Questions and Replies
01 April 2019 - NW293
Dudley, Ms C to ask the Minister of Basic Education
(1)(a) What are the (i) regulations upon which officials at South African embassies rely to set the approval of curriculums and educational plans as a visa requirement for home-schooled children and (ii) contact details of the section within her department or provincial education departments that is dedicated to deal with the approval of curriculums and educational plans for children of foreign visitors and (b) how long does the section take to evaluate curriculums and educational plans for children of foreign visitors; (2) whether the specified section has a list of approved curriculums and educational plans; if not, what criteria do they use to evaluate curriculums and educational plans; if so, what are the relevant details; (3) whether, in instances where her department does not approve the curriculums and educational plans of the children of foreign visitors who have been home-schooled and who intend to visit South Africa, there are any mechanisms available to appeal against such a decision; (4) are foreigners who apply for a visa informed up front that their visa applications might be unsuccessful if their children are home-schooled and their curriculums and educational plans are not approved by her department?
Reply:
(1)(a)(i) Parents who home educate and are willing to register their children with the Provincial Education Departments (PEDs) in the Republic of South Africa are responsible and accountable for the education of their children. These parents, who are not citizens of this country, have already complied with the curriculum requirements of their country of origin.
(ii)The departments of education in South Africa does not deal with approval of curricula for citizens from other countries (who are not seeking citizenship in South Africa). However, they are at liberty to contact officials responsible for the implementation of the Policy on Home Education in South Africa, should they wish to do so. The contact details of the officials in South Africa are obtainable from www.education.gov.za, and are as follows:
Province |
Coordinator |
Tel |
|
Address |
National |
Ms EM Chaane Ms LZ Brown |
012 357 4105 0122 357 4106 |
222 Struben Street PRETORIA 0001 |
|
Eastern Cape |
Ms N Ndzunga |
040 608 4186/ 4342 |
|
Steve Thswete Complex, Zone 6, Zwelitsha Private Bag X0032 Bisho 5605 |
Free State |
Mr MJ Ntsala |
051 447 0038/ 0037 |
|
P/ Bag X 20565 BLOEMFONTEIN 9300 |
Gauteng |
Ms C Motshwane |
011 355 0631 |
|
Hollard Building (7th Floor) P. O. Box 7710 Johannesburg 2000 |
KwaZulu-Natal |
Ms D Motloli |
033 348 6111/115 |
188 Pieter Maritz Street PIETERMARITZBURG 3200 |
|
Limpopo |
Ms M Baloyi |
015 290 9382 |
|
P/ Bag X9489 POLOKWANE 0700 |
Mpumalanga |
Dr M Pieterse |
013 766 5875 |
P/Bag X 111341 NELSPRUIT 1200 |
|
Northern Cape |
Mr K Mhlom |
053 839 6386 |
|
P/ Bag X 5029 KIMBERLEY 8300 |
North West |
Ms P Pule |
018 389 8204 |
P/Bag X 2044 MMABATHO 2735 |
|
Western Cape |
Mr D Louw |
021 467 2653 |
P/ Bag X 9114 CAPE TOWN 8000 |
(b) In terms of the Policy on Home Education, the Head of a Provincial Education Department must take all reasonable steps to respond within 30 days after receipt of the application on the prescribed form.
(2) There is no approved list of curricula and educational plans except for the National Curriculum Statement Grades R-12 in the department. Parents are free to choose any curriculum that will be of a standard not inferior to that of basic education provided in public schools in South Africa.
(3)A parent may appeal to the MEC within 14 days of receiving a notice. The MEC should take all reasonable steps to respond to the appeal within 30 days of receiving the appeal.
(4) The Department of Basic Education does not have a mechanism for considering curricula and educational plans of foreigners who apply for a visa in South Africa.
01 April 2019 - NW331
Tshwaku, Mr M to ask the Minister of Basic Education
What (a) number of teachers have joined the Public Service since 1 January 1996 and (b) is the highest qualification of each specified teacher?
Reply:
PROVINCE |
UNQUALIFIED (Matric) |
UNDER-QUALIFIED (Matric plus 1-2) |
QUALIFIED (Matric plus 3 and more years) |
Grand Total |
|||||
REQV10 |
REQV11 |
REQV12 |
REQV13 |
REQV14 |
REQV15 |
REQV16 |
REQV17 |
||
EC |
36 |
10 |
147 |
5 071 |
24 451 |
2 736 |
311 |
24 |
32 786 |
FS |
33 |
17 |
21 |
1 962 |
10 061 |
1 376 |
228 |
27 |
13 725 |
GP |
11 |
1 |
64 |
4 618 |
35 848 |
8 031 |
1 465 |
126 |
50 164 |
KZN |
728 |
7 |
23 |
6 231 |
41 493 |
11 398 |
2 714 |
141 |
62 735 |
LP |
1 |
7 |
3 169 |
20 955 |
1 199 |
275 |
11 |
25 617 |
|
MP |
4 |
6 |
2 472 |
14 905 |
2 742 |
593 |
27 |
20 749 |
|
NW |
118 |
2 779 |
11 489 |
1 492 |
306 |
14 |
16 198 |
||
NC |
96 |
4 |
6 |
1 074 |
4 451 |
627 |
96 |
8 |
6 362 |
WC |
86 |
11 |
120 |
1 890 |
14 458 |
2 633 |
487 |
59 |
19 744 |
Grand Total |
995 |
50 |
512 |
29 266 |
178 111 |
32 234 |
6 475 |
437 |
248 080 |
Source: PERSAL, January 2019
01 April 2019 - NW340
Tshwaku, Mr M to ask the Minister of Basic Education
Whether, with reference to the Ikhwezi Lokusa Special School in Mthatha she has been informed of the (a) general state of disrepair at the school, (b) alleged gross maladministration by the principal, (c) theft of wheelchairs and other material needed by the disabled learners, (d) alleged abuse of staff and (e) the inhumane conditions in which disabled learners are kept; if not, what steps will she take to investigate and take action; if so, what has her department done in this regard?
Reply:
A) The National Department of Basic Education has not been informed of the general state of disrepair at the Ikhwezi Lokusa Special School in Mthatha. The matter has since been referred to the Eastern Cape Department of Education for investigation and the response will be provided as soon as it is received from the province.
27 March 2019 - NW292
Tshwaku, Mr M to ask the Minister of Basic Education
(a) What number of tender briefings were held in 2018 by (i) her department and (ii) each of the entities reporting to her and (b) what number of the specified briefings were compulsory?
Reply:
DEPARTMENT OF BASIC EDUCATION
a) (i) One tender briefing was held in 2018 by (i) the Department of Basic Education and it was compulsory.
b) One compulsory briefing session.
UMALUSI
a) (ii) Umalusi conducted four (4) tender briefings in the period 1 April 2018 to date.
b) All four (4) tender briefings were compulsory.
SACE
a) (ii) The South African Council for Educators never held any tender briefing during 2018.
b) No briefing was held and non were compulsory.
27 March 2019 - NW578
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
Whether she has found that educators who are not members of teachers’ unions are disqualified from consideration to become markers of National Senior Certificate examinations; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
All educators that have the appropriate qualification and the relevant grade 12 teaching experience are eligible to apply to mark. Markers are then selected in terms of the criteria listed in the Personnel Administrative Measures (PAM).
Membership to a Teacher Union is not a criterion for appointment as a marker and no educator has ever been disqualified from the selection process due non-membership to a Teacher Union.
27 March 2019 - NW577
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)Whether the 2018 National Senior Certificate Business Studies examination paper was remarked nationally or only in specific provinces; (2) whether (a) her department and/or (b) provincial departments of education requested the remarking of the Business Studies examination; if so, what are the relevant details; if not, (3) whether individual requests for remarking were made; if so, what are the relevant details?
Reply:
1. The 2018 NSC Business Studies, as with all other subjects, are remarked by all nine (9) Provincial Education Departments and not remarked nationally or in specific provinces. Only in the case of the selected subjects that were marked centrally by the DBE, was the remark also done centrally by the DBE.
2. The remark process is an appeal process that can be utilised by any candidate who wants to confirm his/her marks in the written examination. As such, it is the candidates and not the DBE or the Provincial Education Departments that request the remarking. Candidates are also allowed to request a re-check of their scripts and they could further request to view their scripts after the remark request has been processed.
3. Individual requests for remarking of Business Studies were made. There were a total of 6685 individual requests for the remark of Business Studies that were made.
27 March 2019 - NW579
Boshoff, Ms SH to ask the Minister of Basic Education
What number of (a) learners between the ages of 9 and 14 years old fell pregnant in the past five academic years and (b) the specified learners returned to continue schooling after giving birth?
Reply:
(a) (b)
Please note that the question has been referred to Provincial Education Departments (PEDs). The information will be provided as soon as received from PEDs.
12 March 2019 - NW247
Tshwaku, Mr M to ask the Minister of Basic Education
What (a) number of teachers were employed in the public education system in each (i) primary and (ii) high school in each province as at 1 February 2019 and (b) is the breakdown in terms of (i) gender and (ii) pay scale?
Reply:
What (a) number of teachers were employed in the public education system in each (i) primary and (ii) high school in each province as at 1 February 2019 and (b) is the breakdown in terms of (i) gender and (ii) pay scale?
The data required to respond to the question is currently not available. The information has been requested from Treasury: PERSAL. It will be submitted as soon as Treasury makes these data available.
12 March 2019 - NW257
Rawula, Mr T to ask the Minister of Basic Education
What number of learners currently have access to a work book or tablet at each school in each province?
