Questions and Replies
02 October 2018 - NW2278
Hugo, Mr RT to ask the Minister of Basic Education
What (a) amount in funding did her department allocate to eradicate pit latrine toilets at schools in each province (i) in each of the past three financial years and (ii) since 1 April 2018 and (b) number of schools in each province still make use of pit latrine toilets as at the latest specified date for which information is available?
Reply:
(a)(i)(ii). The DBE does not allocate funding for specific sub programmes on the provincial infrastructure programme funded through the Education Infrastructure Grant and the equitable share. Provinces are allocated funding based on approved User Asset Management Plans and PED’s allocate funding to sub programmes. On the ASIDI programme, the table below indicates the budget allocated to sanitation projects per province.
Table 1: ASIDI Expenditure on sanitation projects.
Province |
2015/2016 |
2016/2017 |
2017/2018 |
2018/2019 |
EC |
R62,330,603 |
R59,606,644 |
R65,180,090 |
R58,576,264 |
FS |
|
|
R9,767,708 |
|
KZN |
R35,381,425 |
R49,221,256 |
R23,747,468 |
R1,302,244 |
LIM |
R10,361,152 |
R84,688,051 |
R251,509,822 |
R62,851,525 |
MPU |
R26,972,511 |
R79,970,983 |
R1,779,464 |
|
(blank) |
|
|
|
|
Grand Total |
R135,045,691 |
R273,486,934 |
R351,984,552 |
R122,730,033 |
Table 2: ASIDI Allocation to sanitation in the current financial year
Row Labels |
Planned Expenditure 2018/2019 |
EC |
R803,270,651 |
KZN |
R50,339,526 |
LIM |
R297,844,277 |
Grand Total |
R1,151,454,454 |
(b)The table below indicates the number of schools with pit latrines that are not in the current year’s project plans. This is as per the sanitation audit conducted in May/June 2018.
Table 3: Schools with pit latrines.
Schools with pit latrines ONLY and Unacceptable sanitation |
School with proper sanitation but pits not demolished |
|
Eastern Cape |
1598 |
323 |
Free State |
156 |
42 |
Gauteng |
0 |
5 |
KwaZulu Natal |
1365 |
1477 |
Limpopo |
507 |
853 |
Mpumalanga |
127 |
278 |
North West |
145 |
47 |
Northern Cape |
0 |
15 |
Western Cape |
0 |
0 |
TOTALS |
3898 |
3040 |
02 October 2018 - NW2106
Khanyile, Ms AT to ask the Minister of Basic Education
With reference to her reply to question 134 on 28 February 2018, has she received the outstanding information from the Eastern Cape?
Reply:
The response is in response to National Assembly Question 880. The question is attached for ANNEXURE A ease of reference. The response to NA 880 was without a response from Eastern Cape and as a result a number of follow ups were made with NA 2106 being the last. The response to NA 880 and subsequent follow-up questions is attached as ANNEXURE B
a) (i) 995 (ii) 1187
b) See attached list (ANNEXURE B)
c) Small and non-viable
d) See attached list (ANNEXURE B)
e) See attached list (ANNEXURE B)
f) See attached list (ANNEXURE B)
g) See attached list (ANNEXURE B)
ANNEXURE A
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 880
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 31/03/2017
INTERNAL QUESTION PAPER: 12/2017
880. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:
(1) With reference to her department’s presentation to the Portfolio Committee on Basic Education on 7 March 2017, (a) how many schools are due to be (i) closed and (ii) merged with other schools in each province, (b) what is the name of each of the specified schools, (c) what is the reason in each case, (d) to which school(s) will the affected pupils be transferred, (e) what is the timeline in each case, (f) what arrangements will be made to transport the affected learners to the specified school(s) and (g) what additional resources will be allocated to such schools, including educators, infrastructure and learning and teaching support materials;
(2) did any consultation with stakeholders take place in each case; if not, why not; if so, what are the relevant details in each case? NW946E
RESPONSE:
1. (a) – (e) The Department has forwarded the question to the Provincial Education Departments and is awaiting the response. The response will be forwarded as soon as the Department receives it.
(f) As part of the process of rationalisation, merging and closing of schools, learners who will need to be transported from their current schools to the host school are identified, the routes finalised and approved. These are then factored into the transport plan that is submitted to the Department of Transport for the transportation of these learners.
(g) The LTSM resources of the closed school are transferred to the host school that has been identified to accommodate the learners from both schools that are merged. Where there are shortages, additional orders are placed to ensure the requisite LTSM resources are supplied to the school.
However, it must be noted that provisioning of educators at receiving schools is in terms of the post provisioning norms, which takes into account the number of learners as one of the factors.
2. The Department has forwarded the question to the Provincial Education Departments and is awaiting the response. The response will be forwarded as soon as the Department receives it.
