth Brigade members were deployed in Special Schools to assist with the activities regarding the containment of the COVID-19.
• Virtual or on-site school visits, monitoring and supporting school readiness were conducted from provincial level. 
• The Inclusion and Special Schools Directorate updated and added links to support Special Schools offering the Differentiated CAPS for learners with Severe Intellectual Disabilities, the Technical Occupational Curriculum and the Learning Programme for Learners with Profound Intellectual Disabilities.  This included curriculum content and lesson plans: 
• Technical Occupational Stream: https://education.gauteng.gov.za/Pages/Technical-Occupational-Curriculum-for-Special-Schools.aspx  
• NCS CAPS for SID: https://education.gauteng.gov.za/Pages/DCAPS-Gr-R-5-Severe-Intellectual-Disabilities.aspx
• Learning Programme for PID: https://drive.google.com/drive/folders/1QQgJUt1ZcqMqViyKmwdWa-dbjA2zLBau?usp=sharing

KwaZulu-Natal: 

• Distributed lesson plans, in video format, to all schools for the Deaf. The province has also secured slot for broadcasting lessons in the local radio stations, including Ukhozi FM. 
• Created the eFunda Portal with online resources;
• Print media utilised to support learning home;
• Radio broadcast programme/Comprehensive Schedule.

North West: 

• Parents were kept up to date on school contamination and provision of personal protective equipment upon return of learners.
• An audit of learners who would be or not returning to school was undertaken.
• Parents were encouraged to take learners to hospitals and clinics for their appointments.
• Parents were advised to contact schools for guidance and support on how to access therapeutic services.
• The Department collaborated with the Department of Health regarding the rendering of therapeutic services for learners while they were at home.
• A Facebook page was created to support learners by transversal itinerant outreach teams. 
• Google Classroom was used to support learners with co-morbidity. 
• Arrangements were made for parents to collect learning materials, assistive devices and instructions from schools. 
• Western Cape: 
• Made available revision programme for 12 subjects available in English and Afrikaans.
• Created a one-pager guideline for all subjects indicating what should be done, distributed to parents and teachers and learners.
• Telematics Broad Cast lessons: Register all grade 10- 12 learners in the country; Access through live streaming; Have all past recorded lessons (Grade 10-12)
• All subject advisers – created WhatsApp groups with teachers.
• WCED portal was loaded with comprehensive set of resources for each subject.
• Autism Western Cape have also made resources available for parents and caregivers and these were obtainable at https://www.autismwesterncape.org.za/services-resources/ . These were videos that explained the contents of the booster box/packs that they had developed. There was also a booklet for reference by parents and caregivers. Working with Autism South Africa, Autism Western Cape were able to send the available booster boxes to parents.
• Set up a Facebook page for “Real South African Sign Language”, and at  https://www.youtube.com/watch?v=ePDwWPAwFXo&t=6s, containing free lessons for the lockdown period.
• Resources for children with autism spectrum disorder were made available to parents at  https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times.Teachers .
• With reference to the Schools of Skills, in which the Technical Occupational Stream is being piloted, a shared folder on Google Drive was shared with all principals of these schools.
• Sent video clips with activities via WhatsApp to parents and guardians. In addition, the PED created a WhatsApp resource bank, to which each of the members of the transversal outreach itinerant teams is linked. All available resources for this category of learners were shared with members in this group.

Reply:

The question has been referred to the KZNDOE; and the response will be provided as soon as it is received.

Reply:

Response from the Northern Cape Department of Education:

Ward 5, Phokwane Local Municipality is located in Hartswater Area, within this area there is a Primary School named CW KiesIntermediêreSkool. This school is classified as a Level 3 Primary School and accommodates learners from Grade R to Grade 8. Over the last 3 years the learner enrolment at this school that caters for Primary School learners were 752 (2018), 730 (2019) and 744 (2020) which on average indicates a decline in learners. This is also the case over a 5 year period. There is a total of 22 ordinary classrooms at the school and 1 single ECD Classroom, however according to the Norms and Standards there is only 18 ordinary classrooms required and 3 ECD Classrooms. The Department on the Infrastructure Plan have prioritized an additional Double ECD Classroom for this school, this is however still in outer years due to budget availability. The school within this academic year as well as the prior year’s however does not experience overcrowding.

