Questions and Replies
03 July 2018 - NW290
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) How many schools have been built by each provincial education department since 1 January 2009, (b) what is the name of each school, (c) where is each school located, (d) when did construction commence, (e) when was each school handed over to the education department and (f) how much did each school cost?
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.
03 July 2018 - NW2125
Masango, Ms B to ask the Minister of Basic Education
With reference to her reply to question 292 on 23 March 2018, has she received the outstanding information?
Reply:
The response in NA 2512 has reference.
The Department of Basic Education (DBE) does not collect or collate this information. The Honourable Member is requested to direct the question to the relevant provinces as such data is in their possession.
03 July 2018 - NW2124
America, Mr D to ask the Minister of Basic Education
With reference to her reply to question 289 on 23 March 2018, has she received the outstanding information?
Reply:
No, the Minister has not received the outstanding information. The Honourable Member is requested to kindly submit the request directly to the provinces because this detail of information is not collected in the Department.
03 July 2018 - NW2101
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) What is the current dropout rate of learners in each province between (i) Grade 1 and Grade 8, and (ii) Grade 1 and Grade 12, (b) how does her department measure the dropout rate, (c) what are the main reasons for learners dropping out that have been identified by her department and (d) what actions is her department taking to reduce the number of learners who drop out of school?
Reply:
A) Drop-out rate in each province; and
B) The method of calculation in the Department of Basic Education
Currently, the best source of data available for estimating drop-out rates is STATS SA’s General Household Survey (GHS). The most recent data is from 2016. The table below shows the drop-out rates and survival rates for 2 different age cohorts, those born during 1987-1989 (and surveyed between 2011-2013) and those born during 1990-1992 (and surveyed between 2014-2016). These two cohorts provide a justifiable comparison across time, because the individuals would have been the same age when surveyed (between 22 and 26 years old). The specific cohorts were chosen, because individuals aged 22 – 26 years old would have been old enough to have completed school at the time when the GHS data was collected, and we will therefore be able to gauge what percentage of them finished their schooling at which grades. The survival rates in the table show the percentage of individuals who reached each grade. The rate was then converted to show the number of individuals, out of a 1000 individuals who reached each grade. It was then also possible to calculate the percentage of all individuals reaching particular grades who then drop out before attaining the next grade.
Note that the data of several years have been combined for this analysis in order to ensure that there are sufficient sample sizes in each of the cells. It is also important to note that whilst this method provides the most reliable estimates of drop-out rates by grade, it does not reflect the drop-out that happened in a particular year – the data may have been collected from 22-26 year-olds between 2014-2016, but those youths may have dropped out of school in an earlier year.
Interpretation focusing on 2014-2016:
An estimated 0.7% of 22-26 year-olds in 2014-2016 reported to have not even completed Grade 1, whereas 51.5% of this cohort attained Grade 12. It was also calculated that 26% of those with Grade 11 (NB: not of all youths) dropped-out before attaining Grade 12. Similarly, the drop-out rates for grade 7, 8 and 9 were 3.1%, 4.6% and 9.5% respectively.
Drop-out rates for each grade are also reported by province using the same methodology in the tables below, for both the 2011-2013 combined period and the 2014-2016 combined period. It is worth noting that in general the survival rates improved in the more recent period.
Survival rates and drop-out rates, associated with each grade
|
2011-2013 |
2014-2016 |
||||
|
Survival Rate |
Survival per 1000 |
Percentage dropping out with this Grade attained |
Survival Rate |
Survival per 1000 |
Percentage dropping out with this Grade attained |
Total cohort |
100% |
|
|
100% |
|
|
No schooling |
|
1000 |
0.7% |
|
1000 |
0.7% |
Grade 1 |
99.3% |
993 |
0.4% |
99.3% |
993 |
0.1% |
Grade 2 |
98.9% |
989 |
0.5% |
99.1% |
991 |
0.2% |
Grade 3 |
98.4% |
984 |
0.4% |
98.9% |
989 |
0.5% |
Grade 4 |
98.0% |
980 |
0.7% |
98.4% |
984 |
0.5% |
Grade 5 |
97.3% |
973 |
1.0% |
97.9% |
979 |
0.8% |
Grade 6 |
96.3% |
963 |
1.5% |
97.1% |
971 |
1.5% |
Grade 7 |
94.9% |
949 |
3.1% |
95.7% |
957 |
3.1% |
Grade 8 |
92.0% |
920 |
5.2% |
92.7% |
927 |
4.6% |
Grade 9 |
87.2% |
872 |
9.0% |
88.5% |
885 |
9.5% |
Grade 10 |
79.4% |
794 |
17.1% |
80.0% |
800 |
15.5% |
Grade 11 |
65.8% |
658 |
26.0% |
67.6% |
676 |
23.8% |
Grade 12 |
48.6% |
486 |
51.5% |
515 |
Data Source: General Household Survey, DBE own calculation
Drop-out rates, associated with each grade by province 2014-2016
Grade |
No schooling |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
Grade 9 |
Grade 10 |
Grade 11 |
Western Cape |
1.0% |
0.1% |
0.2% |
0.4% |
0.3% |
0.3% |
0.8% |
3.1% |
4.7% |
9.9% |
16.9% |
22.3% |
Eastern Cape |
0.9% |
0.2% |
0.4% |
1.3% |
1.1% |
1.9% |
3.0% |
5.0% |
6.9% |
13.7% |
23.8% |
35.0% |
Northern Cape |
1.8% |
0.4% |
0.0% |
0.4% |
0.5% |
1.1% |
2.3% |
4.0% |
8.8% |
14.0% |
19.3% |
23.0% |
Free State |
0.9% |
0.1% |
0.1% |
0.1% |
0.4% |
0.8% |
1.8% |
3.4% |
5.2% |
12.5% |
17.1% |
21.5% |
KwaZulu-Natal |
0.7% |
0.3% |
0.4% |
0.5% |
0.6% |
0.8% |
0.8% |
2.5% |
4.1% |
7.8% |
13.3% |
25.3% |
North West |
1.4% |
0.2% |
0.5% |
0.3% |
0.7% |
0.9% |
2.1% |
2.5% |
6.3% |
14.5% |
20.2% |
22.6% |
Gauteng |
0.4% |
0.0% |
0.2% |
0.2% |
0.3% |
0.2% |
0.8% |
2.0% |
2.6% |
5.0% |
10.4% |
17.6% |
Mpumalanga |
0.5% |
0.0% |
0.0% |
0.3% |
0.5% |
1.5% |
1.6% |
3.7% |
2.9% |
8.1% |
16.6% |
28.7% |
Limpopo |
0.6% |
0.1% |
0.2% |
0.7% |
0.6% |
0.8% |
2.5% |
4.3% |
7.3% |
15.6% |
19.3% |
28.4% |
Data Source: General Household Survey, DBE own calculation
Note: data for 2014-2016 pooled together to overcome small sample errors
Interpretation: This means that 28.4% of 22-26 year-olds in Limpopo who completed Grade 11 dropped-out before attaining Grade 12.