Reply:
a) Response on workbooks
For the 2019 academic year, Grade R, Grade 1-3 Life Skills, Grades 1-6 Home Language, Grades 1-6 English First Additional Language and Grades 1-9 Mathematics Volume 1 and Volume 2 workbooks were distributed as follows:
Province |
Grade R |
Grades 1 to 9 |
||||
No of Schools |
No of Learners |
Books delivered |
No of Schools |
No of Learners |
Books delivered |
|
Eastern Cape |
4338 |
141982 |
567930 |
5156 |
1499320 |
80993140 |
Free State |
661 |
47440 |
189760 |
1098 |
652155 |
3409150 |
Gauteng |
1431 |
160432 |
641730 |
2154 |
1963455 |
9846540 |
KwaZulu-Natal |
4107 |
194360 |
777440 |
5945 |
2239945 |
11610450 |
Limpopo |
2272 |
143403 |
573620 |
3836 |
1344525 |
7418550 |
Mpumalanga |
1133 |
92115 |
368460 |
1667 |
945860 |
5072320 |
Northern Cape |
389 |
23250 |
93000 |
548 |
260540 |
1391150 |
North west |
980 |
56280 |
225120 |
1457 |
648655 |
3569860 |
Western Cape |
1005 |
79800 |
319200 |
1493 |
975830 |
4920130 |
Totals |
16312 |
939064 |
3756260 |
23346 |
10530285 |
55331290 |
b) The question on the number of tablets in each school should be directed to provincial legislatures.
12 March 2019 - NW253
Sonti, Ms NP to ask the Minister of Basic Education
(1)What is the total number of (a) primary and (b) high schools that opened in each province in the 2018 academic year; (2) what is the total number of (a) primary and (b) high schools that will be opened in each province in the 2019 academic year? NW264E
Reply:
Please note that the questions have been referred to Provincial Education Departments Heads. The information will be provided as soon as received from Provincial Education Departments.
12 March 2019 - NW252
Xalisa, Mr Z R to ask the Minister of Basic Education
What is the total number of (a) primary and (b) high schools that closed in each province in the 2018 academic year?
Reply:
Please note that the question has been referred to Provincial Education Departments Heads. The information will be provided as soon as received from Provincial Education Departments.
12 March 2019 - NW250
Ntlangwini, Ms EN to ask the Minister of Basic Education
What total number of schools in each province (a) are and (b) are not English-medium schools?
Reply:
(a) (b)
Table 1 below indicates the number of schools that (a) are using and (b) are not using English as medium of instruction. It shows that about 23 474 schools are English medium schools and 1 391 are using other languages as medium of instruction. Please note that these schools are not only single medium schools, they can be parallel medium, meaning they use two or more languages as medium of instruction.
Table 1: Number of English and none English medium schools, by province, in 2018
Province |
|
|
Total |
Eastern Cape |
4 922 |
291 |
5 213 |
Free State |
1 121 |
69 |
1 190 |
Gauteng |
2 769 |
138 |
2 907 |
KwaZulu-Natal |
5 938 |
42 |
5 980 |
Limpopo |
3 927 |
50 |
3 977 |
Mpumalanga |
1 694 |
49 |
1 743 |
Northern Cape |
389 |
183 |
572 |
North West |
1 447 |
63 |
1 510 |
Western Cape |
1 267 |
506 |
1 773 |
Total |
23 474 |
1 391 |
24 865 |
Source: 2018 LURITS
12 March 2019 - NW249
Tshwaku, Mr M to ask the Minister of Basic Education
What (a) number of new teachers have been appointed in the public education sector since 1 January 2019 and (b) are the relevant details of each specified new teacher (i) in each (aa) province, (bb) primary school and (cc) high school and (ii) with regard to (aa) gender and (bb) pay scale?
Reply:
What (a) number of new teachers have been appointed in the public education sector since 1 January 2019 and (b) are the relevant details of each specified new teacher (i) in each (aa) province, (bb) primary school and (cc) high school and (ii) with regard to (aa) gender and (bb) pay scale?
The data required to respond to the question is currently not available. The data has been requested from Treasury: PERSAL. It will be submitted as soon as Treasury makes these data available.
12 March 2019 - NW248
Tshwaku, Mr M to ask the Minister of Basic Education
What (a) number of teaching vacancies have opened up in the public education sector since 1 January 2019 and (b) are the relevant details of each specified vacancy (i) in each (aa) province, (bb) primary school and (cc) high school and (ii) with regard to (aa) gender and (bb) pay scale?
Reply:
What (a) number of teaching vacancies have opened up in the public education sector since 1 January 2019 and (b) are the relevant details of each specified vacancy (i) in each (aa) province, (bb) primary school and (cc) high school and (ii) with regard to (aa) gender and (bb) pay scale?
The data required to respond to the question is currently not available. The information has been requested from Treasury: PERSAL. It will be submitted as soon as Treasury makes these data available.
22 February 2019 - NW111
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)Whether, with reference to her reply to question 3619 on 4 December 2018, she will furnish Ms N I Tarabella Marchesi with a copy of the report of her department’s investigation into an alleged compromise of the Economics question papers for the 2018 National Senior Certificate examinations; (2) whether any further investigations into the matter have been launched since her reply to question 3619 on 4 December 2018; if so, (a) on what date was the further investigation (i) launched and (ii) completed, (b) what are the (i) names and (ii) professional designations of each investigating officer and (c) what are the details of the outcome of the further investigation? NW116E
Reply:
1. The investigation has been concluded and a detailed report on the findings of the investigation is attached as (Annexure A)
2. The reply to the Parliamentary question 3619, submitted on 4 December 2018 was a preliminary report which focussed on the support programme broadcast on Ukhozi FM.
(a) The further investigation (i) commenced on 11 December 2018 and was (ii) completed on 27 December 2018.
(b) The investigation was headed by the Director responsible for Public Examinations at the Department of Basic Education, and she was supported by a team of subject specialists, the DBE Data Manager, the DBE Irregularities Manager and the DBE Question Paper Manager. The details of the team are included as (Annexure B).
3. The outcome of the further investigation is as follows:
- The credibility of the Economics Paper 1 and Paper 2, was not compromised given that learners were not given direct questions that appeared in the examination and were not asked to focus on particular questions. Hence, there was no unfair advantage to any group of candidates
- Given the focus of the teaching and testing of Economics, which in the main provides learners with a pool of questions, it is possible for experienced teachers to predict some of the questions that may appear in the question paper, particularly the essays.
- An analysis of learner performances does not show any anomalous trends. There is no significant improvement compared to 2017 and in some cases performance is actually lower.
- It would appear that Economics has taken on an approach of providing learners with a pool of questions and this starts with the Examination Guideline that is based on a series of questions. In the same vein, all support programmes are dominated by questions. It would also appear that based on a historical analysis of the previous question papers, teachers and subject advisors are able to predict to some degree which questions will appear in the paper. Examination predictability is a phenomenon of most examinations and the DBE is actively working towards minimising examination predictability.
22 February 2019 - NW114
Boshoff, Ms SH to ask the Minister of Basic Education
(1)By what date will her department make use of deaf poets and storytellers to record their stories for learners with hearing impairments to study; (2) what (a) number of educators in each province are qualified to teach SA Sign Language (SASL) and (b) steps will her department take to ensure that the specified educators are adequately trained to teach SASL; (3) what number of persons were used by her department in the development of the SASL curriculum and policies; (4) by what date does her department envisage having its own curriculum for SASL rather than copying the English curriculum?
Reply:
1. There is currently no fixed date for this exercise. However, this matter is on the agenda of the department.
2. (a) The database of teachers and their qualifications is kept and maintained by provinces. Such data could be sourced from Provincial Legislatures.
3. The Curriculum Management Team (CMT) that oversaw the development of SASL curriculum and policies consisted of 9 members. A writing team comprising five members was established and the team formed the core of the development process. SASL experts and phase specialists (e.g. SASL linguists from Universities and NGOs as well as SASL teachers) were co-opted during the development of specific areas of the curriculum.
4. The SASL Home Language curriculum was not copied from the English curriculum. The English Home Language curriculum is the Framework to which SASL and all other Home Languages are aligned, to ensure parity of esteem of all languages.
22 February 2019 - NW113
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What number of (a)(i) deaf and (ii) hearing impaired learners from each province enrolled for the 2018 National Senior Certificate (NSC), (b) the specified learners wrote the SA Sign Language (SASL) examination and (c) the specified learners obtained (i) an NSC pass and (ii) a Bachelor pass in SASL; (2) what number of learners from schools for the deaf and hearing impaired in each province were exposed to bridging courses in Grades 9, 10 and 11 to prepare for the unique grammar and structure of the SASL examination; (3) (a) what number of appointed markers had the pre-requisite qualifications to mark the final SASL examination papers in each province, (b) what are the details of the pre-requisite qualifications and (c) what number of years’ experience is required; (4) on what date will all schools in each province providing SASL as a home language be provided with sufficient textbooks; (5) what number of students who completed their NSC in SASL were approached by her department to assist educators with SASL?
Reply:
1. (a) (i) and (ii) The current examination system only has a record of Hearing Impaired Learners and does not distinguish between Deaf learners and Hearing Impaired Learners The total number of hearing impaired learners that enrolled for the National Senior Certificate (NSC) examination is 456.
(b) Of the 54 candidates that enrolled to write the 2018 NSC South African Sign Language Home Language (SASL HL) examination, 52 candidates wrote the examination.
(c) (i) 26 candidates achieved an NSC pass
(ii) 7 candidates achieved admission to Bachelor studies
Note that of the 52 candidates that wrote the SASL HL examination, only 28 candidates could be resulted in terms of the full qualification, given that the remaining 24 candidates did not write the full NSC subject package in 2018.
2. All the full time candidates who wrote SASL HL in the NSC 2018 examinations were exposed to the bridging Grade 9 and 10 programme. No bridging programme was developed for Grade 11.
