Questions and Replies

Reply:

The parents of Learners with comorbidities have been advised to report their children to their schools or districts for documentation. The school then follows guidelines to support learners with comorbidities. This included preparing studying materials to guide learners for self-study. Parents collect these materials on behalf of learners on dates determined by the school. Parents then submit work done by learners back to school for marking. In addition to the print materials provided, Lessons are broadcast through SABC, DSTV and well as OVHD Broadcast Platforms and Radio Stations across the countries to provide lessons remotely to learners.

Reply:

No. The MEC of the North West Education Department has not informed me.

No. I will not engage her as there is no need to do so. The procurement of COVID19 essentials has been done by respective Provincial Education Departments (PEDs), so is the distribution of such to schools and learners. Therefore, this matter does not fall within the work of the Department of Basic Education (DBE) and as such; such information should be requested from the Member of the Executive Council (MEC) in the  North West Education Department. 

Reply:

(1) As at the end of June 2020, there were 21 066 permanently appointed principals of public schools in the basic education sector.

(2) (3) In terms 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 requested information on (2) and (3) is kept by the Provincial Education Departments.

Reply:

What total amount has her department spent on (a) catering, (b) entertainment and (c) gifts (i) in the (aa) 2018-19 and (bb) 2019-20 financial years and (ii) since 1 April 2020?      Response:

	2018/19 R'000	2019/20 R'000	2020/21
Catering	25 745	22 686	795
Entertainment-	25	152	-
Gifts-	-	-	-

                                                                                                                        

Reply:

(1) The decision to go on a school break was taken by the Cabinet. The decision was announced by the President. In the Basic Education Sector there were extensive consultations with more than 60 organisations. The process was initiated after a sudden spike in the rate of infections in communities. This resulted in fear and anxiety among parents, teachers and learners. 

(2) Stakeholders made their inputs during our consultation; including stakeholders in the independent schooling sector, also made their inputs and spelt out the implications for the closure of schools.  They indicated that their schools were not covered in the relief funds, and that some of their schools had closed down permanently due to the dire financial situation; and learners had been displaced and teachers lost jobs.  It was therefore, determined as not serving the best interest of anybody to ask private schools to go on a break.  Independent schools use a trimester system; whereas public schools use quarterly terms.  Their schools are also following the Standard Operating Procedures (SOPs) and have submitted their records of compliance to all health and safety protocols as well as social distancing to the district offices before being approved to reopen.

Reply:

(1) (a) Which unions are conducting training of teachers on behalf of her department?

The DBE in collaboration with five teacher unions to provide teacher training namely:

1.  National Teacher Union (NATU)
2. National Professional Teacher Organization of South Africa (NAPTOSA)
3. Professional Educators’ Union (PEU)
4. South African Democratic Teachers’ Union (SADTU)
5. SuidAfrikaanseOnderwysersUnie (SAOU)

(b) What are the details of the training with which each union have been tasked?

The training agenda for each financial year is determined on yearly basis through processes detailed in the Teacher Union Collaboration (TUC) memorandum of agreement (MOA). For example in 2018/19 it was NCS support in Accounting, Foundation Phase Mathemathics. In 2019/20 it was Primary School Reading Improvement Programme

 (c) Who are the target trainees?

The target depends on the agreed programme or intervention designed to support poor performing districts or PEDs for example

In 2018/19 – NSC Accounting support- the target was the grade 10 to 12 teachers

In 2018/19- Foundation Phase Mathematics- the target was the Foundation Phase teachers

In 2019/20- Primary School Reading Improvement Programme (PSRIP) - the target was Foundation and Intermediate Phase teachers (EC, KZN and LP)

(2)       What are the details of the payments that were made to each union involved in training?

(i) In the past six financial years

Teacher Unions are allocated funding with particular target of teachers to be trained. They only claim against their allocation only if they produce invoices with accompanying attendance registers.

2019/20

PARTIES	ALLOCATION	SPENDING
NATU	2,000,000.00	1,999,500.00
NAPTOSA	2,000,000.00	1,999,500.00
PEU	2,000,000.00	1,906 500.00
SADTU	5,400,000.00	5,499,000.00
SAOU	2,000,000.00	1,995,000.00
DBE	1,600,000.00	1 613 694.38
TOTAL	15,000,000.00	R 15,013,194.38

 

2018/19

PARTIES	ALLOCATION	SPENDING
NATU	R1 000 000.00	R981 000.00
NAPTOSA	R1 000 000.00	R633 750.00
PEU	R1 000 000.00	R999 000.00
SADTU	R4 000 000.00	R3 946 500.00
SAOU	R1 000 000.00	R946 621.00
TOTAL	R9 000 000.00	R7 506 871.00

 

EU

2017/18

PARTIES	ALLOCATION	SPENDING
NATU	R1 100 000.00	R1 278 450.00
NAPTOSA	R910 000.00	R817 500.00
PEU	R780 000.00	R748 800.00
SADTU	R3 900 000.00	R3 822 000.00
SAOU	R1 100 000.00	R1 098 500.00
TOTAL	R7 790 000.00	R7 765 250.00

 

Voted

2017/18

PARTIES	ALLOCATION	SPENDING
NATU	R3 240 000.00	R2 827 500.00
NAPTOSA	R2 928 000.00	R2 509 500.00
PEU	R2 499 000.00	R2 499 000.00
SADTU	R12 820 500.00	R8 991 000.00
SAOU	R3 249 000.00	R2 247 000.00
TOTAL	R24 736 500.00	R19 073 500.00

 

2016/17

PARTIES	ALLOCATION	SPENDING
NATU	R6 000 000.00	R1 278 450.00
NAPTOSA	R5 000 000.00	R3 338 800.00
PEU	R2 970 000.00	R1 815 000.00
SADTU	R18 000 000.00	R12 805 415.77
SAOU	R6 000 000.00	R3 753 600.00
TOTAL	R37 970 000.00	R23 001 265.77

 