Drop-out rates, associated with each grade by province 2011-2013
Grade |
No schooling |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
Grade 9 |
Grade 10 |
Grade 11 |
Western Cape |
0.4% |
0.3% |
0.3% |
0.1% |
0.2% |
0.5% |
0.8% |
2.7% |
5.5% |
11.1% |
21.1% |
23.1% |
Eastern Cape |
0.7% |
0.4% |
0.8% |
1.3% |
1.2% |
2.3% |
3.6% |
5.2% |
10.0% |
13.3% |
23.5% |
40.6% |
Northern Cape |
1.5% |
0.1% |
0.1% |
0.6% |
1.9% |
0.8% |
1.4% |
4.6% |
10.3% |
14.1% |
20.7% |
19.4% |
Free State |
0.3% |
0.4% |
0.2% |
0.2% |
1.0% |
0.4% |
1.9% |
2.8% |
4.9% |
12.7% |
19.1% |
20.3% |
KwaZulu-Natal |
0.5% |
0.6% |
0.6% |
0.7% |
0.8% |
0.9% |
1.1% |
2.4% |
4.0% |
7.5% |
15.2% |
23.2% |
North West |
1.8% |
0.7% |
0.4% |
0.5% |
0.8% |
1.9% |
2.3% |
5.4% |
6.1% |
10.1% |
19.2% |
27.3% |
Gauteng |
0.6% |
0.3% |
0.4% |
0.1% |
0.4% |
0.4% |
0.8% |
1.7% |
2.8% |
4.8% |
12.0% |
22.2% |
Mpumalanga |
1.2% |
0.1% |
0.6% |
0.2% |
0.9% |
1.2% |
1.4% |
2.9% |
6.5% |
8.9% |
16.3% |
29.4% |
Limpopo |
1.1% |
0.5% |
0.4% |
0.4% |
0.4% |
1.3% |
1.3% |
4.3% |
5.2% |
12.6% |
22.5% |
33.4% |
Data Source: General Household Survey, DBE own calculation
Note: data for 2011-2013 pooled together to overcome small sample errors
Reasons for not attending an educational institution
For children who are not attending school, the GHS asks: “What is the main reason why [this child] is not attending any educational institution?” Responses to this question must be interpreted in the light of research showing that the main predictor of dropping out is poor quality early education. The self-reported reasons for not attending school may act as a trigger for dropping out, but those same factors may not trigger drop out for children who are progressing well in terms of learning levels, especially if they are in a good quality school. Furthermore, it should be noted that this question was only asked of learners who stated that they are not currently attending any educational institution, and the severity of each reason should be interpreted as such. The figure below shows the number and percentage of children aged 7 to 15 years old who reported not attending any education institution. In 2016, 1.1% (roughly 104 000 learners) of all 7 to 15 year olds were reported to not be attending any education institution.
The table below shows that disability is the main reported reason on why children aged 7 to 15 years old are not attending any educational institution. The 28% statistic should be interpreted as 28% of the children not attending any educational institution (which is 1.1% of all 7 to 15 year olds) responded that disability was the main reason. However, as reported in the 2016 GHS: Focus on Schooling report, around 90% of learners with disabilities are currently attending an educational institution. Encouragingly, no respondents in this age group stated that marriage or lack of transport are reasons for not attending any education institution. For the 15% of 16 to 18 year olds not attending educational institutions, the main reasons were because of a lack of money for fees and that they completed their education or are satisfied with their level of education.
7 to 15 year old children who are out of school, 2002 – 2016
Reasons for non-attendance of educational institutions among, 2016
Reason |
% of the roughly 104,000 learners aged 7 to 15 who are not in school |
% of the roughly 466,000 learners aged 16 to 18 who are not in school |
No money for fees |
6.8% |
21.4% |
Other |
15.9% |
14.8% |
Has completed education/satisfied with my level of education/do not want to study |
5.9% |
13% |
Education is useless or not interesting |
6.5% |
8.3% |
Failed exams |
2.8% |
7.7% |
Family commitment (e.g. child minding) |
2.5% |
7.4% |
He or she is working at home or business/job |
1% |
7.3% |
Unable to perform at school |
6.3% |
6.5% |
Pregnancy |
2.2% |
3.3% |
Not accepted for enrolment |
8.6% |
3% |
Disability |
28% |
2.2% |
Illness |
7.1% |
2% |
Too old/young |
3.7% |
1.2% |
Do not have time/too busy |
1.1% |
0.7% |
Got married |
0% |
0.5% |
Violence at school |
1.2% |
0.4% |
Difficulties to get to school (transport) |
0% |
0.4% |
School/education institution is too far |
0.4% |
0.1% |
Total |
100% |
100% |
Data Source: General Household Survey, DBE own calculation
C) Main reasons for learner dropping out as identified by the Department of Basic Education
Main reasons for learner drop-out include:
- The socio-economic situation of communities such as poverty and unemployment
- Inaccessibility of services such as health services
- Teenage pregnancy
- High prevalence of gender based violence and other related developmental problems (most notably HIV infections and reproductive health).
