Questions and Replies
28 June 2018 - NW1174
Waters, Mr M to ask the Mr M Waters (DA) to ask Minister of Basic Education
Whether, with regard to the reply to question 288 on 16 March 2017, the provincial department has provided her with the information; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
No, the provincial Department has not furnished the Minister with the details, despite numerous attempts to request the information. The Honourable Member is requested to kindly submit the request directly to the province and the South African Police Services.
28 June 2018 - NW1316
Alberts, Mr ADW to ask the Minister of Basic Education
(1)With reference to her reply to question 3599 on 21 November 2017, (a) what (i) total number of schools have been built annually in Gauteng since 2014 and (ii) number of the specified schools in each specified year were (aa) primary schools and high schools, (bb) single-medium schools and English-medium schools and (cc) dual-medium schools and parrallel-medium schools, (b) what is the main language of instruction in each case and (c)(i) what number of the schools are in use and (ii) for what reasons have the remaining schools fallen into disuse; (2) whether she is still unable to provide the requested information; if so, (a) why and (b) by what date will she provide the requested information?
Reply:
1. (a),(i) & (ii), (aa), (bb) & (cc), (b) and (c), (i) & (ii)
See the attached Annexure for the list of schools built since 2014/15 Financial Year, the Main Language of Instruction and other relevant details of schools. All the schools in Annexure A are in use.
2. See one (1) above.
28 June 2018 - NW1308
Tshwaku, Mr M to ask the Minister of Basic Education
(1)Why has her department done nothing to assist the family of Lulutho Sino Khayalethu Mbambo, a pupil at Adelaide Gymnasium in the Eastern Cape, who suffered a head injury while training with his school rugby team on 27 May 2014, and has been bedridden ever since; (2) who must take responsibility for caring for individuals who suffer debilitating injuries as a result of participating in school sports at schools specialising in sports?
Reply:
1. The Department is not aware of the case in question and has requested the Provincial Education Department (PED) to provide further information and details. A comprehensive response will be provided when the response is received from the PED.
2. The Regulations for Safety Measures at Public Schools published under government notice 1040 in government gazette 22754 of 12 October 2001 and amended by; GNR1128 in government gazette 29376 of 10 November 2006 with reference to 8A paragraph 2 state that a public school must take measures to ensure the safety of learners during any school activity and these measures include, among others, injuries.
21 June 2018 - NW1850
Tshwaku, Mr M to ask the Minister of Basic Education
What number of mathematics teachers are employed at (a) primary school and (b) high or secondary school level in each school district in the country?
Reply:
(a),(b) The Department of Basic Education does not collect or collate this information. The Honourable Member is requested to direct the question to the provinces as such data are in their possession.
21 June 2018 - NW1849
Tshwaku, Mr M to ask the Minister of Basic Education
What number of science teachers are employed at (a) primary school and (b) high or secondary school level in each school district in the country?
Reply:
(a),(b) The Department of Basic Education does not collect or collate this information. The Honourable Member is requested to direct the question to the provinces as such data are in their possession.
21 June 2018 - NW1733
Alberts, Mr ADW to ask the Minister of Basic Education
(1)Whether all members of the senior management service (SMS) in her department had declared their interests for the past year as required by the Public Service Regulations; if not, (a) why not, (b) how many of the specified members did not declare their interests and (c) what are the (i) names and (ii) ranks of the specified noncompliant members of the SMS; (2) whether noncompliant SMS members have been charged; if not, why not; if so, what are the relevant details; (3) what number (a) of employees in her department at each post level are currently suspended on full salary and (b) of the specified employees at each post level have been suspended for the specified number of days (details furnished); (4) what is the total amount of cost attached to the days of service lost as a result of the suspensions in each specified case?
Reply:
1. All SMS members submitted their Financial Disclosure forms
(a) Not applicable
(b) Not applicable
(c) (i) Not applicable
(ii) Not applicable
2. Not applicable
3. (a) Not applicable
(b) Not applicable
(4) Not applicable
21 June 2018 - NW1728
Khawula, Ms MS to ask the Minister of Basic Education
What is the (a) total number of (i) teachers employed and (ii) learners enrolled at each school in the country at the beginning of the 2018 academic year and (b)(i) name and (ii) location of each school?
Reply:
a) (i)
The total number of State-paid teachers employed per province as per the PERSAL record of January 2018 is given in a table below. The Department can make available a database of the number of teachers in each school and location of such schools. This information will be made available on a CD due to the volume of information.
|
Province |
Grand Total |
|
EASTERN CAPE |
52 468 |
|
FREE STATE |
22 897 |
|
GAUTENG |
68 264 |
|
KWAZULU-NATAL |
95 226 |
|
LIMPOPO PROVINCE |
51 886 |
|
MPUMALANGA |
33 040 |
|
NORTH WEST |
25 946 |
|
NORTHERN CAPE |
10 149 |
|
WESTERN CAPE |
31 411 |
|
Grand Total |
391 287 |
Source: PERSAL, January 2018
a) (ii)
Table 1 below indicates the number of learners in ordinary and special schools, by province and district. A detailed list of schools is attached as Annexure A. Please note that the 2018 data is not yet available at a national level, as provinces are still uploading their data into Learner Unit Record Tracking System (LURITS). 2018 data will be available after 30 June 2018.
b) (i) (ii)
The response is attached in a detailed list of schools as Annexure A on Excel spreadsheet.
21 June 2018 - NW1727
Matiase, Mr NS to ask the Minister of Basic Education
With reference to her reply to question 1076 on 08 May 2018, what is the (a) name, (b) location and (c) total number of vacancies of each school in each province as at the last reporting quarter?
Reply:
(a), (b) and (c)
As part of the monitoring of vacancies at schools in Provincial Education Departments (PEDs), the National Department of Basic Education requests and obtains aggregated reports on the number of vacancies on a quarterly basis. The Honourable Member is requested to direct the request on the detailed information on vacancies per school to the PEDs as such data are in their possession.
The number of posts and vacancies for the PEDs that have reported as at the end of March 2018 is shown below.
|
Province |
Number of Posts |
Number of Vacancies |
|
Eastern Cape |
50 296 |
4 742 |
|
Free State |
20 808 |
337 |
|
Gauteng |
58 754 |
312 |
|
KwaZulu-Natal |
90 057 |
Report outstanding |
|
Limpopo |
48 856 |
3 082 |
|
Mpumalanga |
34 777 |
250 |
|
Northern Cape |
10 651 |
105 |
|
North West |
28 744 |
551 |
|
Western Cape |
32 147 |
480 |
|
Total |
375 091 |
9 859 |
Source: PED Quarterly Reports
21 June 2018 - NW1397
Ntlangwini, Ms EN to ask the Minister of Basic Education
What is the (a) name, (b) location and (c) number of pupils at of each (i) primary and (ii) high/secondary school in the country that (aa) does not provide internet and/or (bb) have access to internet for learning purposes?
Reply:
Education is a concurrent function, Chapter 3 section 12 of the South African schools Act stipulates that provinces must provide for schools and the education of learners. The information requested above must be directed to the respective provincial legislatures given that provinces are responsible for the provision of internet connectivity for schools.
21 June 2018 - NW1398
Khawula, Ms MS to ask the Minister of Basic Education
(1)(a) What is the name, (b) location and (c) number of pupils at each (i) primary and (ii) high/secondary school in the country that (aa) has functioning computers for learning purposes and (bb) does not have functioning computers; (2) in each instance where a school has computers for learning purposes, (a) what number of computers does each school have, (b) what is the make of the computers at each school and (c) by what date were the computers received at each school?
Reply:
Education is a concurrent function, Chapter 3 section 12 of the South African schools Act stipulates that provinces must provide for schools and the education of learners. The information requested above must be directed to the respective provincial legislatures given that provinces are responsible for the provision of computers for learners.
21 June 2018 - NW1393
Tshwaku, Mr M to ask the Minister of Basic Education
What is the teacher to pupil ratio at each (a) primary and (b) high/secondary school in the country?