The table below provides the school, province and number of learners who wrote the SASL examinations in 2018:
School |
Province |
Number of learners – Gr 12 |
Efata |
EC |
3 |
St Thomas |
EC |
10 (full time) + 6 (part time) |
Bartimea |
FS |
4 |
Thiboloha |
FS |
2 |
Sizwile |
GP |
11 |
Fulton |
KZN |
3 |
Kwathintwa |
KZN |
8 |
St Martin |
KZN |
7 |
De-la-Bat |
WC |
1 |
Dominican (Wittebome) |
WC |
3 |
Total |
10 schools |
58 |
3. (a) (b) (c)
In terms of the policy relating to the appointment of markers, the marker must have at least a recognised three year post matric qualification which must include the subject concerned at second or third year level. In addition the marker must have extensive experience as an educator in the particular subject or a related area and at least two years teaching or other curriculum-related experience within the last 5 years at the appropriate level, and must be competent in the language of teaching and learning.
In terms of marker appointments for SASL HL, it was not expected that the DBE will be able to appoint markers that satisfy all of the above criteria given that this is the first year of implementation of this examination. All 15 markers have extensive experience as teachers of deaf learners and have a Teaching Qualification. Four (4) of the markers have a qualification in SASL – ranging from a short course qualification to an Honours Degree in SASL. Two Deaf Teaching Assistants were also appointed to assist the hearing markers with the translation of SASL. The Teaching Assistants were not involved directly in marking. The teaching assistants have a Matric qualification.
Given the limitations relating to the appointed markers, the marking of the 2018 NSC SASL HL examinations was centralised at the DBE to ensure stringent standardisation and quality assurance of the marking process.
(4) The Department of Basic Education (DBE) is responsible for the development of the South African Sign Language National Catalogue which is forwarded to provinces, districts and schools. The provinces and schools are responsible for procurement and delivery of these textbooks as required. The Catalogues referred to were developed in 2015 and 2017.
(5). The Department of Basic Education has not been approached by students as the function of teacher development resides with provinces.
22 February 2019 - NW112
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What number of newly (a) qualified teachers have (i) applied for, (ii) been granted and (iii) produced the SA Police Service (SAPS) Clearance Certificate to the SA Council of Educators (SACE) as part of the registration requirement and (b) appointed teachers in each province for the 2019 academic year are currently employed without the specified clearance certificate; (2) what (a) criteria has been set by SACE for SAPS officers to use when issuing the clearance certificate, (b) qualification is required by SAPS officers to conduct the interview and issue the certificate to an educator and (c) costs are involved for an educator applying for the certificate; (3) will it be required of teachers who are appointed to update this clearance certificate on a regular basis or is the certificate only required at the registration process; (4) on what date will the certificate be a requirement for incumbent teachers appointed by (a) the department and (b) school governing bodies? NW117E
Reply:
SACE RESPONSE
1(a)
(i) All in all, 2983 educators applied and updated their registration status from the 1st January 2019 when the requirement for the police clearance came into effect.
(ii) 2981 have been granted registration and 2 were not due to some criminal record.
(iii) 1854 produced the SAPS Clearance Certificate. 1127 were registered provisionally until the 30th June 2019, with proof of application for the SAPS Police Clearance. This move was necessitated by the slow turnaround time from the SAPS in issuing the clearance certificates and impacting negatively on the recruitment of newly qualified teachers into the schools.
1(b) SACE does not have information on the employment of newly qualified teachers.
(2) what (a) criteria has been set by SACE for SAPS officers to use when issuing the clearance certificate, (b) qualification is required by SAPS officers to conduct the interview and issue the certificate to an educator and (c) costs are involved for an educator applying for the certificate;
SACE RESPONSE
(a) As a third party, the SAPS’s Criminal Record and Crime Scene Management Centre (CR and CSMC) uses its own criteria to process and issue the clearance certificate.
(b) The police clearance certificate is issued purely on the basis of one’s criminal record from the SAPS’s Criminal Record and Crime Scene Management Centre (CR and CSMC).
(c) R114.00
(3) will it be required of teachers who are appointed to update this clearance certificate on a regular basis or is the certificate only required at the registration process;
SACE RESPONSE
In line with Council resolution, the SAPS clearance certificate is currently required for all the new registration applicants since the 01st January 2019.
(4) on what date will the certificate be a requirement for incumbent teachers appointed by (a) the department and (b) school governing bodies? NW117E
SACE RESPONSE
(4) There is no date set by Council for (a) and (b)
14 December 2018 - NW3902
Tshwaku, Mr M to ask the Minister of Basic Education
Whether, with reference to the reply of the Minister of Public Service and Administration to question 141 for oral reply on 7 September 2018, her department and the entities reporting to her implemented the Public Service Coordinating Bargaining Council resolution that all persons employed in the Public Service as Assistant Directors must have their salary level upgraded from level 9 to level 10, and that all Deputy Directors must have their salary level upgraded from level 11 to level 12; if not, why not; if so, what are the relevant details?
Reply:
The Department of Basic Education has implemented the Public Service Co-ordinating Bargaining Council resolution for the upgrading of Assistant Directors from salary level 9 to salary level 10 and the upgrading of Deputy Directors from salary level 11 to salary level 12. The implementation was effected in August 2014 and backdated to 1 August 2012.
14 December 2018 - NW3831
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)Whether (a) her department and/or (b) any entity reporting to her contracted the services of a certain company (name and details furnished), in each of the past 10 financial years; if so, what (i) number of contracts were signed, (ii) was the date on which each contract was signed, (iii) was the duration of each contract, (iv) services did the company render and (v) was the monetary value of each contract in each case; (2) whether any irregular expenditure relating to the contracts was recorded and/or condoned in each case; if so, what are the relevant details? NW4408E
Reply:
1. (a)The Department was never engaged in any business with the service provider in question.
(i) N/A
(ii) N/A
(iii) N/A
(v) N/A
2. N/A
(b) UMALUSI
1. Umalusi has never engaged in any business with the service provider in question.
(i) N/A
(ii) N/A
(iii) N/A
(v) N/A
2. N/A
(b) SACE
1. SACE has never engaged in any business with the service provider in question.
(i) N/A
(ii) N/A
(iii) N/A
(v) N/A
2. N/A
14 December 2018 - NW3745
Van Der Walt, Ms D to ask the Minister of Basic Education
(1)With regard to Limpopo Department of Education Contract No. EDDP 182/142, Lebaka B Primary School in Mohlabaneng, was the school built within the contract period of 3 November 2010 to 3 October 2011; if not, what are the relevant details; (2) (a) what was the total monetary cost of the building project, (b) who was the contractor and (c) was the contractor paid in full; (3) (a) what are the full details of the (i) total cost of the furniture and (ii) furnishings delivered and dates of delivery of all furnishings, (b) why has this school been abandoned, (c) on what date was a security company appointed, (d) what is the cost of the security contract and (e) what is the name of the security company; (4) has any litigation process been instituted; if not, why not; if so, what are the relevant details?
Reply:
1. The school was not completed within the envisioned construction period of 11 months. The contract period started on 3 November 2010 as scheduled, but unfortunately the contractor fell behind schedule. The delays led to the situation whereby the contractor subsequently abandoned site. The project was re-activated in 2016 and Practical Completion was achieved on 11 September 2017.
2. The initial contract amount was R 15 956 400.00. During the period when the contractor abandoned site the school was vandalised. Accordingly, when the project was re-activated, re-measurements were done to determine the cost to complete the project and a Variation Order was approved on 7 November 2016 increasing the contract amount to R 17 721 946.21. MPPJ Property Development was the Contractor. The contractor has not yet been paid in full as Final Completion has not yet been achieved.
3. (a) Total cost of Furniture is R930 491.000 and the furniture was delivered in 2012 and in 2018.
(b) Lebaka B was built as an offshoot of Lebaka A where the school buildings were dilapidated and no longer hospitable. Security was engaged and the repairs were effected. There are plans afoot to bring in Gr R –Gr 3 to the school in January 2019.
(c) The security company was appointed for Lebaka B School on 01 June 2018.
(d) The security service provider was initially appointed by the Limpopo Department of Education to do security services at Mamaila Circuit Office. A variation order was prepared and approved for the inclusion of Lebaka B School for an amount of R33 524.30 per month.
(e) Mathara Investment CC.
4. Yes, there is a litigation claim for the alleged exhumation of graves on the school site during the construction process. The matter is currently being handled by the state attorney.
14 December 2018 - NW3743
Wana, Ms T to ask the Minister of Basic Education
What are the reasons that a sign was put up for Mahabaneng Primary School at the abandoned Lebaka B Primary School site in Mohlabaneng in Limpopo?
Reply:
Lebaka B was built as an offshoot of Lebaka A where the school buildings were dilapidated and no longer hospitable. Security was engaged and the repairs were effected. There are plans afoot to bring in Gr R –Gr 3 to the school in January 2019. The original name was supposed to be Mahabaneng Primary School instead of Lebaka B but the name was not registered at EMIS.
14 December 2018 - NW3201
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What number of mega farm schools (a) have been built in each province in the past three financial years and (b) are envisaged to be completed in the 2018-19 financial year; (2) what number of non-viable schools (a) have been closed in the past three financial years in each province and (b) are envisaged to be closed in the 2018-19 financial year; (3) what number of teachers were trained on pedagogical content knowledge and facilitation skills in mathematics and science in each province in the (a) 2015-16 and (b) 2016-17 financial years; (4) what amount that was made available to improve mathematics, science and technology teaching in each province in the (a) 2015-16, and (b) 2016-17 financial years?
Reply:
(1) (a) The Sector has not built any Mega Farm Schools for the past three financial years but has a number of Non-Viable farm schools in lieu of two Boarding Schools in Mpumalanga Province which are Steve Tshwete Boarding School in Nkangala and Thaba Tshweu Boarding school in Ehlanzeni district.
(b) There are no Mega farm Schools envisaged to be completed in the 2018/2019 financial year.
(2) 2018-19 financial year:
Province |
No. of schools closed to date |
2018/19 projections |
(a) @ |
(b) |
|
EC |
725 |
2 182* |
FS |
33 |
90 |
GP |
521 |
14 |
KZN |
248 |
1 405^ |
LP |
1 783 |
61 |
MP |
1 063 |
34 |
NC |
142 |
8* |
NW |
948 |
0 |
WC |
1 466 |
0 |
Source (a) National EMIS (b) PEDs
The above mentioned data indicate the number of schools closed to date except for the FS.