2015/16

PARTIES	ALLOCATION	SPENDING
NAPTOSA	R5 000 000.00	R4 614 500.00
NATU	R6 000 000.00	R5 718 300.00
SADTU	R18 000 000.00	R12 640 101.51
SAOU	R6 000 000.00	R3 376 800.00
PEU	R2 970 000.00	R2 140 000.00
TOTAL	53 197 000.  00	28 489 701

 

2014/15

No funding was availed

(i) No payment has been made to teacher unions during this period

 (ii) earmarked for each union for the 2020-21 financial year;

No funding was earmarked for 2020-21 as normally funding is requested during the budget adjustment process in the second quarter

(3)       Whether any quality assurance with regards to the training is conducted; if not, why not; if so,

The following stakeholders conduct monitoring visits to support training sessions and compile reports and recommendations:

1. DBE design the monitoring instrument, conduct monitoring visits, draft monitoring reports, provide feedback during scheduled Programme Operational Committee meetings (POC) and compile a comprehensive annual report.

 2. Provincial Departments of Education (PED`s) conduct their own monitoring

3. SACE also deploy officials to monitor training sessions

4. All teacher union officials do monitoring of training and marked scrips of pre and post- test, and compile reports

(b) What are the relevant details?

The DBE conducts monitoring visits using agreed monitoring tool with details about training logistics, training content and the facilitation. Once DBE gets to the venue they administer the monitoring instrument and compile a monitoring report. From the reports from DBE monitors, teacher union reports a comprehensive TUC implementation report is compiled.

The report is approved by the Director-General and shared to stakeholders. During implementation DBE monitors provide necessary feedback to teacher unions to improve their future training sessions

In a schedule meeting by DBE, feedback are provided to all stakeholders and inputs, suggestions and recommendations are used to improve follow up training session if and when funding is available

(4)       Whether all unions conducting training have been accredited as training providers by the SA Council for Educators; if not, what is the position in this regard; if so, what is the scope and conditions of the accreditation for each union?   

Yes NATU, NAPTOSA, SADTU, SAOU have Professional Development Institutes (PDIs) which are approved as training providers by the SACE and each training programme is submitted  to SACE for endorsement.   The endorsement process is detailed in the SACE CPTD management system.  PEU does not have a PDI, but is also registered with SACE as a training service provider.                                             

Reply:

What are the details of the joint phasing-in plan of her department working jointly with the Department of Social Development for the reopening of early childhood development programmes (ECDs) under level 3 of the risk-adjusted approach to Covid-19 within the Republic?

The Department of Basic Education (DBE) and the Department of Social Development (DSD) are still in the process of the early childhood development (ECD) function shift. To date, the ECD function has not yet been transferred to DBE by Proclamation, and the primary responsibility for the re-opening of ECD programmes, rests with the DSD.  That said, the DBE is supporting DSD in developing a plan towards the safe re-opening of ECD programmes.

The DSD, in collaboration with the DBE, Department of Health and civil society, have embarked on a process to look into the options, conditions, requirements and risks associated with the re-opening of ECD programmes.  The first engagement was on 26 May 2020, where eight workstreams (data, monitoring, assessment, support packages, protocols for re-opening, general COVID-19 awareness, programme re-design and practitioner training) were agreed upon, and immediately commenced their work.  This will provide important information regarding the measures and timing for the re-opening of ECD programmes.

(a) date ECDs will be allowed to open under level 3                          

The overall workplan that will be developed by the workstreams will determine this date.

(b) opening of ECDs in provinces which remain on level 4

The overall workplan that will be developed by the workstreams will determine this date.

(c) provision by the Government of personal protective equipment (PPE) to ECDs

The Support Packages Workstream is developing a basic package of support to enable ECD programmes to implement the protocols and standard operating procedures. Funding options for this are considered, including using the budget from the ECD conditional grant to provide the appropriate PPEs.

(d) total number of children that will be permitted in each ECD facility

The Protocols Workstream will develop the required protocols and standard operating procedures for ECD programmes to re-open.

(e) enforcement of social distancing and PPE regulations within ECDs and 

The Protocols Workstream will develop the required protocols and standard operating procedures for ECD programmes to re-open, whereas the Support Packages Workstream is developing a basic package of support to enable ECD programmes to implement the protocols and standard operating procedures. On 2 June, the DSD will also launch the Vangasali campaign as part of Child Protection week. The purpose of the campaign is to crowd-source information on where ECD programmes are located so that the DSD can monitor the readiness of ECD programmes to re-open.

(f) training ECD facilitators and/or practitioners will receive in preparation to receive learners?          

The workstream that focuses on practitioner training will develop a strategy to train all practitioners to prepare adequately before children return to ECD programmes. The general COVID-19 awareness workstream will also develop information packages to programmes and parents to educate them around the required measures that need to be in place.

Reply:

Department of Basic Education (DBE) has received responses from six (6) Provincial Education Departments (PEDs). Gauteng PED reported that there is no expenditure at the moment reported against the COVID 19 fund as provided by National Treasury and still investigating if expenditure has been incorrectly captured on the system based on the work already done. DBE will make follow-up with three (3) PEDs, namely, Eastern Cape, Northern Cape and North West.

Reply:

(a) There are no reports of educators not returning to schools outside of the regulated absence which is either in terms of various leave provisions or as provided in terms of absence in line with the approved COVID-19 related absence. The latter would be educators at risk and those infected or affected.

(b) Refer to (a) above.

Reply:

The governance and management of schools is the competence of Provincial Education Departments (PEDs) and as such, my Department has requested the PEDs to provide necessary response to this question. I will therefore provide the reply as soon as the information has been received.

