Questions and Replies

Reply:

 

1. Unfortunately at this stage the Policy on Home Education may not be delayed in this regard as it was presented at the Council of Education Ministers (CEM) on 19 July 2018, and it was approved for promulgation.

2. The projected cost of publishing the Policy on Home Education is R1 008.80.

Reply:

1 (a) (i) Number of labour disputes faced by the Department	(b)Cause of the dispute	(c) Nature of dispute	(d)
			Date Reported	Date Resolved
Four	Non-renewal of fixed term contract (NEEDU)	Unfair Dismissal -S186 (i)(b)	17/12/2014	31/07/2018
	Non- renewal of fixed term contracts (NEEDU)	Unfair Dismissal -S186 (i)(b)	22/07/2017	12/02/2018
	Non- renewal of fixed term contracts (IQMS)	Unfair Dismissal -S186 (i)(b)	26/07/2018	Still awaiting award. Set down on 12/07/2018
	Non-renewal of Internship contract	Unfair Dismissal -S186 (i)(b)	28/02/2018	Set down on 20/08/2018. Award pending

REPLY BY UMALUSI

(1) (a) (ii) Umalusi is currently facing no labour disputes.

(b) N/A

(c) N/A

(d) (i) N/A

(ii) N/A

 

(2) Umalusi is a public entity reporting to the Minister of Basic Education, and not part of the Department of Basic Education.

(a) (i) N/A

(ii) N/A

(b) (i) N/A

(ii) N/A

REPLY BY SACE

(1) (a) (ii) One

(b) A new union demanding recognition by SACE.

(c) Refusal to bargain with the non-recognized labour union.

(d) (ii) Not yet resolved (CCMA hearing date not yet communicated to SACE)

(2)(a)(i) One

(ii) Misconduct

(b)(i) None

(ii)N/A

Reply:

SACE RESPONSE:

a) The Chief Executive Officer of SACE has the following qualifications:

• Matric
• BPrim Ed
• BEd Honours
• Post Graduate Diploma in Education(PGDE)
• Human Resource Management and Development Diploma
• Post Graduate Diploma in Management (PGDM)
• Certificate in Financial Accounting principles for public entities
• Masters of Management in Public Policy (Currrent)

b) The Chief Financial Officer of SACE has the following qualifications:

• Matric
• National Diploma in State accounts and Finance
• Certificate in Fraud Risk Management
• Certificate in Financial Accounting principles for public entities
• Certificate in Service Delivery ; Performance & Reporting
• Certificate in Asset Management in Public Sector

c) Currently the position of Head Registration & Ethics has been vacant since June 2017.

Reply:

a) Mashiyamahle High School was implicated in group copying in 2014 and the examination protocol in terms of results that are compromised due to an irregularity is to withhold the results in subjects that are irregular and conduct a full investigation and a hearing so that a decision can be made on culpability. Hence, in the case of:

(aa) 2014: 106 candidates did not receive their complete results

(bb) 2015: All candidates received their results

(cc) 2016: All candidates received their results

(dd) 2017: 12 candidates were found to be guilty of an irregularity in Mathematical Literacy and their results in Mathematical Literacy were nullified, but the results in the other subjects were released.

b) In the case of 2014 candidates, on 9 June 2015, an investigative team comprising officials from the Provincial Education Department (PED), Department of Basic Education (DBE) and Umalusi arrived at the school to conduct the investigations, after having notified the school. The officials were taken hostage by the parents and learners and this later became violent and resulted in officials’ cars being stoned and their valuables stolen. Departmental officials had to escape from the school, through a hole in the fence and were escorted out of the area by the Police. Subsequently, repeated attempts were made to serve notices on the implicated candidates, inviting them to a hearing and there has been no response. The school engaged the services of a lawyer and this has also contributed to the delay. The Department, approached two local Radio Stations and a local newspaper to publicise a request for the learners implicated in the 2014 examination irregularity at the Mashiyamahle school, to report to the school principal, to facilitate the hearings. The principal subsequently responded that there were no responses.

c) The DBE and Umalusi met with a group of parents and learners from the school on Friday, 24 August 2018, and it was agreed that the learners continued refusal to participate in the hearings has delayed the finalisation of this matter, and given that the learners have in a sense self-imposed a sanction on themselves for the four year period, the results of those candidates that wrote the supplementary examination in 2015, in the subjects that they were implicated, will have these results combined with the uncompromised results of 2014 and released to the candidates on 31 August 2018. Unfortunately, this arrangement to provide the combined, uncompromised results to the candidates was disrupted by a group of candidates that insisted on being provided with their full results of the 2014 NSC examination. The Department has subsequently agreed to have the results made available at the Illembe district office and those candidates who wish to collect the results can do so. The availability of the results at the Illembe district will be published in the local newspapers and the local radio stations.

Reply:

1. (a) The table below shows the vacancy rate for principals at secondary schools in each province

PROVINCE	NUMBER OF VACANCIES AS AT THE END OF JULY 2018	NUMBER OF SECONDARY SCHOOLS	VACANCY RATE
EASTERN CAPE	81	847	10%
FREE STATE	14	244	6%
GAUTENG	49	621	8%
KWAZULU-NATAL	172	1 604	11%
LIMPOPO	127	1 352	9%
MPUMALANGA	41	430	10%
NORTH CAPE	9	111	8%
NORTH WEST	24	341	7%
WESTERN CAPE	55	339	16%
NATIONAL	572	5 889	10%

Source: PERSAL, July 2018

(b) Vacancies occur at schools throughout the year mainly as a result of natural attrition with key drivers being resignations, retirements and to a lesser extent deaths. Also to note is that Provincial Education Departments (PEDs) advertise and fill promotional posts, at most, twice a year. Acting appointments are made in promotional posts as soon as the post becomes vacant. In order to address workload challenges, PEDs make temporary appointment against vacant promotional posts where necessary.

(c) About 44% of the posts as at the end of July 2018 were six (6) months or less vacant; 24% vacant of 7-12 months, 9 % up to 24 months and 23% longer than 24 months. Of the posts that were vacant for more than 12 months, about 45% were those in small schools of between one (1) and three (3) teachers some of them on the verge of being closed due to decreasing or consistently low enrolment.

2. The question is more relevant to the provincial administration because it is the responsibility of the Employer, who in terms of section 3(1)(b) of the Employment of Educators Act is the Head of the Provincial Education Department, to ensure that vacancies are filled and to attend to any dispute that arises at the provincial level.

The question should therefore be forwarded to the relevant Employers for details and response.

Reply:

1. (a) The table below shows the vacancy rate for principals at primary schools in each province

PROVINCE	NUMBER OF VACANCIES AS AT THE END OF JULY 2018	NUMBER OF PRIMARY SCHOOLS	VACANCY RATE
EASTERN CAPE	370	2 559	14%
FREE STATE	19	644	3%
GAUTENG	76	1 377	6%
KWAZULU-NATAL	356	3 787	9%
LIMPOPO	252	2 407	10%
MPUMALANGA	77	1 013	8%
NORTH CAPE	33	305	11%
NORTH WEST	71	943	8%
WESTERN CAPE	147	983	15%
NATIONAL	1 401	14 018	10%

Source: PERSAL, July 2018

(b) Vacancies occur at schools throughout the year mainly as a result of natural attrition with key drivers being resignations, retirements and to a lesser extent deaths. Also to note is that Provincial Education Departments (PEDs) advertise and fill promotional posts, at most, twice a year. Acting appointments are made in promotional posts as soon as the post becomes vacant. In order to address workload challenges, PEDs make temporary appointment against vacant promotional posts where necessary.

(c) About 41% of the posts, as at the end of July 2018, were six (6) months or less vacant; 19% vacant of 7-12 months, 7% up to 24 months and 33% longer than 24 months. Of the posts that were vacant for more than 12 months, about 65% were those in small schools of between one (1) and three (3) teachers some of them on the verge of being closed due to decreasing or consistently low enrolment.

2. The question is more relevant to the provincial administration because it is the responsibility of the Employer, who in terms of section 3(1)(b) of the Employment of Educators Act is the Head of the Provincial Education Department, to ensure that vacancies are filled and to attend to any dispute that arises at the provincial level.

The question should therefore be forwarded to the relevant Employers for details and response.

Reply:

(1) Most teachers in Multi-Grade schools have no formal training in Multi-Grade teaching and consequently have limited skills in managing different content at different levels as well as classroom management of multiple groups. The Department of Basic Education (DBE) jointly with the Provincial Education Departments has since 2010 been training teachers in Multi-Grade teaching. In March 2018, the DBE in c ollaboration with Teacher Unions trained 2 083 teachers and 214 subject advisors in Multi-Grade teaching and the Multi-grade Toolkit. The training is geared to equip teachers with skills and knowledge that they require to mediate the curriculum effectively and efficiently in Multi-Grade schools. The training covers concepts such as Introduction to Multi-Grade teaching; Teaching strategies; Classroom management; Classroom organization; Timetabling; Display techniques; School Based Assessment; Lesson management; and the Multi-Grade toolkit.

(2) (a) The PEDs supported by the DBE are immersed in the rationalisation process that is aimed at discontinuing schools that have become unviable due to enrolment decline, while still guaranteeing the right to basic education of all learners as enshrined in section 29(1) (a) of the Constitution. Some schools with Multi-Grade classes with very low enrolment fall in this category. In order to strengthen the rationalisation process, the DBE has developed and adopted Guidelines on Rationalisation. The workshop on these Guidelines was conducted in all the provinces.

All provinces have drawn up plans with timeframes indicating the number of schools targeted for both merger and closure.

