Questions and Replies

Reply:

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

Reply:

The response in NA 2512 has reference.

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

Reply:

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

Reply:

A) Drop-out rate in each province; and

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

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

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

Interpretation focusing on 2014-2016:

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

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

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

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

Data Source: General Household Survey, DBE own calculation

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

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

Data Source: General Household Survey, DBE own calculation

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

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

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

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

Data Source: General Household Survey, DBE own calculation

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

Reasons for not attending an educational institution

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

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

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

Reasons for non-attendance of educational institutions among, 2016

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

Data Source: General Household Survey, DBE own calculation

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

Main reasons for learner drop-out include:

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

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

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

Reply:

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

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

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

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

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

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

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

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

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

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

Reply:

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

(a) (i) Senior Certificate

	2015	2016	2017
Number of subjects	33	33	35

(a) (ii) National Senior Certificate

	2015	2016	2017
Number of subjects	41	44	43

(b) (i) Senior Certificate

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

(b) (i) National Senior Certificate

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

(b) (ii) (aa) Senior Certificate

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

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

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

(b) (ii) (bb) Senior Certificate

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

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

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

Reply:

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

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

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

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

(b) Not applicable

2. Not applicable

 

Reply:

1. (a)

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

1. (b)

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

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

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

Reply:

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

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

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

(i) The name of the respondent;

(ii) Date when the incident occurred;

(iii) Where it occurred; and

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

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

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

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

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

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

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

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

(ii) Not applicable. No cases reported.

(iii) Not applicable. No cases reported.

(c) Not applicable. No cases reported.

Reply:

1. 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.

Reply:

DEPARTMENT OF BASIC EDUCATION

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

(aa) Not Applicable

(bb) Not Applicable

2. Not Applicable

UMALUSI’ S RESPONSE

(ii) Umalusi Response:

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

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

SACE RESPONSE

(1) (ii)

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

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

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

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

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

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

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

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

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

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

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

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

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

Reply:

1. (a) Not Applicable.

(b) Kabelo Motshekga (Son)

(i) Not Applicable.

(ii) Not Applicable.

(aa) Kabelo Motshekga (Son)

(bb) (aaa) Global Education Symposium

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

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

Reply:

1.

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

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

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

Reply:

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.

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.

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.

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.

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.

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.

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 Primary	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

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.

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.

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

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.

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

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.

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.

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.

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.

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.

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.

 

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.

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.

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

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.

 

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.

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 2018/19	Special 2018/19	Primary-Secondary 2019/20	Special 2019/20	Primary-Secondary 2020/21	Special 2020/21
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.

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.

Reply:

a) Total number of inappropriate structures that were built:

1. 2013 - 14 financial year is 36;
2. 2014 - 15 financial year is 59;
3. 2015 - 16 financial year is 51;
4. 2016 - 17 financial year is 16; and
5. 2017 - 18 financial year is 23.

b) Total number of schools that were provided with sanitation:

1. 2013 - 14 financial year is 77;
2. 2014 - 15 financial year is 133;
3. 2015 - 16 financial year is 21;
4. 2016 - 17 financial year is 9; and
5. 2017 - 18 financial year is 45.

c) Total number of schools that were provided with water:

1. 2013 - 14 financial year is 61;
2. 2014 - 15 financial year is 309;
3. 2015 - 16 financial year is 81;
4. 2016 - 17 financial year is 10; and
5. 2017 - 18 financial year is 70.

d) Total number of schools supplied with electricity:

1. 2013 - 14 financial year is 101;
2. 2014 - 15 financial year is 39;
3. 2015 - 16 financial year is 17;
4. 2016 - 17 financial year 0; and
5. 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.

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.

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.

Reply:

The Department of Basic Education does not collect these data. The honourable member is advised to direct the question to the province.

 

Reply:

The Department of Basic Education does not collect these data. The honourable member is advised to direct the question to the province.

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

Reply:

The Department of Basic Education does not collect these data. The honourable member is advised to direct the question to the province.

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