Questions and Replies
03 May 2018 - NW832
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
Why are the figures for the number of ethics complaints that are received by the SA Council of Educators identical for all provinces in its 2015-16 and 2016-17 annual reports?
Reply:
SACE RESPONSE
The South African Council for Educators notes with appreciation the erroneous matter that has been raised with the Council.
Council wishes to acknowledge that indeed the figures indicated on the first table for the 2016/17 Annual report were incorrectly and erroneously published as these were actually the 2015/16 figures.
Council wishes to extend its sincere apologies for this unfortunate mishap and is putting a remedial action in place. One such action will be declaring in the 2017/18 report this error and the correction thereof.
Below the correct figures for 2016/17:
Province |
KZN |
N. Cape |
E. Cape |
Limpopo |
MP |
NW |
GP |
FS |
WC |
Total |
105 |
5 |
30 |
28 |
56 |
30 |
71 |
33 |
320 |
678 |
03 May 2018 - NW1008
Ketabahle, Ms V to ask the Minister of Basic Education
Based on current and future learner enrolment, (a) what number of teachers are available for employment and (b) what number of teachers must be trained to cover the shortage?
Reply:
a) Over the past five (5) years to 2016, learner enrolment figures in public schools have shown a modest overall increase of about 1% (11 923 674 to 12 342 213). Meanwhile, in the five (5) years to 2015, teacher education enrolments and graduations have also shown an annual increase with graduations doubling from 10 153 in 2011 to 20 738 in 2015. It is expected that the number of teacher education graduates will continue to be above 20 000 annually until 2025. Quantitatively, the supply figures will be adequate to accommodate the demand.
b) As indicated above, quantitatively, the current enrolment and graduation rates are adequate to ensure constant supply of educators needed in the system. However, the Department, working with the Department of Higher Education and Training, is currently looking at ensuring that the supply matches the need in terms of areas of specialisation both in terms of phase and subject.
03 May 2018 - NW974
Bagraim, Mr M to ask the Minister of Basic Education
How much land does (a) her department and (b) the entities reporting to her (i) own, (ii) have exclusive rights to and/or (iii) lease from the State to (aa) use and/or (bb) occupy?
Reply:
(a)
Department |
(i) Own |
(ii) Exclusive Rights |
(iii) Lease from the state |
|
(aa) |
(bb) |
|||
DBE |
Not applicable. The land is owned by Dept. of Public Works |
Not applicable |
Not applicable |
Not applicable |
(b)
Public Entities |
(i) Own |
(ii) Exclusive rights |
(iii) Lease from state |
|
(aa) |
(bb) |
|||
SACE |
4000sqm |
Yes, Title Deed Ref No: T56534/2016 |
Not applicable |
Not applicable |
UMALUSI |
2 Properties 5879m² and 5721m² |
Not applicable |
Not applicable |
Not applicable |
03 May 2018 - NW890
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to page 163 of her department’s 2016-17 annual report, (a) what is the total number of schools that were discovered not to have been trained on the National School Safety Plan and (b) what steps has her department taken to address the training problem?
Reply:
(a) The total number of schools that have not been trained on the National School Safety Framework (NSSF) is 9894. This accounts for 40,5% of the total number of public schools.
(b) Provinces have been supported with master training as a way of developing capacity and competence within provinces to enable province to roll out the training to the remainder of untrained schools. The training was made possible through donor funds in the 2017/2018 financial year. Provinces have undertaken to finalise training in the 2018/2019 financial year.
03 May 2018 - NW889
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to the reply to question 1323 on 13 June 2017, in which it is stated that only three permanent prosecutors and two permanent investigators prosecute and investigate instances of teacher misconduct at the SA Council of Educators, has she found that the staff component is sufficient to handle the number of complaints received by the council?
Reply:
SACE RESPONSE
The Council had already taken note of the workload pressure arising from the nature of reported violations of its Code of Professional Ethics. The Council has therefore taken the following decisions to ensure effective and efficient processing of cases. The implementation thereof if underway:
a) Increased a pool of panellists to 39
b) Adjusted the 2017/18 Ethics budget by 100% to (R4 million).
c) Conducting process review and work study to inform permanent solution.
03 May 2018 - NW887
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With reference to page 190 of her department’s 2016-17 annual report, (a) how many hotspot schools have been identified in each province and (b)(i) what is the name of each school and (ii) when was the most recent monitoring visit undertaken at each school?
Reply:
(a) The number of hotspot schools that have been identified in each province is as follows: Eastern Cape-14, Free State-12, Gauteng-14, KwaZulu-Natal-33, Limpopo-22, Mpumalanga-34, Northern Cape-21, North West-09 and Western Cape-32.
(b) (i) and (ii) Please see attached list of names of schools and monitoring dates for each school (Annexure A).
23 April 2018 - NW1010
Nolutshungu, Ms N to ask the Minister of Basic Education
What amount in funding is required (a) to train teachers to fill existing vacancies and (b) for future needs of new schools to be built?