(b) Plans are being implemented by the respective provinces and there are dates already decided and unlikely to change on which the rationalisation processes must be concluded.

Reply:

a)  The combinations of grades and the number of grades that are taught in a single classroom vary from one province to the other. The recommendation that the Department of Basic Education has made is that schools can only have a maximum of three grades in single classroom; and where applicable the Grade R and Grade 7 classes should always be standalone classes. The combinations should be in terms of the phases as follows:

• A foundation Phase Class (Grades 1, 2 and 3);
• An Intermediate Phase Class (Grades 4, 5 and 6);
• Senior Phase Class (Grades 7, 8 and 9) where it is applicable.

b) The data on the various combinations of grades in each province is not available. That information can be obtained from the Provincial Education Departments.

Reply:

The Department Of basic Education (DBE) does not provide senitary towels to schools and neither has such provision been budgeted for . The hounourable member is advised to request the infomation directly from the provinces.

Reply:

RESPONSE BY THE DEPARTMENT OF BASIC EDUCATION:

(a) The Department does not own any land.

(i) N/A

(ii) N/A

(b) (i) N/A

(ii) N/A

(ii) N/A

Umalusi Response

(a) (ii) There is no investing campany that has invested on land owned by Umalusi.

SACE Response

(a) (ii) SACE has no investing company, which has invested on land owned by it.

(b) (i) N/A

(ii) N/A

(iii) N/A

Reply:

a) (i) According to the information received from the Provinces the budgets on LTSM for each province for the 2017-18 financial year were as follows:

Province	Total Budgets	Budget for LTSM- 2017-18 Financial year
		Stationery	Textbooks
EC	R526 661 340.00 Combined
FS	R116 185 754.00 Combined
GP	R986 724 340.09 Combined
KZN	R884 339 622.04 Combined
LP	R575,343,000.00 Combined
MP	R280 488 516. 97 Combined
NC	R84 748 480	R48 323 480.00	R36 425 000
NW	R536, 183 000.00 Combined
WC	R177 713 000.00 Combined

a) (ii) The expenditure on Learning and Teaching Support Materials is as follows:

Province	Expenditure-2017-18 Financial year
	Stationery	Textbooks
EC	R298 000 000	R111 875 617.66
FS	R14 190 809.84	R41 335 130.00
GP	R287 817 616.59	R  3 897 650 894.87
KZN	R379 002 695	R505 336 926.88
LP	R165,912,983.84	R400,673,084.69
MP	R  231,833,301.64	R  48,655,215.33
NC	R48 323 480.00	R28 897 438.7(this excludes accruals from the 2016/17 financial year)
NW	R190 981 000	R263 639 000
WC	R 49 925 269.03	R131 757 759.76

b) The percentages of delivery for 2017-18 financial year were as follows:

Province	Delivery percentage of the LTSM
	Stationery	Textbooks
EC	100%	100%
FS	100%	100%
GP	100%	100%
KZN	100%	100%
LP	100%	100%
MP	100%	100%
NC	100%	100%
NW	100%	99.8%
WC	100%	100%

Reply:

Currently, all Grade R learners located in public primary schools (quintile 1 – 3 and identified special schools) benefit from the National School Nutrition Programme. With the envisaged admission of 5 year old children, the Department will work within the budget allocated in the next medium term expenditure framework (MTEF) cycle to include all targeted learners. Where necessary, National Treasury will be consulted on any additional budget requirements.

Reply:

a) The Table below indicates the number of candidates that wrote all seven subjects in the 2017 National Senior Certificate examination and passed and therefore qualify for a full certificate, the number of certificates that were issued by Umalusi, the number of certificates outstanding, and the percentage of outstanding certificates.

Province	Candidates that Passed	Issued Certificates	Outstanding certificates	% Outstanding
EASTERN CAPE	44 413	25 069	19 344	43.6
FREE STATE	21 875	21 875	0	0.0
GAUTENG	82 894	70 564	12 330	14.9
KWAZULU-NATAL	90 909	86 203	4 706	5.2
LIMPOPO	54 624	51 838	2 786	5.1
MPUMULANGA	36 270	36 049	221	0.6
NORTH WEST	24 707	24 707	0	0.0
NORTHERN CAPE	6 640	6 375	265	4.0
WESTERN CAPE	41 234	41 234	0	0.0

Umalusi Certification System: 2017 Nov Database

b) In the case of the seven provinces, the small number of certificates that are outstanding are due to data errors, and in these cases the certificate requests were rejected by the Quality Assurance Council, Umalusi. The Provincial Education Department (PED) is currently attending to these data errors and these data sets will be resubmitted to Umalusi.

In the case of the Eastern Cape and Gauteng, the large number of candidates that have not as yet received their certificates is due to a system problem that is currently being attended to by the State Information Technology (SITA), the provinces involved and the Department of Basic Education (DBE). It needs to be noted that all learners in the Eastern Cape and Gauteng provinces, have been resulted and have received their Statement of Results. The DBE is prioritizing the outstanding certificates and the DBE will ensure that all outstanding certificates will be issued in the next two weeks.

Reply:

a) Time-off is regulated in Chapter F of the Personnel Administrative Measures (PAM). According to the PAM, a reasonable period of notice must be given to the responsible person designated by the employer for time off to attend meetings, training courses, and other agreed to activities. The PAM provides further that when requesting time-off for such activities, every effort should be made to hold them before or after official school hours, or during lunch breaks. The granting of time-off is also not unlimited as the PAM provides specific limitations to unions depending on the position of the teacher in the union.

Only duly elected, identified trade union representatives are allowed time-off, including during school hours, to attend meetings for collective bargaining purposes and other union activities.

b) My Department does not monitor the number of meetings that take place resulting in educators leaving school during school hours. In terms of the PAM, it is the responsibility of the Provincial Departments of Education to keep records as well as details of time-off allowed with full pay and without pay. However, the PAM is quite specific that time-off may only be granted if the teaching and learning programmes of a school is not interrupted.

Reply:

(1) (a) The Minister of Basic Education was not aware of the medical male circumcision (MMC) that took place in the school. In the Integrated School Health Programme (ISHP), the Department of Basic Education (DBE) and the Department of Health (DOH) had agreed that only education on MMC should be provided to learners at school. In this regard, MMC is not performed at schools but learners are referred for services. The Honourable Member is requested to submit the question to the province.

(2)(3) (4) and (5) The Provincial and District Managers of the Department of Education in KwaZulu-Natal Province have reported that they are not aware that MCC services were provided to boy learners at the Celimfundo Primary School in Khetani in Winterton in June 2018. The Department of Health is responsible for the surgical processes including follow-up care of all patients. The Honourable Member is requested to submit the question to the provincial health department.

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.

Reply:

(1)(a) Yes, the Department of Basic Education (DBE) has plans in place to realise the White Paper 6 on Inclusive Education. The following is a selection of key examples in this regard:

(i) The implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) and Curriculum Differentiation is instituted across the sector and settings whether urban, semi-urban or rural. To date, 81 076 teachers from 20 416 (80%) schools and 4 215 officials have been trained on SIAS and Curriculum Differentiation across settings in the sector.

(ii) The designation of ordinary schools to Full Service Schools (FSSs) has covered 849 schools across the settings, to provide access to quality and equitable education and support to all learners including those with disabilities as close as possible to where they live. Of this number, 219 FSSs have been provided with ramps and rails for accessibility to the physically disabled learners.

(iii) A total of 187 Care Centres were audited in the first quarter of 2018/19 during which 5 502 children with severe to profound intellectual disability (CSPID) were reached.

(iv) DBE has developed the Curriculum Assessment Policy Statement (CAPS) Grades R-5 for learners with severe intellectual disability (SID), which is piloted in 177 Special Schools for SID learners in 2018, in preparation for implementation from 2019 onwards.

(2) The Funza Lushaka bursary programme is being offered at 24 public Higher Education Institutions offering Initial Teacher Education programmes. In order to strengthen the supply and demand of qualified educators who teach learners with disabilities, the Department has revised the priority areas for the Funza Lushaka Bursary Programme to specifically include the fields of special educational needs, braille and sign language education from 2018. Universities such as the University of Johannesburg, WITS, UNISA and University of Pretoria have started to offer the fields of special educational needs, braille and sign language as major subject areas in the Bachelor of Education (B Ed) Degree and Post Graduate Certificate in Education (PGCE). It is worth noting that the University of Johannesburg has introduced Neurodevelopmental Disorders as part of the B Ed and PGCE from 2018.

Reply:

(1) The recommendations made by the Ministerial Task Team do not imply that the Department of Basic Education (DBE) has taken a final decision on the implementation of History as compulsory subject. The report was released to the public, to allow for broader engagements and inputs before any decision could be taken.

The recommendations have already been presented at various fora as part of the consultation process. The findings of the consultation process will be used to determine a final position of the DBE.

The Ministerial decision and the sector’s response will be shared with the public in due course and the public and stakeholders will be invited to comment before any policy is finalised in this regard.

a) History is already a standalone subject in the FET phase. The DBE is in the process of reappointing the Ministerial Task Team members as well as a reference team to strengthen the History curriculum for both the GET and FET Bands. The draft curriculum will be presented widely and gazette for public comment before finalisation.

b) The decision to offer History as a standalone subject in the GET phase, has not been taken yet, as part of the consultation process the offering of History as a standalone subject in the GET phase is still being consulted on.

(2) Once a final decision has been taken by the Minister, all stakeholders, including parents and learners, will be informed through a formal promulgation process.