Reply:
a) and (b)
The Table below shows the average teacher to pupil ratio per province. The full list of all primary and secondary schools indicating teacher to pupil ratio per school can be provided on a CD due to the volume of information.
|
Province |
|
Average of LER Secondary |
|
Eastern Cape |
37.9 |
31.3 |
|
Free State |
36.6 |
25.7 |
|
Gauteng |
37.5 |
26.7 |
|
Kwazulu-Natal |
32.6 |
27.0 |
|
Limpopo Province |
35.0 |
26.2 |
|
Mpumalanga |
34.9 |
26.5 |
|
North West |
32.2 |
26.2 |
|
Northern Cape |
32.3 |
25.3 |
|
Western Cape |
38.4 |
33.2 |
|
National Average |
35.2 |
27.7 |
Source: School Realities and PERSAL, March 2018
21 June 2018 - NW1013
Xalisa, Mr Z R to ask the Minister of Basic Education
What (a) number of (i) primary and (ii) high schools do not have (aa) computer lab and (bb) internet connection in each province and (b) amount of funding is required to build computer labs and install internet connection to eradicate the backlog?
Reply:
a) According to National Education Infrastructure Management System (NEIMS) as at March 2018, below are the figures:
|
PROVINCE |
NO COMPUTER LABS |
INTERNET CONNECTIVITY |
||
|
PRIMARY SCHOOLS |
HIGH SCHOOLS |
PRIMARY SCHOOLS |
HIGH SCHOOLS |
|
|
Eastern Cape |
4 049 |
685 |
2456 |
1 322 |
|
Free State |
388 |
144 |
306 |
171 |
|
Gauteng |
235 |
154 |
280 |
107 |
|
KwaZulu-Natal |
2 950 |
935 |
2 342 |
1 964 |
|
Limpopo |
2 138 |
1 119 |
2 546 |
838 |
|
Mpumalanga |
735 |
291 |
852 |
679 |
|
North West |
644 |
161 |
281 |
275 |
|
Northern Cape |
216 |
31 |
0 |
0 |
|
Western Cape |
503 |
70 |
250 |
13 |
|
Total |
11 858 |
3 590 |
9 313 |
5 369 |
b) An estimated amount of R 16 billion is required to provide computer labs with connectivity.
*Note 1: The cost of physical infrastructure to erect a building/ space for a lab needs to be surveyed by a quantity surveyor per site. However, it should also be noted that due to technological advancements, it is no longer necessary to provide a computer laboratory to all schools. Further, the provision of mobile computer facilities has reduced the need for these.
*Note 2: The cost of infrastructure for connectivity requires an individual assessment for fibre, wireless, satellite or others depending on location and other factors.
21 June 2018 - NW1317
Alberts, Mr ADW to ask the Minister of Basic Education
(1)With reference to her reply to question 3870 on 6 December 2017, what (a) number of schools have been built by the Gauteng Department of Education since 1 June 2014 and (b) are the full details of the (i) number of schools in each year since 1 June 2014 and (ii) language of instruction in each specified school; (2) whether she has found that her department had achieved its goal with regard to the number of schools built as planned for in line with the budget allocated towards this purpose; if not, what are the detailed reasons why the target was not achieved; (3) whether the planned number of schools make adaquate provision for the demand in Gauteng; if not, what steps does her department intend to take to address the problem; (4) whether she is still unable to provide the requested information; if so, (a) why and (b) by what date will she provide the requested information?
Reply:
1. (a) & (b) (i) & (ii).
Find attached Annexure for the number of schools built since 2014/15 Financial Year and their full details, including their language of instruction.
2. The Gauteng Department of Education has a backlog in relation to the supply of new and replacement schools. This is perpetuated by the constant influx of learners into the province. A number of factors have had adverse impact on delivery of schools. These include but are not limited to: Budgetary constraints, under-performance by Contractors, Community disruptions and inclement weather.
3. The planned number of schools is not adequate to address overcrowding and the severe shortage of schools in the province. In an attempt to find an alternative solution, the Department is working with the Gauteng Infrastructure Fund Agency (GIFA) to explore alternative funding methods that will expedite the delivery of schools in the province.
4. The requested information has been provided.
21 June 2018 - NW827
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) What number of projects are (i) currently in progress and (ii) planned as part of the Accelerated School Infrastructure Delivery Initiative (ASIDI) and (b) in each case, what is the (i) name of the (aa) school and (bb) implementing agent, (ii) nature of the project, (iii) cost of the project, (iv) name(s) of the contractors who were hired to undertake the work, (v) start and expected completion date, (vi) percentage completion of the project as it currently stands and (vii) point in the process at which the project currently stands?
Reply:
a) (i) & (ii) and (b) (i)(aa) & (bb), (ii), (iii), (iv), (v), (vi) & (vii) is as per the attached spread sheet.
Replacement of Inappropriate Structures
With regard to the Inappropriate Structures, a total number of 367 schools are being implemented under the ASIDI Programme; 202 projects have been completed since inception, 175 projects are at various stages of completion.
Sanitation: 741 projects have been identified, 585 projects have been allocated to IAs. 470 schools have been provided with sanitation. Due to scope changes, 586 projects are different stages of implementation.
Water: 1120 projects identified, 959 allocated to IAs; 685 schools have been provided with water. Due to scope changes, 539 projects are in different stages of implementation.
Electricity: 916 projects identified, 372 of the 535 allocated to IAs have been provided with electricity. Due to scope changes only 372 projects have been implemented and the others were addressed through the provincial programmes.
21 June 2018 - NW1851
Mashabela, Ms N to ask the Minister of Basic Education
What number of information technology and/or information communication teachers are employed at (a) primary school and (b) high or secondary school level in each school district in the country?
Reply:
(a),(b) The Department of Basic Education does not collect or collate this information. The Honourable Member is requested to direct the question to the provinces as such data are in their possession.
23 May 2018 - NW1394
Tshwaku, Mr M to ask the Minister of Basic Education
What is the physical science teacher to pupil ratio at each (a) primary and (b) high/secondary school in the country?
Reply:
Physical Science is only offered at Grade 10-12 (secondary schools)
(a) and (b)
The Department of Basic Education does not collect or collate subject level information on teacher/pupil ratio. The Honourable member is requested to direct the question to the provinces as such detailed data resides with them.
23 May 2018 - NW829
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 126 on 28 February 2018, what (a) is the name of each special school for the deaf in each province, (b) number of (i) learners are registered and (ii) appropriately trained educators teach at each specified school, (c) subjects are offered at each school and (d) is the highest Grade offered at each school?
Reply:
(a), (b)(i), (b)(ii), (c) and (d)
Table 1 indicates the number of learners in special schools for the deaf and subjects offered. Please note that there are schools that did not upload learner enrolment or subjects offered.
Note 1: * indicates schools with no subject.
Note 2: # indicates schools with no learners.