Reply:

1. The information requested is not available in the Department of Basic Education but rather in the respective Provincial Education Departments. In terms of Section 3(7)(a) of the Public Service Act, 1994 (Proclamation 103 of 1994) the Member of the Executive Council (MEC) in a province determines districts’ public service staff establishment and also determines the educator staff establishment in terms of Section 5(1) of the Employment of Educators Act, 1998 (Act 76 of 1998). The honourable member is requested to direct the question to the provinces

2(aa) (National Department)

2(a)(i) 49 (Directors)

2(a)(ii) 134 (Deputy Directors)

2(b) Former principals:

8 Directors

3 Deputy Directors

bb. This information is available at the national department and should be directed to the provinces.

Reply:

As at 27 July 2020, 30 163 educators had applied for the granting of a concession due co-morbidities of which 17 646 had been approved. Both applications and approval numbers will change as more applications are received and assessed.

PROVINCE	Total Number of Applications	Number Approved
Eastern Cape	5 435	2 230
Free State	1 818	1359
Gauteng	3 356	2 208
KwaZulu-Natal	5 970	4 809
Limpopo	2 077	1 914
Mpumalanga	4 000	1 201
Northern Cape	1 998	1 040
North West	2 632	563
Western Cape	2 877	2 322
TOTAL	30 163	17 646

Source: Provincial Education Departments (PEDs) Reports.

Reply:

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

Reply:

Yes, the Minister contacted Home Education Associations during her extensive consultation process relating to the Covid-19 pandemic. 

(a)(i) The following representatives of Home Education Associations attended the meeting: Bouwer Van der Eems; Natasha Yazbek; Phillip Doubell; Ponnie Moodley; Shaun Green; Karim van Oostrum; Christopher Cordeiro; Uda de Wet; Peter Reynolds; Nunuki; Rebbeka Liebenberg; Debbie Lemmer; and Mrs Ueckermann.

(ii) 05 May 2020

(iii) The Department of Basic Education shared their plans to the associations. The parties agreed to collaborate and update each other regarding developments and implementation of the Policy on Home Education. 

Reply:

No.  The Department of Basic Education (DBE) has developed Standard Operating Procedures (SOPs), which outline protocols that should be followed in the event that positive cases of COVID19 are identified among staff or learners in schools. Schools were encouraged to implement the SOPs appropriately.

Reply:

(1) (a) Given that only few Grades or a limited number of Grades have returned to schools, there is currently no need to replace educators that have become ill due to COVID-19 (ii) a total of 811 educators were appointed in schools to replace educators due to comorbidities as at 17 July 2020. It should be noted, however, that there is currently a limited need to provide substitute educators. Only in specific cases where there is no other educator qualified in the specialisation or in case of class teaching is the substitute provided. (b) (i) The details requested are currently not available and will be requested from provinces and will be provided once obtained. (ii) The details are as follows: KwaZulu-Natal (628); Mpumalanga (8); Northern Cape (78); and Western Cape (97).

(2) All educators employed are employed on a substitute basis on a fixed term contract that is renewable based on the continued need. The details on the employment periods of the appointed teachers are not available and will be requested from provinces and submitted when they are obtained. 

(3) It is expected that where the need is identified, the period should not exceed five (5) days.

(4) The following table shows the number of vacant posts per province as at the end of May 2020. The vacancies reported here are in terms of the approved post establishments. They do not include educators not at work due to comorbidities.

Province	Approved Post establishment	Number of Vacancies	Vacancy Rate
EC	52662	3418	6.5%
FS	20238	715	3.5%
GP	59080	2033	3.4%
KZN	95492	4568	4.8%
LP	56493	4948	8.8%
MP	33968	1867	5.5%
NC	9149	610	6.7%
NW	25863	838	3.2%
WC	28947	466	1.6%
Tot	381892	19463	5.1%

Source: Persal May 2020

Reply:

(1) and (2) The National Department of Basic Education does not keep the requested data and the Provincial Education Departments (PEDs) under the Executive Authority of the Members of the Executive Councils (MECs)  are best suited to provide the requested data. 

Reply:

1. There are 4776 Bachelor of Education and PGCE FunzaLushaka bursary students in their final year of study who may be available to assist with substituting and/or assisting educators affected by COVID-19. A further 5664 FunzaLushaka unplaced graduates are also available to assist with substituting and/or assisting educators affected by COVID-19. 

2. The number of Bachelor of Education and PGCE FunzaLushaka bursary students in their final year of study and unplaced graduates in each province potentially available as substitutes for educators with comorbidities or who are infected with COVID-19 are presented in the table below.

PROVINCE	4th YEAR BEd&PGCE	UNPLACED GRADUATES	TOTAL
Eastern Cape	640	793	1433
Free State	349	310	659
Gauteng	984	1267	1267
KwaZulu-Natal	976	1251	1251
Limpopo	413	190	190
Mpumalanga	444	438	438
North West	227	114	114
Northern Cape	90	92	92
Western Cape	653	1209	1209
Grand Total	4776	5664	10440

 

Reply:

The question has been referred to Gauteng Departments of Education for a response. The response will be forwarded as soon as it is received.

Reply:

a) The total expenditure for PPE's and COVID-19 related equipment for the Department of Basic Education was R 710 605.85.

b) To be requested from the provinces

(i) N/A

(aa) N/A

(bb) N/A

(ii) N/A

(iii) N/A

Reply:

The approach that the Department of Basic Education (DBE) has adopted in the Curriculum Trimming and Reorganisation, in response to the lost teaching and learning time during 2020 academic year has included a process of identifying fundamental and core content per subject per grade to ensure that learners are adequately prepared for the next grades for 2021, and that curriculum that would not be covered in 2020 is distributed across 2021 and 2022 respectively. 

Reply:

This Tender was not processed by the Department of Basic Education (DBE) so DBE does not have a comment on this. The question should be directed to the Department of Communications and Digital Technologies(DCDT) for an accurate response. USASSA is an entity reporting to DCDT.

Reply:

The following response was received from Western Cape Education Department: 

1. No. The Western Cape has no plans to delay the return of learners to schools. We also do not have the list of schools mentioned in the petition. 
2. The National Minister has at various platforms spoken broadly to each of the concerns raised by Mr Hendricks. Some of the concerns require Provincial engagement. Neither the office of the Provincial Head of Department, nor the office of Ministry, in the Western Cape, has received any communication from Mr Hendricks to discuss these concerns. 