Reply:

The concept, state of the art, refers to schools that are provided with all amenities and spaces as stipulated in the Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure. In the case of new and replacement schools, it makes economic sense to provide a full complement of spaces rather than a piecemeal approach. However, there are also programmes that entail providing additional facilities like classrooms, ablution facilities, and administration blocks etc. The prudent approach is to ensure a balance between the provision of new spaces, additions and upgrades, renovations, rehabilitation and refurbishments as well as maintenance.

Reply:

(a)(b) The matter is already receiving attention. The Department of Basic Education is collaborating with the Water Research Commission (WRC), Department of Water and Sanitation, Council for Scientific and Industrial Research (CSIR); as well as the Presidential Infrastructure Coordinating Commission (PICC), in identifying innovative dry sanitation solutions that are amenable to deployment in schools. The criteria being used include user dignity, gender, requirements for learners with disabilities, health and hygiene, cost, implementation speed, durability, local employment, sustainability, operation and maintenance, reliability, job creation and environmental protection. See attached annexure of technologies under consideration.

Reply:

1. (a) 13 September 2018.

(b) The Draft Policy on Home Education was discussed at CEM on 19 July 2018.

2. The Draft Policy was approved by CEM for consultation with the public in September 2017. The public had up to December 2017 to make submissions, and some members of the public requested an extension which was granted up to 31 January 2018 to make the submissions. Procedurally, the public submissions are followed by the finalisation of the policy for approval for promulgation.

3. The South African Schools Act (SASA), Act 84 of 1996 formed the basis for the Draft Policy on Home Education. Section 51 of SASA is the relevant section in this regard.

4. The policy is in line with the provisions of the proposed Basic Education Laws Amendment Bill. Clause 25 of the BELA Bill provides a legislative framework for the policy.

Reply:

The Department has information for the period 2014 – 17. However the department is awaiting information to updater 2018 information.

Schedule of Protest Action for 2014 - 2017

2014
No	Name of School	Date	Number Of Days
1	Tsoe Primary School, John Taolo Gaetsewe, Northern Cape	5-Jun-14	1
2	Ditshipeng Primary School, John Taolo Gaetsewe, Northern Cape	5-Jun-14	1
3	Keatlholela Primary School, John Taolo Gaetsewe, Northern Cape	5-Jun-14	1
2015
1	Atamelang Primary School, Dr. Ruth S Mompati, North West	30-Sep-15	1
2	Mpolosa Senior Primary School, Lusikisiki, Eastern Cape	8-Jun-15	1
2016
1	Joe Slovo High School, Metro East, Western Cape	05-07 September 2016	2
2	Orlando Secondary School, Johannesburg West, Gauteng	13-May-16	7
3	Magudwini High School, Ndwedwe, KwaZulu-Natal	18-Apr-16	22
4	Mokhari Secondary School, Waterberg, Naboomspruit Circuit, Limpopo	10 March to 05 April 2016	25
5	Mvaba Secondary School, Pinetown, KwaZulu-Natal	25-May-16	10
6	Phakane High School, John Taolo Gaetsewe, Northern Cape	12-Apr-16	1
7	Avhatondwi Primary School, Vhembe, Limpopo	May-16	31
8	Frank Mukhaswakule Primary School, Vhembe, Limpopo	May-16	31
9	Khwara Secondary School, Vhembe, Limpopo	May-16	31
10	Kurulen Primary School, Vhembe, Limpopo	May-16	31
11	Luambo High School, Vhembe, Limpopo	May-16	31
12	Lupedze Primary School, Vhembe, Limpopo	May-16	31
13	Maligana Wilson Secondary School, Vhembe, Limpopo	May-16	31
14	Mariadze Primary School, Vhembe, Limpopo	May-16	31
15	Mashaa Primary School, Vhembe, Limpopo	May-16	31
16	Mashau Primary School, Vhembe, Limpopo	May-16	31
17	Masia Senior Primary School, Vhembe, Limpopo	May-16	31
18	Matshindevhe Primary School, Vhembe, Limpopo	May-16	31
19	Mavhina Primary School, Vhembe, Limpopo	May-16	31
20	Mphagane Primary School, Vhembe, Limpopo	May-16	31
21	Munwai Primary School, Vhembe, Limpopo	May-16	31
22	Nwaridi Secondary School, Vhembe, Limpopo	May-16	31
23	Radzambo Secondary School, Vhembe, Limpopo	May-16	31
24	Ramauba Secondary School, Vhembe, Limpopo	May-16	31
25	Tshinavhe Secondary School, Vhembe, Limpopo	May-16	31
26	Tshipakoni Secondary School, Vhembe, Limpopo	May-16	31
27	Tshirunzanani Primary School, Vhembe, Limpopo	May-16	31
28	Tshivhade Primary School, Vhembe, Limpopo	May-16	31
29	Vhafamadi Secondary School, Vhembe, Limpopo	May-16	31
30	Vhudzani Secondary School, Vhembe, Limpopo	May-16	31
31	Thomas Ntshavheni Primary School, Vhembe, Limpopo	May-16	31
32	Muvimbi Primary School, Vhembe, Limpopo	May-16	31
33	Masakona Senior Primary School, Vhembe, Limpopo	May-16	31
34	Tshinange Secondary School, Vhembe, Limpopo	May-16	31
35	Mawela Primary School, Vhembe, Limpopo	May-16	31
2017
1	Kwanang Primary School, Bohlabela District, Mpumalanga	January 2017 to 28 March 2017	40
2	Bakutswe High School, Bohlabela, Mpumalanga	January 2017 to 28 March 2017	40
3	Lamulelani High School, Bohlabela, Mpumalanga	January 2017 to 28 March 2017	40
4	Rindzani Junior Secondary School, Bohlabela, Mpumalanga	January 2017 to 28 March 2017	40
5	Hillview Primary School, KwaZulu-Natal	8-May-17	1

Reply:

The Department of Basic Education is not aware of any investigations in provinces regarding the National School Nutrition Programme, sanitary pads, learner transport, infrastructure and/or any other tender irregularities. The provincial departments of education are better placed to respond to the question. The Honourable Member is advised to redirect the question to provinces.

Reply:

1. (a) (b) (i) (ii) (ii) and (iv) The Department has taken note following the State of the Nation Address to conduct an audit or implement lifestyle audit starting at Minister and Senior Management level. The Department will engage and work with the law enforcement agency to assist in the lifestyle audit as the Department alone will not have access to review personal information of officials like bank accounts. The fraud risk assessment will be utilised to identify other areas of potential fraud and corruption for the entire Department.

(c) (i) (ii) (ii) and (iv)

SACE RESPONSE:

1.C. No – For the past three financial years, the Council did not conduct lifestyle Audits for its Head or Chief Executive Officer.

1. N/A
2. N/A
3. N/A
4. N/A

2. The Council will adhere to the directives and guidance of the Accounting authority in this regard.

UMALUSI RESPONSE:

1. (c) The Chief Executive officer of Umalusi has not undergone a lifestyle audit in the past three financial years. Currently there is no plan in place to perform such an audit in the current financial year.

2. Once the lifestyle audit is conducted and finalised the Minister will determine its circulation.

Reply:

Yes, the requested information has been received from the KwaZulu-Natal and Limpopo Departments of Education. Please find attached NA 1661.

Response to NA 1661 below

NATIONAL ASSEMBLY

WRITTEN REPLY

QUESTION 1661

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/06/2017

INTERNAL QUESTION PAPER: 21/2017

1661. Mr I M Ollis (DA) to ask the Minister of Basic Education:

With regard to her department’s presentation to the Portfolio Committees of Basic Education and Transport entitled Scholar Transport Presentation to the Portfolio Committee on Basic Education on 23 May 2017, (a) what was the figure for the total demand for scholar transport for each province in the (i) 2013-14, (ii) 2014-15, (iii) 2015-16 and (iv) 2016-17 financial years and (b) what is the projected demand for the (i) 2017-18, (ii) 2018-19 and (iii) 2019-20 financial years? NW1867E

Response

a) Total demand for scholar transport for each province

Total demand per province per year
PROVINCE	2013-14	2014-15	2015-16	2016-17	2017-18
Eastern Cape	102219	94 938	98312	111406	106551
Free State	8061	8053	7193	9736	10689
Gauteng	66718	75 299	82971	97114	109618
KwaZulu-Natal	17521	85023	81038	71000	90000
Limpopo	19344	36123	37272	34321	40268
Mpumalanga	66615	59 354	59346	60231	60256
Northern Cape	27239	23573	27526	27803	26853
North West	40722	61 950	52 684	52684	54059
Western Cape	55106	53950	57 517	57416	58000

(b) What is the projected demand for the (i) 2017-18, (ii) 2018-19 and (iii) 2019-20 financial years?

Projected demand per province per year
PROVINCE	2017-18	2018-19	2019-20
Eastern Cape	10 6551	100 346	107 000
Free State	10 689	10 689	10 689
Gauteng	109 618	118 515	126 515
KwaZulu-Natal	90 000	97 457	97 457
Limpopo	40 268	42 674	42 674
Mpumalanga	60 256	63 125	66 281
Northern Cape	26 853	24 500	25 000
North West	54 059	59 465	65 412
Western Cape	58 000	58 700	59 400

Reply:

	2016-17	2017/18
(a)	(i)138	(ii) 65
(b)	69	58
(c)	i.	46	i.	21
	ii.	69	ii.	58
	iii.	65	iii.	45
	iv.	69	iv.	58

Reply:

1. The information provided in the the previous response was received from the Gauteng Province.

2. & (3) The Department of Basic Education is not in possession of the report. The Honourable Member is advised to request this information directly from the province.