- Institutional barriers (lack of gender budgeting, gender‐biased curriculum and pedagogy, and lack of integration in service delivery);
- Socio‐cultural barriers (poor parenting, cultural factors such as initiation schools, virginity testing & ukuthwala)
- Gendered burden of care in families and communities where girl children are expected to take care of sickly parents and younger siblings.
D) Interventions and actions taken in an attempt to reduce dropout rates in schools
- Learners who drop out of school are categorised as vulnerable learners and are targeted for support through the Care and Support for Teaching and Learning (CSTL) Programme. Schools ensure that vulnerable learners receive the various pro-poor programmes implemented in schools such as fee exemption, scholar transport, school meals through the National School Nutrition Programme, and school health services through the Integrated School Health Programme.
- The National School Nutrition Programme provides a meal to more than 9m learners every school day to address issues of hunger and food insecurity that might prevent learners from coming to and staying in school.
- The Integrated School Health Programme provides health services to more than 1m learners per year, to ensure that learners are not prevented from coming to or staying in school due to health reasons.
- Considering the shortage of psychosocial professionals in education, the Department of Basic Education together with Provinces are increasingly orientating educators on various psychosocial skills to enable them to support vulnerable learners, especially around trauma support to ensure that learners are not prevented from coming to or staying in school due to emotional distress.
- In addition, relevant Departments such as the Departments of Social Development, Health, Home Affairs, SASSA, non-governmental organisations and the private sector are coordinated through the CSTL framework to render the necessary support to vulnerable learners, either through integrated service delivery days coordinated by the Department of Basic Education or individual referral of learners for services by schools.
- Advocacy programmes to empower learners at risk so that they do not feel unsupported and resort to dropping out. These advocacy programmes include:
- Speak Out Against Abuse
- Prevent Violence and Bullying in Schools
- GEMBEM/ Youth Leadership programme
03 July 2018 - NW2069
Bozzoli, Prof B to ask the Minister of Basic Education
Whether any policy has been put in place to ensure that (a) members of the Ministerial Task Team and/or (b) any other person who contributed to the decision to make history a compulsory subject for high learners will be precluded from benefiting financially in any way from the production of textbooks and any other relevant teaching material for the subject; if not, in each case, why not; id so what are the relevant details in each case?
Reply:
a) There is no policy that has been put in place to preclude members of the History Ministerial Task Team who contributed to the decision to make history a compulsory subject for high school learners from benefiting financially in any way from the production of textbooks and any other relevant teaching material for the subject.
There is no decision that has been taken by the Minister of Basic Education or any other person regarding the teaching of compulsory History in Grades 10-12. The MTT only recommended that there is a possibility of teaching compulsory History in the FET band provided that there is proper planning by DBE as well as considering issues such as the financial implications, teacher provisioning and training. The DBE is planning to make wider public consultations regarding the recommendations by the MTT before such a decision can be taken.
However there is a policy outlining the Terms of Reference for any publisher to submit material for evaluation and catalogue of core textbooks in the Department of Basic Education. The DBE requests publishers to submit material for evaluation purposes and these materials have to cover the entire curriculum for the whole year, as outlined in the Curriculum and Assessment Policy Statement (CAPS) of a specific subject.
DBE publishes an Invitation and Terms of Reference (TOR) which outlines the process for submissions. This TOR also informs tenderers of subjects and grades for which submissions are invited and dates as well as other important issues that publishers must comply with, in order for their submissions to be considered.
The DBE is responsible for the development of the national catalogue which is forwarded to provinces, districts and schools. The provinces are responsible for procurement and delivery of books to schools.
Notices regarding submissions of LTSM are advertised on the DBE website www.ltsm.doe.gov.za.
The reason why the MTT members are not precluded, it is because the DBE does not enter into agreement with individual authors but with publishers for the submission of material to be included in the National Catalogue for Grades 10 – 12 core textbooks. Although the DBE approves material to be on the catalogue it does not guarantee their purchase.
Furthermore, submission by a publisher does not guarantee that the material will be successful to be included on the DBE catalogue. The material goes through a rigorous process by a panel of teachers, subject advisers and members of Higher Education Institutions from various provinces. They are selected on the basis of their subject knowledge, expertise and experience in the specific subject. Hence the screening process is regarded as transparent, reliable and credible because it is guided by the five pillars from the National treasury: value for money, open and effective competition, ethics and fair dealings, accountability and reporting, and equity.
b) There is no policy that has been put in place to ensure that any other person who contributed to the decision to make history a compulsory subject for high school learners precluded from benefiting financially in any way from the production of textbooks and any other relevant teaching material for the subject.
The same reasons provided in answer (a) apply in this case as well.
03 July 2018 - NW1743
Van der Westhuizen, Mr AP to ask the Minister of Basic Education
With reference to the Minister of Higher Education and Training’s reply to question 1125 on 24 May 2018, (a) what number of subjects did learners enrol for in respect of the (i) Senior Certificate and (ii) National Senior Certificate examination cycles in each of the past three academic years at each community education and training college and (b) of the specified subjects, what number of (i) subjects were eventually written and (ii) students achieved marks (aa) equal to 40% and above and (bb) between 30% and 40% in each case?
Reply:
The information below relates to adult learners that wrote the Senior Certificate and National Senior Certificate examination at Adult Education and Training Centres.
