Questions and Replies

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

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.

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

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.

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.

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.

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

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.

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

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.

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.

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. 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:

The Department of Basic Education (DBE) has not revised the deadlines for the National Minimum Uniform Norms and Standards for Public School Infrastructure.

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.

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:

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:

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:

(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:

(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. (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:

(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 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 does not collect or collate this information. The honourable Member is requested to direct the questions to the Provincial Education Departments.

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:

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:

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)(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:

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:

(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 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:

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:

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 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:

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:

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:

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:

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:

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

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) (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:

 

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:

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.