Reply:
a) Budgeting for provisioning of educators is done in terms of the normal government budgeting processes. On an annual basis, each Member of the Executive Council (MEC) for Education declares a basket of posts his/her respective Provincial Education Department, based on the available budget. Such posts are then distributed to schools using the post provisioning model. Therefore, vacancies that exist at any point are part of the declared post establishment and are funded and there is no additional amount of funding required to fill existing vacancies.
b) Requirements for funding for infrastructure is based on the Regulations Relating to Minimum Norms and Standards for Public School Infrastructure. As at the publication of the Norms and Standards, a shortfall of R 182 billion was estimated to address new schools and new spaces to be provided to bring all schools to optimum functionality. This includes provision of new education and curricular spaces, education support areas as well as administrative spaces. The sector is planning to conduct a condition assessment of all schools to determine the current backlog and calculate the resultant funding required.
QUESTION: NA 1010- I
COMPILER:
MS S GEYER (3740)
CD/TE
DATE:
MR ER MAFOKO
EXT: X 4317
DATE:
DR G WHITTLE
A/DDG: SECTOR INFRASTRUCTURE MANAGEMENT
DATE:
MS P TYOBEKA
ACTING DIRECTOR–GENERAL
DATE:
QUESTION NA 1010- I APPROVED/ NOT APPROVED/ AMENDED
MR ME SURTY, MP
DEPUTY MINISTER
DATE:
QUESTION: NA 1010- I APPROVED/ NOT APPROVED/ AMENDED
MRS AM MOTSHEKGA, MP
MINISTER
DATE:
23 April 2018 - NW1023
Sonti, Ms NP to ask the Minister of Basic Education
What (a) number of (i) high schools and (ii) primary schools in each province do not offer healthcare services and (b) is the (i) location and (ii) name of each specified school?
Reply:
(a) and (b) The Intergrated School Health Programme (ISHP) is implemented by school health teams employed by the Department of Health (DoH) in provinces. The reach of the services and the package provided, is dependent on the availability and composition of these school health teams in each geographic area. The Department of Basic Education receives signed off collated data on the number of learners that have received services in the preceding quarter from the national Department of Health. The list of schools is not provided.
23 April 2018 - NW1022
Moteka, Mr PG to ask the Minister of Basic Education
What (a) number of (i) high schools and (ii) primary schools offer healthcare services, (b) is the (i) location and (ii) name of each specified school, (c) health services are on offer, (d) is the cost of the health services and (e) is the number of employees in each profession who provide the health services at each school?
Reply:
(a), (b) and (c) The Integrated School Health Programme (ISHP) is implemented by school health teams employed by the Department of Health (DoH) in provinces. The reach of the services and the package provided, is dependent on the availability and composition of these school health teams in each geographic area. The Department of Basic Education receives signed off collated data on the number of learners that have received services in the preceding quarter from the national Department of Health. The list of schools is not provided.
(d) and (e) The cost of the school health services as well as the number of employees are the responsibility of each respective Provincial Education Department. This information is not available at DBE.
23 April 2018 - NW346
Van Der Walt, Ms D to ask the Minister of Basic Education
(a) What is the total amount that was (i) budgeted for and (ii) spent on her private office (aa) in each of the past three financial years and (bb) since 1 April 2017 and (b) what was the (i) remuneration, (ii) salary level, (iii) job title, (iv) qualification and (v) job description of each employee appointed in her private office in each of the specified periods?
Reply:
(a)
(aa) Financial year |
(a)(ii) Budget |
(a)(ii) Expenditure |
2014/15 |
R 16 032 000 |
R 15 928 000 |
2015/16 |
R 15 214 000 |
R 15 203 000 |
2016/17 |
R 19 030 000 |
R 18 120 000 |
(bb) since 1 April 2017 |
R 14 068 000 |
R 14 247 000 |
2014/15
SURNAME |
INITIALS |
(b)(i) |
(b)(ii) |
(b)(iii) |
(b)(iv) |
(b)(v) |
REMUNERATION |
SALARY LEVEL |
JOB TITLE |
QUALIFICATION |
JOB |
||
Motshekga |
AM |
R 2 211 937.00 |
16 |
Minister |
Master’s Degree in Education |
Minister |
Sehlabelo |
SP |
R 988 152.00 |
14 |
Chief Director |
Bachelor of Education Degree |
Chief Of Staff of the Ministry |
Khala |
R |
R 856 554.00 |
13 |
Director: Office Of The Minister |
Bachelor of Arts Degree |
Administrative Secretary |