Reply:

The Department of Basic Education (DBE) does not plan to revise its rationalisation programme of schools. The current rationalisation plans target schools in places where learner enrolment is low and they never experience high influx that leads to learners being unplaced. The Provincial Education Departments are advised by the DBE to ensure that learners are not disadvantaged with the merger/closure of schools.

The object or rationalisation of small schools and non-viable schools is to reduce or eliminate the number of small schools by merging them with other schools so as to address inefficiencies in the system and improve the quality of education.

Rationalisation of small and non-viable schools is prevalent in rural provinces and unplaced learners are mostly found in urban provinces that do not rationalise any of its schools or they are rationalising at a far less lower rate compared to the rural provinces.

Reply:

1. The requested information resides with Provincial Education Departments (PEDs). The honourable member is advised to request this information directly from the provinces through the Legislatures.

2. Department of Basic Education (DBE) is working with Provincial Education Departments (PEDs) for the eradication of pit latrines. At this point DBE has 402 projects under construction and a further 102 projects are in the pipeline to be completed this financial year. The Department is consulting with the Presidency and will in due course release further information in relation to provincial undertakings, private undertaking and additional resources which may become available. Once this process is completed the department will provide information on the affected schools and timelines.

Reply:

SACE RESPONSE:

(a)(i) On the 28th March 2018 at the Department of Basic Education.

(ii) Names of all relevant struck-off educators with misconduct cases involving minors were sent to the Registrar for inclusion in the National Child Protection Register in April 2018.

The message that the SACE registration process will incorporate clearance certificates from the South African Police Services, National Child Protection Register and National Register of Sexual Offenses from 1st January 2019 has been advocated and communicated through the 52 letters sent directly to the stakeholders in April 2018 to communicate further to their members and constituencies. Additionally, the message was communicated further through the SACE teacher and stakeholder report was communicated as follows:

• Sent directly to all the stakeholders on 16 – 17 May 2018;
• SACE Facebook in May 2018;
• SACE Website in May 2018;
• SACE External Newsletter in June 2018; and
• SACE teacher Professionalisation stakeholder consultation and bilateral process that commenced in May 2018

Section 125 of the Children’s Act will be implemented through the assistance of the Director-General of the DBE.

(b) The issue of Screening the Registration Applicants against the Child Protection Register was not explicit in the SACE Act. Hence SACE focused largely on registering the educators against the set Council approved criteria at the time.

With the clarification of the Registration processes in relation to the Children’s Act, corrective measures have been put in place. Hence the engagements between SACE, Department of Basic Education and Department of Social Development; putting systems into place internally, and ensuring key messages and implementation processes, on this matter, are advocated and communicated broadly to all the teachers and stakeholders.

Reply:

SACE RESPONSE:

(a) This has been done through the Director-General of the Department of Basic Education (DBE) in a letter dated the 07th December 2017, in order to have seamless processes between the employer organisations (9 Provincial Education Departments, School Governing Bodies, and Independent Schools) and SACE a professional Council in terms of section 46 and 47 of the Criminal Law (Sexual Offences and Related Matters) as amended.

(b) The issue of screening the Registration Applicants against the National Register of Sexual Offenses is not explicit in the SACE Act. Hence SACE focused largely on registering the educators against the set Council approved criteria at the time.

With the ongoing clarification of the registration processes in relation to the Sexual Offenses Act, corrective measures and most importantly processes are being put in place. Hence the engagements between SACE, Department of Basic Education and Department of Justice and Constitutional Development; putting systems into place internally, and ensuring key messages and implementation processes, on this matter, are advocated and communicated broadly to all the teachers and stakeholders.

(c) A Deputy Director-General in the Department of Justice and Constitutional Development Department has been assigned a responsibility to work collaboratively with SACE and the Department of Basic Education in facilitating the process of screening the registration applicants against the National Register on Sexual Offenses.

(d) SACE deals with the registration of teachers and has therefore registered 305 087 teachers since July 2008 when the National Register became effective.

Reply:

SACE RESPONSE:

No, because the South African Council for Educators (SACE) does not have a Mandate to go into court records.

Reply:

 

SACE RESPONSE:

a) SACE can access the National Register for Sexual Offenders directly. However, the register is not usable currently as it stands.

b) In order to have the seamless processes between the employer organisations (9 Provincial Education Departments, School Governing Bodies, and Independent Schools) and SACE a professional Council in terms of section 46 and 47 of the Criminal Law (Sexual Offences and Related Matters) as amended the Director-General in the Department of Basic Education (DBE) has facilitated a process of engagements between SACE, DBE and Department of Justice and Constitutional Development (DoJ&CD).

Subsequently, a Deputy Director-General in the (DoJ&CD) has been assigned a responsibility to work collaboratively with SACE and the DBE in facilitating the process of screening the registration applicants against the National Register on Sexual Offenses once it is usable.

Reply:

 

a) EASTERN-CAPE

1. Dudumeni H.School
2. Emdikisweni Junior Secondary School
3. Bizana village High School
4. Mtebele Secondary School
5. Butterworth High School
6. Gwelane Secondary school
7. Mazibuko Secondary school
8. A.M.Zantsi Secondary School
9. Khwaza Secondary Secondary
10. J.A. Calata Senior Secondary school
11. Matthew Goniwe Secondary School
12. Skenjane Secondary School
13. Ngangolwandle Secondary School
14. Dinizulu High school

b) FREE STATE

1. Lephoi Primary School
2. Reikaeletse Secondary School
3. Inoseng Primary School
4. Ipeleng Primary School
5. Trompsburg Primary School
6. Madikgetla Primary School
7. Trompsburg Secondary School
8. Lere La Thuto Secondary School
9. Jim Fouche Secondary School
10. Petunia Secondary School
11. Rosenhof Secondary School
12. Vulamasango Secondary School

c) KWAZULU-NATAL

1. Ikhandlela High School
2. Qantaye Secondary School
3. Phawulethu Secondary School
4. Dlamvuzo High School
5. Siyabonga Secondary School
6. Mphemba High School
7. Vulamuva High School
8. Nomyaca High School
9. Ntongande Secondary School
10. Nqumizwe Secondary School
11. Hlamvana High School
12. Mdlamfe High School
13. Emthungweni Secondary School
14. Mnyakanya High School
15. Sizwesonke Secondary School
16. Matheku Secondary School
17. Bhamu High School
18. Yanguye Secondary School
19. Zinqobela High School
20. Richards Bay Secondary School
21. Dlozilesizwe High School
22. John Ross College School
23. Mphepose Secondary School
24. Dover Secondary School
25. Mthonga High School
26. Amazondi High School
27. Malabela High School
28. Siphosabadletshe High School
29. Mtubatuba High School
30. Kufezile Secondary School
31. Vezobala Junior Secondary School
32. Shengeza High School
33. Thulasibone High School

d) LIMPOPO

1. Kutama Secondary School
2. Luvhivhini Secondary School
3. Denga Tshivhase High School
4. Nwanati High School
5. Ripanabeta High School
6. Silemale Secondary School
7. Mountainview Secondary School
8. Kgakala Secondary School
9. Tubake Secondary School
10. Mosepedi Secondary School
11. Mathomomanayo Secondary School
12. Tshikuwi Primary School
13. Thagaetala High School
14. Phasoane Secondary School
15. Jawe Jawe Secondary School
16. Sekgopetjana Secondary School
17. Solomon Marabo Secondary School
18. Goerge Mbulaheni High School
19. Denga Tshivhase High School
20. Hoerskool louis Trichardt
21. Jim Chabani High School
22. Ditlalemeso Secondary School

e) MPUMALANGA

1. EJ Singwane Secondary school
2. Gedlembane Secondary school
3. Hillaria Mthethwa Secondary school
4. Duma Primary School
5. Tikhontele Secondary school
6. Masitakhe Secondary school
7. Sitfokotile Secondary school
8. Funindlela Primary School
9. Letsakuthula Primary School
10. Sehlulile Primary school
11. Jerusalem Secondary school
12. Khanyisani Secondary school
13. Lungisani Primary school
14. Mshadza Secondary school
15. Phola Secondary school
16. Sakhile Primary School
17. Khumbula Secondary school
18. Victory park Primary School
19. Jacob Mdluli Secondary school
20. Mntungwa Secondary school
21. Phatfwa Secondary school
22. Hlanganani Secondary school
23. Mbuyani Secondary school
24. EbuhleniPrimary School
25. Mhlume Secondary school
26. Sbhulo High school
27. Siligane Secondary school
28. Ngodini Secondary school
29. Emtfonjeni Primary School
30. Fundinjobe Secondary school
31. Zikodze Secondary school
32. Khutsalani Secondary school
33. Vulindlela Secondary school
34. Phakani Primary School

f) NORTHERN CAPE

1. Alexander Bay High
2. Calvinia High School
3. Hantam High School
4. Fraserburg High School
5. Malherbe Human Intermediate
6. Garies High School
7. J.J Lambert Primary
8. Kharkams Combined
9. Concordia High School
10. Nababeep High School
11. Okiep High School
12. Okiep Primary School
13. Boesmanland high School
14. Francois Visser Primary
15. Port Nolloth High School
16. Port Nolloth Primary School
17. Dr Isak Van Niekerk Primary
18. Matjieskloof Primary School
19. Namaqualand High School
20. S.A Van Wyk High School
21. Ferdinand Brecher Primary School

g) NORTH WEST

1. Mokgosi Primary School
2. Moeti Primary School
3. Kameel Primary School
4. Uitspan Intermediate School
5. Monthusi Primary School
6. Kwalakitso Primary School
7. Kitlanang Middle School
8. Itsholetseng Middle School
9. Modisekanono Middle School

h) WESTERN CAPE

1. Breerivier High School
2. Cloetesville High School
3. De Kruine Secondary School
4. Desmond Tutu High School
5. Esselenpark High School
6. Aurial College
7. Bastiaanse Secondary School
8. Beaufort-West Secondary School
9. Bridgton Secondary School
10. Concordia High School
11. Arcadia High School
12. Blomvlei Primary School
13. Bonteheuwel High School
14. Boundary Primary School
15. Crystal High School
16. Hexvallei Secondary School
17. Langeberg Secondary School
18. Orleansvale Primary School
19. Paarl School of Skills
20. Paulus Joibert Secondary
21. Waveren High School
22. Weltevrede High School
23. Fezile Secondary School
24. Ladismith Secondary School
25. Gerrit Du Plessis Secondary School
26. Hillcrest Secondary School
27. Imizamo Yethu Secondary School
28. Indwe Secondary School
29. Downeville Primary School
30. Edendale Primary School
31. Heideveld High School
32. ID Mlkize High School