Table 1: List of Special Schools for the Deaf, by province, learner numbers, educators trained, subjects offered and highest Grade, in 2017
|
Province |
EMIS Number |
(a) Institution Name |
(b)(i) Number of learners |
(b)(ii) Number of Educators Appropriately Trained |
(c) Subjects offered |
(d) Last Grade offered |
|
*WC |
105309608 |
MARY KIHN SCHOOL |
76 |
7 |
Gr7 |
|
|
WC |
105314633 |
DOMINIKAANSE SKOOL VIR DOWES |
233 |
8 |
Computer Applications Technology, Consumer Studies, Design, English First Additional Language, Life Orientation, Mathematical Literacy, Tourism |
Gr 12 |
|
*WC |
106000108 |
NOLUTHANDO SCH. FOR THE DEAF |
302 |
9 |
|
Gr 9 |
|
WC |
130315604 |
DE LA BAT-SKOOL |
211 |
8 |
Afrikaans First Additional Language, Computer Applications Technology, Consumer Studies, Design, Engineering Graphics and Design, English First Additional Language, English Second Additional Language, Life Orientation, Life Sciences, Mathematical Literacy, Visual Arts |
Gr 12 |
|
WC |
130334626 |
NUWE HOOP-SENTRUM |
347 |
5 |
Accounting, Afrikaans First Additional Language, Business Afrikaans, Business English, Business Practice, Computer Application Technology, Computer Practice and Typing Techniques, Consumer Studies, Engineering Graphics and Design, Engineering Science, English Second Additional Language, Hotel keeping and Catering, Life Orientation, Mathematical Literacy, Mathematics N1, Mathematics N2, Metalwork, Small Business Management and Entrepreneurship, Woodwork |
Gr 9 |
|
EC |
200100648 |
REUBIN BIRIN SCHOOL |
117 |
10 |
Accounting, Arts and Culture, Computer Applications Technology, Economic Management Sciences, English First Additional Language, Hospitality Studies, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 10 |
|
EC |
200200819 |
ST THOMAS |
239 |
11 |
|
Gr 12 |
|
EC |
200401369 |
EFATA SCHOOL |
336 |
13 |
Arts and Culture, Business Studies, Civil Technology, Economic Management Sciences, Engineering Graphics and Design, English First Additional Language, English Home Language, History, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology, Tourism |
Gr 12 |
|
EC |
200501449 |
SIVE SCHOOL |
156 |
14 |
Arts and Culture, Economic Management Sciences, English First Additional Language, English Home Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Social Sciences, Technology |
Gr 9 |
|
NC |
300010705 |
RE TLAMELENG SPECIAL SCHOOL |
156 |
15 |
Arts and Culture, Business Studies, Civil Technology, Computer Applications Technology, Economic Management Sciences, Economics, English First Additional Language, English Home Language, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Setswana Home Language, Social Sciences, Technology, Tourism |
Gr 12 |
|
FS |
443907315 |
BARTIMEA SPEC |
345 |
28 |
Accounting, Afrikaans Second Additional Language, Afrikaans First Additional Language, Business Studies, Computer Applications Technology, Consumer Studies, Economic Management Sciences, Economics, English First Additional Language, English Home Language, History, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Sesotho Home Language, Setswana Home Language, Social Sciences, Technology, Visual Arts |
Gr 12 |
|
FS |
445109060 |
THIBOLOHA SPEC |
354 |
17 |
Arts and Culture, Business Studies, Computer Applications Technology, Economic Management Sciences, Economics, English First Additional Language, History, Hospitality Studies, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Sesotho Home Language, Social Sciences, Technology, Visual Arts |
Gr 12 |
|
KZN |
500125467 |
DURBAN SCHOOL FOR HEARING IMPAIRED |
225 |
8 |
Economic Management Sciences, English First Additional Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 9 |
|
KZN |
500145632 |
FULTON SCHOOL FOR THE DEAF |
109 |
8 |
Arts and Culture, Computer Applications Technology, Consumer Studies, Design, Economic Management Sciences, Engineering Graphics and Design, English First Additional Language, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology, Visual Arts |
Gr 12 |
|
KZN |
500162282 |
INDALENI SCHOOL FOR THE DEAF |
195 |
8 |
Arts and Culture, Economic Management Sciences, English First Additional Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 9 |
|
*KZN |
500164576 |
INKANYEZI TRAINING CENTRE |
435 |
6 |
|
Gr 9 |
|
*KZN |
500183853 |
KWATHINTWA SCHOOL FOR THE DEAF |
362 |
9 |
|
Gr 12 |
|
KZN |
500183890 |
KWAVULINDLEBE SCHOOL FOR THE DEAF |
67 |
8 |
Economic Management Sciences, English First Additional Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 7 |
|
KZN |
500190883 |
BUMBISIZWE SPECIAL |
206 |
6 |
Arts and Culture, Economic Management Sciences, English First Additional Language, IsiZulu Home Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 7 |
|
KZN |
500276131 |
ST MARTIN DE PORRES COMPREHENSIVE |
405 |
Arts and Culture, Business Studies, Computer Applications Technology, Consumer Studies, Economic Management Sciences, English First Additional Language, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Religion Studies, Social Sciences, Technology, Tourism |
Gr 12 |
|
|
KZN |
500290783 |
V N NAIK SCHOOL FOR THE DEAF |
255 |
8 |
Arts and Culture, Business Studies, Computer Applications Technology, Consumer Studies, Dramatic Arts, Economic Management Sciences, English First Additional Language, Hospitality Studies, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences , Technology, Visual Arts |
Gr 12 |
|
KZN |
500293484 |
VULEKA SCHOOL FOR THE DEAF |
338 |
14 |
Arts and Culture, Computer Applications Technology, Consumer Studies, Dramatic Arts, Economic Management Sciences, Geography, Life Orientation, Life Sciences, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology, Visual Arts |
Gr 12 |
|
KZN |
500304658 |
INKAYISO SCHOOL FOR LSEN |
383 |
4 |
Afrikaans First Additional Language, Afrikaans Home Language, English First Additional Language, English Home Language, IsiZulu Home Language, Life Orientation, Life Skills, Mathematics ,Natural Sciences, Natural Sciences and Technology |
Gr 6 |
|
NW |
600102377 |
KUTLWANONG |
264 |
33 |
Arts and Culture, Economic Management Sciences, English First Additional Language, Life Orientation, Life Skills, Mathematics, Natural Sciences ,Social Sciences, Technology |
Gr 10 |
|
NW |
600102380 |
NORTH WEST SECONDARY |
86 |
5 |
Accounting, Arts and Culture, Business Studies, Computer Applications Technology, Economic Management Sciences, English First Additional Language, English Second Additional Language, Hospitality Studies, Life Orientation, Life Sciences, Life Skills, Mathematics, Natural Sciences, Social Sciences, Technology |
Gr 10 |
|
GP |
700110254 |
M.C. KHARBAI SCHOOL FOR THE DEAF |
413 |
17 |
Arts and Culture, Business Studies, Computer Applications Technology, Economic Management Sciences, Economics, English First Additional Language, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology, Tourism |
Gr 10 |
|
GP |
700231456 |
TRANSORANJE-SKOOL VIR DOWES |
200 |
14 |
Economic Management Sciences, English First Additional Language, Life Orientation, Life Skills, Mathematics, Natural Sciences and Technology, SiSwati Home Language, Afrikaans First Additional Language |
Gr 12 |
|
GP |
700240648 |
DOMINICAN SCHOOL FOR THE DEAF |
365 |
25 |
Agricultural Sciences, Arts and Culture, Economic Management Sciences, English First Additional Language, English Home Language, Hospitality Studies, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Religion Studies, Social Sciences, Technology |
Gr 11 |
|
GP |
700240689 |
FILADELFIA |
525 |
8 |
Accounting, Afrikaans First Additional Language, Arts and Culture, Business Studies, Computer Applications Technology, Consumer Studies, Economic Management Sciences, Economics, Electrical Technology, Engineering Graphics and Design, English First Additional Language, English Home Language, History, IsiXhosa Home Language, IsiZulu Home Language, Life Orientation , Life Sciences, Mathematical Literacy, Mathematics, Natural Sciences, Physical Sciences, Sepedi Home Language, Sesotho Home Language, Setswana Home Language, SiSwati Home Language, Technology, Tourism, Tshivenda Home Language, Visual Arts, Xitsonga Home Language |
Gr 12 |
|
*#GP |
700151654 |
ST VINCENT |
|
10 |
|
|
|
GP |
700251900 |
SIZWILE SCHOOL FOR THE DEAF |
334 |
Arts and Culture, Computer Applications Technology, Economic Management Sciences, Engineering Graphics and Design, English First Additional Language, English Home Language, Hospitality Studies, Life Orientation, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology, Tourism |
Gr 12 |
|
|
*GP |
700341560 |
EKURHULENI SCHOOL FOR THE DEAF |
299 |
18 |
|
Gr 9 |
|
*#MP |
800028829 |
KAMAGUGU |
|
4 |
|
Gr7 |
|
*#MP |
800021121 |
SILINDOKUHLE |
|
6 |
|
Gr7 |
|
*#MP |
800029355 |
WOLVENKOP |
|
3 |
|
Gr3 |
|
*#MP |
800001743 |
BUKHOSIBETFU |
|
6 |
|
Gr8 |
|
*MP |
800012740 |
MARIETJIE SKOOL |
296 |
2 |
|
Gr 5 |
|
LP |
915531221 |
YINGISANI PRIMARY |
180 |
10 |
Arts and Culture, English First Additional Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 7 |
|
LP |
922223479 |
SETOTOLWANE SECONDARY |
328 |
17 |
Accounting, Business Studies, Computer Applications Technology, Consumer Studies, Economic Management Sciences, Economics, English First Additional Language, Geography, History, Life Orientation, Life Sciences, Life Skills, Mathematical Literacy, Mathematics, Natural Sciences, Natural Sciences and Technology, Sepedi Home Language, Social Sciences, Technology, Tourism, Xitsonga Home Language |
Gr 12 |
|
LP |
924651781 |
BOSELE SCHOOL |
325 |
16 |
Arts and Culture, Economic Management Sciences , English First Additional Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Sepedi Home Language, Social Sciences, Technology, Tshivenda Home Language, Tshivenda Home Language |
Gr 7 |
|
LP |
930320346 |
TSHILIDZINI SCHOOL |
377 |
9 |
Arts and Culture, Economic Management Sciences, English First Additional Language , Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 7 |
|
*LP |
991103202 |
SEDIBENG |
89 |
4 |
|
Gr 7 |
|
#KZN |
500448810 |
KHULANI SPECIAL SCHOOL (2017) |
|
Arts and Culture , English First Additional Language, IsiZulu First Additional Language, IsiZulu Home Language, Life Orientation, Life Skills, Mathematics, Natural Sciences, Natural Sciences and Technology, Social Sciences, Technology |
Gr 7 |
Source: 2017 LURITS
23 May 2018 - NW909
Tshwaku, Mr M to ask the Minister of Basic Education
(a) What number of schools did not comply with the schools norms and standards for infrastructure set out by her department and (b) in each case, what (i) is the name and location of the school and (ii) are the reasons for non-compliance (aa) in the (aaa) 2014, (bbb) 2015, (ccc) 2016 and (ddd) 2017 academic years and (bb) since 1 January 2018?