Mncube |
W |
R 819 126.00 |
13 |
Director: Office Of The Minister |
B-Tech: Journalism |
Media Liaison Officer |
Mabua |
RS |
R 669 534.00 |
12 |
Deputy Director: Office Of The Minister |
Senior Certificate |
Private Secretary/Appointments Secretary |
Van den Heefer |
RPZ |
R 856 554.00 |
13 |
Director: Office Of The Minister |
BA Honours Degree |
Parliamentary Officer |
Skwatsha |
JN |
R 203 589.00 |
7 |
Principal Ministerial Typist |
Senior Certificate |
Secretary Receptionist |
Mphigalale |
P |
R 157 701.00 |
6 |
Senior Secretary Grade III |
Senior Certificate |
Secretary Receptionist |
Masote |
O |
R 123 738.00 |
5 |
Senior Messenger |
National Diploma: Information Technology |
Aid or Driver/Messenger |
2015/16
SURNAME |
INITIALS |
(b)(i) |
(b)(ii) |
(b)(iii) |
(b)(iv) |
(b)(v) |
REMUNERATION |
SALARY LEVEL |
JOB TITLE |
QUALIFICATION |
JOB |
||
Motshekga |
AM |
R 2 309 262.00 |
16 |
Minister |
Master’s Degree in Education |
Minister |
Sehlabelo |
SP |
R 1 042 500.00 |
14 |
Chief Director |
Bachelor of Education Degree |
Chief Of Staff of the Ministry |
Khala |
R |
R 903 663.00 |
13 |
Director: Office Of The Minister |
Bachelor of Arts Degree |
Administrative Secretary |
Mncube |
W |
R 864 177.00 |
13 |
Director: Office Of The Minister |
B-Tech: Journalism |
Media Liaison Officer |
Mabua |
RS |
R 727 149.00 |
12 |
Deputy Director: Office Of The Minister |
Senior Certificate |
Private Secretary/Appointments Secretary |
Van den Heefer |
RPZ |
R 917 220.00 |
13 |
Director: Office Of The Minister |
BA Honours Degree |
Parliamentary Officer |
Skwatsha |
JN |
R 221 106.00 |
7 |
Principal Ministerial Typist |
Senior Certificate |
Secretary Receptionist |
Mphigalale |
P |
R 171 273.00 |
6 |
Senior Secretary Grade III |
Senior Certificate |
Secretary Receptionist |
Masote |
O |
R 132 399.00 |
5 |
Senior Messenger |
National Diploma: Information Technology |
Aid or Driver/Messenger |
2016/17
SURNAME |
INITIALS |
(b)(i) |
(b)(ii) |
(b)(iii) |
(b)(iv) |
(b)(v) |
REMUNERATION |
SALARY LEVEL |
JOB TITLE |
QUALIFICATION |
JOB |
||
Motshekga |
AM |
R 2 309 262.00 |
16 |
Minister |
Master’s Degree in Education |
Minister |
Sehlabelo |
SP |
R 1 084 599.00 |
14 |
Chief Director |
Bachelor Of Education |
Chief Of Staff of the Ministry |
Khala |
R |
R 855 516.00 |
12 |
Deputy Director: Office Of The Minister |
Bachelor of Arts Degree |
Administrative Secretary |
Mncube |
W |
R 898 743.00 |
13 |
Director: Office Of The Minister |
B-Tech: Journalism |
Media Liaison Officer |
Mabua |
RS |
R 794 145.00 |
12 |
Deputy Director: Office Of The Minister |
Senior Certificate |
Private Secretary/Appointments Secretary |
Van den Heefer |
RPZ |
R 855 516.00 |
12 |
Deputy Director: Office Of The Minister |
BA Honours Degree |
Parliamentary Officer |
Skwatsha |
JN |
R 241 476.00 |
7 |
Principal Ministerial Typist |
Senior Certificate |
Secretary Receptionist |
Mphigalale |
P |
R 187 059.00 |
6 |
Senior Secretary Grade III |
Senior Certificate |
Secretary Receptionist |
Masote |
O |
R 144 591.00 |
5 |
Senior Messenger |
National Diploma: Information Technology |
Aid or Driver/Messenger |
2017/18
SURNAME |
INITIALS |
(b)(i) |
(b)(ii) |
(b)(iii) |
(b)(iv) |
(b)(v) |
REMUNERATION |
SALARY LEVEL |
JOB TITLE |
QUALIFICATION |
JOB |
||
Motshekga |
AM |
R 2 401 633.00 |
16 |
Minister |
Master’s Degree in Education |
Minister |
Sehlabelo |
SP |
R 1 161 423.00 |
14 |
Chief Director |
Bachelor Of Education |
Chief Of Staff of the Ministry |
Khala |
R |
R 917 970.00 |
12 |
Deputy Director: Office Of The Minister |
Bachelor of Arts Degree |
Administrative Secretary |
Mncube |
W |
R 962 409.00 |
13 |
Director: Office Of The Minister |
B-Tech: Journalism |
Media Liaison Officer |
Mabua |
RS |
R 864 903.00 |
12 |
Deputy Director: Office Of The Minister |
Senior Certificate |
Private Secretary/Appointments Secretary |
Nkonyeni |
NP |
R 1 116 918.00 |
13 |
Director: Office Of The Minister |
Post Graduate Diploma in Management |
Parliamentary Officer |
Skwatsha |
JN |
R 262 992.00 |
7 |
Principal Ministerial Typist |
Senior Certificate |
Secretary Receptionist |
Mphigalale |
P |
R 203 721.00 |
6 |
Senior Secretary Grade III |
Senior Certificate |
Secretary Receptionist |
Masote |
O |
R 157 491.00 |
5 |
Senior Messenger |
National Diploma: Information Technology |
Aid or Driver/Messenger |
18 April 2018 - NW838
Dreyer, Ms AM to ask the Minister of Basic Education
With reference to her reply to question 2774 on 5 October 2017, what (a) are the reasons that the building of the new school did not commence on 24 October 2017, (b) by what date will construction commence and (c) what is the physical address of the new school?