(a) (i) Senior Certificate
|
2015 |
2016 |
2017 |
Number of subjects |
33 |
33 |
35 |
(a) (ii) National Senior Certificate
|
2015 |
2016 |
2017 |
Number of subjects |
41 |
44 |
43 |
(b) (i) Senior Certificate
Subject |
2015 Wrote |
2016 Wrote |
2017 Wrote |
ACCOUNTING |
821 |
653 |
2 893 |
AFRIKAANS FIRST ADD. LANGUAGE |
231 |
203 |
1 218 |
AFRIKAANS HOME LANGUAGE |
28 |
35 |
242 |
AGRICULTURAL SCIENCES |
632 |
637 |
2 480 |
BUSINESS STUDIES |
2 083 |
1 839 |
8 799 |
COMPUTER APPLICATIONS TECHNOLOGY |
27 |
25 |
34 |
ECONOMICS |
1 305 |
1 087 |
6 142 |
ENGLISH FIRST ADDITIONAL LANGUAGE |
2 966 |
2 613 |
11 941 |
ENGLISH HOME LANGUAGE |
302 |
284 |
1 954 |
GEOGRAPHY |
1 475 |
1 246 |
6 351 |
HISTORY |
860 |
797 |
4 005 |
INFORMATION TECHNOLOGY |
3 |
4 |
0 |
ISINDEBELE FIRST ADD. LANGUAGE |
0 |
0 |
1 |
ISINDEBELE HOME LANGUAGE |
1 |
0 |
15 |
ISIXHOSA FIRST ADDITIONAL LANGUAGE |
4 |
10 |
8 |
ISIXHOSA HOME LANGUAGE |
134 |
179 |
563 |
ISIZULU FIRST ADDITIONAL LANGUAGE |
42 |
42 |
233 |
ISIZULU HOME LANGUAGE |
815 |
621 |
2 086 |
LIFE SCIENCES |
2 327 |
2 215 |
9 762 |
MATHEMATICAL LITERACY |
1 411 |
1 663 |
9 194 |
MATHEMATICS |
1 411 |
1 169 |
4 720 |
PHYSICAL SCIENCES |
892 |
712 |
3 184 |
RELIGION STUDIES |
399 |
419 |
3 363 |
SEPEDI FIRST ADDITIONAL LANGUAGE |
1 |
7 |
18 |
SEPEDI HOME LANGUAGE |
159 |
135 |
988 |
SESOTHO FIRST ADDITIONAL LANGUAGE |
0 |
4 |
15 |
SESOTHO HOME LANGUAGE |
131 |
103 |
599 |
SETSWANA FIRST ADDITIONAL LANGUAGE |
2 |
8 |
32 |
SETSWANA HOME LANGUAGE |
80 |
53 |
818 |
SISWATI FIRST ADDITIONAL LANGUAGE |
2 |
0 |
2 |
SISWATI HOME LANGUAGE |
5 |
5 |
51 |
TSHIVENDA FIRST ADD. LANGUAGE |
0 |
0 |
3 |
TSHIVENDA HOME LANGUAGE |
20 |
9 |
147 |
XITSONGA FIRST ADD. LANGUAGE |
0 |
0 |
6 |
XITSONGA HOME LANGUAGE |
35 |
17 |
258 |
(b) (i) National Senior Certificate
Subject |
2015 Wrote |
2016 Wrote |
2017 Wrote |
Accounting |
2 418 |
2 908 |
2 895 |
Afrikaans First Additional Language |
373 |
482 |
511 |
Afrikaans Home Language |
7 |
8 |
19 |
Afrikaans Second Additional Language |
8 |
4 |
7 |
Agricultural Management Practices |
1 |
0 |
0 |
Agricultural Sciences |
592 |
755 |
1 098 |
Agricultural Technology |
1 |
0 |
1 |
Business Studies |
2 693 |
3 460 |
4 028 |
Civil Technology |
3 |
9 |
4 |
Computer Applications Technology |
55 |
68 |
51 |
Consumer Studies |
21 |
37 |
35 |
Design |
0 |
||
Dramatic Arts |
3 |
0 |
|
Economics |
2 997 |
3 670 |
4 242 |
Electrical Technology |
9 |
5 |
13 |
Engineering Graphics and Design |
34 |
50 |
43 |
English First Additional Language |
3 238 |
4 060 |
3 957 |
English Home Language |
1 062 |
1 520 |
1 715 |
English Second Additional Language |
0 |
0 |
|
French Second Additional Language |
1 |
17 |
|
Geography |
3 100 |
4 159 |
5 232 |
History |
843 |
1 167 |
1 274 |
Hospitality Studies |
2 |
2 |
|
Information Technology |
4 |
4 |
1 |
IsiXhosa First Additional Language |
0 |
1 |
|
IsiXhosa Home Language |
8 |
6 |
26 |
IsiZulu First Additional Language |
10 |
19 |
22 |
IsiZulu Home Language |
48 |
53 |
64 |
Life Orientation |
31 |
55 |
75 |
Life Sciences |
5 489 |
6 966 |
9 034 |
Mathematical Literacy |
3 475 |
5 508 |
6 785 |
Mathematics |
7 305 |
9 022 |
10 674 |
Mechanical Technology |
11 |
23 |
19 |
Music |
0 |
||
Physical Sciences |
6 212 |
7 553 |
8 770 |
Religion Studies |
1 |
2 |
4 |
Sepedi First Additional Language |
2 |
||
Sepedi Home Language |
42 |
24 |
34 |
Sesotho First Additional Language |
0 |
||
Sesotho Home Language |
10 |
12 |
23 |
Setswana First Additional Language |
0 |
0 |
1 |
Setswana Home Language |
20 |
24 |
10 |
SiSwati First Additional Language |
1 |
||
SiSwati Home Language |
0 |
1 |
|
Tourism |
168 |
234 |
300 |
Tshivenda First Additional Language |
0 |
||
Tshivenda Home Language |
0 |
2 |
0 |
Visual Arts |
0 |
2 |
|
Xitsonga Home Language |
26 |
21 |
11 |
(b) (ii) (aa) Senior Certificate
Subject |
2015 Achieved 40 - 100 % |
2016 Achieved 40 - 100 % |