* Schools currently subjected to rationalisation but not necessarily to be effected in 2018/19
^ Schools rationalisation plan ranging from 2018 to 2023
(3) The number of teachers who were trained on Mathematics and Science content and pedagogy through DBE-led programmes are:
DBE TRAINING WORKSHOPS:
2015/16 YEAR
PROVINCE |
TRAINED MST HODS 2015/16 Grade 8 & 9 |
|||
MATHS |
N.SC |
TECHN |
TOTAL |
|
Free State |
294 |
255 |
236 |
785 |
Gauteng |
53 |
51 |
51 |
155 |
North West |
415 |
439 |
642 |
1 496 |
Eastern Cape |
1 520 |
1 636 |
1 536 |
4 674 |
Northern Cape |
116 |
75 |
81 |
272 |
Limpopo |
749 |
313 |
595 |
1 657 |
Mpumalanga |
552 |
465 |
473 |
1 490 |
TOTAL |
3 862 |
3 331 |
3 508 |
10 529 |
2016/17: NSC SUPPORT ON MATHEMATICS AND SCIENCE
PROVINCE |
MATHS |
PHYSICAL SCIENCE |
TOTAL |
Eastern Cape |
489 |
288 |
777 |
Free State |
136 |
129 |
265 |
KwaZulu-Natal |
520 |
417 |
937 |
Limpopo |
535 |
606 |
1 141 |
Mpumalanga |
234 |
199 |
433 |
Northern Cape |
56 |
72 |
128 |
North West |
232 |
196 |
428 |
TOTAL |
2 202 |
1 907 |
4 109 |
(4)
- 2015-16 Budget available to Improve MST Teaching in each Province:
Total allocated budget for MST Conditional Grant in 2015/16 was R 347 185 million. R 104 156 million (30% of the total budget) was used for teaching in each province (15% - Training of Teachers and Subject Advisors in preparation for the implementation of CAPS for Technical Schools and 15% - Targeted Teacher Training in Pedagogic Content Knowledge for MST Subjects).
(SEE TABLE BELOW)
- 2016-17 Budget available to Improve MST Teaching in each Province:
Total allocated budget for MST Conditional Grant in 2016/17 was R 362 444 million. R 108 734 million (30% of total budget) was used for teaching in each province (15% - Training of Teachers and Subject Advisors in preparation for the Implementation of CAPS for Technical Schools and 15% - Targeted Teacher Training in Pedagogic Content Knowledge for MST Subjects).
(SEE TABLE BELOW)
MST CONDITIONAL ALLOCATION 2015/16
Province |
Budget Allocation |
ICT Resource to improve Teaching and Learning 20% |
Technical School Workshop ,Equipment and Tools 15% |
School Laboratories and Workshop Apparatus and Consumables 15% |
Direct Learner Support 10% |
Technical Schools Teachers and Subject Advisors Training and CAPS Orientation 15% |
Targeted Teacher Training in Teaching Methodologies and Subject content 15% |
Training and Support in ICT Integration for end-users 10% |
Total 100% |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
|
EC |
45 059 |
9 012 |
6 759 |
6 759 |
4 506 |
6 759 |
6 759 |
4 506 |
45 059 |
FS |
32 145 |
6 429 |
4 822 |
4 822 |
3 215 |
4 822 |
4 822 |
3 215 |
32 145 |
GP |
47 842 |
9 568 |
7 176 |
7 176 |
4 784 |
7 176 |
7 176 |
4 784 |
47 842 |
KZN |
59 998 |
12 000 |
9 000 |
9 000 |
6 000 |
9 000 |
9 000 |
6 000 |
59 998 |
LP |
40 979 |
8 196 |
6 147 |
6 147 |
4 098 |
6 147 |
6 147 |
4 098 |
40 979 |
MP |
39 136 |
7 827 |
5 870 |
5 870 |
3 914 |
5 870 |
5 870 |
3 914 |
39 136 |
NC |
22 113 |
4 423 |
3 317 |
3 317 |
2 211 |
3 317 |
3 317 |
2 211 |
22 113 |
NW |
33 378 |
6 676 |
5 007 |
5 007 |
3 338 |
5 007 |
5 007 |
3 338 |
33 378 |
WC |
26 535 |
5 307 |
3 980 |
3 980 |
2 654 |
3 980 |
3 980 |
2 654 |
26 535 |
Total |
347 185 |
69 437 |
52 078 |
52 078 |
34 719 |
52 078 |
52 078 |
34 719 |
347 185 |
FINANCIAL EXPENDITURE AS AT 31 MARCH 2016
EXPENDITURE DURING THE 2015-16 FINANCIAL YEAR AS AT 31 MARCH 2016 |
|||||
Province |
2015-16Budget Allocation |
Actual Funds Transferred at31 March 16 |
Actual Expenditure against Allocation |
Budget Available as at 31 March 2016 |
%Spent Against Budget Allocation |
R'000 |
R'000 |
R'000 |
R'000 |
% |
|
EC |
45 059 |
45 059 |
26 350 |
10 236 |
72,02% |
FS |
32 145 |
33 466 |
21 524 |
10 165 |
67,92% |
GP |
47 842 |
47 842 |
47 842 |
- 678 |
101,44% |
KZN |
59 998 |
59 998 |
59 259 |
739 |
98,77% |
LP |
40 979 |
40 979 |
35 673 |
- 6 649 |
122,91% |
MP |
39 136 |
39 136 |
42 408 |
- 10 923 |
134,69% |
NC |
22 113 |
22 113 |
23 466 |
- 1 783 |
108,22% |
NW |
33 378 |
33 378 |
32 225 |
553 |
98,31% |
WC |
26 535 |
26 535 |
27 668 |
- 1 133 |
104,27% |
TOTAL |
347 185 |
347 185 |
316 415 |
527 |
99, 83% |
MST CONDITIONAL ALLOCATION 2016/17
MST CONDITIONAL ALLOCATION 2016/17 |
|||||||||
Province |
Budget Allocation |
ICT Resource to improve Teaching and Learning 20% |
Technical School Workshop ,Equipment and Tools 15% |
School Laboratories and Workshop Apparatus and Consumables 15% |
Direct Learner Support 10% |
Technical Schools Teachers and Subject Advisors Training and CAPS Orientation 15% |
Targeted Teacher Training in Teaching Methodologies and Subject content 15% |
Training and Support in ICT Integration for end-users 10% |
Total 100% |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
R'000 |
|
EC |
46 898 |
9 380 |
7 035 |
7 035 |
4 690 |
7 035 |
7 035 |
4 690 |
46 898 |
FS |
33 466 |
6 693 |
5 020 |
5 020 |
3 347 |
5 020 |
5 020 |
3 347 |
33 466 |
GP |
49 810 |
9 962 |
7 472 |
7 472 |
4 981 |
7 472 |
7 472 |
4 981 |
49 810 |
KZN |
62 453 |
12 491 |
9 368 |
9 368 |
6 245 |
9 368 |
9 368 |
6 245 |
62 453 |
LP |
42 553 |
8 511 |
6 383 |
6 383 |
4 255 |
6 383 |
6 383 |
4 255 |
42 553 |
MP |
41 639 |
8 328 |
6 246 |
6 246 |
4 164 |
6 246 |
6 246 |
4 164 |
41 639 |
NC |
23 030 |
4 606 |
3 455 |
3 455 |
2 303 |
3 455 |
3 455 |
2 303 |
23 030 |
NW |
34 754 |
6 951 |
5 213 |
5 213 |
3 475 |
5 213 |
5 213 |
3 475 |
34 754 |
WC |
27 841 |
5 568 |
4 176 |
4 176 |
2 784 |
4 176 |
4 176 |
2 784 |
27 841 |
Total |
362 444 |
72 489 |
54 367 |
54 367 |
36 244 |
54 367 |
54 367 |
36 244 |
362 444 |
FINANCIAL EXPENDITURE AS AT 31 MARCH 2017
EXPENDITURE DURING THE 2016/17 FINANCIAL YEAR |
|||||
Province |
2016-17Budget Allocation |
Actual Funds Transferred at31 March 17 |
Actual ExpenditureAgainst Allocation |
Budget Available as at31 March 2017 |
%Spent Against Budget Allocation |
R'000 |
R'000 |
R'000 |
R'000 |
% |
|
EC |
46 898 |
46 898 |
58 241 |
-11 343 |
124% |
FS |
33 466 |
33 466 |
39 167 |
-5 701 |
117% |
GP |
49 810 |
49 810 |
49 810 |
0 |
100% |
KZN |
62 453 |
62 453 |
63 402 |
-949 |
102% |
LP |
42 553 |
42 553 |
34544 |
8 009 |
81% |
MP |
41 639 |
41 639 |
41 376 |
263 |
99% |
NC |
23 030 |
23 030 |
23 214 |
-184 |
101% |
NW |
34 754 |
34 754 |
36 176 |
-1 422 |
104% |
WC |
27 841 |
27 841 |
27 841 |
0 |
100% |
TOTAL |
362 444 |
362 444 |
373 771 |
-11 327 |
103% |
14 December 2018 - NW3672
Alberts, Mr ADW to ask the Minister of Basic Education
(1) What number of schools in Gauteng in each year since 1 January 2014, (a) (i) were built and (ii) should have been built and (b) what are the relevant details for the specified results; (2) whether, if the results are negative, existing single-medium schools will be forced to include learners speaking other languages so that such schools will eventually become dual medium schools; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
1. (a)(i) The table below indicates the number of planned schools and schools built since the 2014/15 financial year.