Reply:
The response from the province is as follows:
a) The delay related to the construction of this school have been as a result of Gauteng Province facing a constrained fiscal environment, which made it essential for the Gauteng Education Provincial Schools Build Programme to employ strategies for ensuring the maximum utility of all financial resources related to the provision of education infrastructure. The school is one of ten (10) ACT (Alternative Construction Technologies) schools that needed additional funding to be provided prior to commencement on site.
b) The budget approval process was finalised in November 2017 and the GDE is currently awaiting permits from the Department of Labour for contractors to resume work at all ten (10) schools. The school will be built on a vacant stand that is currently zoned appropriately for education purposes and is in line with the requirements of sites as mandated by the norms and standards.
c) The school will be situated on Erf 5015 Birch Acres Extension 32.
12 April 2018 - NW1009
Khawula, Ms MS to ask the Minister of Basic Education
What amount of funding is required to appoint teachers to fill (a) existing vacancies and (b) future vacancies that will be required to keep up with demand?
Reply:
a) Budgeting for provisioning of educators is done in terms of the normal government budgeting processes. On an annual basis, each Member of the Executive Council (MEC) for Education declares a basket of posts his/her Provincial Education Department based on the available budget for. Such posts are then distributed to schools using the post provisioning model. Therefore, vacancies that exist at any point are part of the declared post establishment and are funded. There is no additional amount of funding required to fill existing vacancies.
b) Trends in the growth of learners enrolled in public schools have shown a low annual growth of less than 1% per annum and is unlikely to change in the foreseeable future. Therefore, growth in the demand for educators as a result of growth in learner enrolment which will require creation of additional posts, is unlikely to outstrip the current budget growth trends.
12 April 2018 - NW908
Tshwaku, Mr M to ask the Minister of Basic Education
Whether she has been informed that there is a sewage spillage at Lindile Secondary School in Ermelo, Mpumalanga; if not, (a) what is the position in this regard and (b) what steps will she take to stop the spillage; if so, (i) by what date will the sewage problem be resolved and (ii) does her department have alternative plans to stop the spillage so that the children are not exposed to the sewage and the diseases it carries?
Reply:
a) The sewer spillage is from a Municipal sewer line that is traversing the school site. The sewer broke and spilled sewage into the school grounds up to the school building’s corridor and verandas. As a form of emergency intervention to ensure uninterrupted teaching and learning for the school, the Department instructed the Implementing Agent, the Department of Public Works, Roads and Transport (DPWRT) to appoint a service provider to attend to the sewer spillage waste. The service provider will address the spillage starting from 24 March 2018, completing on 16 April 2018. The cleaning process involves application of sanitising chemicals around the school yard to kill pathogens that may cause diseases to the learners and educators.
b) Steps taken include engaging the responsible municipality. The Department is also engaging the municipality through the Department of Cooperative Governance and Traditional Affairs (COGTA) to re-direct the sewer pipe from the school site as a long term measure.
(i) Timeframes for the long-term solution are not yet in place as engagements are still taking place.
(ii) The alternative solution is the engagement with COGTA.
12 April 2018 - NW885
Ollis, Mr IM to ask the Minister of Basic Education
Does her department have a policy position to support the declaration of a minimum service level for school staff by the Essential Services Committee in order to ensure that children are not left unsupervised, thereby compromising their safety, during school hours?
Reply:
Both international and South African law does not define education as an essential service. This is confirmed in the published list of essential services in South Africa by the Essential Service Committee (ESC), as established in the Labour Relations Act (LRA).
The Department of Basic Education has the view to support the declaration of a minimum service level agreement for school staff by the Essential Service Committee (ESC) when children are left unsupervised during school hours, but can only do so with the support of the teacher trade unions in the Education Labour Relations Council (ELRC) and with a directive from the ESC, since the jurisdiction to do so lies with the ESC as determined in the LRA.
09 April 2018 - NW460
Waters, Mr M to ask the Minister of Basic Education
Whether, with regard to her reply to question 287 on 16 March 2017, she has received the requested information from the Gauteng Education Department?
Reply:
Please see attached NA 287.