2017 Achieved 40 - 100 % |
ACCOUNTING |
15 |
9 |
92 |
AFRIKAANS FIRST ADD. LANGUAGE |
58 |
39 |
316 |
AFRIKAANS HOME LANGUAGE |
4 |
13 |
62 |
AGRICULTURAL SCIENCES |
9 |
22 |
137 |
BUSINESS STUDIES |
69 |
70 |
342 |
COMPUTER APPLICATIONS TECHNOLOGY |
1 |
1 |
1 |
ECONOMICS |
39 |
29 |
455 |
ENGLISH FIRST ADDITIONAL LANGUAGE |
417 |
312 |
3887 |
ENGLISH HOME LANGUAGE |
137 |
65 |
503 |
GEOGRAPHY |
66 |
57 |
460 |
HISTORY |
97 |
117 |
442 |
ISINDEBELE FIRST ADD. LANGUAGE |
0 |
1 |
|
ISINDEBELE HOME LANGUAGE |
0 |
12 |
|
ISIXHOSA FIRST ADDITIONAL LANGUAGE |
2 |
8 |
4 |
ISIXHOSA HOME LANGUAGE |
118 |
147 |
488 |
ISIZULU FIRST ADDITIONAL LANGUAGE |
40 |
35 |
191 |
ISIZULU HOME LANGUAGE |
252 |
280 |
795 |
LIFE SCIENCES |
62 |
60 |
438 |
MATHEMATICAL LITERACY |
66 |
101 |
920 |
MATHEMATICS |
17 |
16 |
239 |
PHYSICAL SCIENCES |
7 |
11 |
162 |
RELIGION STUDIES |
135 |
172 |
1270 |
SEPEDI FIRST ADDITIONAL LANGUAGE |
0 |
0 |
7 |
SEPEDI HOME LANGUAGE |
38 |
41 |
497 |
SESOTHO FIRST ADDITIONAL LANGUAGE |
0 |
4 |
9 |
SESOTHO HOME LANGUAGE |
95 |
79 |
465 |
SETSWANA FIRST ADDITIONAL LANGUAGE |
0 |
6 |
26 |
SETSWANA HOME LANGUAGE |
35 |
28 |
387 |
SISWATI FIRST ADDITIONAL LANGUAGE |
2 |
2 |
|
SISWATI HOME LANGUAGE |
5 |
2 |
41 |
TSHIVENDA FIRST ADD. LANGUAGE |
0 |
2 |
|
TSHIVENDA HOME LANGUAGE |
10 |
4 |
97 |
XITSONGA FIRST ADD. LANGUAGE |
0 |
0 |
3 |
XITSONGA HOME LANGUAGE |
14 |
10 |
98 |
(b) (ii) (aa) National Senior Certificate
Subject |
2015 Achieved 40 - 100 % |
2016 Achieved 40 - 100 % |
2017 Achieved 40 - 100 % |
Accounting |
318 |
414 |
302 |
Afrikaans First Additional Language |
51 |
57 |
58 |
Afrikaans Home Language |
5 |
6 |
3 |
Afrikaans Second Additional Language |
4 |
1 |
0 |
Agricultural Management Practices |
0 |
0 |
0 |
Agricultural Sciences |
73 |
113 |
110 |
Agricultural Technology |
0 |
0 |
0 |
Business Studies |
459 |
624 |
381 |
Civil Technology |
2 |
4 |
1 |
Computer Applications Technology |
19 |
16 |
16 |
Consumer Studies |
9 |
16 |
11 |
Dramatic Arts |
2 |
0 |
|
Economics |
449 |
431 |
448 |
Electrical Technology |
1 |
1 |
5 |
Engineering Graphics and Design |
5 |
11 |
8 |
English First Additional Language |
2 487 |
3 001 |
2 736 |
English Home Language |
686 |
999 |
1 063 |
French Second Additional Language |
1 |
12 |
|
Geography |
627 |
723 |
815 |
History |
239 |
306 |
230 |
Hospitality Studies |
1 |
1 |
|
Information Technology |
1 |
2 |
0 |
IsiXhosa First Additional Language |
0 |
1 |
|
IsiXhosa Home Language |
6 |
6 |
26 |
IsiZulu First Additional Language |
10 |
17 |
21 |
IsiZulu Home Language |
43 |
37 |
50 |
Life Orientation |
24 |
41 |
68 |
Life Sciences |
1 330 |
1 468 |
2 115 |
Mathematical Literacy |
871 |
1 283 |
1 048 |
Mathematics |
1 178 |
1 496 |
1 614 |
Mechanical Technology |
4 |
1 |
4 |
Physical Sciences |
945 |
1 312 |
1 202 |
Religion Studies |
0 |
2 |
1 |
Sepedi First Additional Language |
1 |
||
Sepedi Home Language |
36 |
17 |
26 |
Sesotho First Additional Language |
0 |
||
Sesotho Home Language |
10 |
11 |
19 |
Setswana First Additional Language |
0 |
0 |
1 |
Setswana Home Language |
15 |
22 |
6 |
SiSwati First Additional Language |
1 |
||
SiSwati Home Language |
0 |
1 |
|
Tourism |
79 |
155 |
190 |
Tshivenda Home Language |
0 |
2 |
0 |
Xitsonga Home Language |
18 |
20 |
7 |
(b) (ii) (bb) Senior Certificate
Subject |
2015 Achieved 30 - 39.9 % |
2016 Achieved 30 - 39.9 % |
2017 Achieved 30 - 39.9 % |
ACCOUNTING |
20 |
16 |
128 |
AFRIKAANS FIRST ADD. LANGUAGE |
24 |
38 |
157 |
AFRIKAANS HOME LANGUAGE |
3 |
5 |
96 |
AGRICULTURAL SCIENCES |
33 |
49 |
293 |
BUSINESS STUDIES |
129 |
115 |
722 |
COMPUTER APPLICATIONS TECHNOLOGY |
1 |
3 |
0 |
ECONOMICS |
60 |
72 |
735 |
ENGLISH FIRST ADDITIONAL LANGUAGE |
996 |
761 |
4 325 |
ENGLISH HOME LANGUAGE |
81 |
90 |
755 |
GEOGRAPHY |
123 |
117 |
791 |
HISTORY |
85 |
147 |
791 |
INFORMATION TECHNOLOGY |
0 |
0 |
0 |
ISINDEBELE FIRST ADD. LANGUAGE |
0 |