The estimate population of Ward 5, Phokwane Local Municipality is 8 245, of the total population, about 14% is of primary school-going age; the existing primary school can serve up to 910 learners with the current infrastructure, however there are for this academic year only 744 learners.

Within the Infrastructure Plans there is a new English Medium Primary and Secondary School planned for Hartswater, however sites for these schools have not yet been acquired. According to the future planning as stated in the Spatial Development Framework of the Phokwane Local Municipality the open areas within Ward 5 are earmarked for upgrading of public space as well as settlement upgrades therefore there is no new settlements planned in this ward that will have an immediate effect on the population size. Within the Integrated Development Plan Review 2019/20 and Planning for 2020/21 the community members if ward 5 mentioned various priorities, the construction of a new primary school however was not one of the mentioned priorities.

The current school infrastructure caters for learners within the vicinity and therefore there are no plans for a new school for this specific area.

Reply:

The question has been referred to the Eastern Cape Department of Education; and the response will be provided as soon as it is received.

Reply:

Response 

(1) and (2) Please see attached slides. 

Reply:

a. The site assessment and scoping report recently completed (09/10/2020) revealed that, about 719 Schools require new sanitation facilities as they still make use of the pit toilets. All the other schools which were declared as part of the 3898 have been actioned (allocated to Implementing Agent, who have commenced with planning, or are under construction, or have reached final completion; while some small unviable schools have been merged with other such schools)

b.

Reply:

As at the end of COVID-19 Alert Levels 2, a total of 22 392 educators had been granted concession to work from home or remotely in terms of Collective Agreement 1 of 2020. These educators were expected to return to work commencing on 21 September 2020 upon the inception of Alert Level 1, and the expiry of the concession granted in terms of Collective Agreement 1 of 2020. As at 09 October 2020 all affected educators had returned to work as expected, except those who had applied for and granted various types of leave in terms of the normal leave dispensation. In total 3 975 educators had not returned to work by 09 October 2020; and of these edu8cators, only 475 had not been granted leave in terms of the applicable leave dispensation.

Reply:

  The question has been referred to the Gauteng Department of Education and a response will be provided as soon as it is received.

Reply:

(a) (b) and (c) The question has been referred to Gauteng Department of Education (GDE) and response will be provided once received from the GDE. 

Reply:

(a) and (b) The appointment of Social Workers is the competency of the Provincial Education Departments (PEDs), not the national Department of Basic Education. 

Reply:

A. 

B. 

• 392 Schools have been provided with appropriate sanitation.
• The assessment which has been conducted, confirmed that 271 schools have proper sanitation but just lack maintenance and 78 schools have been rationalised. 
• 1675 Schools are under implementation (Between Planning and Construction).

Reply:

Appointment of Social Workers is the responsibility of the Provincial Education Departments (PEDs), and therefore falls outside the Executive Authority of the National Department of Basic Education. 

Reply:

(a) The position of Compliance Officer is not part of employees in the post establishments of public schools.  The Honourable Member is advised to refer her questions to the Provinces.

(b) N/A

(c) N/A

Reply:

(a) - (c) The National Department of Basic Education does not employ Social Workers. This is the function that resides with the Provincial Education Departments (PEDs)

Reply:

(a) The reporting of death relating to COVID-19 does not seek to check whether the deceased had comorbidities or not. Attached are the COVID-19 related fatalities as reported by the Provincial Education Departments (PEDs)

(b) The Department of Basic Education does not collect the requested data. 

Reply:

The financial contributors were allocated schools; at which the contributors conducted the necessary condition assessments, compile the scope of work for the sanitation infrastructure, aligned to the Norms and Standards, and proceed to construct the sanitation infrastructure.  No funding was managed by the department. Upon the completion of the ablution facilities, the completed assets were officially handed to the department and the school.