02 October 2018 - NW2727
Alberts, Mr ADW to ask the Minister of Basic Education
(1)What number of employees in her department at each post level are currently suspended on full salary; (2) what number of the specified employees at each post level has currently been suspended for (a) less than 60 days, (b) 60 to 90 days, (c) 90 to 120 days and (d) longer than 120 days; (3) what is the total cost attached to the days of service lost in each specified case?
Reply:
1. Currently, there are no officials suspended in the DBE
2. (a) There are no officials suspended for less than 60 days.
(b) There are no officials suspended for 60 to 90 days.
(c) There are no officials suspended for 90 to 110 days.
(d) There are no officials suspended for longer than 120 days.
3. Not applicable
02 October 2018 - NW2729
Alberts, Mr ADW to ask the Minister of Basic Education
(1)With reference to her reply to question 1410 on 28 June 2018, what progress has her department made to put in place measures that will ensure that all school educators and other personnel who may come into contact with children have been vetted in accordance with the National Register for Sex Offenders; if not, why not; if so, what are the relevant details; (2) whether she will make a statement on the matter?
Reply:
1. Discussion is at an advanced level with the South African Council for Educators (SACE), the Department of Social Development (DSD) and the Provincial Education Departments (PEDs) with regards to putting in place measures that will ensure that all school educators and other personnel who come into contact with children are vetted in accordance with the National Register for Sex Offenders.
These discussions have culminated in a draft Protocol between the SACE, the employers of educators, the DSD and the Department of Justice and Constitutional Development (DoJ) on the management of educators’ conduct, accessing the registers and the reporting of offences against children to the DSD. It is envisaged that the protocol will be concluded before the end of this year.
Since conditions of employment of other personnel appointed in terms of the Public Service Act are determined by the Minister of Public Service and Administration, a request to the Minister to amend the Public Service Regulations to accommodate the requirements of the Children’s Act, 2005 and the Criminal Law (Sexual Offences and Related Matters) Amendment Act 32 of 2007 may be necessary, alternatively to work together with the Department of Planning, Monitoring and Evaluation (DPME) to develop a similar protocol.
2. The events leading to the finalisation of the protocol will guide the Minister on whether to issue a statement or not.
02 October 2018 - NW2733
Tshwaku, Mr M to ask the Minister of Basic Education
(1)What are the names of the (a) individuals and (b) organisations that undertook the research and wrote the White Paper 6: Special Needs Education, Building an Inclusive Education and Training System; (2) whether the persons who undertook the research and wrote the paper were external contractors; if not, what is the position in this regard; if so, what amount were they paid in each case? NW3025E
Reply:
1. There were two structures, namely, National Committee for Education Support Services (NCESS) and National Commission on Special Needs in Education and Training (NCSNET). Below are the members of each of the structures:
- National Committee for Education Support Services (NCESS)
Ms Hawa Bawa
Ms Cornelia Elizabeth Aucamp
Mr Arthur John Jervis Brownell
Dr Keith Cloete
Prof Priscilla Fihla
Rev Ertol Randall Gradwell
Prof Patrick Sibaya
Mrs Nozicelo Abigail Tukulu
Ms Deborah Anne van Stade
Mr Edcent Williams
- National Commission on Special Needs in Education and Training (NCSNET)
Dr Johan Hamilton
Mrs Sumboornam Moodley
Mrs Shirley Makutoane
Dr Anbanithi Muthukrishna
Mr Sigamoney Manicka Naicker
Ms Gretta Mazwi
Ms Colleen Rulten
Ms Marie Schoeman
Mr Thinyane Frank Molelle
Ms Lidia Pretorius
Prof Petrus Van Niekerk
Ms Belinda Ngoqo
- Secretariat
Ms Colleen Howell
Ms Berenice Daniels
Ms Donell Trimmel
Ms Sheila Manko
2. The registry does not retain information for longer than five years.
02 October 2018 - NW2801
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What is the total number of schools for the (a) hearing impaired, (b) visually impaired and (c) learners with profound and severe intellectual disabilities that have been built in each province in the past five financial years; (2) (a) what is the total number of learners with disabilities that were on waiting lists in the (i) 2016-17 and (ii) 2017-18 financial years and (b) of these learners, what number was accommodated in schools in the specified years?
Reply:
(1) (a) (b) (c) No schools have been built in the past five financial years.
(2) (a) The total number of learners with disabilities that were on waiting lists in the (i) 2016-17 and (ii) 2017-18 financial years is depicted in the table below:
Province |
(i) 2016-2017 |
(ii) 2017-2018 |
EC |
2 106 |
0 |
FS |
257 |
548 |
GT |
14 081 |
852 |
KZN |
1 363 |
770 |
LP |
53 |
0 |
MP |
445 |
393 |
NC |
300 |
687 |
NW |
16 |
72 |
WC |
Use a centralised waiting system (CEMIS) 0 |
Use a centralised waiting system (CEMIS) 0 |
Total |
18 621 |
3 322 |
Source: Provincial Quarterly Stats
(b) Learners on the waiting list are awaiting alternative placement in other schools, and are supported in their current schools until they are placed.