0 |
0 |
ISINDEBELE HOME LANGUAGE |
0 |
0 |
3 |
ISIXHOSA FIRST ADDITIONAL LANGUAGE |
2 |
0 |
1 |
ISIXHOSA HOME LANGUAGE |
15 |
23 |
61 |
ISIZULU FIRST ADDITIONAL LANGUAGE |
0 |
2 |
16 |
ISIZULU HOME LANGUAGE |
327 |
192 |
809 |
LIFE SCIENCES |
91 |
101 |
839 |
MATHEMATICAL LITERACY |
149 |
127 |
1 551 |
MATHEMATICS |
25 |
25 |
309 |
PHYSICAL SCIENCES |
15 |
24 |
254 |
RELIGION STUDIES |
81 |
85 |
848 |
SEPEDI FIRST ADDITIONAL LANGUAGE |
0 |
4 |
6 |
SEPEDI HOME LANGUAGE |
67 |
54 |
323 |
SESOTHO FIRST ADDITIONAL LANGUAGE |
0 |
0 |
1 |
SESOTHO HOME LANGUAGE |
25 |
18 |
82 |
SETSWANA FIRST ADDITIONAL LANGUAGE |
2 |
2 |
6 |
SETSWANA HOME LANGUAGE |
33 |
24 |
321 |
SISWATI FIRST ADDITIONAL LANGUAGE |
0 |
0 |
0 |
SISWATI HOME LANGUAGE |
0 |
1 |
7 |
TSHIVENDA FIRST ADD. LANGUAGE |
0 |
0 |
0 |
TSHIVENDA HOME LANGUAGE |
8 |
5 |
33 |
XITSONGA FIRST ADD. LANGUAGE |
0 |
0 |
0 |
XITSONGA HOME LANGUAGE |
9 |
1 |
108 |
(b) (ii) (bb)National Senior Certificate
Subject |
2015 Achieved 30 - 39.9 % |
2016 Achieved 30 - 39.9 % |
2017 Achieved 30 - 39.9 % |
Accounting |
435 |
674 |
489 |
Afrikaans First Additional Language |
87 |
134 |
148 |
Afrikaans Home Language |
2 |
2 |
12 |
Afrikaans Second Additional Language |
4 |
3 |
6 |
Agricultural Management Practices |
1 |
0 |
0 |
Agricultural Sciences |
175 |
262 |
274 |
Agricultural Technology |
0 |
0 |
0 |
Business Studies |
750 |
929 |
775 |
Civil Technology |
0 |
2 |
2 |
Computer Applications Technology |
15 |
21 |
10 |
Consumer Studies |
6 |
13 |
14 |
Dramatic Arts |
0 |
1 |
0 |
Economics |
696 |
864 |
1 039 |
Electrical Technology |
5 |
2 |
4 |
Engineering Graphics and Design |
13 |
12 |
12 |
English First Additional Language |
675 |
927 |
1 035 |
English Home Language |
359 |
485 |
608 |
French Second Additional Language |
0 |
0 |
4 |
Geography |
936 |
1 254 |
1 460 |
History |
249 |
413 |
335 |
Hospitality Studies |
0 |
1 |
0 |
Information Technology |
1 |
1 |
0 |
IsiXhosa Home Language |
1 |
0 |
0 |
IsiZulu First Additional Language |
0 |
2 |
1 |
IsiZulu Home Language |
4 |
12 |
10 |
Life Orientation |
3 |
12 |
7 |
Life Sciences |
1 724 |
2 036 |
2 329 |
Mathematical Literacy |
1 062 |
1 555 |
1 838 |
Mathematics |
1 304 |
1 715 |
1 836 |
Mechanical Technology |
4 |
5 |
8 |
Music |
0 |
0 |
0 |
Physical Sciences |
1 208 |
1 613 |
1 675 |
Religion Studies |
1 |
0 |
2 |
Sepedi Home Language |
6 |
7 |
7 |
Sesotho Home Language |
0 |
0 |
3 |
Setswana Home Language |
5 |
2 |
3 |
Tourism |
69 |
58 |
82 |
Xitsonga Home Language |
6 |
1 |
4 |
29 June 2018 - NW1918
Tshwaku, Mr M to ask the Minister of Basic Education
(1)What (a) is the total number of incidents of sexual harassment that were reported to the human resources offices of (i) her department and (ii) entities reporting to her in (aa) 2016 and (bb) 2017 and (b) are the details of each incident that took place; (2) was each incident investigated; if not, why not in each case; if so, what were the outcomes of the investigation in each case?
Reply:
1. (a) (i) (aa) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education in 2016.
(a)(i) (bb) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education in 2017.
(a)(ii) (aa) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education by entities in 2016.
(a) (ii) (bb) There were no sexual harassment incidents reported to the Human Resource office of the Department of Basic Education by entities in 2017.
(b) Not applicable
2. Not applicable
29 June 2018 - NW2011
Purdon, Mr RK to ask the Minister of Basic Education
(1)What are the details of the (a) number of accidents that vehicles owned by her department were involved (i) in each of the past three financial years and (ii) since 1 April 2018, (b) cost for repairs in each case and (c)(i) number of and (ii) reasons for vehicles being written off in each case; (2) whether all vehicles owned by her department have tracking devices installed?