Financial Year |
Target |
Schools Built |
School Name |
2014/15 |
11 |
13 |
1. Munsieville Primary School 2. Iketleng Primary (Hammanskraal) School 3. Nellmapius Primary School 4. Phomolong Primary School 5. Oos Rand Secondary School 6. Buhle Park Primary School 7. Fochville Secondary School 8. Magaliesburg Secondary School 9. Freedom Park Secondary School 10. Naturena Primary No. 2 School 11. Slovoville Primary School 12. Imphendulo Primary School 13. Rosslyn Primary School |
2015/16 |
13 |
16 |
1. Chief A Luthuli Primary School No.2 2. Christiaanville (Montana Poort Primary School) 3. Doornkop (Obed Mosiane Primary School) 4. Etwatwa Primary School 5. Evans Park Primary School 6. Glen Vista Primary School 7. Kaalfontein Secondary School 8. Khutsong South Primary School 9. Mahareng Secondary School 10. Nellmapius Ext.6 Primary School 11. Palmridge Secondary School 12. Protea Glen Primary School 13. Ratanda Bertha Gxowa Primary School 14. Soshanguve East Secondary School 15. Soshanguve Primary School 16. Tswelapele (Andrew Mapheto Primary School) |
2016/17 |
13 |
08 |
1. Bophelong New Secondary School 2. Ga-Rankuwa Primary School 3. Mokone Marupeng Primary School 4. Moses Kotane Primary School 5. Nellmapius Secondary School 6. Nomzamo Madikizela Mandela Primary School 7. Sinenhlanhla Primary School 8. Wierdapark Primary School |
2017/18 |
05 |
06 |
1. Olievenhoutbosch Sec No.2/Seshegong Sec School 2. Everest Primary School 3. Menzi Primary school 4. Julius Sebolai Primary School 5. Marotola Primary School 6. Nokuthula Special School (LSEN school) |
(ii) Please see (i) above.
(b) The Department has a backlog in relation to the new and replacement schools, that is perpetuated by the constant influx of learners into the province. The Department has not achieved all its targets related to building schools, as indicated in (a) above, due to a number of reasons that have had an adverse impact on the delivery of schools. These include but not limited to:
• Budgetary Constraints;
• Under perfomance by contractors;
• Community disruptions; and
• Inclement weather.
2. The Department will not be forcing but engaging and encouraging the existing single-medium schools that have received a sufficiently large number of learner applications for admission, to offer additional languages and thereby become dual-medium schools. It must be noted that the process is guided by, amongst others, the number of applications to a school.
12 December 2018 - NW2858
Boshoff, Ms SH to ask the Minister of Basic Education
What number of the 9 894 schools have been trained on the National School Safety Framework since her reply to question 890 on 3 May 2018?
Reply:
Since the reply to question 890 on 3 May, the Department of Basic Education (DBE) has supported provinces to train 139 additional schools on the National School Safety Framework.
12 December 2018 - NW3369
Tshwaku, Mr M to ask the Minister of Basic Education
With reference to her reply to question 1393 on 21 June 2018, what is the number of pupils in each (a) primary school and (b) high school in each province?
Reply:
For number of pupils in each (a) primary school and (b) high school in each province refer to the link https://www.education.gov.za/NA3369.aspx
12 December 2018 - NW3226
Shackleton, Mr MS to ask the Minister of Basic Education
What (a) amount did (i) her department and (ii) each entity reporting to her borrow from any entity in the People’s Republic of China (aa) in each of the past three financial years and (bb) since 1 April 2018, (b) is the name of the lender of each loan, (c) conditions are attached to each loan and (d) are the repayment periods for each loan in each case?
Reply:
(a) (i) The DBE does not and has not borrowed money from China.
(aa) Not applicable
(bb) Not applicable
(b) Not applicable
(c) Not applicable
(d) Not applicable
(i) ENTITIES:
(a) Umalusi has not borrowed from the People’s Republic of China in the past three financial years, including the year starting on 1 April 2018.
(aa) Not applicable
(bb) Not applicable
(b) Not applicable
(c) Not applicable
(d) Not applicable
(a) SACE has never borrowed any amount from any entity in the People’s Republic of China.
(aa) N/A
(bb) N/A
(b) N/A
(c) N/A
(d) N/A
03 December 2018 - NW3198
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
What (a) number of public comments did her department receive relating to the draft Basic Education Laws Amendment Bill, (b) is the breakdown of (i) objections and (ii) support in respect of the specified draft Bill and (c) is the current progress of reviewing the public comments thereon?
Reply:
a) The Department received more than 6 000 reactions to the call for comments. The vast majority were emails, but there were also a number of faxed and couriered documents. Many of the reactions do not contain substantive comments, but are merely requests for extension of the deadline or for information of some kind, and indications of opposition to the Bill. There were unfortunately also quite a number of repetitions – emails sent twice (and even up to five times), whether by accident or on purpose, and whether identical or with changes. The Department also received many petitions signed by interested parties. To date, 122 petitions containing 188 648 names and/or signatures have been registered. Owing to the practical difficulties alluded to above, the Department will be able to give details of how many comments were received only after all the comments have been evaluated.
b) The Minister appointed a task team consisting of officials from the Department and from three of the provincial education departments to evaluate the comments. The task team still needs to consider approximately 1 800 comments and can therefore not at this stage give an accurate breakdown of how many commentators are against or in support of the Bill. However, the majority of the commentators are opposed to the provisions in the Bill that, as they put it, restrict the powers of school governing bodies (SGBs). It should be mentioned that there were a few comments in favour of the restriction of the powers of SGBs. These commentators feel that SGBs do not have the necessary knowledge, or are corrupt, or use their powers to keep certain groups of children out of their schools. There has also been strong opposition to the provisions relating to home education. Centralised procurement, the declaration of educators' personal finances and those of their spouses, the provisions relating to alcoholic liquor, and the provisions relating to leases and loans are a few of the other matters that have drawn criticism.
c) To date, the task team has had 11 meetings, stretching over 23 days, at which approximately 3 000 reactions have been considered. These include the comments of 32* of the main organisations directly involved in education. This does not represent a complete list of education stakeholder organisations because, as the sorting of the reactions continues, the comments of more organisations are coming to light. Task team members have also spent countless hours outside of meetings, working on the Bill. During the course of the work described above, changes have been made to the Bill in line with decisions that the task team took at its meetings. Currently, the fourth draft of the Bill is the version on which the task team is working.
*
- Centre for Child Law
- Equal Education & EE Law Centre
- Section27
- Legal Resources Centre
- AfriForum
- FEDSAS
- Governors’ Alliance
- NAISA
- Solidarity
- Solidarity Helping Hand’s Schools Support Centre
- KZNED
- SADTU
- SAOU
- WCED
- Centre for Constitutional Rights
- FOR SA
- The Governing Body Foundation
- ISASA
- FEDUSA
- Progressive Principals’ Association
- Grahamstown Residents Association
- Concerned Teachers’ Group
- ADvTECH Group
- OGOD
- WCED
- GED
- Corruption Watch
- IEB
- DeafSA
- PACSEN
- NASGB
- (The Pestalozzi Trust submitted two comments, which the task team decided not to discuss at that time, because one of the task team members was given the responsibility of reevaluating the whole matter of home education for an in-depth discussion at a later stage.)
29 November 2018 - NW3306
Tshwaku, Mr M to ask the Minister of Basic Education
(1)(a) On what date was the information technology (IT) infrastructure of (i) her department and (ii) entities reporting to her last upgraded or updated, (b) what is the name of the company contracted to do the upgrades, (c) what was the monetary value of the contract and (d) what is the name of each IT system that was upgraded; (2) (a) what is the name of the company that is currently responsible for the maintenance of the IT systems of (i) her department and (ii) entities reporting to her and (b) what is the value of the contract
Reply:
(1)(a)(i) The information technology (IT) infrastructure of the Department of Basic Education is regularly updated as and when updates are provided by the Original Equipment Manufacturers (OEM). The Datacentre hosting the critical systems of the Department has been refreshed as a cloud capable, full managed service with effect from 1 February 2018.
(1)(a)(ii) The information regarding Umalusi and SACE is not readily available and can be provided separately when obtained.
(1)(b) State Information Technology Agency (SITA)
(1)(c) Infrastructure updates is part of the Service Level Agreements with SITA for maintenance and support for network and hosting services. The monetary value of the Service Level Agreement with SITA for the refreshment of the Datacentre as a cloud capable, full managed service is R 9 682 692.00 for the 2018/2019 Financial Year.
(1)(d) The IT systems of the Department regularly enhanced and updated are:
- National Senior Certificate (NSC)
- Senior Certificate Amended (SCA)
- Learner Unit Record Information Tracking System (LURITS)
- National Education Infrastructure System (NEIMS)
- Funza Lushaka Information Management System (FLIMS)
- Learner and Teacher Support Material Catalogue (LTSM)
- Business Intelligence (BI)
- South African School Administration and Management stand-alone Application (SA-SAMS)
(2)(a)(i)The State Information Technology Agency (SITA). The Department is incorporated with for all IT services.
(2)(a)(ii) The information regarding Umalusi and SACE is not readily available and can be provided separately when obtained.
(2)(b) The annual value of the Service Level Agreement with SITA for the maintenance of systems is R 13 790 160.04 for the 2018/2019 Financial Year.
27 November 2018 - NW3152
Tshwaku, Mr M to ask the Minister of Basic Education
What number of students have been unable to write matric exams as a result of the lack of necessary identity documentation in the (a) 2015, (b) 2016, (c) 2017 and (d) 2018 academic years?
Reply:
RESPONSE:
In terms of the directive issued by the Department of Basic Education, to all Provincial Education Departments, no candidate without an identity document should be disallowed from writing the matric examinations. Therefore, we have no record of candidates that were disallowed from writing the matric examination due to a lack of identity documentation over the years mentioned.
27 November 2018 - NW3361
Tshwaku, Mr M to ask the Minister of Basic Education
With reference to her reply to question 1393 on 21 June 2018, what is the total number of (a) primary and (b) high schools in each province?