21 September 2018 - NW2572
Tshwaku, Mr M to ask the Minister of Basic Education
(1)(a) What is the total number of (i) deputy directors-general and (ii) chief directors that are employed in (aa) an acting and (bb) a permanent capacity in her department and (b) what is the total number of women in each case; (2) (a) what is the total number of (i) chief executive officers and (ii) directors of each entity reporting to her and (b) what is the total number of women in each case?
Reply:
DBE RESPONSE
(1) (a) Total number of:
(i) Deputy Directors-General: 8
(ii) Chief Directors employed in:
(aa) an acting capacity: 2
(bb) a permanent capacity: 14
(b) Total number of women in each case:
(i) Deputy Directors-General: 3
(ii) Chief Directors: 5
(2) (a) To be answered by the Office of the DG.
NW2862E
SACE RESPONSE
(1) (a) SACE does not have deputy director- general’s (ii) or chief directors on its approved organogram.
(bb) not applicable
(b) not applicable
(2) (a) (i) SACE has 1 Chief Executive Officer
(ii) Not applicable
(b) 01 – Chief Executive Officer
UMALUSI RESPONSE
(1) N/A to Umalusi.
(2) Umalusi management employees statistics are as follows for the period ending 31 August 2018:
Designation |
(a) Total number |
(b) Number of women |
(i) Chief Executive Officers |
1 |
0 |
Chief Directors / Executive Managers |
3 |
2 |
(ii) Directors / Senior Managers |
10 |
7 |
Total |
14 |
9 |
21 September 2018 - NW2267
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)What (a) are the names of the three companies that were allegedly paid more than R260 million in advance by her department to provide mobile classrooms, but did not deliver any (details furnished), (b) amount was paid to each company and (c) are the names of the schools where the mobile classrooms were meant to be delivered to; (2) were tenders issued for the classrooms before paying funds to the companies; if not, why not; if so, what are the relevant details; (3) whether (a) her department and/or (b) the provincial department of education took action to recover the money; if not, why not; if so, what was the nature of the action; (4) were any departmental officials investigated for the irregularity; if not, why not; if so, (a) what is the name of each official who was investigated and (b) what was the outcome of the investigations; (5) were any measures put in place to assist the schools that were supposed to receive classrooms but did not; if not, why not; if so, what measures were taken?
Reply:
(1)(2)(3)(4)(5):
Information received from the Eastern Cape Department of Education is that a preliminary investigation is currently being conducted by the Eastern Cape Office of the Premier and the Provincial Department of Public Works and the Eastern Cape Department of Education. The companies involved are Kwikspace, E-kwibuild and Parkhomes. The details of the amounts paid, schools affected, whether tenders were issued will be available as soon as the investigation is concluded and it is on the basis of the findings and recommendations that a determination will be made on the course of action.
21 September 2018 - NW2265
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
Whether, with regard to her media statement on 22 March 2018 (details furnished), her department has received the updated figures from the provincial education Members of the Executive Committee; if not, why not; if so, what are the updated figures?
Reply:
Yes, the Department has received the updated figures from the provincial education Members of the Executive Committee. Below is a table on the updated figures.
Table 1: Schools with pit latrines.
Schools with pit latrines ONLY and Unacceptable sanitation |
Schools with proper sanitation but pits not demolished |
|
Eastern Cape |
1598 |
323 |
Free State |
156 |
42 |
Gauteng |
0 |
5 |
KwaZulu Natal |
1365 |
1477 |
Limpopo |
507 |
853 |
Mpumalanga |
127 |
278 |
North West |
145 |
47 |
Northern Cape |
0 |
15 |
Western Cape |
0 |
0 |
TOTALS |
3898 |
3040 |
21 September 2018 - NW2687
Tshwaku, Mr M to ask the Minister of Basic Education
What number of (a) teachers and (b) principals in each province are (i) male and (ii) female?
Reply:
a) Number of (i) male and (ii) female teachers in each province.
PROVINCE |
(b)(i)MALE TEACHERS |
(b)(ii)FEMALE TEACHERS |
TOTAL |
EASTERN CAPE |
11 450 |
35 007 |
46 457 |
FREE STATE |
6 195 |
15 626 |
21 821 |
GAUTENG |
15 959 |
49 405 |
65 364 |
KWAZULU-NATAL |
21 560 |
65 813 |
87 373 |
LIMPOPO PROVINCE |
17 020 |
29 419 |
46 439 |
MPUMALANGA |
9 828 |
21 674 |
31 502 |
NORTH WEST |
6 672 |
17 974 |
24 646 |
NORTHERN CAPE |
2 650 |
6 900 |
9 550 |
WESTERN CAPE |
7 675 |
19 549 |
27 224 |
Grand Total |
99 009 |
261 367 |
360 376 |
Source: PERSAL, July 2018
Note: The figures reflect the number of teachers (Post Level 1-3) including Grade R teachers/Practitioners. They are not a reflection of the number of posts.
b) Number of (i) male and (ii) female principals in each province.