Reply:

It is true that several schools have challenges related to water supply and sanitation.  The Department of Basic Education is working with the various Provincial Departments of Education, Rand Water and the water boards to address such challenges.

The Provincial Departments identified about 3 500 schools had water supply challenges.  The Department of Basic Education contracted Rand Water to implement an Emergency Water Supply programme.  The adopted solution was water delivery to on-site storage tanks at these schools.  Some schools had existing on-site storage tanks, while 2 274 schools required such tanks.  On 17 July 2020, Rand Water reported that on-site storage tanks have now been installed at these schools that required tanks.  Provincial Departments of Education reported on 17 July 2020 that all schools identified with water challenges now have water.  The planning and implementation of permanent solutions are part of the ongoing capital programmes of the Provincial Departments of Education.  The date for the implementation of the permanent solutions is dependent on the availability of funding. 

It is also correct that the Provincial Departments of Education identified more than 3 800 schools that rely on basic pit toilets.  Again, the Department of Basic Education is working with the various Provincial Departments of Education to address such challenges.  Sanitation solutions have been implemented at 68 of these schools under the ASIDI programme.  The Provincial Departments of Education have addressed the needs at a further 834 schools.  Several partnerships contributed to solve the challenge at another 103 schools.  The Department of Basic Education appointed 4 different implementing agents to address a further 1 121 schools.  These implementing agents are in varying stages of completion of the sanitation solutions. The current plan is to eradicate the basic pit toilets by March 2022.  This is however dependent on the availability of funding for this purpose. 

Reply:

The overall Provincial Education Departments (PEDs) budget reduction in the 2020/21 financial year due to Special Supplementary Budget to address the Covid-19 is in excess of R1.6 billion. This total excludes Western Cape as no data was available by the time of this response.

Details are attached as Annexure A.

Reply:

(1). In order to address social distancing requirements when schools reopened on  8 June 2020 and the additional cohort on 6 July 2020 and subsequently on 03 August 2020, and ensuring that  each learner will be seated at a desk within the 1,5 meter social distancing requirements; the Department of Basic Education (DBE) released  the Standard Operating Procedures for the Containment and Management of COVID-19 for Childcare Facilities, Schools and School Communities which  provide guidelines for all administrators on the steps that need to be undertaken in order to prevent the spread and manage cases of COVID-19, which include social distancing. Provinces are providing mobile classrooms for additional spaces, which are provided with the requisite furniture/desks, as well  identifying additional spaces inside the school campuses and or around the school  to address any additional needs for space. Also in addressing the shortage of desks and space/classrooms, provinces are also implementing non-infrastructure solutions, which include timetabling models to address these shortages that cannot be addressed in a short pace of time. In implementing these, schools will not need additional space and desks to address social distancing. These are:

• Weekly rotational arrangement (groups/grades attending school on alternate weeks).
• Groups/Grades of learners alternating classes/lessons on different days of the week (e.g. alternate days);
• Platooning/shift arrangement (one group/grades of learners in the morning till midday and the next group/grades in the afternoon)
• Hybrid of the aforementioned (Combination of the above).

(2) Provinces, where needed and where possible, procured additional furniture to address the shortages. Schools are also repurposing double combination desks into single desks to address the challenge.  However, due to budget cuts and insufficient budgets , the models indicated above are being used to address ameliorate these challenges.

(3) As per (1) and (2) above

Reply:

(a) No, National Treasury determines and allocates budgets to the Provincial Treasuries. Provincial Treasuries then allocate budgets to the provincial departments 

(b) Neither the Minister nor the Director-General have legislative authority to request Provincial Education Departments to deviate from policy prescripts. The Provincial Education Departments have already transferred the funds to schools in May 2020, in line with national norms and standards policy prescript.

(c) In terms of the current regulations, the Department can only maintain the allocated post establishment of a school as equitably allocated in terms of the official post establishment. The School Governing Body (SGB) is responsible for maintaining the additional educators appointed. The Department will, however, monitor the situation as it develops and if needed, Provincial Education Department can deal with the matter in terms of the fee exemption policy.

Reply:

1 - 5 The procurement of COVID-19 goods including personal protective equipment (PPEs) was done by the Provincial Education Departments (PEDs). The question can best responded to by the respective provinces; and the Hon Member is advised to direct the question to the provinces. 

Reply:

(a) Grade 12 camps are currently suspended due to the COVID-19 lock-down regulations and to curb the spread of the virus.

(b) The Department of Basic Education (DBE) has not received any report of any school setting up Matric camps since 1 June 2020.

Reply:

The question has been referred to all provincial departments of education for a response. The response will be forwarded as soon as it is received and collated. 

Reply:

(a) The plans are commissioned and implemented by the Gauteng Department of Education and not by the Department of Basic Education and on receipt of the question, it is referred to the relevant implementing department for a response. 

(b)  The response received from the Gauteng Department of Education is as follows:

John Orr Technical High School is an existing Technical High School within the Johannesburg South District.  The Gauteng Department of Education does not currently have plans to build an additional technical high school in the District.

Reply:

Information received from the Limpopo Department of Education indicates that, the Limpopo Department of Education appointed a service provider in January 2020 to transport learners to Ramotshabi Secondary School. Unfortunately, the service provider’s contract was terminated due to misrepresentation of facts, such as the submission of fraudulent documents. The replacement Service Provider has been appointed to transport learners with effect from 14 July 2020.