Reply:
a) The table below indicates the number of schools which did not comply with the three year target for Norms and Standards.
|
PROVINCE |
Schools without Sanitation |
Schools without electricity |
Schools without Water |
Inappropriate material |
|
Eastern Cape |
25 |
105 |
0 |
205 |
|
Free State |
0 |
0 |
0 |
15 |
|
Gauteng |
0 |
0 |
0 |
26 |
|
KwaZulu-Natal |
0 |
115 |
0 |
3 |
|
Limpopo |
0 |
0 |
0 |
0 |
|
Mpumalanga |
0 |
0 |
0 |
0 |
|
North West |
0 |
0 |
0 |
0 |
|
Northern Cape |
0 |
0 |
0 |
24 |
|
Western Cape |
0 |
0 |
0 |
0 |
|
Total |
25 |
220 |
0 |
273 |
- Eastern Cape still has twenty five (25) schools without sanitation. However, these are at different stages of implementation.
- All schools have been provided with some form of electricity, either through grid connection, solar, generator or other means of electricity provision. The sector is however, continuously affected by instances of theft and vandalism of solar panels and cables, which renders schools previously provided, to be without service; and
- There is still 273 schools built entirely of inappropriate materials and the Department is in the process of soliciting additional funding to address the backlogs.
(b) (i) List of schools is attached in Annexures A and B.
(ii) (aa), (aaa), (bbb), (ccc), (ddd), and (bb)
Reasons that led to delays and hence non-compliance with the targets set in the Norms and Standards for School Infrastructure are as follows:
- Procurement: There were delays in procurement of Implementing Agents;
- Rationalisation of schools: The key challenges for not meeting the targets are that some of the schools which have been identified are earmarked for school rationalisation as they either have a small number of learners or they are small and unviable. This process has had a delaying effect on the achievement of provision of basic services. The process of rationalisation of schools, involves closing and merging of small and unviable schools;
- Capacity: another challenge is the capacity of Implementing Agents, which results in delays for completing the projects;
- Land Issues: There are challenges in resolving land related issues (example: ownership, zoning) which are delaying the implementation of scheduled projects;
- Funding: There is lack of sufficient funding and the Department is currently soliciting additional funding to address these; and
- Final Accounts: Delays in final account and projects close-out challenges, where the projects are completed but the practical completion certificates are not yet issued to the Department.
23 May 2018 - NW963
Makeleni, Ms P to ask the Minister of Basic Education
With regard to projects completed as part of the Accelerated Schools Infrastructure Delivery Initiative (ASIDI), what is the total number of schools that (a) were built, (b) were provided with sanitation, (c) were connected to water, (d) were supplied with electricity and (e) had renovations undertaken to eliminate pit toilets in the (i) 2013-14, (ii) 2014-15, (iii) 2015-16, (iv) 2016-17 and (v) 2017-18 financial years?
Reply:
a) Total number of inappropriate structures that were built:
- 2013 - 14 financial year is 36;
- 2014 - 15 financial year is 59;
- 2015 - 16 financial year is 51;
- 2016 - 17 financial year is 16; and
- 2017 - 18 financial year is 23.
b) Total number of schools that were provided with sanitation:
- 2013 - 14 financial year is 77;
- 2014 - 15 financial year is 133;
- 2015 - 16 financial year is 21;
- 2016 - 17 financial year is 9; and
- 2017 - 18 financial year is 45.
c) Total number of schools that were provided with water:
- 2013 - 14 financial year is 61;
- 2014 - 15 financial year is 309;
- 2015 - 16 financial year is 81;
- 2016 - 17 financial year is 10; and
- 2017 - 18 financial year is 70.
d) Total number of schools supplied with electricity:
- 2013 - 14 financial year is 101;
- 2014 - 15 financial year is 39;
- 2015 - 16 financial year is 17;
- 2016 - 17 financial year 0; and
- 2017 - 18 financial year is 66.
e) The ASIDI programme only focused on providing sanitation facilities to schools that did not have any form of sanitation facilities. However, in the replacement of inappropriate structures, new sanitation facilities were provided which effectively replaced pit latrines. Further, in all schools provided with sanitation, pit latrines were replaced where they were in existence.
23 May 2018 - NW1005
Tshwaku, Mr M to ask the Minister of Basic Education
What is the (a) total number and (ii) type of schools that the Government must build to eradicate the school infrastructure backlog in each province and (b) total amount of funding that is required to eradicate the backlog?
Reply:
a) A total backlog of 273 schools built entirely out of inappropriate materials.
|
PROVINCE |
PRIMARY SCHOOL |
SECONDARY SCHOOL |
|
Eastern Cape |
126 |
79 |
|
Free State |
12 |
3 |
|
Gauteng |
23 |
3 |
|
KwaZulu -Natal |
3 |
0 |
|
Limpopo |
0 |
0 |
|
Mpumalanga |
0 |
0 |
|
North West |
0 |
0 |
|
Northern Cape |
23 |
1 |
|
Western Cape |
0 |
0 |
|
Total |
187 |
86 |
b) An estimated total of R 11.3 billion is required to eradicate the backlog.
23 May 2018 - NW1006
Tshwaku, Mr M to ask the Minister of Basic Education
What is the (a) total number and (b) type of schools that government must build to accommodate future learners in each province and (b) total amount of funding that is required to accommodate the learners?
Reply:
a) Accommodation for learners is determined by learner enrolment, which determines the need for new schools or additional classrooms. The table below indicates the number of new schools that are planned to be provided over the MTEF period to address increased enrolments:
|
PED |
Primary-Secondary |
Special |
Primary-Secondary |
Special |
Primary-Secondary |
Special |
|
EC |
4 |
0 |
3 |
0 |
3 |
0 |
|
FS |
7 |
0 |
4 |
0 |
4 |
0 |
|
GP |
11 |
2 |
11 |
2 |
16 |
2 |
|
KZN |
9 |
0 |
8 |
0 |
8 |
0 |
|
LP |
1 |
3 |
4 |
0 |
1 |
3 |
|
MP |
2 |
0 |
1 |
0 |
1 |
0 |
|
NC |
2 |
0 |
4 |
0 |
1 |
0 |
|
NW |
12 |
1 |
8 |
0 |
8 |
2 |
|
WC |
6 |
1 |
6 |
0 |
1 |
0 |
|
Total |
54 |
7 |
49 |
2 |
43 |
7 |
b) The financial allocation is yet to be confirmed.
23 May 2018 - NW1014
Mhlongo, Mr P to ask the Minister of Basic Education
What is the total (a) number of special (i) primary and (ii) high schools that government must still build to eradicate school infrastructure and (b) amount is required to eradicate the school infrastructure backlog?
Reply:
(a) i), (ii) and (iii)
The table below indicates the demand per province for special schools to accommodate the 418 306 learners (with 300 learners per school) who are not accounted for in school enrolment figures.
|
Province |
Special Primary |
Special Secondary |
Total |
|
EC |
244 |
63 |
307 |
|
FS |
54 |
15 |
69 |
|
GP |
124 |
31 |
155 |
|
KZN |
270 |
69 |
339 |
|
LP |
164 |
43 |
207 |
|
MP |
79 |
20 |
99 |
|
NC |
24 |
6 |
30 |
|
NW |
66 |
17 |
83 |
|
WC |
72 |
19 |
91 |
|
Total |
1 097 |
283 |
1 380 |
b) The financial allocation is not yet confirmed.