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 287
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2017
INTERNAL QUESTION PAPER: 04/2017
287. Mr M R Bara (DA) to ask the Minister of Basic Education:
Has her department undertaken studies to determine the total number of children who live in the Greenstone residential area in Johannesburg, which borders Edenvale in the Ekurhuleni Metropolitan Municipality; if not, (a) why not and (b) what informed the decision of her department not to build any schools in the specified area; if so, what are the details of the study? NW306E
Response
Yes, a study has been conducted. The study showed that schools around the area are populated by children from Tembisa, and Alexandra. Here are schools that cater for children from Tembisa and Alexandra:
a) Nobel Primary School – This school is about 2km radius away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools;
Eastlyn Primary School - This school is also about 3km radius away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools; and
Edenglen Primary School - This school is also about 3km radius away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools.
b) The parents of the learners residing at Greenstone apparently are not interested in these public schools or are already been assisted with accommodation at these schools. Therefore, schools around this area are capable to assist the population of learners that may need space.
If there are schools needed to be built, then such schools should be built from where these learners are coming from.
09 April 2018 - NW831
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Whether the Draft National Minimum Norms and Standards for Resourcing an Inclusive Education System has been (a) approved by the Council of Education Ministers and (b) published for public comment as Guidelines since her reply to question 2248 on 19 September 2017; if not, in each case, (i) why not and (ii) by what date will the guidelines be approved and published; if so, what are the relevant details in each case; (2) whether the cost analysis for the implementation of the norms in the 2018 Medium Term Expenditure Framework for an increase in baseline funding has been considered by the National Treasury; if so, what was the outcome?
Reply:
1. The Draft National Minimum Norms and Standards for Resourcing an Inclusive System were (a) approved by the Council of Education Ministers as Guidelines in September 2017 and (b) are in the process of being published for public comment in March 2018, as the respective gazette has already been approved and signed by the Minister on 1 February 2018.
2. The cost analysis for the implementation of the norms in the 2018 Medium Term Expenditure Framework for an increase in baseline funding was not positively considered by National Treasury, this after the Department of Basic Education had submitted a respective bid in August 2017.
09 April 2018 - NW830
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 2249 on 6 September 2017 and her reply to question 126 on 28 February 2018, what is the reason for the discrepancy between the figures of 5 325 and 10 020 given as the number of learners enrolled at special schools for the deaf in the 2017 academic year?
Reply:
The figures reported on the 6 September 2017 were based on data uploaded to Learner Unit Record Information Tracking System (LURITS) as at 30 June 2017, which was not the final data as provinces were still uploading to LURITS. LURITS is an incremental system and it was the first time for the system to be used officially for reporting. While the 28 February 2018 response was based on the final LURITS data sets.
09 April 2018 - NW807
Ollis, Mr IM to ask the Minister of Basic Education
With reference to the 2018-19 national budget cuts to basic education, (a) which provinces will see a decrease in their provincial education budget and (b) by what amount in rand will the specified provinces’ budgets be cut in the (i) 2018-19 financial year and (ii) 2018-19 to 2020-21 medium term expenditure framework; 2) Whether the affected provinces will be able to meet its operational costs? 3) Which programmes are affected by the budget cut in each case (details furnished)?
Reply:
- (a)
The Eastern Cape, Free State and North West Provincial Education Departments have a budget baseline reduction in 2018/19 financial year of R325.2 million, R34.8 million and R81.8 million respectively.
- (b) (i)
The Eastern Cape = R325.2 million; Free State = R34.8 million and North West = R81.8 million
- (b) (ii)
***The North West information exclude the programme Sports Development as it is not part of the approved Provincial Education Budget and Programme Structure.
2. The operational activities of the PEDs should be in line with the allocated budget in any given MTEF period. The affected Provincial Education Departments (PEDs) should realign their 2018/19 to 2020/21 financial year operational priorities/ activities in line with the 2018 Medium Term Expenditure Framework (MTEF) allocated budget and this should also reflects in their 2018/19 Annual Performance Plans (APP).
3. Reply
EASTERN CAPE
The programmes that are affected by the budget cut are:
- Administration: R353 million (2018/19), R337.5 million (2019/20) and R139 million (2020/21);
- Public Ordinary Schools: R67.5 million (2018/19), R366.7 million (2019/20) and R220.5 million (2020/21);
- Infrastructure Development: R15.1 million (2018/19), R184.4 million (2019/20) and R118.4 million (2020/21); and
- Examination and Education Related Services: R18 million (2018/19), R30.3 million (2019/20) and R1.5 million (2020/21).
FREE STATE
The programmes that are affected by the budget cut are:
- Administration: R768 thousands (2018/19) and R18.7 million (2019/20);
- Public Ordinary Schools: R108.5 million (2018/19) and R61.4 million (2019/20);
- Early Childhood Development: R12.4 million (2018/19), R41.3 million (2019/20) and R40.5 million (2020/21);
- Infrastructure Development: R88.7 million (2019/20) and R55.6 million (2020/21); and
- Examination and Education Related Services: R5.1 million (2019/20) and R14.8 million (2020/21).