Reply:

1. (a) Whether any determination has been made of the (a) full cost of running a public ordinary school that is considered adequately resourced with regard to teaching and non-teaching staff, infrastructure, school furniture and equipment, (b) funding supplied by the provincial departments to run such a school and (c) shortfall in funding which must be covered by the school and the school community; if not, why not, in each case; if so, what are the relevant details in each case;

    (b) The schools are funded as follows for the current year for the Non-Personnel Non-Capital (NPNC):

PROVINCE	NO FEE PER LEARNER ALLOCATION	FEE PAYING PER LEARNER ALLOCATION Q4	FEE PAYING PER LEARNER ALLOCATION Q5
Gazetted Target per learner amount	R 1 466	R 735	R 254
EC	R 1 466	R 735	R 254
FS	R 1 466	R 735	R 254
GT	R 1 466	R 735	R 735
KZN	R 955	R 522	R 179
LP	R 1 466	R 735	R 254
MPU	R 1 370	R 692	R 240
NC	R 1 134	R 765	R 354
NW	R 1 466	R 735	R 254
WC	R 1 466	R 1 200	R 395

 

The above table indicates the affordability levels of Provincial Education Departments (PEDs) against the approved national targets for funding of public ordinary schools.

(c) It should be noted that KwaZulu-Natal (KZN), Mpumalanga (MP) and Northern Cape (NC) are not funding at the required levels of funding.

Schools are mandated to draw-up their budgets in terms of section 38 of the South African Schools Act (SASA), 1996 (Act No. 84 of 1996) each year, taking into account all available sources of funding. This would mean that schools would then take into account the funding by the Department, even if it is not at the national target, as well as any funding source that is available to the school like school fees, donor funding etc. it therefore, cannot be said that schools operate on a shortfall, all plans that could not be accommodated in one year, are deferred to the following year.

It should also be indicated that no fee schools that are underfunded, have a right to charge compulsory fees in terms of paragraph 163 of the National Norms and Standards for School Funding (NNSSF); and to date, there is no record of a school that acted on this right.

2. Not applicable for the Non-Personnel Non-Capital (NPNC) costs.

3. Not applicable for the NPNC

4. (a) The School Governing Body is responsible for fundraising at their respective schools, in terms of section 20 (1) h & (2) and 36 of the SASA; (b) The DBE does not keep such information.

5. The Department has guidelines which encourages parents to contribute towards the running of schools. See attached

Reply:

(a) The project is implemented by the Gauteng Department of Education and not by the Department of Basic Education; and on receipt of the question, it is referred to the relevant implementing department for a response. 

(b)  The response received from the Gauteng Department of Education is attached.

Reply:

(a) The project is implemented by the Gauteng Department of Education and not by the Department of Basic Education; and on receipt of the question, it is referred to the relevant implementing department for a response. 

(b)  The response received from the Gauteng Department of Education is attached.

Reply:

(a) Currently there are no invoices from private contractors that remain unpaid for longer than 30 days 

(b) N/A (i) N/A 

(aa) N/A   (bb) N/A 

(ii) (aa) N/A (bb) N/A

Reply:

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

Reply:

The Early Childhood Development function still legally rests with the Department of Social Development; and the Department of Basic Education has no legal standing to make such a declaration. That said, the South African courts have encouraged a restrictive interpretation of ‘essential services’, and the Essential Services Committee has previously ruled that education should not be deemed an essential service. The Department of Basic Education will apply these same principles to Early Childhood Development practitioners.

Reply:

1(a) As at 23 June 2020, 16 168 educators had declared co-morbidities. The processing of applications is ongoing, and therefore the numbers are not final.

 (b) The number of educators who work from home, will be finalised once the process of approving and granting all concessions has been completed. Collective Agreement 1 of 2020 provides for a concession for educators employed in terms of the Employment of Educators Act, 1998 (Act No.76 of 1998), (EEA), who are at risk in terms of the listed COVID-19 risk factors. The concession provides for measures to accommodate such educators in the workplace or working from home.  Therefore, not all educators will  work from home.

2. The work that the educators working from home perform, depends on the nature of work and the availability of resources or tools of trade. Therefore, the work could range from conducting classes remotely to basic level preparing lesson plans, all within the official job description of the educator.

3. A substitute will be provided where needed. Provision of a substitute and the type of a substitute provided, will depend on the extent of work the educator at home is able to accomplish. This may range from a fully qualified substitute to fully replace an educator at home to a teacher aid or assistant that will act under the guidance of the educator at home, or another educator present at  school.        

                                                   

Reply:

(1) The Department of Basic Education (DBE) does not keep a record of learners accessing Online Learning, as different approaches are employed by providers of Online Learning. 

(2) Yes. Education systems across the world, have adopted remote learning as an approach.  The DBE, Department of Communication and Digital Technologies (DCDT), and the Independent Communications Authority of South Africa (ICASA) are in the process of establishing a Virtual Classroom solution that will provide online learning. This process is still at the initial stage.

Reply:

(a)The Department has put measures in place for parents to contact the Circuit or the school to make arrangements for learners to be supported while they are at home. Parents are therefore advised to contact the school to receive such support. 

(b) Response same as in (a) above.

(c) Response same as in (a) above.

Reply:

(1) - (5) The Department of Basic Education is a beneficiary to a project initiated and implemented by USAASA, an agency of the Department of Communication and Digital Technologies. All the administration and the rollout of the project rest with USASSA. The Honourable Member is therefore advised to direct the question to the Department of Communications and Digital Technologies, which may have all the answers to the questions.

Reply:

(a) The MST Office was established on 01 April 2014.

(i) The members were Ms EM Khembo, Mr DL Silman, Mr T Mokoena, Mr S Mokale.

(b) (ii) Current members are Ms EM Khembo, Mr DL Silman, Mr T Mokoena, Mr S Mokale, Mr N Mathiba, Ms C Patrick, Mr M Mkhwanazi.

(c) The details of the results of the tasks to develop a system to have updated data as per the question are that an electronic data collection tool (the system) was developed and used to collect the required information regarding:

(c) (i) training needs; and

(c) (ii) training qualifications; and    

(c) (iii) equipment needed in support of effective teaching of all MST subjects including Technology.