23 May 2018 - NW1347
Boshoff, Ms SH to ask the Minister of Basic Education
Has the SA Council of Educators requested access to the (a) Child Protection Register and/or (b) National Register for Sex Offenders for the purpose of vetting educators in the past two years; if not, why not; if so, what are the relevant details?
Reply:
SACE RESPONSE
SACE wrote a letter to the Director General in the Department of Basic Education in 2017, to request assistance in engaging the Director Generals in the Departments of Social Development and Justice and Constitutional Development, with regard to accessing both the National Child Protection Register and the National Register of Sexual Offenses for purposes of determining fitness-to-practice prior to awarding the provisional or full registration status to the teachers.
This move was taken due to the limitations of access to the National Child Protection Register that only permits employers, concerned individuals, and designated child protection organisations to access this register. Similarly, the DBE DG would have facilitated the process of accessing the National Register of Sexual Offenses on behalf of SACE as well.
Subsequent to the request a joint meeting between the Department of Basic Education and Social Development and SACE was held to discuss access to the Child Protection Register. The Department of Justice and Constitutional Development was not available to attend due to competing priorities.
Progress has been made with regard to the National Child Protection Register in terms of developing a protocol and Memorandum of Understanding between these three institutions (SACE, DBE and DSD) so that SACE can access the register through the Department of Basic Education for purposes of assess to educators’ fitness-to-practice prior to confirming the professional registration status. This will also include an improved process of SACE submitting to the National Child Protection Register finalised educator misconduct cases that involve children under the age of 18 years.
Additionally, the Criminal Law (Sexual Offences and Related Matters) Amendment Act now allows access to the National Register of Sexual Offenses, amongst others, by amongst others licensing authorities, a parallel process has been initiated by SACE. SACE has written directly to the DG in the Department of Justice requesting access to the National Registers.
23 May 2018 - NW1395
Tshwaku, Mr M to ask the Minister of Basic Education
What is the mathematics teacher to pupil ratio at each (a) primary and (b) high/secondary school in the country?
Reply:
(a) and (b)
The Department of Basic Education does not collect or collate subject level information on teacher/pupil ratio. The Honourable member is requested to direct the question to the provinces as such data resides with them.
23 May 2018 - NW1396
Ketabahle, Ms V to ask the Minister of Basic Education
What is the Information Technology teacher to pupil ratio at each (a) primary and (b) high/secondary school in the country?
Reply:
(a) and (b)
The Department of Basic Education does not collect or collate subject level information on teacher/pupil ratio. The Honourable member is requested to direct the question to the provinces as such data resides with them.
23 May 2018 - NW1433
Matsepe, Mr CD to ask the Minister of Basic Education
With regard to the provision of sanitary towels to schools in (a) Thabazimbi, (b) Lephalale, (c) Bela-Bela, (d) Modimolle and (e) Mookgophong, (i) which schools are receiving stock and (ii) what (aa) number of learners in each school are benefitting from this initiative, (bb) are the time frames for monitoring the provision of the sanitary towels by her department and (cc) number of schools are in need of sanitary towels in the above areas?
Reply:
The Department of Basic Education (DBE) does not collect or collate this information. The Honourable Member is requested to direct the question to the relevant province as such information may be in their possession.
23 May 2018 - NW1432
Matsepe, Mr CD to ask the Minister of Basic Education
(1)(a) Whether there were any incidents of physical assault that took place between any members of school governing bodies and teachers at primary schools in (a) Bela-Bela, (b) Modimolle and (c) Mookgophong; if so, what are the details in each case; (2) were the cases reported to the SA Police Service, if not, why not; if so, what are the relevant details; (3) whether each school governing body member involved in the assault was removed as a member; if not, why not; if so, what are the relevant details
Reply:
It is the responsibility of the Head of Provincial Education Department as the employer in terms of section 3(1)(b) of the Employment of Educators Act 76 of 1998 to implement policies with regards to the Code of Conduct, safety measures at schools and also to enforce disciplinary codes and procedures against all employees employed at the provincial level.
The Honourable Member is requested to direct the question to the relevant province as such information may be in their possession.
17 May 2018 - NW1011
Mbete, Ms B to ask the Minister of Basic Education
What (a) number of (i) primary and (ii) high schools in each province do not have proper security measures and (b) amount in funding is required to install proper security measures at the specified schools?
Reply:
The Department of Basic Education does not collect these data. The honourable member is advised to direct the question to the province.
17 May 2018 - NW1315
Alberts, Mr ADW to ask the Minister of Basic Education
(1)With reference to her reply to question 3602 on 1 December 2017, what is the total number of (a)(i) school districts and (ii) schools in Gauteng and (b) learners that can be accommodated in each specified school; (2) in respect of each school district, (a) what is the total number of schools that is in use, not in use and/or partially in use, (b) what is the total number of new schools that is required and being planned and (c) by what date will the new schools be completed; (3) in respect of each school district, (a) what is the name of each specified school and (b) for what reason has Afrikaans single-medium, dual-medium and parallel-medium schools been identified by her department to accept non-Afrikaans speaking learners; (4) whether she is still unable to provide the requested information; if so, (a) why and (b) by what date will she provide the requested information
Reply:
The Department of Basic Education (DBE) does not collect or collate this information. The Honourable member is requested to direct the question to the relevant province as such may be in their possession.
17 May 2018 - NW1012
Ntlangwini, Ms EN to ask the Minister of Basic Education
What (a) number of (i) primary and (ii) high schools in each province do not have running water and electricity and (b) amount in funding is required to ensure that the specified schools have running water and electricity?
Reply:
a)
(i) According to the NEIMS Database, all schools have been provided with some form of infrastructure for water provision in a form of borehole, rainwater harvesting, water tanks, and communal supply or through municipal yard supply. Where a borehole or rainwater harvesting tanks have dried up, arrangements are made with municipalities to provide potable water.
(ii) All schools have been provided with some form of electricity, either through grid connection, solar, generator or other means of electricity provision. The sector is however, continuously affected by instances of theft and vandalism of solar panels and cables, which renders schools previously provided, to be without service.
b) Not applicable
17 May 2018 - NW1190
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What number of (a) primary and (b) secondary schools have been identified as hotspot schools in each province and district (i) in each of the past three academic years and (ii) since 1 January 2018; (2) what number of cases of (a) verbal and (b) physical abuse committed by learners on (i) educators and (ii) support staff have been reported in each district in each province in each of the specified academic years; (3) what number of (a) educators and (b) support staff resigned due to abuse committed by learners in each district in each province in each of the specified academic years?
Reply:
The Department of Basic Education does not collect these data. The honourable member is advised to direct the question to the province.
17 May 2018 - NW1194
Ollis, Mr IM to ask the Minister of Basic Education
What number of cases of (a) possession of dangerous weapons, (b)(i) trafficking in and (ii) possession of illegal substances on school premises and (c) the violation of the school’s disciplinary code by (i) educators, (ii) support staff and (iii) learners have been reported (aa) in each of the past three academic years and (bb) since 1 January 2018?
Reply:
The Department of Basic Education does not collect these data. The honourable member is advised to direct the question to the province.
17 May 2018 - NW1192
Ollis, Mr IM to ask the Minister of Basic Education
What number of cases of attempted murder by (a) learners on learners, (b) learners on educators and support staff, (c) educators and support staff on learners, (d) educators on educators, (e) support staff on support staff, (f) support staff on educators and (g) educators on support staff have been reported in each district in each province (i) in each of the last three academic years and (ii) since 1 January 2018?
Reply:
The Department of Basic Education does not collect these data. The honourable member is advised to direct the question to the province.
17 May 2018 - NW1193
Ollis, Mr IM to ask the Minister of Basic Education
What number of cases of assault with the intent to do grievous bodily harm by (a) learners on educators and support staff, (b) educators and support staff on learners, (c) educators on educators, (d) support staff on support staff, (e) support staff on educators and (f) educators on support staff have been reported in each (i) district and (ii) province (aa) in the past three academic years and (bb) since 1 January 2018?
Reply:
The Department of Basic Education (DBE) does not collect or collate this information. The Honourable member is requested to direct the question to the relevant province as such may be in their possession.