Reply:

1. The Department of Basic Education (DBE) , Department of Social Development and South Africa Social Security Agency signed an Implementation Protocol on 09 March 2012, which is the effective date.
2. Kindly refer to clauses 3.3 and 5 of the Implementation Protocol, which provide for the roles and responsibilities of the DBE; and the combined responsibilities of the Parties respectively.
3. It is still effective.
4. Kindly find attached a copy of the Implementation Protocol.

Reply:

(a) and (b) DBE does not keep the information of learners with comorbidities and therefore we request Hon Member to forward the question to provincial legislatures.

Reply:

The DBE has partnered with the National Education Collaboration Trust (NECT) and UNICEF to mobilise psychosocial support for learners and educators. In this regard, UNICEF has contracted Childline to provide services to children through their call centre.

Provincial  Education Departments have historically employed psychologists and social workers to support learners and educators. However, there are severe shortages.  

Due to the expected impact of COVID-19 on the mental health of learners and educators, and the limited psychosocial support capacity within the sector, the DBE and PEDs collaborated with the Department of Health (DOH) and the Department of Social Development (DSD) as well as other psychosocial support NGOs and organisations. The DSD has availed social work interns in some Provinces. in addition, Provincial Departments have also increased the number of Learner Support Agents in schools.

Reply:

Schools have reopened; and the health and safety measures have been put in place to protect educators, learners and staff. The Department continues to monitor the situation to ensure that lives are saved.

Reply:

The question has been referred to all provincial departments of education for a response and it will be provided as soon as the responses have been received and collated

Reply:

The decision to reopen schools was taken by Cabinet.  Cabinet was advised by the National Coronavirus Command Council (NCCC), which was advised by medical experts, led by the Ministerial Advisory Council on Health.  The medical professionals provided the advice, which led to the decisions being made with conditions that all health and safety measures are put in place in schools.

Reply:

The list of school where Scripted Lesson Plans (SLPs) were piloted has been attached.

Reply:

With regard to (a) set targets, (b) time frames, and (c) targets achieved for the establishment of (1) special schools and (ii) full-service schools in all the education districts since 2014, the following can be reported:   

(a) No targets were set for the establishment of special schools, since the focus was on ensuring the establishment of full-service schools, so as to increase access for learners with special education needs.  The sector target for the establishment of full-service schools was 624.

(b) No timeframes were set for the establishment of special schools. The sector target of the establishment of 624 full-service schools had to be achieved by 2018.

(c) Although no targets were set for the establishment of special schools, by 2018, there were  501 special schools (447 Public, 54 Independent), as compared to 295 in 2002.  By 2018, 848 full-service schools were established across all districts - 224 full-service schools more than the target of 624.

Reply:

The Department of Basic Education will investigate and provide a response once we have received a response from the relevant Provincial Department of Education

Reply:

The Department of Basic Education will investigate and provide a response once we have received a response from the relevant Provincial Department of Education.

Reply:

What (a) is the name of each company that has provided school textbooks to each province in each of the past 10 academic years, 

The list of companies that have provided school textbooks to each province are listed in the National catalogues, currently 85 companies are listed in the National Catalogues. Catalogues developed in the last 10 years are as follows:

Grades 1-3 and 10 in 2011 for implementation in 2012

Grades 4-6 and 11 in 2012 for implementation in 2013

Grades 7-9 and12  in 2013 for implementation in 2014

Grades R and Further Education and Training (FET) Literature in 2015 for implementation in 2016

(b) are the names of the owners and directors of each of the specified companies, 

The National Catalogue lists the name of companies in the National Catalogue and the information of Directors resides with the custodian in the name of Companies and Intellectual Property Commission (CIPC) and these companies are also in the Central Supplier Database where this information resides. Attached is a list of the 85 companies. 

(c) textbooks did each company provide in each province in each of the specified academic years and 

Provincial Education Departments (PEDs) procure textbooks for schools allocated Section 20 function in terms of the South African Schools Act and Schools allocated the Section 21 function in terms of the same Act procure textbooks on their own and therefore this information must be requested from PEDs.