Reply:
A) Primary and (b) High schools in each province
The table below shows the number of primary and high schools in the ordinary school sector by province in 2018
Province |
|
|
EC |
3 320 |
2 089 |
FS |
730 |
457 |
GT |
1 671 |
1 165 |
KZN |
3 928 |
2 097 |
LP |
2 381 |
1 530 |
MP |
1 028 |
716 |
NC |
355 |
216 |
NW |
1 021 |
502 |
WC |
1 058 |
621 |
Grand Total |
15 492 |
9 393 |
Source: Master list of Ordinary School
Note 1: Combined schools were counted as part of Secondary schools.
27 November 2018 - NW3417
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
What is the current pass rate of learners in each (a) province and (b) grade?
Reply:
The pass rate that is reflected below is for the Class of 2017 (Grade 12), based on the combined results of the November 2017 and Supplementary Examination (2018)
Province |
Combined Pass Rate 2017 (Gr 12) |
EASTERN CAPE |
64.9 |
FREE STATE |
87.5 |
GAUTENG |
86.2 |
KWAZULU-NATAL |
73.7 |
LIMPOPO |
67.9 |
MPUMALANGA |
76.2 |
NORTH WEST |
81.8 |
NORTHERN CAPE |
78.2 |
WESTERN CAPE |
84.1 |
NATIONAL |
76.3 |
Source: 2017 Data Exam Mainframe Computer system
27 November 2018 - NW3419
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With regard to her department’s presentation to the Portfolio Committee on Basic Education on 28 August 2018, in which the combined results of the 2017 National Senior Certificate examinations and their associated supplementary exams were presented, what is (a) the reason for the 0,1% decline in the Eastern Cape’s pass rate after the addition of the supplementary results and (b) being done to address the decline?
Reply:
a) With the combination of the November 2017 and Supplementary 2018, it is expected that the combined results will be higher in numbers and percentage. However, it needs to be noted that the combined results includes all outstanding marks that would have been added between the official release of results on 5 January 2018 and the final combined results released on 7 May 2018. In the case of the Eastern Cape, 2 544 more candidates were added to the number who wrote, compared to the other PEDs, where the additions were less than 1 000. This higher number of additional candidates added to the number of candidates that wrote in the Eastern Cape, who in the main failed the examination, and this caused the final combined percentage in the Eastern Cape to be lower, despite the increase in the numbers that achieved.
b) The province has intensified the provision of additional support over and above the normal teaching and learning, as part of their efforts to improve learning outcomes. Below follows a summary of the interventions undertaken, both for teachers and learners to support the Class of 2018:
- Mediation of 2017 Chief Markers and diagnostic reports per subject
- Tracking learner performance ;
- SBA Support;
- Common tasks;
- Holiday extra classes/camps;
- Weekend classes;
- Professional development forums or teacher support;
- Provision of additional LTSM;
- Provision of Radio lessons and Telematics Broadcast.
27 November 2018 - NW2741
Tshwaku, Mr M to ask the Minister of Basic Education
What is the total number of (a) primary and (b) high schools in the country that are without a facility manager or caretaker?
Reply:
a) (b) The Department of Basic Education requested the information from all the nine Provincial Education Departments (PEDs) and only the Gauteng and Western Cape Education Departments responded.
Gauteng Department of Education (GDE) response: In GDE all schools have General Assistants which are posts allocated to schools to do garden and cleaning.
Western Cape Education Department (WCED) response: All Primary and Secondary Schools in the Western Cape that have 201 learners and more receive a post of General Foreman/Caretaker, according to approved provincial Norms and Standards.
The Honourable Member is requested to kindly submit the request directly to the provinces because this kind of information is not available at the national Department of Basic Education.
27 November 2018 - NW3196
Makeleni, Ms P to ask the Minister of Basic Education
(1)With regard to the tenders awarded for learner-teacher support material in each province for the current academic year, (a) what is the name of each supplier, (b) what conditions are attached to each contract, (c) what is the duration of each contract and (d)(i) where and (ii) on what date was each tender published; (2) whether the contracts to deliver learner-teacher support material include delivery to section (a) 20 and (b) 21 schools as defined in the SA Schools Act, Act 84 of 1996;\ (3) (a) who is responsible for monitoring, controlling and auditing the delivery of learner-teacher support material at (i) district and (ii) provincial level, (b) what salary grade(s) are the specified persons on and (c) how often do the specified persons conduct audits using learner-teacher support material retrieval sheets at schools?
Reply:
The Department of Basic Education does not collect or collate this information. The honourable Member is requested to direct the questions to the Provincial Education Departments (PEDs).
27 November 2018 - NW3197
Makeleni, Ms P to ask the Minister of Basic Education
With reference to her reply to question 983 on 18 May 2017, how did each province perform in the 2017 academic year according to each of the seven criteria contained in the Inclusive Basket of Criteria?
Reply:
The inclusive basket of performance indicators is a more integrated approach to reporting that reflects the key indicators of learner performance. The key indicators together with their weighting are as follows:
(a) Overall pass percentage (35%)
b) Mathematics pass percentage (10%)
c) Physical Sciences pass percentage (10%)
d) Bachelor attainment percentage (15%)
e) Distinction percentage (10%)
f) Mathematics Participation Rate (10%)
g) Secondary Throughput rate (10%)
The above indicators are captured in a consolidated format which includes a weighting based on the importance attached to each of these indicators. A computation of the percentage obtained for each of these indicators at school, district, provincial and national level, is also available. This new approach to reporting on performance in the National Senior Certificate Examination is being piloted and is therefore not the official mechanism of reporting on provincial performance. This information will however be used to monitor performance of the System at the different levels.
The Table below shows the performance of each of the Provincial Education Departments (PED’s) in terms of the Inclusive Basket Criteria:
|
Weighted Basket Score |
|||||||
Province Name |
Basket Score |
Overall Pass Perc(W-35%) |
Perc Maths Passed(W-10%) |
Perc Physics Passed(W-10%) |
Perc Bachelor Passed(W-15%) |
Perc Distinctions(W-10%) |
Perc Maths Participation(W-10%) |
Secondary Throughput Rate(W-10%) |
EASTERN CAPE |
46.2% |
22.8% |
4.2% |
5.7% |
3.4% |
0.3% |
5.3% |
4.5% |
FREE STATE |
58.8% |
30.1% |
7.1% |
7.7% |
5.3% |
0.4% |
4.0% |
4.2% |
GAUTENG |
58.6% |
29.8% |
6.8% |
7.0% |
5.4% |
0.5% |
3.8% |
5.4% |
KWAZULU-NATAL |
51.5% |
25.5% |
4.2% |
6.5% |
4.3% |
0.4% |
5.5% |
5.0% |
LIMPOPO |
47.1% |
23.0% |
5.0% |
6.3% |
3.2% |
0.2% |
4.9% |
4.5% |
MPUMALANGA |
51.0% |
26.2% |
4.8% |
6.2% |
3.5% |
0.2% |
5.0% |
5.1% |
NORTHERN CAPE |
49.6% |
26.5% |
5.7% |
5.7% |
3.8% |
0.2% |
3.2% |
4.5% |
NORTH WEST |
52.7% |
27.8% |
6.1% |
6.4% |
4.0% |
0.3% |
3.3% |
4.7% |
WESTERN CAPE |
60.0% |
29.0% |
7.4% |
7.3% |
5.9% |
0.7% |
3.2% |
6.5% |
NATIONAL |
50.0% |
26.3% |
5.2% |
6.5% |
4.3% |
0.4% |
2.4% |
5.0% |
The above computation has also been determined for the provincial, district and school levels.
22 November 2018 - NW3329
Kwankwa, Mr NL to ask the Minister of Basic Education
By what date will she commit to finalise the payment to Mr Dyafta (details furnished) of the outstanding (a) salary from April 2010 to October 2017, (b) the promised pension arrangements and (c) promised leave gratuity as undertaken by her department on 26 October 2017?
Reply:
(a)(b)(c) Mr Dyafta was employed by Eastern Cape Department of Education (ECDoE) until his termination, due to ill-health. As this is a matter between the employer (ECDoE) and employee (Mr Dyafta) affecting his conditions of service, the appropriate procedure is to address the matter directly with the ECDoE.
22 November 2018 - NW3362
Tshwaku, Mr M to ask the Minister of Basic Education
With reference to her reply to question 2687 on 21 September 2018, what is the total number of (a) teachers and (b) principals at each (i) primary and (ii) high school in each province?
Reply:
a) Teachers at each (i) primary and (ii) high school in each province. For consistency with the response to Question 2687, all five (5) school categories are reflected.
PROVINCE |
PRIMARY |
SECONDARY |
COMBINED |
INTERMEDIATE |
SPECIAL |
Grand Total |
EASTERN CAPE |
17 652 |
14 146 |
13 773 |
886 |
46 457 |
|
FREE STATE |
10 248 |
6 916 |
1 332 |
2 658 |
667 |
21 821 |
GAUTENG |
38 244 |
23 587 |
12 |
33 |
3 488 |
65 364 |
KWAZULU-NATAL |
51 296 |
33 435 |
8 |
1 214 |
1 420 |
87 373 |
LIMPOPO |
25 111 |
20 694 |
19 |
615 |
46 439 |
|
MPUMALANGA |
17 858 |
11 421 |
1 847 |
376 |
31 502 |
|
NORTH WEST |
14 106 |
6 767 |
1 093 |
2 016 |
664 |
24 646 |
NORTHERN CAPE |
4 671 |
2 541 |
427 |
1 703 |
208 |
9 550 |
WESTERN CAPE |
16 095 |
9 164 |
1 965 |
27 224 |
||
Grand Total |
195 281 |
128 671 |
18 492 |
7 643 |
10 289 |
360376 |
Source: PERSAL, July 2018
Note: The figures reflect the number of teachers (Post Level 1-3) including Grade R teachers/Practitioners that were in the system as at July 2018. It is not the reflection of the number of posts.