17 May 2018 - NW1265
Boshoff, Ms SH to ask the Minister of Basic Education
What were the (a) repetition and (b) drop-out rates in (i) Grade 7, (ii) Grade 8 and (iii) Grade 9 in each (aa) province and (bb) district for each of the academic years since 1 January 2012?
Reply:
A) Percentage of learners repeating a grade by province and year
Currently, the best source of data available for estimating repetition rates is STATS SA’s General Household Survey (GHS). The most recent data is from 2016. The repetition rates per grade, year and province are shown below. Note that this is a nationally representative sample survey, and the figures presented below are therefore estimates rather than exact census type information. The sample is not designed to provide representative statistics per education district, and therefore this information is not available. For 2016, the estimated national repetition rate was 7.6% in grade 7, 11.0% in grade 8, and 11.9% in grade 9.
|
Province |
Grade 7 |
Grade 8 |
Grade 9 |
||||||||||||
|
2012 |
2013 |
2014 |
2015 |
2016 |
2012 |
2013 |
2014 |
2015 |
2016 |
2012 |
2013 |
2014 |
2015 |
2016 |
|
|
Western Cape |
4.4 |
6.0 |
4.9 |
5.8 |
5.9 |
9.6 |
3.8 |
7.6 |
10.2 |
6.3 |
8.7 |
14.7 |
9.8 |
14.4 |
15.4 |
|
Eastern Cape |
7.8 |
7.9 |
8.4 |
9.5 |
7.5 |
11.9 |
11.3 |
7.6 |
13.7 |
5.8 |
10.0 |
11.2 |
14.7 |
11.1 |
4.7 |
|
Northern Cape |
7.7 |
10.3 |
10.0 |
21.1 |
12.8 |
8.0 |
8.6 |
10.6 |
17.2 |
12.0 |
6.5 |
13.0 |
22.3 |
18.1 |
9.2 |
|
Free State |
4.7 |
14.2 |
12.0 |
13.1 |
16.5 |
8.5 |
7.9 |
11.3 |
18.1 |
18.4 |
13.9 |
22.7 |
26.9 |
29.9 |
22.1 |
|
KwaZulu-Natal |
5.8 |
6.0 |
4.1 |
6.3 |
7.5 |
7.4 |
8.7 |
10.0 |
5.9 |
11.0 |
9.7 |
13.2 |
9.0 |
6.9 |
7.7 |
|
North West |
14.6 |
10.4 |
8.9 |
13.5 |
10.8 |
13.8 |
4.8 |
10.0 |
17.7 |
20.1 |
16.5 |
31.2 |
19.5 |
21.0 |
23.7 |
|
Gauteng |
3.5 |
4.9 |
3.1 |
3.6 |
5.0 |
8.3 |
4.4 |
9.1 |
6.5 |
8.2 |
13.9 |
8.4 |
11.4 |
8.9 |
7.9 |
|
Mpumalanga |
7.9 |
14.7 |
12.8 |
10.5 |
8.6 |
19.3 |
19.4 |
18.8 |
24.4 |
18.7 |
19.4 |
15.6 |
23.2 |
21.0 |
17.1 |
|
Limpopo |
7.7 |
7.9 |
8.8 |
7.8 |
5.9 |
8.9 |
10.2 |
7.0 |
17.2 |
11.7 |
27.4 |
24.5 |
32.9 |
24.1 |
16.6 |
|
South Africa |
6.5 |
7.9 |
6.8 |
7.9 |
7.6 |
10.3 |
8.6 |
9.8 |
12.3 |
11.0 |
15.0 |
16.2 |
17.3 |
14.8 |
11.9 |
Source: General Household Survey (GHS), DBE own calculation
B) Drop-out rate
Similarly, the best available estimates of drop-out rates by grade are derived using GHS data. The table below shows the drop-out rates and survival rates for 2 different age cohorts, those born during 1987-1989 (and surveyed between 2011-2013) and those born during 1990-1992 (and surveyed between 2014-2016). These two cohorts provide a justifiable comparison across time, because the individuals would have been the same age when surveyed (between 22 and 26 years old). The specific cohorts were chosen, because individuals aged 22 – 26 years old would have been old enough to have completed school at the time when the GHS data was collected, and we will therefore be able to gauge what percentage of them finished their schooling at which grades. The survival rates in the table show the percentage of individuals who reached each grade. The rate was then converted to show the number of individuals, out of a 1000 individuals who reached each grade. It was then also possible to calculate the percentage of all individuals reaching particular grades who then drop out before attaining the next grade.
Note that for several years the data has been combined for this analysis in order to ensure that there are sufficient sample sizes in each of the cells. It is also important to note that whilst this method provides the most reliable estimates of drop-out rates by grade, it does not reflect the drop-out that happened in a particular year – the data may have been collected from 22-26 year-olds between 2014-2016 but those youths may have dropped out of school in an earlier year.
Interpretation focusing on 2014-2016:
An estimated 0.7% of these youths in 2014-2016 reported to have not even completed Grade 1. Grade 12: 51.5% of this cohort attained Grade 12. It was also calculated that 26% of those with Grade 11 (NB: not of all youths) dropped-out before attaining Grade 12. Similarly, the drop-out rates for grade 7, 8 and 9 were 3.1%, 4.6% and 9.5% respectively.
Drop-out rates for each grade are also reported by province using the same methodology in the tables below, for both the 2011-2013 combined period and the 2014-2016 combined period. It is worth noting that in general the survival rates improved in the more recent period.
Survival rates and drop-out rates, associated with each grade
|
|
2011-2013 |
2014-2016 |
||||
|
|
Survival Rate |
Survival per 1000 |
Percentage dropping out with this Grade attained |
Survival Rate |
Survival per 1000 |
Percentage dropping out with this Grade attained |
|
Total cohort |
100% |
|
|
100% |
|
|
|
No schooling |
|
1000 |
0.7% |
|
1000 |
0.7% |
|
Grade 1 |
99.3% |
993 |
0.4% |
99.3% |
993 |
0.1% |
|
Grade 2 |
98.9% |
989 |
0.5% |
99.1% |
991 |
0.2% |
|
Grade 3 |
98.4% |
984 |
0.4% |
98.9% |
989 |
0.5% |
|
Grade 4 |
98.0% |
980 |
0.7% |
98.4% |
984 |
0.5% |
|
Grade 5 |
97.3% |
973 |
1.0% |
97.9% |
979 |
0.8% |
|
Grade 6 |
96.3% |
963 |
1.5% |
97.1% |
971 |
1.5% |
|
Grade 7 |
94.9% |
949 |
3.1% |
95.7% |
957 |
3.1% |
|
Grade 8 |
92.0% |
920 |
5.2% |
92.7% |
927 |
4.6% |
|
Grade 9 |
87.2% |
872 |
9.0% |
88.5% |
885 |
9.5% |
|
Grade 10 |
79.4% |
794 |
17.1% |
80.0% |
800 |
15.5% |
|
Grade 11 |
65.8% |
658 |
26.0% |
67.6% |
676 |
23.8% |
|
Grade 12 |
48.6% |
486 |
51.5% |
515 |
Data Source: General Household Survey, DBE own calculation
Drop-out rates, associated with each grade by province 2014-2016
|
Grade |
No schooling |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
Grade 9 |
Grade 10 |
Grade 11 |
|
Western Cape |
1.0% |
0.1% |
0.2% |
0.4% |
0.3% |
0.3% |
0.8% |
3.1% |
4.7% |
9.9% |
16.9% |
22.3% |
|
Eastern Cape |
0.9% |
0.2% |
0.4% |
1.3% |
1.1% |
1.9% |
3.0% |
5.0% |
6.9% |
13.7% |
23.8% |
35.0% |
|
Northern Cape |
1.8% |
0.4% |
0.0% |
0.4% |
0.5% |
1.1% |
2.3% |
4.0% |
8.8% |
14.0% |
19.3% |
23.0% |
|
Free State |
0.9% |
0.1% |
0.1% |
0.1% |
0.4% |
0.8% |
1.8% |
3.4% |
5.2% |
12.5% |
17.1% |
21.5% |
|
Kwazulu-Natal |
0.7% |
0.3% |
0.4% |
0.5% |
0.6% |
0.8% |
0.8% |
2.5% |
4.1% |
7.8% |
13.3% |
25.3% |
|
North West |
1.4% |
0.2% |
0.5% |
0.3% |
0.7% |
0.9% |
2.1% |
2.5% |
6.3% |
14.5% |
20.2% |
22.6% |
|
Gauteng |
0.4% |
0.0% |
0.2% |
0.2% |
0.3% |
0.2% |
0.8% |
2.0% |
2.6% |
5.0% |
10.4% |
17.6% |
|
Mpumalanga |
0.5% |
0.0% |
0.0% |
0.3% |
0.5% |
1.5% |
1.6% |
3.7% |
2.9% |
8.1% |
16.6% |
28.7% |
|
Limpopo |
0.6% |
0.1% |
0.2% |
0.7% |
0.6% |
0.8% |
2.5% |
4.3% |
7.3% |
15.6% |
19.3% |
28.4% |
Data Source: General Household Survey, DBE own calculation
Note: data for 2014-2016 pooled together to overcome small sample errors
INTERPRETATION: This means that 28.4% of 22-26 year-olds in Limpopo who completed Grade 11 dropped-out before attaining Grade 12.