Reply:

A) Drop-out rate in each province; and

B) The method of calculation in the Department of Basic Education

Currently, the best source of data available for estimating drop-out rates is STATS SA’s General Household Survey (GHS). The most recent data is from 2016. The table below shows the drop-out rates and survival rates for 2 different age cohorts, those born during 1987-1989 (and surveyed between 2011-2013) and those born during 1990-1992 (and surveyed between 2014-2016). These two cohorts provide a justifiable comparison across time, because the individuals would have been the same age when surveyed (between 22 and 26 years old). The specific cohorts were chosen, because individuals aged 22 – 26 years old would have been old enough to have completed school at the time when the GHS data was collected, and we will therefore be able to gauge what percentage of them finished their schooling at which grades. The survival rates in the table show the percentage of individuals who reached each grade. The rate was then converted to show the number of individuals, out of a 1000 individuals who reached each grade. It was then also possible to calculate the percentage of all individuals reaching particular grades who then drop out before attaining the next grade.

Note that the data of several years have been combined for this analysis in order to ensure that there are sufficient sample sizes in each of the cells. It is also important to note that whilst this method provides the most reliable estimates of drop-out rates by grade, it does not reflect the drop-out that happened in a particular year – the data may have been collected from 22-26 year-olds between 2014-2016, but those youths may have dropped out of school in an earlier year.

Interpretation focusing on 2014-2016:

An estimated 0.7% of 22-26 year-olds in 2014-2016 reported to have not even completed Grade 1, whereas 51.5% of this cohort attained Grade 12. It was also calculated that 26% of those with Grade 11 (NB: not of all youths) dropped-out before attaining Grade 12. Similarly, the drop-out rates for grade 7, 8 and 9 were 3.1%, 4.6% and 9.5% respectively.

Drop-out rates for each grade are also reported by province using the same methodology in the tables below, for both the 2011-2013 combined period and the 2014-2016 combined period. It is worth noting that in general the survival rates improved in the more recent period.

Survival rates and drop-out rates, associated with each grade

	2011-2013	2014-2016
	Survival Rate	Survival per 1000	Percentage dropping out with this Grade attained	Survival Rate	Survival per 1000	Percentage dropping out with this Grade attained
Total cohort	100%			100%
No schooling		1000	0.7%		1000	0.7%
Grade 1	99.3%	993	0.4%	99.3%	993	0.1%
Grade 2	98.9%	989	0.5%	99.1%	991	0.2%
Grade 3	98.4%	984	0.4%	98.9%	989	0.5%
Grade 4	98.0%	980	0.7%	98.4%	984	0.5%
Grade 5	97.3%	973	1.0%	97.9%	979	0.8%
Grade 6	96.3%	963	1.5%	97.1%	971	1.5%
Grade 7	94.9%	949	3.1%	95.7%	957	3.1%
Grade 8	92.0%	920	5.2%	92.7%	927	4.6%
Grade 9	87.2%	872	9.0%	88.5%	885	9.5%
Grade 10	79.4%	794	17.1%	80.0%	800	15.5%
Grade 11	65.8%	658	26.0%	67.6%	676	23.8%
Grade 12	48.6%	486		51.5%	515

Data Source: General Household Survey, DBE own calculation

Drop-out rates, associated with each grade by province 2014-2016

Grade	No schooling	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11
Western Cape	1.0%	0.1%	0.2%	0.4%	0.3%	0.3%	0.8%	3.1%	4.7%	9.9%	16.9%	22.3%
Eastern Cape	0.9%	0.2%	0.4%	1.3%	1.1%	1.9%	3.0%	5.0%	6.9%	13.7%	23.8%	35.0%
Northern Cape	1.8%	0.4%	0.0%	0.4%	0.5%	1.1%	2.3%	4.0%	8.8%	14.0%	19.3%	23.0%
Free State	0.9%	0.1%	0.1%	0.1%	0.4%	0.8%	1.8%	3.4%	5.2%	12.5%	17.1%	21.5%
KwaZulu-Natal	0.7%	0.3%	0.4%	0.5%	0.6%	0.8%	0.8%	2.5%	4.1%	7.8%	13.3%	25.3%
North West	1.4%	0.2%	0.5%	0.3%	0.7%	0.9%	2.1%	2.5%	6.3%	14.5%	20.2%	22.6%
Gauteng	0.4%	0.0%	0.2%	0.2%	0.3%	0.2%	0.8%	2.0%	2.6%	5.0%	10.4%	17.6%
Mpumalanga	0.5%	0.0%	0.0%	0.3%	0.5%	1.5%	1.6%	3.7%	2.9%	8.1%	16.6%	28.7%
Limpopo	0.6%	0.1%	0.2%	0.7%	0.6%	0.8%	2.5%	4.3%	7.3%	15.6%	19.3%	28.4%

Data Source: General Household Survey, DBE own calculation

Note: data for 2014-2016 pooled together to overcome small sample errors

Interpretation: This means that 28.4% of 22-26 year-olds in Limpopo who completed Grade 11 dropped-out before attaining Grade 12.

Drop-out rates, associated with each grade by province 2011-2013

Grade	No schooling	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11
Western Cape	0.4%	0.3%	0.3%	0.1%	0.2%	0.5%	0.8%	2.7%	5.5%	11.1%	21.1%	23.1%
Eastern Cape	0.7%	0.4%	0.8%	1.3%	1.2%	2.3%	3.6%	5.2%	10.0%	13.3%	23.5%	40.6%
Northern Cape	1.5%	0.1%	0.1%	0.6%	1.9%	0.8%	1.4%	4.6%	10.3%	14.1%	20.7%	19.4%
Free State	0.3%	0.4%	0.2%	0.2%	1.0%	0.4%	1.9%	2.8%	4.9%	12.7%	19.1%	20.3%
KwaZulu-Natal	0.5%	0.6%	0.6%	0.7%	0.8%	0.9%	1.1%	2.4%	4.0%	7.5%	15.2%	23.2%
North West	1.8%	0.7%	0.4%	0.5%	0.8%	1.9%	2.3%	5.4%	6.1%	10.1%	19.2%	27.3%
Gauteng	0.6%	0.3%	0.4%	0.1%	0.4%	0.4%	0.8%	1.7%	2.8%	4.8%	12.0%	22.2%
Mpumalanga	1.2%	0.1%	0.6%	0.2%	0.9%	1.2%	1.4%	2.9%	6.5%	8.9%	16.3%	29.4%
Limpopo	1.1%	0.5%	0.4%	0.4%	0.4%	1.3%	1.3%	4.3%	5.2%	12.6%	22.5%	33.4%

Data Source: General Household Survey, DBE own calculation

Note: data for 2011-2013 pooled together to overcome small sample errors

Reasons for not attending an educational institution

For children who are not attending school, the GHS asks: “What is the main reason why [this child] is not attending any educational institution?” Responses to this question must be interpreted in the light of research showing that the main predictor of dropping out is poor quality early education. The self-reported reasons for not attending school may act as a trigger for dropping out, but those same factors may not trigger drop out for children who are progressing well in terms of learning levels, especially if they are in a good quality school. Furthermore, it should be noted that this question was only asked of learners who stated that they are not currently attending any educational institution, and the severity of each reason should be interpreted as such. The figure below shows the number and percentage of children aged 7 to 15 years old who reported not attending any education institution. In 2016, 1.1% (roughly 104 000 learners) of all 7 to 15 year olds were reported to not be attending any education institution.

The table below shows that disability is the main reported reason on why children aged 7 to 15 years old are not attending any educational institution. The 28% statistic should be interpreted as 28% of the children not attending any educational institution (which is 1.1% of all 7 to 15 year olds) responded that disability was the main reason. However, as reported in the 2016 GHS: Focus on Schooling report, around 90% of learners with disabilities are currently attending an educational institution. Encouragingly, no respondents in this age group stated that marriage or lack of transport are reasons for not attending any education institution. For the 15% of 16 to 18 year olds not attending educational institutions, the main reasons were because of a lack of money for fees and that they completed their education or are satisfied with their level of education.