Reply:
1. (a)
Vehicles owned by the Department |
Vehicle registration |
Number of accidents vehicles were involved in the last 3 financial years and 1 April 2018 to date |
|||
2015/16 |
2016/17 |
2017/18 |
1 April 2018 to date |
||
Toyota Corolla |
BW16JG GP |
None |
None |
None |
1 |
- (b)
Vehicles owned by the Department |
Vehicle registration |
Cost for repairs in each case |
|||
2015/16 |
2016/17 |
2017/18 |
1 April 2018 to date |
||
Toyota Corolla |
BW16JG GP |
Nil |
Nil |
Nil |
R 9 614.07 |
1(c) (i) and (ii)
No vehicle was written off.
2. Yes, vehicles owned by the Department have tracking devices.
29 June 2018 - NW705
Stander, Ms T to ask the Minister of Basic Education
(1)Whether her department has a sexual harassment and assault policy in place; if not, (a) why not and (b) by what date will her department have such a policy in place; if so, (i) how are reports investigated and (ii) what are the details of the consequence management and sanctions stipulated by the policy; (2) (a) what is the total number of incidents of sexual harassment and assault that have been reported in her department (i) in each of the past three financial years and (ii) since 1 April 2017, (b) what number of cases were (i) opened and concluded, (ii) withdrawn and (iii) remain open based on the incidents and (c) what sanctions were issued for each person who was found to have been guilty?
Reply:
- (a) Yes, the Department of Basic Education has a sexual harassment and assault policy in place.
(b) (i) The policy has been in place since 2014. The policy stipulates the procedure which should be followed in the reporting and investigation of allegations of sexual harassment in the Department. Clauses 19.1 to 19.3 of the policy provide a detailed procedure that must be followed in the investigation of alleged reports of sexual harassment. The procedure includes both formal and informal investigation. The formal procedure involves the following:
- The sexual harassment complaint must be reported to the Director-General or the Sexual Harassment Advisor in writing and the statement must include:
(i) The name of the respondent;
(ii) Date when the incident occurred;
(iii) Where it occurred; and
(iv) Details of how the actual sexual harassment occurred.
(ii) In the event where the grievance procedure has been finalised, and management is of the view that there is a prima facie case against the respondent, disciplinary steps must be instituted as per the provisions of the Disciplinary Code and Procedure in the Public Service (PSCBC Resolution 1 of 2003 read with Chapter 7 of SMS Handbook).
The sanctions provided in clause 19.4 of the policy include, should the respondent be found guilty of the offence: a) Counselling, b) Verbal warning, c) Final written warning, d) suspension/fine, e) demotion or f) dismissal.
If the Director-General is the perpetrator, the Executive Authority becomes the authority that appoints the Sexual Harassment Advisor and makes decisions on the case. Once the Sexual Harassment Advisor has been appointed, all terms and procedures set out in the policy for subsequent action shall apply without exception, read with the necessary changes.
A complainant of sexual harassment has the right to press separate criminal charges and/or civil claims against the respondent if they so wish. The legal rights of the complainant are in no way limited by the DBE policy.
2. (a) (i) Financial years 2014/15 to 2016/17: No incidents of sexual harassment and assault reported.
(ii) Since April 2017: No incidents of sexual harassment and assault reported.
(b)(i) Not applicable. No cases reported.
(ii) Not applicable. No cases reported.
(iii) Not applicable. No cases reported.
(c) Not applicable. No cases reported.
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.
28 June 2018 - NW1867
Tshwaku, Mr M to ask the Minister of Basic Education
(1)What (a) is the total number of incidents of racism that were reported to the human resources offices in (i) her department and (ii) entities reporting to her in (aa) 2016 and (bb) 2017 and (b) are the details of each incident that took place; (2) was each incident investigated; if not, why not in each case; if so, what were the outcomes of the investigation in each case
Reply:
DEPARTMENT OF BASIC EDUCATION
1. (a) (i) The are no incidences of racism reported to the Human Resources Offices in the Department of Basic Education
(aa) Not Applicable
(bb) Not Applicable
2. Not Applicable
UMALUSI’ S RESPONSE
(ii) Umalusi Response:
(aa) (bb) No incidents of racism were reported to the human resources office at Umalusi in 2016 and 2017
1.(b) and (2) Not applicable – No incidents reported to investigate.
SACE RESPONSE
(1) (ii)
(aa) For the academic year 2016, a total of 3 cases of racism were reported to SACE under case numbers: 225/2016/-KZN, 365/2016-FS and 563/2016-WC
(2) 225/2016-KZN Allegations of racism at Phoenix Technical high school. Allegations of racism. An Indian educator using racial slurs towards black children. An investigation to take place in July 2018
365/2016-FS Allegations of racism at Valhalla primary school. It was alleged that a white educator in the school used racial slurs towards a black learner by threatening to slap him until he was white and even Google would not be able to find him.
The matter was resolved between the accused educator, the parents and the DBE has also intervened. An advisory letter was sent to the accused educator on the basis thereof.
563/2016-WC Allegations of Racism at Gansbaai Academia. A colored educator referred to black learners as “Kaffirs” in a school Whatsapp group. An investigation was conducted and a disciplinary hearing to proceed in July 2018.
(bb) For the academic year 2017 a total of 6 cases of racism were reported to SACE under case numbers: 122/2017-WC, 227/2017-GP, 256/2017-WC, 287/2017-GP, 288/2018-GP and 507-2017-NW.
(2) 122/2017-WC Allegations of racism at Schoonspruit Secondary school. It is alleged that a white educator in the school referred to colored learners as belonging to a “hotnot city”, “vullis” “kleurlinge wat nie fisiese wetenskap kan doen nie.” The educator was given a Final written warning by the WCED and a R3000.00 fine pursuant to a guilty plea by him. SACE forwarded an advisory letter to the educator and cautioned him against such conduct.
227/2017/GP Allegations of racism at Eldorado Park Primary school and surrounding schools in Klipspruit West. The matter was attended to by the Human Rights commission and resolved. No actual complaint was levelled against any specific teacher save to say they black teachers were discriminating against colored learners and vice versa. Parents wanted a colored principals in theirs schools around Eldorado Park.