Drop-out rates, associated with each grade by province 2011-2013
|
Grade |
No schooling |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
Grade 9 |
Grade 10 |
Grade 11 |
|
Western Cape |
0.4% |
0.3% |
0.3% |
0.1% |
0.2% |
0.5% |
0.8% |
2.7% |
5.5% |
11.1% |
21.1% |
23.1% |
|
Eastern Cape |
0.7% |
0.4% |
0.8% |
1.3% |
1.2% |
2.3% |
3.6% |
5.2% |
10.0% |
13.3% |
23.5% |
40.6% |
|
Northern Cape |
1.5% |
0.1% |
0.1% |
0.6% |
1.9% |
0.8% |
1.4% |
4.6% |
10.3% |
14.1% |
20.7% |
19.4% |
|
Free State |
0.3% |
0.4% |
0.2% |
0.2% |
1.0% |
0.4% |
1.9% |
2.8% |
4.9% |
12.7% |
19.1% |
20.3% |
|
Kwazulu-Natal |
0.5% |
0.6% |
0.6% |
0.7% |
0.8% |
0.9% |
1.1% |
2.4% |
4.0% |
7.5% |
15.2% |
23.2% |
|
North West |
1.8% |
0.7% |
0.4% |
0.5% |
0.8% |
1.9% |
2.3% |
5.4% |
6.1% |
10.1% |
19.2% |
27.3% |
|
Gauteng |
0.6% |
0.3% |
0.4% |
0.1% |
0.4% |
0.4% |
0.8% |
1.7% |
2.8% |
4.8% |
12.0% |
22.2% |
|
Mpumalanga |
1.2% |
0.1% |
0.6% |
0.2% |
0.9% |
1.2% |
1.4% |
2.9% |
6.5% |
8.9% |
16.3% |
29.4% |
|
Limpopo |
1.1% |
0.5% |
0.4% |
0.4% |
0.4% |
1.3% |
1.3% |
4.3% |
5.2% |
12.6% |
22.5% |
33.4% |
Data Source: General Household Survey, DBE own calculation
Note: data for 2011-2013 pooled together to overcome small sample errors
09 May 2018 - NW1060
van der Merwe, Ms LL to ask the Minister of Basic Education
(1) With regard to the undertaking to provide free sanitary pads to indigent school girls made during the state of the nation address on 9 February 2012, what is the total (a) number of free sanitary pads that have been distributed in KwaZulu-Natal (KZN) since 9 February 2012 to date, (b)(i) number of schools where the free sanitary pads were distributed and (ii) of these schools, how many are (aa) primary and (bb) high schools and (c) amount that Government is paying for each pad; (2) what are the (a) reasons that the programme is only being rolled out in KZN and (b) timeframes for ensuring that the programme is rolled out in other provinces?
Reply:
The DBE does not provide sanitary towels to schools and neither has such provision been budgeted for. Education stakeholders and partners in the business sector are being lobbied to consider supporting this undertaking within their available means and resources. The Honourable Member is advised to request the information directly from the province concerned.
08 May 2018 - NW1075
Tshwaku, Mr M to ask the Minister of Basic Education
With reference to her reply to question 164 on 28 February 2018, why has she referred the question to KwaZulu-Natal education department, given that the person referred to in the original question is located in the Eastern Cape, and wrote matric in the Eastern Cape?
Reply:
Referring the question to KwaZulu–Natal National Education Department was erroneous. The question was forwarded to the Eastern Cape Provincial Education Department, and the response has been received.
The candidate has been resulted by the Eastern Cape Education Department and the certificate has been printed by Umalusi, and couriered to the Alphendale Secondary School in East London.
08 May 2018 - NW1007
Tshwaku, Mr M to ask the Minister of Basic Education
(a) What number of (i) primary and (ii) secondary schools in each province do not have libraries and (b) what amount of funding is required to build libraries in all schools?
Reply:
|
PROVINCE |
PRIMARY SCHOOLS |
HIGH SCHOOLS |
|
Eastern Cape |
3 083 |
1 854 |
|
Free State |
581 |
157 |
|
Gauteng |
586 |
175 |
|
KwaZulu -Natal |
3 001 |
1 393 |
|
Limpopo |
2 384 |
1 198 |
|
Mpumalanga |
1 041 |
344 |
|
North West |
837 |
276 |
|
Northern Cape |
244 |
129 |
|
Western Cape |
257 |
20 |
|
Total |
12 014 |
5 546 |
b) An estimated amount of R 28 billion is required to build libraries in all schools without libraries. It should however, be noted that some schools use corner libraries, mobile libraries, container libraries and community libraries. The above figures only refer to brick and mortar libraries.
08 May 2018 - NW667
Wilson, Ms ER to ask the Minister of Basic Education
(a) Why does her department’s outstanding account with the Ba-Phalaborwa Local Municipality amounting to R11,4 million remain unpaid, (b) what is the reason for the arrears, (c) by what date will this account be settled in full and (d) what is the (i) amount owed by her department to each municipality in Limpopo and (ii) total amount of days in arrears of each amount owed?
Reply:
The Department of Basic Education (DBE) has written a letter to Limpopo Provincial Education Department (PED) to request a response to the question raised above as DBE does not have the required information. The DBE will forward the response from the PED as soon as the information is received. It is suggested that the request be made through the Provincial Legislature in Limpopo.
08 May 2018 - NW433
Ollis, Mr IM to ask the Minister of Basic Education
(1)whether the Isivivani Senior Secondary School in the Chris Hani District in the Eastern Cape has been earmarked for rationalisation; if not, on what date will this decision be communicated to the stakeholders of the school; if so, on what date will the rationalisation be implemented; (2) whether the specified school will be closed down; if so, (a) to which alternative school(s) will the learners be sent and (b) will (i) scholar transport and/or (ii) boarding facilities be provided to the learners affected by the school’s closure; if not, (3) whether the specified school will be merged; if so, (a) with which other school will the specified school be merged, (b) what is the address of the school with which the school will be merged and (c) will (i) scholar transport and/or (ii) boarding facilities be provided to the learners affected by the schools’ merger; (4) what are the details of all contractors appointed to (a) provide scholar transport to and/or (b) build boarding facilities for the affected learners?
Reply:
The matter falls within the competence and purview of the Eastern Cape and the Honourable member is urged to request the information through the Provincial legislature. However, the Department of Basic Education have requested the information from Eastern Cape Provincial Education Department (EC PED). The information will be forwarded as soon as received from EC PED.
08 May 2018 - NW1049
Dudley, Ms C to ask the Minister of Basic Education
Whether she (a) has been informed of the alleged irregularities taking place at Glenardle Junior Primary School in the district of Umlazi (details furnished) and (b) will investigate the matter?
Reply:
This matter has been referred to the Kwa-Zulu Department of Education for more information and a response will be furnished as soon as the Province has responded.
08 May 2018 - NW1195
Boshoff, Ms SH to ask the Minister of Basic Education
Whether, with reference to the reply of the Minister of Social Development to question 884 on 10 April 2018, the Child Protection Register contains any names of individuals who were found to be unfit to work with children during disciplinary hearings; if not, why not; if so, what number of names appear on the register?
Reply:
The honourable member is encouraged to request the relevant information directly from the Department of Social Development.
08 May 2018 - NW1191
Boshoff, Ms SH to ask the Minister of Basic Education
What number of cases of (a) fraud and (b) theft committed by (i) educators and (ii) support staff have been reported in each district in each province (aa) in each of the past three academic years and (bb) since 1 January 2018?