7 to 15 year old children who are out of school, 2002 – 2016

Reasons for non-attendance of educational institutions among, 2016

Reason	% of the roughly 104,000 learners aged 7 to 15 who are not in school	% of the roughly 466,000 learners aged 16 to 18 who are not in school
No money for fees	6.8%	21.4%
Other	15.9%	14.8%
Has completed education/satisfied with my level of education/do not want to study	5.9%	13%
Education is useless or not interesting	6.5%	8.3%
Failed exams	2.8%	7.7%
Family commitment (e.g. child minding)	2.5%	7.4%
He or she is working at home or business/job	1%	7.3%
Unable to perform at school	6.3%	6.5%
Pregnancy	2.2%	3.3%
Not accepted for enrolment	8.6%	3%
Disability	28%	2.2%
Illness	7.1%	2%
Too old/young	3.7%	1.2%
Do not have time/too busy	1.1%	0.7%
Got married	0%	0.5%
Violence at school	1.2%	0.4%
Difficulties to get to school (transport)	0%	0.4%
School/education institution is too far	0.4%	0.1%
Total	100%	100%

Data Source: General Household Survey, DBE own calculation

C) Main reasons for learner dropping out as identified by the Department of Basic Education

Main reasons for learner drop-out include:

• The socio-economic situation of communities such as poverty and unemployment
• Inaccessibility of services such as health services
• Teenage pregnancy
• High prevalence of gender based violence and other related developmental problems (most notably HIV infections and reproductive health).
• Institutional barriers (lack of gender budgeting, gender‐biased curriculum and pedagogy, and lack of integration in service delivery);
• Socio‐cultural barriers (poor parenting, cultural factors such as initiation schools, virginity testing & ukuthwala)
• Gendered burden of care in families and communities where girl children are expected to take care of sickly parents and younger siblings.

D) Interventions and actions taken in an attempt to reduce dropout rates in schools

• Learners who drop out of school are categorised as vulnerable learners and are targeted for support through the Care and Support for Teaching and Learning (CSTL) Programme. Schools ensure that vulnerable learners receive the various pro-poor programmes implemented in schools such as fee exemption, scholar transport, school meals through the National School Nutrition Programme, and school health services through the Integrated School Health Programme.
  • The National School Nutrition Programme provides a meal to more than 9m learners every school day to address issues of hunger and food insecurity that might prevent learners from coming to and staying in school.
  • The Integrated School Health Programme provides health services to more than 1m learners per year, to ensure that learners are not prevented from coming to or staying in school due to health reasons.
  • Considering the shortage of psychosocial professionals in education, the Department of Basic Education together with Provinces are increasingly orientating educators on various psychosocial skills to enable them to support vulnerable learners, especially around trauma support to ensure that learners are not prevented from coming to or staying in school due to emotional distress.
• In addition, relevant Departments such as the Departments of Social Development, Health, Home Affairs, SASSA, non-governmental organisations and the private sector are coordinated through the CSTL framework to render the necessary support to vulnerable learners, either through integrated service delivery days coordinated by the Department of Basic Education or individual referral of learners for services by schools.
• Advocacy programmes to empower learners at risk so that they do not feel unsupported and resort to dropping out. These advocacy programmes include:
  • Speak Out Against Abuse
  • Prevent Violence and Bullying in Schools
  • GEMBEM/ Youth Leadership programme

Reply:

a) The school has 5 blocks of face brick Ventilated Improved Pit (VIP) latrines as well as 2 blocks of plaster brick Pit Latrines.

b) Yes.

c) Construction of toilets to replace the 2 blocks of pit latrines is underway as well as a donation by MTN for renovations to existing structures.

Reply:

a) There is no policy that has been put in place to preclude members of the History Ministerial Task Team who contributed to the decision to make history a compulsory subject for high school learners from benefiting financially in any way from the production of textbooks and any other relevant teaching material for the subject.

There is no decision that has been taken by the Minister of Basic Education or any other person regarding the teaching of compulsory History in Grades 10-12. The MTT only recommended that there is a possibility of teaching compulsory History in the FET band provided that there is proper planning by DBE as well as considering issues such as the financial implications, teacher provisioning and training. The DBE is planning to make wider public consultations regarding the recommendations by the MTT before such a decision can be taken.

However there is a policy outlining the Terms of Reference for any publisher to submit material for evaluation and catalogue of core textbooks in the Department of Basic Education. The DBE requests publishers to submit material for evaluation purposes and these materials have to cover the entire curriculum for the whole year, as outlined in the Curriculum and Assessment Policy Statement (CAPS) of a specific subject.

DBE publishes an Invitation and Terms of Reference (TOR) which outlines the process for submissions. This TOR also informs tenderers of subjects and grades for which submissions are invited and dates as well as other important issues that publishers must comply with, in order for their submissions to be considered.

The DBE is responsible for the development of the national catalogue which is forwarded to provinces, districts and schools. The provinces are responsible for procurement and delivery of books to schools.

Notices regarding submissions of LTSM are advertised on the DBE website www.ltsm.doe.gov.za.

The reason why the MTT members are not precluded, it is because the DBE does not enter into agreement with individual authors but with publishers for the submission of material to be included in the National Catalogue for Grades 10 – 12 core textbooks. Although the DBE approves material to be on the catalogue it does not guarantee their purchase.

Furthermore, submission by a publisher does not guarantee that the material will be successful to be included on the DBE catalogue. The material goes through a rigorous process by a panel of teachers, subject advisers and members of Higher Education Institutions from various provinces. They are selected on the basis of their subject knowledge, expertise and experience in the specific subject. Hence the screening process is regarded as transparent, reliable and credible because it is guided by the five pillars from the National treasury: value for money, open and effective competition, ethics and fair dealings, accountability and reporting, and equity.

b) There is no policy that has been put in place to ensure that any other person who contributed to the decision to make history a compulsory subject for high school learners precluded from benefiting financially in any way from the production of textbooks and any other relevant teaching material for the subject.

The same reasons provided in answer (a) apply in this case as well.

Reply:

The information below relates to adult learners that wrote the Senior Certificate and National Senior Certificate examination at Adult Education and Training Centres.

(a) (i) Senior Certificate

	2015	2016	2017
Number of subjects	33	33	35

(a) (ii) National Senior Certificate

	2015	2016	2017
Number of subjects	41	44	43

(b) (i) Senior Certificate

Subject	2015 Wrote	2016 Wrote	2017 Wrote
ACCOUNTING	821	653	2 893
AFRIKAANS FIRST ADD. LANGUAGE	231	203	1 218
AFRIKAANS HOME LANGUAGE	28	35	242
AGRICULTURAL SCIENCES	632	637	2 480
BUSINESS STUDIES	2 083	1 839	8 799
COMPUTER APPLICATIONS TECHNOLOGY	27	25	34
ECONOMICS	1 305	1 087	6 142
ENGLISH FIRST ADDITIONAL LANGUAGE	2 966	2 613	11 941
ENGLISH HOME LANGUAGE	302	284	1 954
GEOGRAPHY	1 475	1 246	6 351
HISTORY	860	797	4 005
INFORMATION TECHNOLOGY	3	4	0
ISINDEBELE FIRST ADD. LANGUAGE	0	0	1
ISINDEBELE HOME LANGUAGE	1	0	15
ISIXHOSA FIRST ADDITIONAL LANGUAGE	4	10	8
ISIXHOSA HOME LANGUAGE	134	179	563
ISIZULU FIRST ADDITIONAL LANGUAGE	42	42	233
ISIZULU HOME LANGUAGE	815	621	2 086
LIFE SCIENCES	2 327	2 215	9 762
MATHEMATICAL LITERACY	1 411	1 663	9 194
MATHEMATICS	1 411	1 169	4 720
PHYSICAL SCIENCES	892	712	3 184
RELIGION STUDIES	399	419	3 363
SEPEDI FIRST ADDITIONAL LANGUAGE	1	7	18
SEPEDI HOME LANGUAGE	159	135	988
SESOTHO FIRST ADDITIONAL LANGUAGE	0	4	15
SESOTHO HOME LANGUAGE	131	103	599
SETSWANA FIRST ADDITIONAL LANGUAGE	2	8	32
SETSWANA HOME LANGUAGE	80	53	818
SISWATI FIRST ADDITIONAL LANGUAGE	2	0	2
SISWATI HOME LANGUAGE	5	5	51
TSHIVENDA FIRST ADD. LANGUAGE	0	0	3
TSHIVENDA HOME LANGUAGE	20	9	147
XITSONGA FIRST ADD. LANGUAGE	0	0	6
XITSONGA HOME LANGUAGE	35	17	258

(b) (i) National Senior Certificate

Subject	2015 Wrote	2016 Wrote	2017 Wrote
Accounting	2 418	2 908	2 895
Afrikaans First Additional Language	373	482	511
Afrikaans Home Language	7	8	19
Afrikaans Second Additional Language	8	4	7
Agricultural Management Practices	1	0	0
Agricultural Sciences	592	755	1 098
Agricultural Technology	1	0	1
Business Studies	2 693	3 460	4 028
Civil Technology	3	9	4
Computer Applications Technology	55	68	51
Consumer Studies	21	37	35
Design	0
Dramatic Arts		3	0
Economics	2 997	3 670	4 242
Electrical Technology	9	5	13
Engineering Graphics and Design	34	50	43
English First Additional Language	3 238	4 060	3 957
English Home Language	1 062	1 520	1 715
English Second Additional Language	0	0
French Second Additional Language		1	17
Geography	3 100	4 159	5 232
History	843	1 167	1 274
Hospitality Studies		2	2
Information Technology	4	4	1
IsiXhosa First Additional Language		0	1
IsiXhosa Home Language	8	6	26
IsiZulu First Additional Language	10	19	22
IsiZulu Home Language	48	53	64
Life Orientation	31	55	75
Life Sciences	5 489	6 966	9 034
Mathematical Literacy	3 475	5 508	6 785
Mathematics	7 305	9 022	10 674
Mechanical Technology	11	23	19
Music			0
Physical Sciences	6 212	7 553	8 770
Religion Studies	1	2	4
Sepedi First Additional Language		2
Sepedi Home Language	42	24	34
Sesotho First Additional Language	0
Sesotho Home Language	10	12	23
Setswana First Additional Language	0	0	1
Setswana Home Language	20	24	10
SiSwati First Additional Language		1
SiSwati Home Language	0		1
Tourism	168	234	300
Tshivenda First Additional Language	0
Tshivenda Home Language	0	2	0
Visual Arts		0	2
Xitsonga Home Language	26	21	11