PROVINCE |
(b)(i)MALE PRINCIPALS |
(b)(ii)FEMALE PRINCIPALS |
TOTAL |
EASTERN CAPE |
2 991 |
1 924 |
4 915 |
FREE STATE |
619 |
299 |
918 |
GAUTENG |
1 298 |
757 |
2 055 |
KWAZULU-NATAL |
3 239 |
2 184 |
5 423 |
LIMPOPO PROVINCE |
2 278 |
1 286 |
3 564 |
MPUMALANGA |
1 031 |
565 |
1 596 |
NORTH WEST |
823 |
527 |
1 350 |
NORTHERN CAPE |
334 |
175 |
509 |
WESTERN CAPE |
949 |
380 |
1 329 |
Grand Total |
13 562 |
8 097 |
21 659 |
Source: PERSAL, July 2018
Note: The figure reflects Principals. They are not a reflection of the number of posts.
18 September 2018 - NW2417
Matsepe, Mr CD to ask the Minister of Basic Education
(1)Does her department provide costing guidelines for the construction of school toilets; if not, why not; if so, what is the guideline cost for the construction or installation of (a) enviro loos, (b) ventilated improved pit toilets, (c) flush toilets with septic tanks, (d) flush toilets connected to municipal lines, (e) mobile toilets, (f) chemical toilets and (g) the demolition of plain pit toilets; (2) have any provincial education departments been found to have exceeded the specified cost guidelines; if so, what action was taken by her department to investigate this overspending?
Reply:
1. (a), (b),(c), (d), (e), (f) & (g)
The Department of Basic Education has not developed costing guidelines for the construction of school toilets, however, National Treasury has developed the cost norms for the development of new schools and the upgrading of existing schools and this includes toilets. The cost model is a guide and it is subject to the designs that it is derived from. The cost model remains a guide and the cost of constructing an ablution facility based on the technology selected is largely determined by the market. The Department is in no position to dictate to the market as the cost can be influenced by different factors such as location, topography, scope of work, specifications, technology and mode of implementation, among others. Therefore the market rate remains the determining factor of construction cost for toilets and any other school buildings.
2. Not applicable.
13 September 2018 - NW2601
Tshwaku, Mr M to ask the Minister of Basic Education
(a) What is the total number of matric results at Mashiyamahle High School that have not been released by (i) the school and (ii) her department in the (aa) 2014, (bb) 2015, (cc) 2016 and (dd) 2017 academic years, (b) what are the reasons that the results have not been released and (c) on what date will her department release the results?
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.
13 September 2018 - NW2526
Matsepe, Mr CD to ask the Minister of Basic Education
(1)What (a) is the vacancy rate of principals at secondary schools in each province, (b) are the reasons for the vacancies and (c) period have the positions been vacant; (2) what (a) number of disputes in respect of appointments of principals have been declared in each province, (b) are the main reasons for the disputes and (c) is the envisaged time frame for the resolution of the disputes?
Reply:
- (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.
13 September 2018 - NW2525
Kalyan, Ms SV to ask the Minister of Basic Education
(1)What (a) is the vacancy rate for principals at primary schools in each province, (b) are the reasons for the vacancies and (c) period have the positions been vacant; (2) what (a) number of disputes in respect of appointments of principals have been declared in each province, (b) are the main reasons for the disputes and (c) is the envisaged time frame for resolution of the disputes?
Reply:
- (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.
13 September 2018 - NW2393
Dudley, Ms C to ask the Minister of Basic Education
(1)Will she consider delaying the promulgation of the Policy on Home Education until the misunderstanding between her department and home education stakeholders has been clarified; (2) what is the projected cost of publishing the specified policy in the Government Gazette?
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.
13 September 2018 - NW2465
Tshwaku, Mr M to ask the Minister of Basic Education
Has her department revised the deadlines of the National Minimum Uniform Norms and Standards for School Infrastructure; if so, what are the new revised deadlines?
Reply:
The Department of Basic Education (DBE) has not revised the deadlines for the National Minimum Uniform Norms and Standards for Public School Infrastructure.
13 September 2018 - NW2280
Boshoff, Ms SH to ask the Minister of Basic Education
(a) What is the vetting process followed by the SA Council for Educators when an individual applies for a teaching certificate and (b) are any certificates issued on the spot without (i) vetting or (ii) verification of qualifications?
Reply:
(a) What is the Vetting Process Followed by the SA Council for Educators when an Individual applies for a Teaching Certificate?
SACE RESPONSE
Firstly, all registration applicants are required to declare their fitness-to-practice status when they apply as follows:
“I declare that all information provided (including copies) is complete and correct. I also hereby give SACE permission to check if there are no previous convictions against me by any tribunal. I understand that any false information supplied could lead to my application being disqualified or my de-registration from the roll, and I subscribe to the Code of Conduct of Professional Ethics”.
Where an applicant has disclosed any misconduct case or criminal record, the Fit-to-Teach Hearings are held prior to any processing of the application form.