(d) were the costs of the textbooks provided by each company in each province in each of the specified academic years?               

The price of each textbooks is provided for in the National Catalogues, .

Reply:

(a) No. The Department did not do a cost analysis and comparison. The procurement and provision of Personal Protective Equipment (PPEs) for schools is a provincial function whose performance lies with Provincial Education Departments (PEDs) and not with the National Department of Basic Education.

(b) The Department of Basic Education has developed a Comprehensive Plan to provide learners and teachers with digitized Learning and Teaching Support Material (LTSM) loaded on ICT devices. Different types of ICT gadgets will be provided to learners and teachers in the Primary as well as Secondary schools across all nine provinces. This included assistive devices for learners living with disabilities. Based on the cost analysis of the current contracts that are available in the market, it will cost the government more than R30 Billion to rollout the project. To promote access, the department is considering providing discounted data bundles to learners to complement connectivity provided using other technologies.

Reply:

(a) This is an employer-employee relations issue of which the processes are regulated by the Labour Relations Act, 66 of 1995 as amended. Interms of section 3(1)(b) of the Employment of Educators Act, 76 of 1998, the Head of the Provincial Education Department is the employer of all educators employed at the provincial level and therefore, the responsibility to appoint, transfer, terminate, re-employ and re-instate educators at the provincial level lies with the employer. It is also the responsibility of the employer to implement rulings wherein cases were ruled against his/her Department.

Besides, the response received from the Mpumalanga Education Department on this case states that the Department/employer has demonstrated its willingness to comply with the award but Mr Obilana refused to comply and cooperate. An alternative post was identified for him to occupy effectively from 1 October 2018 and was within the same circuit a few kilometres from the school where he used to teach prior his dismissal, but he failed to report for duty.

The details are as follows: 

The Department did not immediately comply with the award because at the time the award was received, the position which Mr Obilana occupied prior to his dismissal was already filled. Mr Obilana was however informed through his union on 28 September 2018 that the Department had established a vacant substantive found where he would be placed effectively from 1 October 2018. He was then directed to report at the Emalahleni Circuit where the Circuit Manager would take him to the institution he would be serving at. A response was received from his union indicating that he was sick, and insisted that the Department place him in accordance with the award. Mr Obilana never reported for duty but instead proceeded to take steps to enforce the award by filling an application for the certification of the award with the CCMA.

The award was certified in terms of section 143 of the Labour Relations Act. The CCMA issued a document entitled “Enforcement of the Award” [the CCMA writ] instructing the sheriff to attach and execute the movable goods of the employer to the value of R171 952.40 with interest. The sheriff served the document and attached a vehicle belonging to the employer on several occasions and this culminated in the employer filing an urgent application with the Labour Court, which was heard on 27 August 2019 wherein the enforcement award was declared invalid and set aside.

(b) Any complaint that affects the employment relationship should be dealt with in accordance with the grievance procedures outlined in Chapter G of the revised Personnel Administrative Measures (PAM).  

Reply:

(1) (a) (b) The Department of Basic Education (DBE)  has developed the National draft Guidelines for Resourcing and Inclusive Education system. The proposed guidelines deal with resourcing as it relates to the inclusive education system as a whole. This system comprises Special Schools, Special Schools/Resource Centres, Full-service Schools, Ordinary Public Schools, and District-based Support Teams. It addresses barriers in two focal areas: 1) teaching and learning and 2) psycho-social and health support.

The document motivates for the development of an integrated and holistic approach which does not separate support provisioning of special and ordinary schools from that of districts and aims at strengthening support to all learners who experience barriers to learning in the system on a continuum from low to high intensity support.

The Guidelines must be seen as a key procedure to ensure the transformation of the education system towards an inclusive education system in line with the prescripts of Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001). Furthermore it calls for the appointment of healthcare professionals within the education system, in all educational institutions and offices so that learners are provided with a holistic intervention approach. The guidelines are being costed by provincial Education Departments PEDs), and a phased in strategy will be used to ensure that critical healthcare professional posts needed by provinces are filled.