(b) (ii) (aa) Senior Certificate

Subject	2015 Achieved 40 - 100 %	2016 Achieved 40 - 100 %	2017 Achieved 40 - 100 %
ACCOUNTING	15	9	92
AFRIKAANS FIRST ADD. LANGUAGE	58	39	316
AFRIKAANS HOME LANGUAGE	4	13	62
AGRICULTURAL SCIENCES	9	22	137
BUSINESS STUDIES	69	70	342
COMPUTER APPLICATIONS TECHNOLOGY	1	1	1
ECONOMICS	39	29	455
ENGLISH FIRST ADDITIONAL LANGUAGE	417	312	3887
ENGLISH HOME LANGUAGE	137	65	503
GEOGRAPHY	66	57	460
HISTORY	97	117	442
ISINDEBELE FIRST ADD. LANGUAGE		0	1
ISINDEBELE HOME LANGUAGE	0		12
ISIXHOSA FIRST ADDITIONAL LANGUAGE	2	8	4
ISIXHOSA HOME LANGUAGE	118	147	488
ISIZULU FIRST ADDITIONAL LANGUAGE	40	35	191
ISIZULU HOME LANGUAGE	252	280	795
LIFE SCIENCES	62	60	438
MATHEMATICAL LITERACY	66	101	920
MATHEMATICS	17	16	239
PHYSICAL SCIENCES	7	11	162
RELIGION STUDIES	135	172	1270
SEPEDI FIRST ADDITIONAL LANGUAGE	0	0	7
SEPEDI HOME LANGUAGE	38	41	497
SESOTHO FIRST ADDITIONAL LANGUAGE	0	4	9
SESOTHO HOME LANGUAGE	95	79	465
SETSWANA FIRST ADDITIONAL LANGUAGE	0	6	26
SETSWANA HOME LANGUAGE	35	28	387
SISWATI FIRST ADDITIONAL LANGUAGE	2		2
SISWATI HOME LANGUAGE	5	2	41
TSHIVENDA FIRST ADD. LANGUAGE		0	2
TSHIVENDA HOME LANGUAGE	10	4	97
XITSONGA FIRST ADD. LANGUAGE	0	0	3
XITSONGA HOME LANGUAGE	14	10	98

(b) (ii) (aa) National Senior Certificate

Subject	2015 Achieved 40 - 100 %	2016 Achieved 40 - 100 %	2017 Achieved 40 - 100 %
Accounting	318	414	302
Afrikaans First Additional Language	51	57	58
Afrikaans Home Language	5	6	3
Afrikaans Second Additional Language	4	1	0
Agricultural Management Practices	0	0	0
Agricultural Sciences	73	113	110
Agricultural Technology	0	0	0
Business Studies	459	624	381
Civil Technology	2	4	1
Computer Applications Technology	19	16	16
Consumer Studies	9	16	11
Dramatic Arts		2	0
Economics	449	431	448
Electrical Technology	1	1	5
Engineering Graphics and Design	5	11	8
English First Additional Language	2 487	3 001	2 736
English Home Language	686	999	1 063
French Second Additional Language		1	12
Geography	627	723	815
History	239	306	230
Hospitality Studies		1	1
Information Technology	1	2	0
IsiXhosa First Additional Language		0	1
IsiXhosa Home Language	6	6	26
IsiZulu First Additional Language	10	17	21
IsiZulu Home Language	43	37	50
Life Orientation	24	41	68
Life Sciences	1 330	1 468	2 115
Mathematical Literacy	871	1 283	1 048
Mathematics	1 178	1 496	1 614
Mechanical Technology	4	1	4
Physical Sciences	945	1 312	1 202
Religion Studies	0	2	1
Sepedi First Additional Language		1
Sepedi Home Language	36	17	26
Sesotho First Additional Language	0
Sesotho Home Language	10	11	19
Setswana First Additional Language	0	0	1
Setswana Home Language	15	22	6
SiSwati First Additional Language		1
SiSwati Home Language	0		1
Tourism	79	155	190
Tshivenda Home Language	0	2	0
Xitsonga Home Language	18	20	7

(b) (ii) (bb) Senior Certificate

Subject	2015 Achieved 30 - 39.9 %	2016 Achieved 30 - 39.9 %	2017 Achieved 30 - 39.9 %
ACCOUNTING	20	16	128
AFRIKAANS FIRST ADD. LANGUAGE	24	38	157
AFRIKAANS HOME LANGUAGE	3	5	96
AGRICULTURAL SCIENCES	33	49	293
BUSINESS STUDIES	129	115	722
COMPUTER APPLICATIONS TECHNOLOGY	1	3	0
ECONOMICS	60	72	735
ENGLISH FIRST ADDITIONAL LANGUAGE	996	761	4 325
ENGLISH HOME LANGUAGE	81	90	755
GEOGRAPHY	123	117	791
HISTORY	85	147	791
INFORMATION TECHNOLOGY	0	0	0
ISINDEBELE FIRST ADD. LANGUAGE	0	0	0
ISINDEBELE HOME LANGUAGE	0	0	3
ISIXHOSA FIRST ADDITIONAL LANGUAGE	2	0	1
ISIXHOSA HOME LANGUAGE	15	23	61
ISIZULU FIRST ADDITIONAL LANGUAGE	0	2	16
ISIZULU HOME LANGUAGE	327	192	809
LIFE SCIENCES	91	101	839
MATHEMATICAL LITERACY	149	127	1 551
MATHEMATICS	25	25	309
PHYSICAL SCIENCES	15	24	254
RELIGION STUDIES	81	85	848
SEPEDI FIRST ADDITIONAL LANGUAGE	0	4	6
SEPEDI HOME LANGUAGE	67	54	323
SESOTHO FIRST ADDITIONAL LANGUAGE	0	0	1
SESOTHO HOME LANGUAGE	25	18	82
SETSWANA FIRST ADDITIONAL LANGUAGE	2	2	6
SETSWANA HOME LANGUAGE	33	24	321
SISWATI FIRST ADDITIONAL LANGUAGE	0	0	0
SISWATI HOME LANGUAGE	0	1	7
TSHIVENDA FIRST ADD. LANGUAGE	0	0	0
TSHIVENDA HOME LANGUAGE	8	5	33
XITSONGA FIRST ADD. LANGUAGE	0	0	0
XITSONGA HOME LANGUAGE	9	1	108

(b) (ii) (bb)National Senior Certificate

Subject	2015 Achieved 30 - 39.9 %	2016 Achieved 30 - 39.9 %	2017 Achieved 30 - 39.9 %
Accounting	435	674	489
Afrikaans First Additional Language	87	134	148
Afrikaans Home Language	2	2	12
Afrikaans Second Additional Language	4	3	6
Agricultural Management Practices	1	0	0
Agricultural Sciences	175	262	274
Agricultural Technology	0	0	0
Business Studies	750	929	775
Civil Technology	0	2	2
Computer Applications Technology	15	21	10
Consumer Studies	6	13	14
Dramatic Arts	0	1	0
Economics	696	864	1 039
Electrical Technology	5	2	4
Engineering Graphics and Design	13	12	12
English First Additional Language	675	927	1 035
English Home Language	359	485	608
French Second Additional Language	0	0	4
Geography	936	1 254	1 460
History	249	413	335
Hospitality Studies	0	1	0
Information Technology	1	1	0
IsiXhosa Home Language	1	0	0
IsiZulu First Additional Language	0	2	1
IsiZulu Home Language	4	12	10
Life Orientation	3	12	7
Life Sciences	1 724	2 036	2 329
Mathematical Literacy	1 062	1 555	1 838
Mathematics	1 304	1 715	1 836
Mechanical Technology	4	5	8
Music	0	0	0
Physical Sciences	1 208	1 613	1 675
Religion Studies	1	0	2
Sepedi Home Language	6	7	7
Sesotho Home Language	0	0	3
Setswana Home Language	5	2	3
Tourism	69	58	82
Xitsonga Home Language	6	1	4

Reply:

The Department of Basic Education (DBE) is responsible for the replacement of unsafe schools built wholly of mud and unsafe materials through the ASIDI program. In addition it assists the Provinces in the areas of water, sanitation and electricity provision. This information can be provided forthwith. Provinces receive an infrastructure grant and their equitable share in terms of the Division of Revenue. The physical planning, audit of needs and costing resides with Provinces and it suggested that the information is obtained from the Provinces.

Reply:

The Department of Basic Education (DBE) is responsible for the replacement of unsafe schools built wholly of mud and unsafe materials through the ASIDI program. In addition it assists the Provinces in the areas of water, sanitation and electricity provision. This information can be provided forthwith. Provinces receive an infrastructure grant and their equitable share in terms of the Division of Revenue. The physical planning, audit of needs and costing resides with Provinces and it suggested that the information is obtained from the Provinces.