Reply:
The question is relevant to the provincial administration since 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. The honourable member is encouraged to request the relevant information directly from the Provinces.
08 May 2018 - NW1076
Tshwaku, Mr M to ask the Minister of Basic Education
With reference to her reply to question 1009 on 12 April 2018, (a) what amount of the provincial department’s budget is returned to it by schools who have teaching vacancies and therefore do not require the allocated teacher salary budget and (b) for each school, what (i) number of posts is vacant, (ii) number of learners are at the school and (iii) is the monetary value of the funding returned?
Reply:
a) The budget for teacher salaries or compensation is not allocated to individual schools. A basket of posts is determined at Provincial Education Department (PED) level and such posts are then distributed to schools through the post provisioning model. In the event of underspending, funds are returned to the provincial Treasury.
b) Vacancies at schools occur throughout the year due to natural attrition. Post Level 1 (PL1) vacancies are generally filled as soon as they occur. Promotional posts (Principal, Deputy Principal and Head of Department) are advertised in terms of the regulations and are filled as soon as practically possible, usually within 3-6 months. However, acting appointments are made as soon as vacancies occur.
(i) The Department does not routinely track every vacancy, but receives and reports on the total number of vacancies on a quarterly basis.
(ii) As indicated in (i) above, the Department does not track school level detail regarding vacancies.
(iii) As indicated in (a) above the budget for compensation of educators is not allocated to schools.
08 May 2018 - NW1067
Carter, Ms D to ask the Minister of Basic Education
What (a) amount has been spent per annum over the past 10 years on teachers’ salaries as a percentage of her department’s operational spend and (b) is the percentage spend on each pupil per annum in the specified period?
Reply:
(a) The expenditure on Compensation of employees per annum for all Provincial Education Departments (PEDs) is reflected in the Table below, however this includes the compensation for the teachers as well as office based staff. The split per teachers and non-educators have been requested from the PEDs and will be provided as soon as received.
|
|
FINANCIAL YEARS |
||||||||||
|
Compensation of Employees in R'Billion |
2007/08 |
2008/09 |
2009/10 |
2010/11 |
2011/12 |
2012/13 |
2013/14 |
2014/15 |
2015/16 |
2016/17 |
2017/18 |
|
|
|
|
|
|
|
|
|
|
|
||
|
69 710 |
84 006 |
99 253 |
109 854 |
122 138 |
129 856 |
139 178 |
146 253 |
153 193 |
164 869 |
177 514 |
|
|
Non Compensation of Employees costs in R'Billion |
18 588 |
23 535 |
27 035 |
28 400 |
34 439 |
36 304 |
37 831 |
40 602 |
43 947 |
46 799 |
47 708 |
|
Percentage of compensation of Employees to total costs |
79% |
78% |
79% |
79% |
78% |
78% |
78% |
78% |
78% |
78% |
79% |
Source: DBE Annual Report.
(b) The Department of Basic Education has requested the information from all PEDs on the percentage spent on each pupil per annum over the past 10 years. The responses will be forwarded as soon as the DBE receives them.
08 May 2018 - NW1176
Horn, Mr W to ask the Minister of Basic Education
With reference to her reply to question 287 on 16 March 2017, has the Gauteng Department provided the information; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
Yes, the Gauteng Department of Education has provided the requested information. Please find attached NA 287.
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 287
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2017
INTERNAL QUESTION PAPER: 04/2017
287. Mr M R Bara (DA) to ask the Minister of Basic Education:
Has her department undertaken studies to determine the total number of children who live in the Greenstone residential area in Johannesburg, which borders Edenvale in the Ekurhuleni Metropolitan Municipality; if not, (a) why not and (b) what informed the decision of her department not to build any schools in the specified area; if so, what are the details of the study? NW306E
Response
Yes, a study has been conducted. The study showed that schools around the area are populated by children from Tembisa, and Alexandra. Here are schools that cater for children from Tembisa and Alexandra:
a) Nobel Primary School – This school is about 2km away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools;
Eastlyn Primary School - This school is also about 3km away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools; and
Edenglen Primary School - This school is also about 3km away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools.
b) The parents of the learners residing at Greenstone apparently are not interested in these public schools or have already been assisted with accommodation at other schools. Schools in this area are therefore capable of assisting the population of learners that may need space.
If additional schools are required, these should preferably be constructed in Tembisa and Alexandra.
08 May 2018 - NW1175
Waters, Mr M to ask the Minister of Basic Education
With regard to the claiming of concessions from her department, what amount was (a) requested and (b) actually paid in the (i) 2016 and (ii) 2017 academic years for each school in the (aa) Edenvale, (bb) Tembisa and (cc) Kempton Park school districts?
Reply:
The response below was sourced from Gauteng Department of Education
(a)
(a) (i)
2016 academic year = R38 127 838.10
(aa) Edenvale- R13 903 691.86
(bb)Tembisa-0
(cc) Kempton Park-R24 224 146.24
(a) (ii)
2017 academic year = The schools will apply by the 30th June 2018 and payment is due on or before 15th November 2018. Therefore the amount can only be determined after the payment has been made
(b)
(b) (i)
2016 academic year = R594 190.01
(ii)(aa) Edenvile-R159 758.09
(ii)(bb) Tembisa-O
(iv)(cc) Kempton Park-R434 431.92
(b) (ii)
2017 academic year = The schools will apply by the 30th June 2018 and payment is due on or before 15th November 2018. Therefore the amount can only be determined after the payment has been made
08 May 2018 - NW1093
Mente, Ms NV to ask the Minister of Basic Education
What (a) number of consulting firms or companies are currently contracted by (i) her department and (ii) the entities reporting to her and (b)(i) is the name of each consultant, (ii) are the relevant details of the service provided in each case and (iii) is the (aa) start date, (bb) time period, (cc) monetary value in Rands of each contract and (dd) name and position of each individual who signed off on each contract?
Reply:
(a)(i) There are no consulting firms or companies currently contracted by the Department.
SACE
|
(a)(ii) |
(b)(i) |
(b)(ii) |
(b)(iii)(aa) |
(b)(iii)(bb) |
(b)(iii)(cc) |
(b)(iii)(dd) |
|
1 |
SITA |
Maintenance and hosting of IT Services |
August 2015 |
3 years |
R 987 541.12 |
Mr Morris Mapindani, Chief Financial Officer |
|
1 |
Bradforce Security and Projects Developments |
Security Services |
August 2017 |
1 year |
R 103 200 |
Mr Morris Mapindani, Chief Financial Officer |
Umalusi
|
(a)(ii) |
(b)(i) |
(b)(ii) |
(b)(iii)(aa) |
(b)(iii)(bb) |
(b)(iii)(cc) |
(b)(iii)(dd) |
|
1 |
BIG Business Innovations Group |
Internal Audit |
1 April 2017 |
3 years |
R 1 920 629.00 |
Dr MS Rakometsi, Chief Financial Officer |
|
2 |
Nexis SAB&T |
External Audit |
1 April 2017 |
3 year |
R 1 501 044.00 |
Dr MS Rakometsi, Chief Financial Officer |
03 May 2018 - NW577
Moteka, Mr PG to ask the Minister of Basic Education
Whether she is aware of two buildings at Malekutu Senior Secondary School in Limpopo which are leaking; if not, by what date will her department attend to the problem; if so, (a) what is her department doing to address the problem and (b) by what date will the leaks be repaired?
Reply:
This is a Provincial matter. The Honourable Member is encouraged to request the information directly from the Limpopo Department of Education.
03 May 2018 - NW439
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to the presentation made by her department to the Portfolio Committee on Basic Education on 13 February 2018 on schools’ readiness for the 2018 academic year, how many of the 729 unplaced learners in the Eastern Cape, 61 in the Free State, 499 in Gauteng, 55 in KwaZulu-Natal, 71 in Limpopo, 1206 in Northern Cape, 171 in North West and 4660 in the Western Cape have (a) sight, (b) hearing and/or (c) physical impairments?
Reply:
The presentation made by my Department to the Portfolio Committee on Basic Education on 13 February 2018 on schools’ readiness for the 2018 academic year focused solely on unplaced learners in Public Ordinary Schools. The admission of learners with special needs is handled separately at district level by officials who specialise in the identification and screening of learners with special needs. Therefore, none of the learners referred to in the presentation had any impairment.