EVIDENCE  refer to Excel document attached “EXAMPLE Dinaledi - MST  schools PED Needs Analysis Results” and MS Word document “ Audit instrument for Technical subject teachers”.

EMBEDDED IN TABLE and attached separately

(d) (i) and (ii)

Programmes in support of more effective teaching of Technology, including related Mathematics and Science offerings, have been provided as follows as per identified needs and NDP considerations.

 

 

Problem Statement (NDP Targets)	Planned Activities to Solve the Problem:	Summary of progress from August 2014
All schools offer Mathematics as a subject, and that the number of learners doing Mathematics Literacy is reduced significantly, in order to offer learners a chance in their future careers;	Implemented Circular S13 of 2014 to ensure that all schools offered Mathematics and to strengthen the offering of Mathematics and Physical Sciences and not Mathematical Literacy	On 18 February 2016, MOU signed between DBE and TeachSA to increase the supply of Mathematics teachers in Grade 10 In 2016, 97 Ambassadors (target 100), placed in provinces to teach Mathematics In 2017, placed 125 Ambassadors (Target 100), (54 in Eastern Cape alone.) Quality of learner performance in NSC significantly improved in schools where Ambassadors were placed.
Increase the number of learners eligible for bachelors programme to 300 000 by 2024: 350 000 learners who pass Mathematics and 320 000 learners who pass Physical Sciences. Increase the number of Grade 12 learners who pass Mathematics and Physical Science through targeted programmes	Through Subject Committees: MST Subject Profiles were mediated to provinces and districts, including quantitative and qualitative analyses and provincial, gender and race breakdown for targeted interventions.   Diagnostic Reports and Subject Improvement Plans were mediated to provinces and districts. This report provides detailed errors and alternative conceptions identified in learner responses and technical suggestions for improvement in teaching and learning at a classroom-based level.	The number of learners enrolled for Mathematics  in the NSC Exams has increased from 229 888 Learners in 2014 to 276 084 Learners in 2017 The number of learners who enrolled for Physical Sciences has increased from 171 549 Learners in 2014 to 191 960 Learners in 2017 The number of learners who obtained 50% and above in Mathematics has increased from 13.4% in 2014 to 22,2% in 2017. The number of learners who obtained 50% and above in Physical Sciences has  increased from (22,5%) in 2014 to (26,9%) in 2017
	Train all subject advisors in Euclidean Geometry and Probability	Trained all Provincial Coordinators and Subject  Advisors in Grade 10-12 on Euclidian Geometry and Probability Developed  ATPs and Teacher Guides for Physical Sciences (Grade 10-12), to develop Lesson Plans Developed Lesson Plans for Mathematics Grade 4-9 to improve the teaching and Learning in senior Phase
	Improve 2016 NSC Mathematics and Science Results towards achieving NDP targets	2017 NSC Results Achievements: The percentage of candidates that passed Mathematics increased from 49.1% to 51.9% in 2017 The number of candidates that passed Mathematics at 40% increased from 70 050 (35,1%) Learners in 2014 to 86 098 (35,1%) Learners in 2017 The percentage of candidates that passed Physical Science increased from 61.5% in 2014 to 65.1% in 2017 The number of candidates that passed Physical Science at 40% increased from 62 032 (36,9%) learners in 2014 to 75 736 (42,2%) Learners in 2017
Improve the average performance of Grade 3,6 and Grade 9 learners in Mathematics	Implementation of Annual National Assessments in Grade 1-9 Mathematics to improve performance   Printed and distributed over 140 million Grade R – 9 maths workbooks to 24 000 public schools since 2012.	Overall achievement of learners in Grade 3 in the ANA 2014 was 55.5%, with only Gauteng (60,7%) and Western Cape (60,5%), having reached the 60% average mark, with Free State in third place with an average mark of 58,5%. Achievement of learners in Grade 6 in the ANA 2014 was at an average of 43,1% in the ANA 2014, with provinces showing improvement from the ANA 2013; with Gauteng leading at 51,1%, followed by Western Cape at 50,9% and Free State at 47,7% The levels of learner performance in Grade 9 ANA were unacceptably low in 2013 and 2014. The national average performance 13.9% and 10.8% respectively. In 2013, NW, NC, MP and LP performed below the national average of 13,9%. In 2014 KZN, LP, NC and NW performed below the national average of 10,8%.
	Improve TIMSS & SACMEQ scores (2011) towards achieving NDP targets	TIMSS Grade 5 Mathematics (376 points), Grade 9 Mathematics (372 points) and Grade 9 Science (358 points) SA showed the highest improvement of 87 points in Grade 9 Maths from 2003 to 2015 SA showed the highest improvement of 90 points in Grade 9 science from 2003 to 2015 3.2% of SA learners scored high levels of grade 9 maths achievements  In Grade 5 Maths SA is the only country amongst the lowest performing countries in which learners were benchmarked at the “Advanced” level (scoring above 625 points). 1.3% of SA learners scored above 625 points
	Implement 1+4 Intervention Model in all provinces to improve curriculum coverage and Mathematics performance in the Senior Phase (Grade 8&9)	5524 Teachers received Grade 8&9 Lesson Plans and Annual Teaching Plans (ATPs); and A Diagnostic Report was developed from analysing Pre/Post-tests)
		In 2017 Term 1, Provinces ran Grade 8 and 9 Quarterly Maths Workshops for teachers at the beginning of the term
Maths, Science and Technology Conditional Grant to promote Mathematics and Physical Science and Technology teaching and learning and improve teachers’ content knowledge of Mathematics and Physical Science.	Recapitalise 200 Technical Schools and Resource 500 Dinaledi Schools	200 Technical schools recapitalised
	Resource 500 Dinaledi Schools with Mathematics and Physical Sciences equipment, including Laboratory consumables and tools	500 Dinaledi schools were resourced with Mathematics and Physical Sciences equipment
	Reconfigure the Dinaledi and Technical Schools Grants into MST Grant for support to 1 000 schools (200 Technical, 500 Secondary, 300 Primary)	Reconfigured the Dinaledi and Technical Schools Grants into MST Grant in 2014 In 2015: Supplied resources to 1 000 schools; Trained 1 500 teachers; and Supported 90 000 learners
		A total of 4.2 million Grade 10 and 11 Siyavula Maths and  Science textbooks printed and distributed to all schools since 2012 MST grant - support 34,765 learners (8,754, 22,370 and 3,641 learners participated in Eskom Expo and Maths Olympiad and other competitions including study camps focusing on Maths and Science); MST Grant - Maths and Science kits were delivered to 689 schools with the support of the MST MST Grant - 3 131 Teachers and Subject advisors trained in the new Technical subject specializations MST Grant - Trained 228 and 133 teachers in Technical Mathematics in Grades 10 and 11 respectively;