KWAZULU-NATAL
The programmes that are affected by the budget cut are:
- Public Ordinary Schools: R272 million (2018/19) and R299.2 million (2019/20); and
- Infrastructure Development: R18 million (2018/19), R283.4 million (2019/20) and R198.5 million (2020/21).
MPUMALANGA
The programmes that are affected by the budget cut are:
- Public Ordinary Schools: R60.3 million (2018/19) and R86.3 million (2019/20);
- Infrastructure Development: R550. 5 million (2019/20) and R472. 5 million (2020/21); and
- Examination and Education Related Services: R83.8 million (2018/19), R95.9 million (2019/20) and R109.7 million (2020/21).
NORTH WEST
The programmes that are affected by the budget cut are:
- Administration: R18.7 million (2018/19), R23 million (2019/20) and R 36.8 million (2020/21);
- Public Ordinary Schools: R94.8 million (2018/19) and R82.6 million (2019/20);
- Early Childhood Development: R9.5 million (2019/20);
- Infrastructure Development: R119.1 million (2019/20) and R76.5 million (2020/21); and
- Examination and Education Related Services: R32.8 million (2018/19), R39.3 million (2019/20) and R41.6 million (2020/21).
09 April 2018 - NW434
Ollis, Mr IM to ask the Minister of Basic Education
(1)From which schools were additional (a) Grade 8 and (b) Grade 9 learners sourced to add additional learner numbers to the Isivivani Senior Secondary School in the Chris Hani District in the Eastern Cape (i) in each of the past three academic years and (ii) since 1 January 2018; (2) why has the scholar transport promised for the Grade 8 and Grade 9 learners at the Isivivani Senior Secondary School never materialised; (3) whether she is aware that many Grade 8 and Grade 9 learners at the Isivivani Senior Secondary School are staying at home since the promised scholar transport never materialised; (4) what are the details of all steps that will be taken by (a) her, (b) her department and (c) the Eastern Cape Department of Education to address the problem of Grade 8 and Grade 9 learners who do not have access to scholar transport?
Reply:
(1)(a)(b)(c)(i)(ii)
Please note that the question has been referred to the Eastern Cape Provincial Education Department (ECPED). The information will be provided as soon as received from the ECPED.
(2-4) this is a Provincial matter. The Honourable Member is encouraged to request the information from the Eastern Cape Department of Education.
23 March 2018 - NW289
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
Whether, with reference to her reply to question 3848 on 6 December 2017, she has received the requested information?
Reply:
In terms of the Employment of Educators Act, 1998, the delegated authority to investigate and finalise cases of sexual and physical assault matters is vested with the Provincial Education Departments (PEDs). The following information has been received from the PEDs:
PROVINCE |
RESPONSE |
North West |
(i) 1 Sexual Assault case was investigated. |
(ii) 3 Physical assault cases were investigated. |
|
Western Cape |
(i) 30 Sexual Assault cases were investigated. |
(ii) 578 Physical assault cases were investigated. |
|
Mpumalanga |
(i) 13 Sexual Assault cases were investigated. |
(ii) 14 Physical Assault cases were investigated. |
|
Limpopo |
(i) 5 Sexual Assault cases were investigated. (ii) 10 Physical Assault cases were investigated. |
Northern Cape |
(i) 11 Sexual Assault cases were investigated. (ii) 10 Physical Assault cases were investigated. |
Gauteng |
(i) 71 Sexual Assault cases were investigated. (ii) 256 Physical Abuse cases were investigated. |
Free State |
(i) 12 Sexual Assault cases were investigated. (ii) 44 Physical Abuse cases were investigated. |
The outstanding information from the other PEDs will be made available upon receipt thereof.
23 March 2018 - NW136
Kopane, Ms SP to ask the Minister of Basic Education
Whether, with reference to her reply to question 3982 on 15 December 2017, she received the requested information?
Reply:
Yes, the information was received. Please find attached NA 3982. See below:
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 3982
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/12/2017
INTERNAL QUESTION PAPER: 47/2017
3982. Mr I M Ollis (DA) to ask the Minister of Basic Education:
(a) What is the current backlog for schools requiring (i) sanitation, (ii) electricity, (iii) water and (iv) replacement due to inappropriate materials and (b) of these, what number of schools will be provided with this infrastructure in the (i) 2017-18, (ii) 2018-19 and (iii) 2019-20 financial years? NW4528E
a) The table below indicate backlogs for (i) sanitation, (ii) electricity, (iii) water and (iv) replacement due to inappropriate materials.