Secondly, currently the fitness-to-teach process is assessed against the submission of the Police Clearance Certificate by the foreign educators. The authenticity of the police clearance is verified against the SAPS online portal available on its website.
Finally, as indicated previously, the process for the submission of the Police Clearance by all South African applicants, will commence on 1 January 2019 onwards as prioritised by Council.
(b) are any certificates issued on the spot without (i) vetting or (ii) verification of qualifications?
Certificates of registration are issued in line with the current Council’s Fitness-to-Practice measures as outlined above.
All these measures in (a) and (b) will be enhanced further, once the Department of Justice and Constitutional Development’s register of sexual offenders is available and the necessary systems and logistical arrangements are in place to facilitate the registration turn-around time process.
13 September 2018 - NW2283
Bara, Mr M R to ask the Minister of Basic Education
What are the qualifications of the (a) Chief Executive Officer, (b) Chief Financial Officer and (c) Head of the Ethics Department of the SA Council for Educators?
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.
13 September 2018 - NW2316
Tshwaku, Mr M to ask the Minister of Basic Education
(1) (a) What number of labour disputes are currently being faced by (i) her department and (ii) the entities reporting to her, (b) what is the cause of each dispute, (c) what is the nature of each dispute and (d) on what date was each dispute (i) reported and (ii) resolved; (2) (a)(i) what number of employees have been dismissed by her department in the past five years and (ii) for what reason was each employee dismissed and (b)(i) what number of the specified employees were paid severance packages and (ii) what was the monetary value of each severance package? NW2493E
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
10 September 2018 - NW2414
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) What is the maximum number of grades that may be taught in a single classroom at the same time as part of a multigrade class and (b) what number of schools in each province have classes in which (i) two, (ii) three and (iii) four or more grades are taught in a multigrade class?
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.
10 September 2018 - NW2418
Boshoff, Ms SH to ask the Minister of Basic Education
(1)(a) Which provincial departments of education procured sanitary pads to be distributed to learners in the (i) 2016-17 and (ii) 2017-18 financial years and (b) what was the total cost of the procurement in each case; (2) whether the sanitary pads were distributed to learners in each case; if not, why not; (3) whether any investigations into irregularities in the procurement of the specified sanitary pads are being conducted; if so, what are the relevant details?
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.
10 September 2018 - NW2436
Tshwaku, Mr M to ask the Minister of Basic Education
What is the (a) name of each investing company that has invested on land owned by (i) her department and (ii) each entity reporting to her and (b)(i) nature, (ii) value and (iii) length of each investment?
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
10 September 2018 - NW2416
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) What was the (i) budget for and (ii) actual expenditure on Learning and Teaching Support Materials and (b) what percentage of the required materials was delivered in each province in the 2017-18 financial year?
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% |
10 September 2018 - NW2415
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)Whether teachers are given specific extra training to enable them to teach a multigrade class; if not, why not; if so, what are the relevant details; (2) (a) what plans does her department intend to implement in order to reduce the number of multigrade classes and (b) by which date will the specified plans be implemented? NW2663E
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.
31 August 2018 - NW2375
Basson, Ms J to ask the Minister of Basic Education
(1) (a) Whether her department has plans in place to realise the White Paper 6 on Inclusive Education in order that even learners with disabilities in rural areas can also benefit and have access to better education in the areas where they live; if not, what is the position in this regard; if so, what progress has been made; (2) what plans does her department have in place to address the supply and demand of qualified educators who teach learners with disabilities in order to give them equal and quality education that will mould them to be valuable and independent citizens who also contribute effectively to the economy of the country? NW2553E
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.
31 August 2018 - NW2190
Dudley, Ms C to ask the Minister of Basic Education
(1)When will the (a) next meeting of the Council of Education Ministers (CEM) be held and (b) draft Policy on Home Education be discussed at the CEM; (2) whether she will release the finalised draft policy to allow the public to study it; if not, what is the position in this regard; if so, what are the relevant details; (3) whether the South African Schools Act, Act 84 of 1996, forms the basis for the draft Policy on Home Education; if not, what is the position in this regard; if so, what are the relevant details; (4) how does the policy relate to her department’s proposed Basic Education Laws Amendment Bill?
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.
31 August 2018 - NW2227
Brauteseth, Mr TJ to ask the Minister of Basic Education
(1)Whether (a) her department and/or (b) the KwaZulu-Natal department of education were involved in the arrangements to perform circumcisions on boy learners at the Celimfundo Primary School in Khetani in Winterton in June 2018; if not, who made the arrangements for the circumcisions to be performed; if so, (2) whether permission was obtained to perform the circumcision of each learner from both parents and/or guardians of each learner before the operation was performed; if not, in each case, on what basis were the circumcisions performed without obtaining permission; if so, were both parents and/or guardians requested to be present before, during and/or after the operations were performed; (3) (a) where was each operation performed, (b) by whom was each operation performed, (c) what criteria were used to determine which learners should be circumcised and (d) what are the details of any counselling given to each learner before and after the operations; (4) whether any follow-up visitations were conducted to any of the learners after the operations were performed; if not, why not; if so, (a) what are the relevant details of the follow-up visitations, (b) what number of follow-up visitations were conducted, (c) which learners were visited and (d) who conducted the follow-up visits; (5) whether any of the specified learners required further medical treatment after the operations were performed; if so, what are the relevant details? NW2401E
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.