Reply:

a) (i)(ii)(iii) No annual reports were developed and published on the website because the Department had resolved to scale down on high cost of design and layout for publications. The data of all annual reports published in previous years derives from the consistent annual reports submitted to the National Council of Provinces, National Treasury and Portfolio Committee for Education.

b) There are no copies of annual publications.

Reply:

The response in NA 2512 has reference.

The Department of Basic Education (DBE) does not collect or collate this information. The Honourable Member is requested to direct the question to the relevant provinces as such data is in their possession.

Reply:

No, the Minister has not received the outstanding information. The Honourable Member is requested to kindly submit the request directly to the provinces because this detail of information is not collected in the Department.

Reply:

1. (a) (i) (aa) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education in 2016.

(a)(i) (bb) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education in 2017.

(a)(ii) (aa) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education by entities in 2016.

(a) (ii) (bb) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education by entities in 2017.

(b) Not applicable

2. Not applicable

 

Reply:

1. (a)

Vehicles owned by the Department	Vehicle registration	Number of accidents vehicles were involved in the last 3 financial years and 1 April 2018 to date
		2015/16	2016/17	2017/18	1 April 2018 to date
Toyota Corolla	BW16JG GP	None	None	None	1

1. (b)

Vehicles owned by the Department	Vehicle registration	Cost for repairs in each case
		2015/16	2016/17	2017/18	1 April 2018 to date
Toyota Corolla	BW16JG GP	Nil	Nil	Nil	R 9 614.07

1(c) (i) and (ii)
No vehicle was written off.

2. Yes, vehicles owned by the Department have tracking devices.

Reply:

1. (a) Yes, the Department of Basic Education has a sexual harassment and assault policy in place.

(b) (i) The policy has been in place since 2014. The policy stipulates the procedure which should be followed in the reporting and investigation of allegations of sexual harassment in the Department. Clauses 19.1 to 19.3 of the policy provide a detailed procedure that must be followed in the investigation of alleged reports of sexual harassment. The procedure includes both formal and informal investigation. The formal procedure involves the following:

• The sexual harassment complaint must be reported to the Director-General or the Sexual Harassment Advisor in writing and the statement must include:

(i) The name of the respondent;

(ii) Date when the incident occurred;

(iii) Where it occurred; and

(iv) Details of how the actual sexual harassment occurred.

(ii) In the event where the grievance procedure has been finalised, and management is of the view that there is a prima facie case against the respondent, disciplinary steps must be instituted as per the provisions of the Disciplinary Code and Procedure in the Public Service (PSCBC Resolution 1 of 2003 read with Chapter 7 of SMS Handbook).

The sanctions provided in clause 19.4 of the policy include, should the respondent be found guilty of the offence: a) Counselling, b) Verbal warning, c) Final written warning, d) suspension/fine, e) demotion or f) dismissal.

If the Director-General is the perpetrator, the Executive Authority becomes the authority that appoints the Sexual Harassment Advisor and makes decisions on the case. Once the Sexual Harassment Advisor has been appointed, all terms and procedures set out in the policy for subsequent action shall apply without exception, read with the necessary changes.

A complainant of sexual harassment has the right to press separate criminal charges and/or civil claims against the respondent if they so wish. The legal rights of the complainant are in no way limited by the DBE policy.

2. (a) (i) Financial years 2014/15 to 2016/17: No incidents of sexual harassment and assault reported.

(ii) Since April 2017: No incidents of sexual harassment and assault reported.

(b)(i) Not applicable. No cases reported.

(ii) Not applicable. No cases reported.

(iii) Not applicable. No cases reported.

(c) Not applicable. No cases reported.

Reply:

1.

DBE	(a)(i)	(a)(ii)	(b)(i)	(b)(ii)
	There is no vacant land	There is no unused land	Not applicable	Not applicable
SACE	(a)(i)	(a)(ii)	(b)(i)	(b)(ii)
	None	None	None	Not applicable
UMALUSI	None	None	Not Applicable	Not Applicable
	Land owned by Umalusi includes 2 properties utilised as administrative office buildings in Gauteng. Private use is defined as leased out to an individual person or company. Rand values provided by Umalusi in response to part 2 of the question is for the financial year ending 31 March 2018.

2.  DBE	(a)	(b)(i)	(b)
	Not leased for private use	N/A	(i)	(ii)
		N/A	(aa)	(bb)
			N/A	N/A
SACE	(a)	(b) N/A	(b)
	SACE owns no land that has been leased out for private use	(i) N/A	(i)	(ii)
		None	(aa)	(bb)
			None	N/A

UMALUSI
2 (a) Leased out for private use	(b)(i) Rand value	(ii) (aa) location	(ii) (bb) size
1. GCS	R21,711.11 per month	Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria	160.15 m2 of 5,879m2
2. DD	R30,517.88 per month	Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria	275.22 m2 of 5,879m2
3. S	R21,252.75 per month	Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria	169.50m2 of 5,879m2
4. S&N	R48,969.03 per month	Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria	380 m2 of 5,879m2
	R122,450.77 per month		984,87 m2 of 5,879m2
Umalusi will occupy the rest of the property (administrative office buildings) as soon as the renovations is completed.

Reply:

DEPARTMENT OF BASIC EDUCATION

1. (a) (i) The are no incidences of racism reported to the Human Resources Offices in the Department of Basic Education

(aa) Not Applicable

(bb) Not Applicable

2. Not Applicable

UMALUSI’ S RESPONSE

(ii) Umalusi Response:

(aa) (bb) No incidents of racism were reported to the human resources office at Umalusi in 2016 and 2017

1.(b) and (2) Not applicable – No incidents reported to investigate.

SACE RESPONSE

(1) (ii)

(aa) For the academic year 2016, a total of 3 cases of racism were reported to SACE under case numbers: 225/2016/-KZN, 365/2016-FS and 563/2016-WC

(2) 225/2016-KZN Allegations of racism at Phoenix Technical high school. Allegations of racism. An Indian educator using racial slurs towards black children. An investigation to take place in July 2018

365/2016-FS Allegations of racism at Valhalla primary school. It was alleged that a white educator in the school used racial slurs towards a black learner by threatening to slap him until he was white and even Google would not be able to find him.

The matter was resolved between the accused educator, the parents and the DBE has also intervened. An advisory letter was sent to the accused educator on the basis thereof.

563/2016-WC Allegations of Racism at Gansbaai Academia. A colored educator referred to black learners as “Kaffirs” in a school Whatsapp group. An investigation was conducted and a disciplinary hearing to proceed in July 2018.

(bb) For the academic year 2017 a total of 6 cases of racism were reported to SACE under case numbers: 122/2017-WC, 227/2017-GP, 256/2017-WC, 287/2017-GP, 288/2018-GP and 507-2017-NW.

(2) 122/2017-WC Allegations of racism at Schoonspruit Secondary school. It is alleged that a white educator in the school referred to colored learners as belonging to a “hotnot city”, “vullis” “kleurlinge wat nie fisiese wetenskap kan doen nie.” The educator was given a Final written warning by the WCED and a R3000.00 fine pursuant to a guilty plea by him. SACE forwarded an advisory letter to the educator and cautioned him against such conduct.

227/2017/GP Allegations of racism at Eldorado Park Primary school and surrounding schools in Klipspruit West. The matter was attended to by the Human Rights commission and resolved. No actual complaint was levelled against any specific teacher save to say they black teachers were discriminating against colored learners and vice versa. Parents wanted a colored principals in theirs schools around Eldorado Park.

256/2017-WC Allegations of racism at Dysseldorp Secondary school. It was alleged that an educator at the school referred to colored learners as “Kaapse Kakste Goed” and as “Bobbejane”.We are in the process of tracing the educator as he was dismissed by the WCED. Learners involved are still available. Our investigation continues.

287/2017-GP Allegations of racism at Sandtonview primary school. It was alleged that a black educator made racial remarks towards a colored educator at the school by telling him that “the school was not a colored school and that he should not come with colored mentality in the school” an investigation was conducted, resulting in disciplinary hearing. The educator was found not guilty by the disciplinary tribunal.

288/2017-GP Allegations of racism at Cosmo City West Primary school. It was alleged that a black educator referred to her colored colleague as a “Bushman or Bushie” An investigation was conducted resulting in disciplinary proceedings. The educator pleaded guilty and was given a sanction as follows:

(A striking off from the roll of educators and which striking off was suspended for a period of five years on condition that she does not make herself guilty of misconduct during the period of suspension. She was further given a fine of R10 000.00 payable to SACE over a period of 10 Months)

507/2017-NW- It was alleged that an educator at Laerskool Unie in Klerksdorp was discriminating against black educators in the school and calling them by the “K” word. An investigation was conducted, resulting in disciplinary proceedings. A disciplinary hearing was conducted against the educator and we await the outcome of the disciplinary hearing.

Reply:

1. (a) Not Applicable.

(b) Kabelo Motshekga (Son)

(i) Not Applicable.

(ii) Not Applicable.

(aa) Kabelo Motshekga (Son)

(bb) (aaa) Global Education Symposium

(bbb) From Paris to Los Angels and Los Angels to Johannesburg via JFK. From Paris to LA the cost was R47 578 and from LA to Johannesburg the cost was R11 970.

2. The trip was approved by means of President’s Act No. 381 of 2015, and another Minister was appointed to Act in her absence.

Reply:

1. The Department is currently in discussion with the South African Council of Educators (SACE) with the aim of working together to ensure that SACE can access the two Registers to vet recruited educators so that those who have been listed on these Registers are barred from registering as educators.

2. No further statement on the matter is necessary at this stage.