PROVINCE |
Schools without Sanitation |
Schools without electricity |
Schools without Water |
Inappropriate material |
Eastern Cape |
25 |
105 |
49 |
471 |
Free State |
0 |
0 |
0 |
18 |
Gauteng |
0 |
0 |
0 |
29 |
KwaZulu -Natal |
0 |
115 |
0 |
3 |
Limpopo |
0 |
0 |
0 |
0 |
Mpumalanga |
0 |
0 |
0 |
0 |
North West |
0 |
0 |
0 |
1 |
Northern Cape |
0 |
0 |
0 |
27 |
Western Cape |
0 |
0 |
0 |
17 |
Total |
25 |
220 |
49 |
566 |
b) (i) All the schools which have basic services backlogs (water, electricity and sanitation) are under implementation and are targeted to be completed in 2017/2018 financial year, and 205 schools built of inappropriate material are targeted to be completed by the end of the 2017/2018 financial year.
(ii) 57 Schools built of entirely inappropriate material are targeted to be completed in the 2018/2019 financial year, and
(iii) 48 Schools built of entirely inappropriate material are targeted to be completed in the 2019/2020 financial year.
The remaining schools built with entirely inappropriate material are going to be replaced in the outer years as the backlogs are huge and not all the schools could be addressed within the current MTEF due to financial constraints.
23 March 2018 - NW291
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
Whether, with reference to her reply to question 2860 on 28 September 2017, she has received the requested information?
Reply:
The Department of Basic Education (DBE) has not received the requested information from five (5) Provincial Education Departments (PEDs). The Department has requested the information and the outstanding responses will be forwarded as soon as the Department receives it.
23 March 2018 - NW292
Ollis, Mr IM to ask the Minister of Basic Education
Whether, with reference to her reply to question 2512 on 11 September 2017, she has received the requested information?
Reply:
In terms of the Employment of Educators Act, 1998, the delegated authority to investigate and finalise cases of sexual and physical assualt matters is vested with the Provincial Education Departments. The following infomation has been received from the Provincial Education Departments:
PROVINCE |
RESPONSE |
North West |
(i) 1 Sexual Assault case was investigated. |
(ii) 3 Physical assault cases were investigated. |
|
Western Cape |
(i) 30 Sexual Assault cases were investigated. |
(ii) 578 Physical assault cases were investigated. |
|
Mpumalanga |
(i) 13 Sexual Assault cases were investigated. |
(ii) 14 Physical Assault cases were investigated. |
|
Limpopo |
(i) 5 Sexual Assault cases were investigated (ii) 10 Physical Assault cases were investigated |
Northern Cape |
(i) 11 Sexual Assault cases were investigated. (ii) 10 Physical Assault cases were investigated |
The outstanding information from the other Provincial Education Departments will be made available upon receipt thereof.
23 March 2018 - NW293
Ollis, Mr IM to ask the Minister of Basic Education
Whether, with reference to her reply to question 2254 on 21 August 2017, she has received the requested information?
Reply:
To date, the information has been received from two (2) Provincial Education Departments as follows:
Gauteng
Type of School |
Number of Educators Registered as fully qualified South African Sign Language educators in: |
|||
(i) 2014 |
(ii) 2015 |
(iii) 2016 |
(iv) 2017 |
|
(a) Full Service School |
0 |
0 |
0 |
0 |
(b) School for the Deaf |
0 |
45 |
45 |
45 |
Northern Cape
Type of School |
Number of Educators Registered as fully qualified South African Sign Language educators in: |
|||
(i) 2014 |
(ii) 2015 |
(ii) 2016 |
(iv) 2017 |
|
a) Full Service School |
0 |
0 |
0 |
0 |
b) School for the Deaf |
5 |
5 |
5 |
5 |
The outstanding information from the other Provincial Education Departments will be made available upon receipt thereof.
23 March 2018 - NW432
Ollis, Mr IM to ask the Minister of Basic Education
(1)Whether any mechanisms have been put in place to monitor the regular absenteeism of (a) the principal of and (b) three educators teaching at the Isivivani Senior Secondary School in the Chris Hani District in the Eastern Cape; if so, what are the details of the mechanisms; if not, (2) whether any mechanisms will be put in place to verify the daily attendance of the specified persons at the Isivivani Senior Secondary School; if not, why not; if so, what are the relevant details; (3) what are the details of any remedial or other measures that will be taken by her department to address the 0% National Senior Certificate pass rate at the Isivivani Senior Secondary School in the 2017 academic year?
Reply:
(1)- (2) Leave measures for school-based educators in the Public Education Sector are regulated in terms of the Personnel Administrative Measures (PAM) document. However, this question is specific to a particular school in the Eastern Cape Province (EC) and what measures the province put in place to deal with teacher absenteeism. Hence, this question should be referred to the EC as they are better placed to provide a detailed report.