(b) principals at each (i) primary and (ii) high school in each province. For consistency with the response to Question 2687, all five (5) school categories are reflected.
PROVINCE |
PRIMARY |
SECONDARY |
COMBINED |
INTERMEDIATE |
SPECIAL |
Grand Total |
EASTERN CAPE |
2 695 |
780 |
1 397 |
43 |
4 915 |
|
FREE STATE |
446 |
227 |
53 |
176 |
16 |
918 |
GAUTENG |
1 356 |
584 |
1 |
1 |
113 |
2 055 |
KWAZULU/NATAL |
3 753 |
1 542 |
1 |
69 |
58 |
5 423 |
LIMPOPO |
2 243 |
1 282 |
4 |
35 |
3 564 |
|
MPUMALANGA |
1 084 |
428 |
67 |
17 |
1 596 |
|
NORTH WEST |
867 |
258 |
61 |
135 |
29 |
1 350 |
NORTHERN CAPE |
282 |
100 |
20 |
96 |
11 |
509 |
WESTERN CAPE |
929 |
326 |
74 |
1 329 |
||
Grand Total |
13 655 |
5 527 |
1 600 |
481 |
396 |
21 659 |
Source: PERSAL, July 2018
Note: The figures reflect Principals that were in the system as at the end of July 2018. It is not the reflection of the number of posts.
14 November 2018 - NW2859
Boshoff, Ms SH to ask the Minister of Basic Education
(a) What are the relevant details of the Early Grade Reading Norms and Standards that are meant to be implemented by provincial education departments and (b) what progress has each province made in meeting the specified norms and standards?
Reply:
Response:
(a) The relevant details of the Early Grade Reading Norms and Standards which are meant to be implemented by provincial education departments are explained in the Curriculum and Assessment Policy Statement (CAPS) from Grades R – 3. These include the text types that learners should engage with in a 2 weekly cycle and the time allocation per grade for each term of the year. They also contain the components of reading such as decoding, sounding letters of the alphabet, letter recognition to reading words and reading fluency which is clearly described in the Annual Teaching Plan (Section 3) of the CAPS. Additional guidelines were developed in February 2018 and mediated through the Foundation Phase Subject Committees and workshops at national, provincial, district and teacher training, as well as through Professional Learning Communities.
(b) Progress by province in meeting the specified norms and standards as per the CAPS are reported on quarterly through the National Strategy for Learner Attainment (NSLA). In addition, the Early Grade Reading Assessment (EGRA) Programme is being implemented to assist teachers to evaluate learners reading progress. Base-line, mid-line and end-line assessments are conducted to evaluate learners. Currently, 1670 schools are using EGRA to support the implementation of the CAPS.
The Primary School Reading Improvement Programme (PSRIP) was launched in October 2016. As a result, 11 712 Foundation Phase teachers and 263 subject advisors have trained on reading content and pedagogy in preparation for delivering the reading component of the CAPS. The table below details the progress as at 30 September 2018 on the above programmes in provinces.
Province |
Progress |
Eastern Cape |
|
Free State |
|
Gauteng |
|
KwaZulu-Natal |
|
Limpopo |
|
Mpumalanga |
|
North West |
|
Northern Cape |
|
Western Cape |
|
14 November 2018 - NW3002
Makeleni, Ms P to ask the Minister of Basic Education
1) With reference to her reply to question 2801 on 2 October 2018, in which schools in each province have the learners with (a) hearing impairments, (b) visual impairments and (c) learners with profound to severe intellectual disabilities who are on waiting lists been accommodated; (2) What steps are taken in each province to ensure that the specified learners are receiving the education they are entitled to according to their respective disabilities? (3) are the schools in each province who accommodate these learners provided with the relevant resources like (a) SA Sign Language (i) teachers and (ii) assistant teachers, (b) braille teachers, (c) braillers and (d) large print books?
Reply:
(1) (a),(b),(c) The information is not readily available in the Department of Basic Education and it should be requested from the Provincial Education Departments.
(2) The information is not readily available in the Department of Basic Education and it should be requested from the Provincial Education Departments.
(3) (a)(i), (ii),(b),(c) and (d) The information is not readily available in the Department of Basic Education and it should be requested from the Provincial Education Departments.
14 November 2018 - NW2999
Boshoff, Ms SH to ask the Minister of Basic Education
(1)With reference to her department’s presentation on the progress of the implementation of the Curriculum Assessment Policy Statement (CAPS) for SA Sign Language (SASL), Grades R-12, presented to the Portfolio Committee on Basic Education on 12 September 2018, (a) why was the development of the SASL CAPS only done following a court case in 2009 between Springate and Others v the Minister of Basic Education and Others and (b) why did her department wait for legal proceedings to introduce CAPS for SASL, which is a deaf person’s constitutional right; (2) in view of 2018 being the first year that deaf learners will be examined in SASL as a Home Language subject, has she found that (a) the deaf learners are well prepared to be examined and (b) her department and the education system are sufficiently prepared to examine deaf learners in SASL; (3) what is (a) the number of suppliers of SASL learning and teaching support materials on her department’s database and (b) the experience of the specified suppliers in the field of SASL?
Reply:
Response
(1)(a) The development of the Curriculum and Assessment Policy Statement (CAPS) for South African Sign Language (SASL) prior to the 2009 court case of Springate and others versus the Minister of Basic Education and others was impeded and limited by challenges faced by government which had not yet been finalised. This is in reference to the fact that SASL is not yet the Official Language of government which essentially means it may not be provided at Home Language level in Basic Education, which is what it is for Deaf learners. However, it must be noted that the South African Schools Act 84 of 1996 already recognised Sign Language for use as language of learning and teaching (LoLT) for Deaf learners. Following the court case, the Minister instituted a process of developing SASL CAPS which is already being implemented even though the Department of Arts and Culture and the Pan South African Language Board have not yet concluded the process of making SASL one of the official languages of government.
(b) In addition to the response in (1)(a) above, it must be noted that there is nothing in legislation that prevents right holders from claiming their right from those who have a hold on it. This claim was inadvertently directed to government largely than it was directed to Basic Education given the response in (1)(a) above.
(2)(a) In preparation for the first Grade 12 NSC examinations and in an effort to prepare candidates for the exit examination, the Department of Basic Education (DBE) has set and released SASL HL exemplar question papers for Grade 10 and Grade 11 in 2017. In 2018, the DBE has set the preparatory examination question papers for SASL HL in Grade 12, so that learners have full exposure to an examination that is equivalent to the final examination.
(b)The DBE appointed a panel of experts to set and internally moderate question papers for the Grade 12 NSC examinations. These question papers were externally moderated and approved by Umalusi. In preparation for the implementation and administration of examinations in SASL HL, the DBE established a task team to ensure that all schools, teachers and learners are fully prepared for the November examination. This task team developed Guidelines for the Implementation and Conduct of Examinations in South African Sign Language Home Language and this document was issued to schools prior to the preparatory examination. The DBE and PEDs also conducted an audit of all centres where SASL HL examinations are to be conducted. In cases where there were deficiencies, these were addressed. In addition, the DBE took a decision to mark the preparatory examination papers nationally in Pretoria. Teachers from schools that offer SASL HL in Grade 12 were appointed as markers. The DBE appointed a national team for the moderation of School-Based Assessment in SASL HL. All portfolios of candidates that offer SASL HL were moderated and feedback was given to schools.
On the basis of the above initiatives, the DBE is confident that we are adequately prepared to examine Deaf learners in SASL.
(3) (a) There are six (6) suppliers of South African Sign Language (SASL) learning and teaching support material in the DBE database.
(b) The DBE puts a call for submission of SASL materials to all suppliers. The following are the only suppliers that have responded: Sign Language Education and Development (SLED), National Institute for the Deaf (NID) and University of Stellenbosch. These are the only institutions that have developed and submitted SASL materials over the years.
14 November 2018 - NW2860
Boshoff, Ms SH to ask the Minister of Basic Education
1. (a) Which countries were visited by a team of her department’s officials and educator union representatives in 2018 as part of the seven-country tour, (b) on what date was each country visited and (c) why was that particular country chosen as having experience relevant to the South African context; 2. (a) what are the names of the officials and educator union representatives who visited the specified countries, (b) why was each specified official and unionist chosen to undertake the visit and (c)(i) what was the cost of each official and unionist’s flights and accommodation and (ii) from which departmental budget was the cost of the visit to the country paid; 3. was each official and unionist required to provide a report on their findings; if not, why not; if so, what were the findings for each country visited?
Reply:
- RESPONSE
1 (a). The bench mark study tour was initiated and funded by the Education Labour Relations Council (ELRC) to assist the research work currently underway in the ELRC. Four(4) countries were visited, namely Finland, Singapore, Canada and Brazil.
(b). The engagements with the countries various departments took place from 26 February 2018 to 9 March 2018. The dates were as follows:
- Finland : 26 February 2018 – 27 February 2018.
- Singapore : 28 February 2018 – 2 March 2018.
- Canada : 5 March 2018 – 6 March 2018.
- Brazil : 8 March 2018 – 9 March 2018.
(c). At an Education Indaba in 2017 that was organised by the Education Labour Relations Council (ELRC), three streams of work were identified to be undertaken to address challenges relating to education provisioning and related matters. One of these pertinent matters is post provisioning, which has become one of the difficult issues in the different provincial education departments in South Africa.
In addressing the issues raised by the Post Provisioning Commission at the Education Indaba, the Education Labour Relations Council (ELRC) commissioned desktop research to assess how international countries have approached post provisioning challenges, managed compensation of teachers and adopted effective distribution models within their education system. Based on the research, the four (4) countries that were identified that could best assist South Africa with its challenges and provide possible solutions.
During the visits three (3) focus areas were concentrated on primarily because of the South African context. The areas were:
- Annual and long-term human resource (HR) planning (teachers and other personnel) at state, provincial, and school levels;
- Budget allocation and funding structures from Grade R/ Kindergarten to Matriculation levels taking into account factors such as poverty, special education needs, and specialist subjects; and
- Norms and standards for HR provisioning in small and/or rural schools.