	Hosted a CAPS for Technical Schools Roundtable on 04 December 2015: To create an opportunity to share with stakeholders the strategic direction of government and the sector; To evaluate progress made in preparing for the implementation of CAPS for Technical High Schools; To create an opportunity to evaluate the appropriateness of Technical Mathematics and Physical Science; To generate ideas on strengthening the South African Three Stream Model of Basic Education; To make an effort to strengthen strategic partnership between government departments, quality assurance bodies, South African Qualifications Authority, Private sector, NGOs, Business, Labour, NEDLEC, National and International donors; To reaffirm the role of Monitoring Evaluation and Research in measuring impact, tracking progress and informing best practice	Task team established between DHET – TVET and DBE on the alignment of curriculum and Concept paper on curriculum alignment developed between DHET – TVET and DBE MOU with merSETA signed for all the specialisations Partnership with DHET includes advocacy on Decade of the Artisan; alignment of Curriculum on TVET Colleges CAPS for Technical Schools implemented in Grade 10 in 2016 and Grade 11 in 2017 Appointed Project Manager to facilitate relationship between DBE and Industry to increase Apprenticeships and Artisans
	Promulgate Gazette No. 39435 regulating the introduction of the new Technical subjects curriculum  including Technical Maths and Sciences in 1007 Technical Schools in 2016-2018 in Grade 10-12	The number of learners from 585 schools offering Specialisations has increased to 37 093 in Grade 10 in 2016 1007 Technical schools supplied with CAPS Policy Documents for Technical Schools for implementation in Grade 10-12, in 2016, 2017 and 2018 respectively Versioned CAPS documents into   In 2015: Trained 1660 Grade 10 Subject Advisors and Teachers on Specialisations at Skills Training Centres; and Technical Maths (223) and Technical Sciences (203) In 2016: Trained 1 471 Grade 11 subject advisors and teachers in Specialisations at Skills Training Centres; and Trained 345 Grade 11 Subject Advisors in Technical Maths & Sciences
		Implemented Circular S6 of 2016 with Interim Guidelines to ensure compliance with CAPS Policy and Gazette No, 39435 on implementation of new curriculum
The sector has not fully leveraged on Partnerships to support government in improving performance in MST	DBE Hosted an MST Roundtable (2014) with the recommendations from Cabinet to establish a Steering Committee between DBE, DST and DHET.	10 meetings were held wherein a Draft MST Integrated Framework was developed with 26 key deliverables in short, medium and long-term action to 2030. A reviewed Draft MST Strategy with Implementation Plan was developed
	Refinement of the MST Strategy developed by DBE/DHET and DST in collaboration with JICA	MST Strategy refined and consultations completed with PEDs, Unions, Universities and Professional Associations
	Draft agreement and manage the process leading to the formal recognition of the DST,DBE DHET MST Trilateral protocol of Implementation of the MST Strategy	Changes to the document were made as directed by DBE Legal Services. Submission requesting DG approval was sent to ODG in June 2017.
	Hosted the 3rd  MST Roundtable (19 March 2015), to strengthen the National Mathematics, Science and Technology Strategy Plan to improve participation and success rate in MST	Framework partnerships developed with NECT MOU signed with TeachSA and 97 Ambassadors placed in provinces in 2016 and 125 in 2017 MOU signed with British Council to pilot the IRIS Connect professional development of teachers being implemented focusing on teacher reflection
	Maths Indaba hosted on 12-14 Dec 2016, to develop a South African pedagogical-content knowledge approach that will inform the teaching and learning of Mathematics, The integration of assessment into the teaching and learning of Mathematics; and  The writing of Mathematics textbooks; and The initial teacher education Programmes	A Task Team was appointed by the Minister that will  develop a Framework for Mathematics that will inform the central tenets of the teaching and learning of key Mathematical competencies, from Grade 1 through to Grade 12 (14 members) On 19 March 2018, Minister approved the Framework To be implemented in 2019, January
	Implement the DBE-CHINA Agreement	Two DBE officials attended a Seminar on Engineering Education and Management for Developing Countries held (March 10– March 29, 2016  for 20 days) at Tsinghua University, China; and  Launch of Planetarium  donated by CEIEC on 7 March 2016, at Sci-Bono Centre
	To implement DBE-JICA Agreement	192 schools in EC and NW participated in the pilot where learners’ performance in Mathematics problem solving has significantly improved and SMT played their role as curriculum managers in the In School Support Programme.
		12 Foundation Phase and Intermediate Phase Subject Advisors from Eastern Cape and North West provinces from 09 November to 10 December 2016, trained in Maths at Naruto University, Japan
	Implement the DBE-TEACHSA MOU	MOU signed in February 2016 Placed 97 Ambassadors in GP & KZN schools to improve participation and performance in Mathematics and Physical Sciences
		179 Ambassadors underwent two week residential induction programme in January 2017 Allocation of Ambassadors is currently underway: 13 to be placed in Limpopo DoE. E Cape DoE requested 79 ambassadors.
	Implement the DBE- British Council MOU	MOU signed to implement  the IRIS Connect - a teacher reflection platform pilot programme  introduced in 6 schools in Ekurhuleni South District, Gauteng
	Implement the DBE - Bright Media Collaboration	45 workshops conducted reaching 2 375 Maths Literacy teachers, with no less than 15 000 teachers reached since the project’s inception in 2007.
		Funding secured by Bright Media to develop Technical Maths & Science workbooks for teachers in 2017 Currently workshops for Technical Maths being run in provinces by Bright Media
	Implement the DBE-SAASTA Collaboration	109 Grade 12 Life Sciences teachers were trained by Life Sciences experts over a 3 day period on Content and Methodology on Evolution Genetics, Human Impact on the environment and Human Reproduction
		413 educators trained and supplied with Technology Toolkits to Grade 7-9 schools and Life Sciences Content Training.
	Train all Grade 11 and 12 teachers and subject Advisors in Delphi for implementation in Grade 11 and 12 in 2016 and  2017	102 teachers and 9 Subject Advisors in KZN, NC, WC trained by Tshwane University of Technology (TUT) & ITHEMBA LABS in Delphi
	Implement the DBE-MERSETA MOU	MOU signed with DBE and PEDs involving R50 Million to Technical Schools to promote Artisanship in 10 schools for 210 learners.
		Names of 10 Schools in the merSETA project (2017): Emmang Mmogo (NC) Badiredi (NC) Isikhoba Nombewu (EC) Justice Nxumalo (KZN) Bellville Technical School (WC) Hazyview Comprehensive (MP) Pax Technical High (LP) Barnard Molokoane Technical (FS) Soshanguve Technical (GP) Tlhabane Technical High (NW)
	Implementation and management of South Korea - DBE MoU - Volunteer teacher project. (Maths, Science IT teachers and subject specialists.)	ICT resources procured by the Korean Government (60 laptops) were provided delivered to school in Mamelodi. Following positive assessment of the first six teacher’s performance in 2017, a further seven were due to be despatched to serve in Teacher’s Centre in Queenstown and rural schools in the Eastern Cape in 2018.