(2) Community service students are required by government to complete their community service year in a clinical institution. This allows them to put into practice their clinical knowledge, so as to gain clinical experience. If the clinical institution (hospital/clinic) provides an outreach community programme, where the student can provide services to a an educational institution, the Department of Basic Education would by all means accept the services to be rendered by the community service individual. The department also encourages Higher Education Institutions (HEIs) to allow students still obtaining their degree/diploma to do their clinical practicals in different education institutions so that the student has an all rounded experience and gains insight of the education system. An example of such an initiative will be the expose of student social workers who perform their practicals at schools and also have been appointed to provide services to schools in the community in which they are based in.

Reply:

(a) R 38 750 000

(b) 1. Spot on Trading

    2. Nxekula General Trading

    3. Impofu Engineering Service

Reply:

(a) There are currently 174 educators in Gauteng who have  reached an agreement with the principal to be accommodated at the workplace.    

(b) The management of work arrangements of educators with comorbidities in the sector is regulated through the Education Labour Relations Council Collective Agreement 1 of 2020. According to the agreement, the Principal or the Circuit Manager (in cases where the Principal is the applicant)  must agree on the stipulated options of work arrangements available, one of which is an agreement that the educator can report to school subject to strict safety measures. These measures include that the educator must be accommodated in a restricted area at school where they will not be exposed to lengthy contact with the rest of the school community and that their commute to and from the workplace must be safe e.g. use private transport.

(c) As indicated above, the work arrangement where an educator with comorbidity reports to school is only allowed under a strict protocol, that limits any lengthy exposure to other staff and learners.

Reply:

The Department of Basic Education does not get involved in the procurement of the sanitizers by provinces. However, we have been informed that the Eastern Cape Education Department has withdrawn all the sanitizers supplied by the implicated service provider and replaced the supplies.  We also understand that the implicated service provider is in the process of being blacklisted.

Reply:

No. There is no provision in the COVID-19 Regulations for schools in particular, to apply for financial assistance from the Government with regard to the Covid-19 pandemic.

Reply:

1. (a) 

The Department of Basic Education has developed Guidelines for schools on Maintaining Hygiene during the COVID-19 pandemic, which includes essential cleaning and disinfection, the use of PPE, social distancing and hand hygiene as recommended by the World Health Organisation (WHO).  Section J.(4) (i) of the document includes technical specifications and use of disinfectants as:

•  Alcohol solutions with at least 70% alcohol; and
• Disposable alcohol-based wipes.

The South African Bureau of Standards (SABS) approved detergents and disinfectants:

• Ethyl alcohol (70%) to disinfect small arears between use and cleaning cycles;
• Chlorine, hypochlorine (strength 1000 - 10 000 ppm);
• Sodium Hypocjhlorine (household bleach) at 0% (equivalent to 5000 ppm); and
• Hydrogen peroxide gas - for general disinfection of classes and offices.

(b). Yes.

2. The recommended chemicals are stipulated in 1 (a).

Reply:

(a)(i) Department

(aa) N/A

(bb) N/A

(cc) R407 290.43

(b) The total amount (cc) is for the only event that took place during COVID-19. The NATJOINTS meeting at the Reserve Bank.

(ii) The responses from the entities are attached. 

Reply:

Scripted Lesson Plan (SLPs) are recommended, and are not the only teaching and learning resource, to assist teachers to provide scientifically accurate and age appropriate Sexuality Education content to reach the mandatory requirements of the Curriculum.  The SLP are definitely not compulsory.

Reply:

(a)(i) The form submitted is part of Collective Agreement 1 of 2020 as attached.

(ii) Once the educator submits the application form and the accompanying documentation, his/her Supervisor assesses the application. Once the Supervisor is satisfied that the educator qualifies to be granted a concession, conditions of the concession are discussed and an agreement  is reached and recorded in the form. If there is no agreement, the grievance procedure in Chapter G of the Personnel Administrative Measure (PAM) document will be activated.