2. (a). The names of the departmental officials were the following:
- Mr T Kojana: Eastern Cape Department of Education;
- Adv T Malakoane: Free State Department of Education;
- Ms N Mutheiwana: Limpopo Department of Education;
- Ms L Moyane: Mpumalanga Department of Education;
- Mr E Mosuwe: Gauteng Department of Education;
- Ms S Semaswe: North West Department of Education;
- Mr T van Staden: Northern Cape Department of Education;
- Mr M Cronje: Western Cape Department of Education;
- Mr S Faker: Department of Basic Education; and
- Mr M Mfela: Department of Basic Education.
The names of the union officials were the following:
- Mr B Manuel: Teacher Union Executive Director: CTU ATU;
- Mr M Maluleke: Teacher Union SADTU; and
- Mr M Galorale: Teacher Union: SADTU.
The teacher unions identified the officials that were to attend on their behalf and they were invited separately from the DBE officials. The information on how the union officials were identified therefore needed to be obtained from the unions.
(b). The departmental officials were chosen because of their expertise and responsibility in either post provisioning, human resource management, early childhood development and finance. Unions were required to identify their own representatives.
(c) (i). The entire benchmark study tour was orgainised by the ELRC based on the resolutions taken at the Education Indaba 2017. The ELRC funded the entire study tour. There were no financial implications for the Department.
The Department is not in a position to provide the cost for each delegate on the benchmark tour.
(c) (ii). See (c) (i) above.
3. A detailed report with findings and recommendations were drafted by the ELRC with inputs provided by the delegates. A copy of the report may be requested from the ELRC.
05 November 2018 - NW2965
Tshwaku, Mr M to ask the Minister of Basic Education
(a) In what number of languages are the 2018 (i) Mathematics and (ii) Science matric exams offered and (b) what are those languages?
Reply:
Response
(a) (i) Two Languages
(a) (ii) Two languages
(b) English and Afrikaans
05 November 2018 - NW3001
Boshoff, Ms SH to ask the Minister of Basic Education
(1)With reference to her department’s presentation on the progress of the implementation of the Curriculum Assessment Policy Statement (CAPS) for SA Sign Language (SASL), Grades R-12, presented to the Portfolio Committee on Basic Education on 12 September 2018, and with reference to slide 10 of the presentation, (a) is there a full-time dedicated Chief Education Specialist with experience of the education of deaf learners in the employment of her department and (b) what are the qualification of the specified specialist; (2) how many provincial education departments (a) have dedicated Chief Education Specialists with previous experience of the education of deaf learners and (b) where are they based; (3) with reference to slide 10 of the presentation, has she found that the duration of the training of teachers is sufficient to prepare them for the implementation of CAPS for SASL; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
(1) (a) There is currently no full-time Chief Education Specialist at the Department of Basic Education (DBE) responsible for schools for the Deaf. The Project Manager for the implementation of SA Sign Language (SASL) is fulfilling this role and supporting schools for the Deaf. She has 11 years experience of the education of Deaf learners as well as 8 years experience in managing curriculum adaptations in schools for the Deaf.
(b) The project manager has the following qualifications:
- B.Ed. Hon: Support teaching; and
- MEd: Psychology of Education – Alternative and adaptive methods of assessment for learners with barriers.
(2) (a) and (b) None
(3) The duration of the training of teachers is sufficient to prepare them for the implementation of CAPS for SASL.
The training conducted by DBE focused on the SASL CAPS as well as the basic skills that teachers and Deaf Teacher Assistants need to teach in the implementing Grades. The training conducted to the first group of Foundation Phase teachers was more elementary to align with the curriculum in that phase, while the training offered to the higher grades, increased in terms of depth and scope. The teaching and assessment of the four key skills were emphasised, namely, Observing and Signing, Visual Reading and Viewing (literature), Recording and Language Structure and Use.
05 November 2018 - NW3000
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her department’s presentation on the progress of the implementation of the Curriculum Assessment Policy Statement (CAPS) for SA Sign Language (SASL), Grades R-12, presented to the Portfolio Committee on Basic Education on 12 September 2018, (a) what is the total number of SA Sign Language (SASL) subject advisors in the country (i) with previous experience on the education of deaf learners and (ii) with knowledge of SASL, (b) where are they based and (c) what qualification do they have in SASL?
Reply:
a) SASL subject advisors have not yet been appointed by Provincial Departments of Education;
i) N/A
ii) N/A
(b) SASL subject advisors have not yet been appointed by Provincial Departments of Education.
(c) SASL subject advisors have not yet been appointed by Provincial Departments of Education.
05 November 2018 - NW2964
Tshwaku, Mr M to ask the Minister of Basic Education
What number of learners will be writing the National Senior Certificate Examination in each province in 2018?
Reply:
Table 1: Full-Time Candidates – NSC 2018
Province |
Enrolled |
EASTERN CAPE |
85 371 |
FREE STATE |
29 253 |
GAUTENG |
107 168 |
KWAZULU NATAL |
151 932 |
LIMPOPO |
96 834 |
MPUMALANGA |
57 907 |
NORTH WEST |
34 716 |
NORTHERN CAPE |
12 195 |
WESTERN CAPE |
53 765 |
TOTAL |
629 141 |
Source: Table 2: Part-Time Candidates - NSC 2018 |
|
Province |
Enrolled |
EASTERN CAPE |
21 466 |
FREE STATE |
5 675 |
GAUTENG |
43 753 |
KWAZULU NATAL |
35 405 |
LIMPOPO |
29 120 |
MPUMALANGA |
11 833 |
NORTH WEST |
5 606 |
NORTHERN CAPE |
2 067 |
WESTERN CAPE |
12 476 |
TOTAL |
167 401 |
Source:
17 October 2018 - NW2799
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
What (a) lessons has her department learned during past implementation of the Quality Learning and Teaching Campaign and (b) criteria are used to determine the (i) officials and (ii) participants who form part of the campaign?
Reply:
a) Some of the lessons learnt in the implementation of the Quality Learning and Teaching Campaign (QLTC) – For the QLTC and/or social mobilisation to find traction on the ground it must be underpinned by the following approaches:
- Engage and secure diverse and strong community participation in the identified programme;
- Clearly identify the roles and responsibilities the broader community could play in the execution of the targeted programme;
- The community members and/or stakeholders must buy into the programme;
- Develop a shared vision with the concerned community;
- Jointly conduct the needs analysis of the community at large; and
- Constantly monitor, support and report on the progress on the implementation of the programme.
b) Criteria used to determine (i) officials
All teacher unions in the education sector were requested to nominate their senior representatives to serve in the Quality Learning and Teaching Campaign Coordinating Team (QCT) to implement the QLTC non-negotiables. There were five Union Officials who have been seconded to the Department of Basic Education (DBE) as follows: 2 from South African Democratic Teachers Union (SADTU), 1 from National Professional Teachers Organisation of South Africa (NAPTOSA), 1 from Professional Educators Union (PEU) and 1 from National Teachers Union (NATU). However, the Suid-Afrikaanse Onderwysers Unie (SAOU) resolved to waiver its participation in the secondment arrangement in favour of PEU.
b) Criteria used to determine the (ii) participants who form part of the campaign:
During the launching of QLTC, stakeholders (within and outside the education sector) committed to the QLTC Principles and further pledged their respective roles and responsibilities they could play in strengthening the delivery of quality learning and teaching. The following are the stakeholders in question:
- Teacher Unions;
- School Governing Body (SGB) Association;
- Inter-faith based organisations;
- Traditional leaders;
- Learner formations including Representative Council of Learners’ (RCL);
- Non-Governmental Organisations (NGO’s);
- Community Based Organisations (including Councillors); and
- Others.
17 October 2018 - NW2688
Tshwaku, Mr M to ask the Minister of Basic Education
(a) What number of schools in the country (i) have swimming pools and (ii) do not have swimming pools and (b) where is each of the schools with a swimming pool located?
Reply:
a) (i) A total of 562 schools have swimming pools.
(ii) 22707 schools do not have swimming pools.
b) See attached annexure
17 October 2018 - NW2803
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Whether learners with severe to profound intellectual disabilities in each province have been included in the LURITS or EMIS as required by its agreement with the National Treasury and the Auditor-General of South Africa, as indicated on page 71 of the 2018-19 Annual Performance Plan of her department; (2) by what date will her department gazette and promulgate the final Draft Learning Programme; (3) whether (a) provinces record learners at special care centres on a central database and (b) the centres are provided with an EMIS number? NW3096E
Reply:
1. The Department of Basic Education is in the process of updating SA-SAMS to include information on Learners with Severe to Profound Intellectual Disabilities which will be provided to Care Centres as their administrative tool. This will enable them to upload data into Provincial Warehouses and thereafter to LURITS. However, this requires all centres to have computers.
In the interim, the Education Management Information System (EMIS) together with Inclusive Education Directorate have developed a survey tool to collect data on Learners with Severe to Profound Intellectual Disabilities, which was uploaded into DBE (MOODLE) platform. This platform serves as a central database for Care Centre Information, though the information is aggregated.
2. The Draft Learning Programme is envisaged to be gazetted and promulgated by 31 October 2018.
3. (a) No, learners at the special care centres are not recorded.
(b) The Department is in the process of registering Care Centres through Provincial Education Departments which will assist in obtaining EMS numbers.
05 October 2018 - NW2800
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
What is the current average ratio of learners to teachers in Quintile (a) 1, (b) 2 and (c) 3 schools?
Reply:
(a)(b)(c)
Table 1 below indicates that, the average learner to educator ratio (LER) in quintile 1, 2 and 3 is 33, 4:1.
Table 1: Learners to educator ratio in ordinary public schools in 2017
LER |
||
Quintile 1 |
Quintile 2 |
Quintile 3 |
32,7 |
33,4 |
34,2 |
Source: 2017 LURITS