31 August 2018 - NW2266
Makeleni, Ms P to ask the Minister of Basic Education
(a) What number of schools in each province has been disrupted as a result of any kind of protest action that has prevented teaching from taking place (i) in each of the past five academic years and (ii) since 1 January 2018 and (b) in each province, what is the (i) name of the school, (ii) date on which the protest occurred, (iii) cause of the protest and (iv) time period in which teaching could not take place?
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 |
31 August 2018 - NW2268
America, Mr D to ask the Minister of Basic Education
With reference to the educator strike action (details furnished), were the strikes protected in terms of notice that was given; if not, what disciplinary action was taken against the educators who participated in the illegal strike?
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.
31 August 2018 - NW2270
Bagraim, Mr M to ask the Minister of Basic Education
(a) What is her department’s policy on educators leaving school to attend union meetings during school hours and (b) does her department monitor the number of meetings that take place resulting in educators leaving school during school hours; if not, why not?
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.
31 August 2018 - NW2271
Bagraim, Mr M to ask the Minister of Basic Education
What (a) number of learners in each province who wrote their National Senior Certificate examinations in 2017 have still not received their certificates and (b) action is her department taking to ensure that learners receive the outstanding certificates necessary for post-school education and employment?
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.
31 August 2018 - NW2371
Khosa, Mr DH to ask the Minister of Basic Education
In view of the fact that although Grade R classes in primary schools do not form part of the official school enrolment at present and therefore are not covered in the school nutrition programme, the Grade R learners still benefit from allocations towards other learners, and in view of her department’s proposal that Grade R classes should start admitting 5-year old children as well which will become an unbearable strain on schools without necessary support by the State, what steps does she intend to take in this regard?
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.
31 August 2018 - NW2372
Mokoto, Ms N to ask the Minister of Basic Education
Whether she intends to consider making using of innovative solutions to improve the lack of sanitation provision at schools, particularly in rural areas; if so, (a) what innovative solutions and (b) what progress has her department made in this regard?
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.
31 August 2018 - NW2373
Khosa, Mr DH to ask the Minister of Basic Education
Whether she has found that terminating the building of state of the art schools and instead to start adding classrooms, administration blocks and ablution facilities according to the needs of each school will fast-track infrastructure service delivery in the schools around the country?
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.
31 August 2018 - NW2374
Botes, Mr A to ask the Minister of Basic Education
(1) What progress has her department made regarding the recommendation of the Ministerial Task Team to make History a compulsory and stand-alone subject in the (a) General Education and Training and (b) Further Education and Training phases; (2) whether the parents and learners have been made to understand the purpose of the implementation of History as a compulsory and stand-alone subject in schools? NW2552E
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.
16 August 2018 - NW2102
Makeleni, Ms P to ask the Minister of Basic Education
What (a) number of provincial departments of education are currently facing investigations regarding (i) school nutrition, (ii) learner transport, (iii) sanitary pads, (iv) infrastructure and/or (v) any other tender irregularities and (b)(i) are the details of each irregularity, (ii) on what date did each investigation begin, (iii) on what date (aa) was each investigation completed and (bb) is each incomplete investigation expected to be completed and (iv) what are the details of any interim findings that were made?
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.
30 July 2018 - NW1460
Wilson, Ms ER to ask the Minister of Basic Education
(1)Whether, with reference to the reply of the President, Mr C M Ramaphosa, to the debate on the State of the Nation Address on 22 February 2018 to implement lifestyle audits, (a) she, (b) senior management service members in her department and/or (c) any of the heads of entities reporting to her have undergone a lifestyle audit in the past three financial years; if not, have any plans been put in place to perform such audits; if so, in each case, what are the details of the (i) date of the lifestyle audit, (ii) name of the person undergoing the audit, (iii) name of the auditing firm conducting the audit and (iv) outcome of the audit; (2) whether she will furnish Ms E R Wilson with copies of the lifestyle audit reports?
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.
- N/A
- N/A
- N/A
- 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.
23 July 2018 - NW2104
Bucwa, Ms H to ask the Minister of Basic Education
(1)What (a) number of schools in each province currently have (i) non-ventilated pit latrine toilets and (ii) ventilated improved pit latrine toilets and (b) is the name of each school in each case; (2) whether the toilets at any of the specified schools are scheduled to be upgraded; if so, (a) on what date and (b) what are the further relevant details in this regard?
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.
23 July 2018 - NW2103
Bucwa, Ms H to ask the Minister of Basic Education
Whether, in light of high numbers of unplaced learners each year, her department intends to revise its plans of rationalising schools by either closure or merger; if not, why not; if so, what are the relevant details?