256/2017-WC Allegations of racism at Dysseldorp Secondary school. It was alleged that an educator at the school referred to colored learners as “Kaapse Kakste Goed” and as “Bobbejane”.We are in the process of tracing the educator as he was dismissed by the WCED. Learners involved are still available. Our investigation continues.
287/2017-GP Allegations of racism at Sandtonview primary school. It was alleged that a black educator made racial remarks towards a colored educator at the school by telling him that “the school was not a colored school and that he should not come with colored mentality in the school” an investigation was conducted, resulting in disciplinary hearing. The educator was found not guilty by the disciplinary tribunal.
288/2017-GP Allegations of racism at Cosmo City West Primary school. It was alleged that a black educator referred to her colored colleague as a “Bushman or Bushie” An investigation was conducted resulting in disciplinary proceedings. The educator pleaded guilty and was given a sanction as follows:
(A striking off from the roll of educators and which striking off was suspended for a period of five years on condition that she does not make herself guilty of misconduct during the period of suspension. She was further given a fine of R10 000.00 payable to SACE over a period of 10 Months)
507/2017-NW- It was alleged that an educator at Laerskool Unie in Klerksdorp was discriminating against black educators in the school and calling them by the “K” word. An investigation was conducted, resulting in disciplinary proceedings. A disciplinary hearing was conducted against the educator and we await the outcome of the disciplinary hearing.
28 June 2018 - NW1811
Bucwa, Ms H to ask the Minister of Basic Education
(1)Whether (a) her spouse and/or (b) an adult family member accompanied her on any official international trip (i) in each of the past five financial years and (ii) since 1 April 2018; if not, what is the position in this regard; if so, what (aa) is the name of the person(s), (bb) was the (aaa) purpose and (bbb) destination of the trip and (cc) was the (aaa) total cost and (bbb) detailed breakdown of the costs of the accompanying person(s) to her department; (2) whether each of the specified trips were approved by the President in terms of the provisions of Section 1, Annexure A of the Ministerial Handbook; if not, why not; if so, what are the relevant details?
Reply:
1. (a) Not Applicable.
(b) Kabelo Motshekga (Son)
(i) Not Applicable.
(ii) Not Applicable.
(aa) Kabelo Motshekga (Son)
(bb) (aaa) Global Education Symposium
(bbb) From Paris to Los Angels and Los Angels to Johannesburg via JFK. From Paris to LA the cost was R47 578 and from LA to Johannesburg the cost was R11 970.
2. The trip was approved by means of President’s Act No. 381 of 2015, and another Minister was appointed to Act in her absence.
28 June 2018 - NW1702
Tshwaku, Mr M to ask the Minister of Basic Education
(1)(a) What total amount of land owned by her department and the entities reporting to her in each province is (i) vacant and (ii) unused or has no purpose and (b) what is the (i) location and (ii) size of each specified plot of land; (2) (a) how much of the land owned by her department and the entities reporting to her has been leased out for private use and (b) what is the (i) Rand value of each lease and (ii)(aa) location and (bb) size of each piece of land? NW1853E
Reply:
1.
DBE |
(a)(i) |
(a)(ii) |
(b)(i) |
(b)(ii) |
There is no vacant land |
There is no unused land |
Not applicable |
Not applicable |
|
SACE |
(a)(i) |
(a)(ii) |
(b)(i) |
(b)(ii) |
None |
None |
None |
Not applicable |
|
UMALUSI |
None |
None |
Not Applicable |
Not Applicable |
Land owned by Umalusi includes 2 properties utilised as administrative office buildings in Gauteng. Private use is defined as leased out to an individual person or company. Rand values provided by Umalusi in response to part 2 of the question is for the financial year ending 31 March 2018. |
2. DBE |
(a) |
(b)(i) |
(b) |
|
Not leased for private use |
N/A |
(i) |
(ii) |
|
N/A |
(aa) |
(bb) |
||
N/A |
N/A |
|||
SACE |
(a) |
(b) N/A |
(b) |
|
SACE owns no land that has been leased out for private use |
(i) N/A |
(i) |
(ii) |
|
None |
(aa) |
(bb) |
||
None |
N/A |
UMALUSI |
|||
2 (a) Leased out for private use |
(b)(i) Rand value |
(ii) (aa) location |
(ii) (bb) size |
1. GCS |
R21,711.11 per month |
Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria |
160.15 m2 of 5,879m2 |
2. DD |
R30,517.88 per month |
Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria |
275.22 m2 of 5,879m2 |
3. S |
R21,252.75 per month |
Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria |
169.50m2 of 5,879m2 |
4. S&N |
R48,969.03 per month |
Portion 1 of Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria |
380 m2 of 5,879m2 |
R122,450.77 per month |
984,87 m2 of 5,879m2 |
||
Umalusi will occupy the rest of the property (administrative office buildings) as soon as the renovations is completed. |
28 June 2018 - NW1410
Alberts, Mr ADW to ask the Minister of Basic Education
(1)Whether her department has taken measures to ensure that all school educators and other personnel who may come into contact with children have been vetted with reference to the National Register for Sex Offenders; if not, why not; if so, what it entails; (2) whether she will make a statement on the matter? (Translation): (1) Of haar departement maatreëls getref het om te verseker dat alle skoolopvoeders en ander personeel wat moontlik met kinders in kontak kom aan die hand van die Nasionale Register vir Seksoortreders gekeur is; so nie, waarom nie; so ja, wat dit behels; (2) of sy ‘n verklaring oor die aangeleentheid sal doen?
Reply:
1. The Department is currently in discussion with the South African Council of Educators (SACE) with the aim of working together to ensure that SACE can access the two Registers to vet recruited educators so that those who have been listed on these Registers are barred from registering as educators.
2. No further statement on the matter is necessary at this stage.
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 - 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.
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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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.
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.
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 - 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.
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 - 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 - 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 - 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 - 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 - 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.
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 - 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 - 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 - 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 - 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 - 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
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 - 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.
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 - 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.