 

Reply:

(a) The project is implemented by the Gauteng Department of Education and not by the Department of Basic Education; and on receipt of the question, it is referred to the relevant implementing department for a response. 

(b)  The response received from the Gauteng Department of Education is attached

Reply:

The implementation of Coding and Robotics in 2021 in Grade R-3 was to be preceded by piloting of the curriculum in 2020, starting March 2020. The pilot was interrupted by Covid-19, and has been moved to 2021.  

Reply:

(a) (i)  Funded by the reprioritising the 2020/21 budget from low-spending items like subsistence and travel to procurement of PPE

     (ii)  Funded by the reprioritising the 2021/22 budget from low-spending items like subsistence and travel to procurement of PPE

     (iii) Funded by the reprioritising the 2022/23 budget from low-spending items like subsistence and travel to procurement of PPE

(b) (i)  Will be funded by each province form their 2020/21 equitable share allocations; and where applicable from conditional grants allocations as per the revised conditional grant frameworks.

     (ii) Will be funded by each province form their 2021/22 equitable share allocations; and where applicable from conditional grants allocations as per the revised conditional grant frameworks.

     (iii) Will be funded by each province form their 2022/23 equitable share allocations; and where applicable from conditional grants allocations as per the revised conditional grant frameworks.

Reply:

(1)

    (a) (i) 2018-19:  10 Officials performed work outside normal working hours.

    (a) (ii) 2019-20: 10 Officials performed work outside normal working hours.

 

    (b) (i)  As of 01/04/2020 the Department had ten valid permissions for other remunerative work.

    (b) (ii) The applicants comprised of 5 Senior Managers (3 Directors and 2 Chief Directors) and 5 Middle managers (1 Deputy Director and 4 Chief Education Specialists).

(2)

(a) Section 30 of the Public Service Act read with Regulations 13 and 24 of the Public Service Regulations, 2016, are applied in all instances.

(b) The Delegation for the approval of other remunerative work rests with the DG.

(c) (aa) 2018/19:  None

(bb) 2019/20:  2 officials have been identified. The investigation process is still in progress.

 

Reply:

(1) Since 08 June 2020, the National School Nutrition Programme (NSNP) was availed to Grade 7 and 12  learners, in order to adhere to the necessary social distancing, health and safety protocols. Since 22 June 2020, provinces have extended the programme to all qualifying learners, including those not yet back at school. 

(2) The Department of Basic Education is a key stakeholder in the country’s food and nutrition efforts. Three (3) officials represent the Department in the National Food and Nutrition Security Coordinating Committee. The Department’s participation has been consistent, dating back to 2015, when Cabinet directed that government departments must devise a unified approach to food and nutrition challenges. This led to the development of the National Food and Nutrition Security Plan by a task team, inclusive of DBE officials.

Reply:

The Directions in respect of the phased return to school, which are an amendment of the earlier versions, have since been published on 23 June 2020 in Government Gazette (GG No 43465).

The Directions are attached for ease of reference.

Reply:

a) A list of the 3 475 schools is attached.  It is important to note that there are constant refinements of the list.  The emergency water supply programme is currently implemented at 3 335 schools.

b) The Department of Basic Education appointed Rand Water as the implementing agent for the emergency water supply programme.  Rand Water will ensure that these schools have at least 1 on-site storage tank and then arrange for water delivery to such tank.

c) Rand Water will ensure that these schools have at least 1 on-site storage tank and then arrange for water delivery to such tank.

d) The status on 25 June 2020 is as follows:

• In EC, out of the 746 tanks required, 710 have already been installed
• In FS, all of the 69 tanks required have been installed
• In KZN, out of the 1 125 tanks required, 331 have been installed
• In LP, out of the 522 tanks required, 419 have been installed
• In MP, all of the 127 tanks required have been installed
• In NW, all of the 56 tanks required have been installed
• The majority of the schools will be ready for accepting additional grades on 6 July 2020.  The balance will be ready by 8 August 2020 for the opening of all grades.