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.
23 July 2018 - NW1994
Waters, Mr M to ask the Minister of Basic Education
(1)With reference to her reply to question 460 on 9 April 2018, on what information did she rely to calculate the distances from the (a) Eastleigh Primary School and (b) Edenglen Primary School to Tembisa and Alexandra respectively; (2) whether she will furnish Mr M Waters with a copy of the study that shows that parents of the learners residing in Greenstone are allegedly not interested in the specified primary schools; (3) (a) by what date will (i) additional primary schools be built in (aa) Tembisa and (bb) Alexandra and (ii) the additional schools be completed and (b) what are the envisaged sizes of the schools?
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.
23 July 2018 - NW2105
Bucwa, Ms H to ask the Minister of Basic Education
With reference to her reply to question 132 on 28 February 2018, has she received the outstanding information from KwaZulu-Natal and Limpopo?
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 |
23 July 2018 - NW1965
Ryder, Mr D to ask the Minister of Basic Education
What number of (a) schools were planned for construction in the (i) 2016-17 and (ii) 2017-18 financial years, (b) the specified schools were constructed to completion and (c) the completed schools have (i) sports facilities, (ii) a library, (iii) a science laboratory and (iv) a computer laboratory?
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 |
18 July 2018 - NW2121
Wilson, Ms ER to ask the Minister of Basic Education
With reference to her reply to question 1347 on 23 May 2018, (a) on what specific date did the SA Council of Educators (SACE) write to the Directors-General of the Department of Justice and Constitutional Development to request access to the National Register of Sex Offenders, (b) why did SACE not do so before the specified date as the register was established in 2007, (c) what was the response of the Directors-General of the Department of Justice and Constitutional Development and (d) what number of teaching licences have been issued by SACE since the register was created, without checking the prospective teacher against the register as required by law of licensing authorities?
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.
18 July 2018 - NW2181
Madisha, Mr WM to ask the Minister of Basic Education
What (a) has she found to be the hindrance for the SA Council for Educators (SACE) with regard to access to and use of the National Register for Sex Offenders to vet teachers and (b) steps has her department taken to ensure that SACE is given access to the specified register and utilises it to vet teachers?
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.
18 July 2018 - NW2122
America, Mr D to ask the Minister of Basic Education
With reference to her reply to question 1347 on 23 May 2018, (a)(i) on what specific date did the SA Council of Educators (SACE) initiate discussions with the Department of Social Development to gain access to the Child Protection Register and (ii) what progress has been made in this regard and (b) why did SACE not initiate discussions before the specified date as the Register was established in 2005?
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.
18 July 2018 - NW2120
Wilson, Ms ER to ask the Minister of Basic Education
Whether the SA Council for Educators check court records as part of the vetting process for the teachers’ roll; if not, why not; if so, what are the relevant details?
Reply:
SACE RESPONSE:
No, because the South African Council for Educators (SACE) does not have a Mandate to go into court records.
03 July 2018 - NW2100
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) What toilet facilities were available at the Luna Primary School at the time of Lumka Mkhethwa’s death in March 2018, (b) were any temporary toilets supplied by the Eastern Cape provincial education department after the learner’s death and (c) what is the current status of sanitation at the school?
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.
03 July 2018 - NW2119
Wilson, Ms ER to ask the Minister of Basic Education
(a) Why are the annual reports of the National School Nutrition Programme for the (i) 2014-15, (ii) 2015-16 and (iii) 2016-17 financial years not available on her department’s website and (b) will she furnish Ms E R Wilson with copies of the specified annual reports?
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.
03 July 2018 - NW2123
America, Mr D to ask the Minister of Basic Education
With reference to her reply to question 887 on 3 May 2018, what are the names of the (a) 14 schools in the Eastern Cape, (b) 12 schools in the Free State, (c) 33 schools in KwaZulu-Natal, (d) 22 schools in Limpopo, (e) 34 schools in Mpumalanga, (f) 21 schools in the Northern Cape, (g) nine schools in the North West and (h) 32 schools in the Western Cape that appear on the list of hotspot schools?
Reply:
a) EASTERN-CAPE
- Dudumeni H.School
- Emdikisweni Junior Secondary School
- Bizana village High School
- Mtebele Secondary School
- Butterworth High School
- Gwelane Secondary school
- Mazibuko Secondary school
- A.M.Zantsi Secondary School
- Khwaza Secondary Secondary
- J.A. Calata Senior Secondary school
- Matthew Goniwe Secondary School
- Skenjane Secondary School
- Ngangolwandle Secondary School
- Dinizulu High school
b) FREE STATE
- Lephoi Primary School
- Reikaeletse Secondary School
- Inoseng Primary School
- Ipeleng Primary School
- Trompsburg Primary School
- Madikgetla Primary School
- Trompsburg Secondary School
- Lere La Thuto Secondary School
- Jim Fouche Secondary School
- Petunia Secondary School
- Rosenhof Secondary School
- Vulamasango Secondary School
c) KWAZULU-NATAL
- Ikhandlela High School
- Qantaye Secondary School
- Phawulethu Secondary School
- Dlamvuzo High School
- Siyabonga Secondary School
- Mphemba High School
- Vulamuva High School
- Nomyaca High School
- Ntongande Secondary School
- Nqumizwe Secondary School
- Hlamvana High School
- Mdlamfe High School
- Emthungweni Secondary School
- Mnyakanya High School
- Sizwesonke Secondary School
- Matheku Secondary School
- Bhamu High School
- Yanguye Secondary School
- Zinqobela High School
- Richards Bay Secondary School
- Dlozilesizwe High School
- John Ross College School
- Mphepose Secondary School
- Dover Secondary School
- Mthonga High School
- Amazondi High School
- Malabela High School
- Siphosabadletshe High School
- Mtubatuba High School
- Kufezile Secondary School
- Vezobala Junior Secondary School
- Shengeza High School
- Thulasibone High School
d) LIMPOPO
- Kutama Secondary School
- Luvhivhini Secondary School
- Denga Tshivhase High School
- Nwanati High School
- Ripanabeta High School
- Silemale Secondary School
- Mountainview Secondary School
- Kgakala Secondary School
- Tubake Secondary School
- Mosepedi Secondary School
- Mathomomanayo Secondary School
- Tshikuwi Primary School
- Thagaetala High School
- Phasoane Secondary School
- Jawe Jawe Secondary School
- Sekgopetjana Secondary School
- Solomon Marabo Secondary School
- Goerge Mbulaheni High School
- Denga Tshivhase High School
- Hoerskool louis Trichardt
- Jim Chabani High School
- Ditlalemeso Secondary School
e) MPUMALANGA
- EJ Singwane Secondary school
- Gedlembane Secondary school
- Hillaria Mthethwa Secondary school
- Duma Primary School
- Tikhontele Secondary school
- Masitakhe Secondary school
- Sitfokotile Secondary school
- Funindlela Primary School
- Letsakuthula Primary School
- Sehlulile Primary school
- Jerusalem Secondary school
- Khanyisani Secondary school
- Lungisani Primary school
- Mshadza Secondary school
- Phola Secondary school
- Sakhile Primary School
- Khumbula Secondary school
- Victory park Primary School
- Jacob Mdluli Secondary school
- Mntungwa Secondary school
- Phatfwa Secondary school
- Hlanganani Secondary school
- Mbuyani Secondary school
- EbuhleniPrimary School
- Mhlume Secondary school
- Sbhulo High school
- Siligane Secondary school
- Ngodini Secondary school
- Emtfonjeni Primary School
- Fundinjobe Secondary school
- Zikodze Secondary school
- Khutsalani Secondary school
- Vulindlela Secondary school
- Phakani Primary School
f) NORTHERN CAPE
- Alexander Bay High
- Calvinia High School
- Hantam High School
- Fraserburg High School
- Malherbe Human Intermediate
- Garies High School
- J.J Lambert Primary
- Kharkams Combined
- Concordia High School
- Nababeep High School
- Okiep High School
- Okiep Primary School
- Boesmanland high School
- Francois Visser Primary
- Port Nolloth High School
- Port Nolloth Primary School
- Dr Isak Van Niekerk Primary
- Matjieskloof Primary School
- Namaqualand High School
- S.A Van Wyk High School
- Ferdinand Brecher Primary School
g) NORTH WEST
- Mokgosi Primary School
- Moeti Primary School
- Kameel Primary School
- Uitspan Intermediate School
- Monthusi Primary School
- Kwalakitso Primary School
- Kitlanang Middle School
- Itsholetseng Middle School
- Modisekanono Middle School
h) WESTERN CAPE
- Breerivier High School
- Cloetesville High School
- De Kruine Secondary School
- Desmond Tutu High School
- Esselenpark High School
- Aurial College
- Bastiaanse Secondary School
- Beaufort-West Secondary School
- Bridgton Secondary School
- Concordia High School
- Arcadia High School
- Blomvlei Primary School
- Bonteheuwel High School
- Boundary Primary School
- Crystal High School
- Hexvallei Secondary School
- Langeberg Secondary School
- Orleansvale Primary School
- Paarl School of Skills
- Paulus Joibert Secondary
- Waveren High School
- Weltevrede High School
- Fezile Secondary School
- Ladismith Secondary School
- Gerrit Du Plessis Secondary School
- Hillcrest Secondary School
- Imizamo Yethu Secondary School
- Indwe Secondary School
- Downeville Primary School
- Edendale Primary School
- Heideveld High School
- ID Mlkize High School
03 July 2018 - NW1403
Mente-Nkuna, Ms NV to ask the Minister of Basic Education
(a) What are the details of the backlog of schools to be built in the country, (b) what number of schools must be built, (c) in which municipalities must each school be built and (d) what is the total cost to build (i) all the schools and (ii) each specified school?
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.