(3) All schools, including under-performing schools fall under the jurisdiction of Provinces and Districts. Management of underperformance therefore is the direct responsibility of the Province and District. The Department of Basic Education (DBE) provides policy directives to guide provinces and Districts to manage such under-performance. Provincial Education Departments (PEDs) invoke the provisions of SASA (16A, 58B) to manage underperformance of schools as follows:
a) The Head of Department must, annually, from the report contemplated in section 16A(1)(b) and from other relevant reports, identify any public school that is underperforming in relation to any matter referred to in subsection (2)(a), (b) or (c). |
|
b) The Head of Department must issue a written notice to the school contemplated in subsection (1), if he or she is satisfied that: |
|
|
|
|
c) The written notice contemplated in subsection (2) must inform the school that it must:
- within 14 days after delivery of the notice, respond to the notice; and as soon as possible after that response, provide the Head of Department with a plan for correcting the situation.
d) The Head of Department must take all reasonable steps to assist a school identified in terms of subsection (1) in addressing the underperformance.
e) Without limiting the nature and extent of the steps contemplated in subsection (4), the Head of Department must consider: |
|
|
|
|
|
In addition, the DBE will provide additional curriculum support to Isivivani Senior Secondary School, as part of the broader plan to support all underperforming schools to improve learner outcomes.
This includes the provision of study guides for all high enrolment subjects, as well as a Home Language Revision guide and literature guide. In addition, based on the subject offering of the school, teachers will be supplied with School Based Assessment (SBA) exemplar guides to illustrate best practices in terms of formal and informal assessment.
The sector implements the National Strategy for Learner Attainment (NSLA) in all provinces, and provinces report quarterly on intervention programmes to support underperforming schools. These reports are analysed against set performance indicators and feedback reports are provided to each province for implementation. Further to that, the DBE conducts quarterly oversight meetings to monitor progress and verify reports.
23 March 2018 - NW442
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With reference to the presentation made by her department to the Portfolio Committee on Basic Education on 13 February 2018 on schools’ readiness for the 2018 academic year, in each province, what (a) are the names of the 11 schools that offer Grade 12 where learners will be writing the first National Senior Certificate in SA Sign Language Home Language in 2018 and (b) is the Grade 12 enrolment figure at each of these schools?
Reply:
a) The names of the 11 schools that offer Grade 12 and where learners will be sitting for the first National Senior Certificate South African Sign Language Home Language in 2018, are listed below:
School |
Province |
St Thomas |
Eastern Cape |
Bartimea |
Free State |
Thiboloha |
Free State |
Sizwile |
Gauteng |
St Vincent |
Gauteng |
Fulton |
KwaZulu-Natal |
Kwathintwa |
KwaZulu-Natal |
St Martin de Porres |
KwaZulu-Natal |
Setotolwane |
Limpopo |
De-la-Bat |
Western Cape |
Dominican (Wittebome) |
Western Cape |
Provincial Education Departments
b) The registrations for Grade 12 National Senior Certificate examinations close on 15 March 2018. The number of candidates who will sit for the first South African Sign Language National Senior Certificate examinations will be available after this date. The numbers indicated below have been obtained from the listed schools and 2017 LURITS and SNE SNAP data base; and therefore this is preliminary data.
School |
Number of Learners |
St Thomas |
10 |
Bartimea |
4 |
Thiboloha |
2 |
Sizwile |
11 |
St Vincent |
10 |
Fulton |
3 |
Kwathintwa |
8 |
St Martin de Porres |
7 |
Setotolwane |
2 |
De-la-Bat |
1 |
Dominican (Wittebome) |
3 |
Schools called, 2017 LURITS and SNE SNAP data base
09 March 2018 - NW470
Dudley, Ms C to ask the Minister of Basic Education
(a)What is the process that the draft Basic Education Laws Amendment Bill will follow going forward and (b) at which points in the process will there be additional opportunities for public participation?
Reply:
a) A task team consisting of officials from the Department of Basic Education (DBE) and Provincial Education Departments (PEDs) was established to consider the comments that were received from the public. The task team has started with its work and is currently busy considering the comments. The comments will on merit be incorporated in the Bill.
The Bill will be re-drafted and submitted to the Minister, Heads of Education Departments Committee (HEDCOM) and Council of Education Ministers (CEM) for approval and will then be tabled at NEDLAC for further input and discussion. The Bill will thereafter be submitted to the Office of the Chief State Law Advisor for final certification whereafter it will be submitted to Cabinet for approval. The Bill will then be tabled in Parliament.
b) There will be additional opportunities for public participation once the Bill is tabled in Parliament.
09 March 2018 - NW441
Boshoff, Ms SH to ask the Minister of Basic Education
(1)With reference to the presentation made by her department to the Portfolio Committee on Basic Education on 13 February 2018 on schools’ readiness for the 2018 academic year, what number of (a) laptops with webcams and appropriate software, (b) video and DVD recorders, (c) tripods, (d) data projectors, (e) memory sticks and DVDs and (f) SA Sign Language (SASL) Curriculum Assessment Policy Statement (CAPS) documents and teacher files for each grade were delivered to each of the 42 schools for the deaf in each province; (2) what are the details of all measures put in place at each of the specified schools to ensure the safety of these learner and teacher support materials; (3) what number of the specified schools for the deaf had classrooms renovated to teach SASL CAPS for each grade in each province; (4) (a) what norms and standards apply to each of these 42 schools for the deaf and (b) are they being implemented?
Reply:
1. (a) – (e) The information for these questions is not readily available from the Department of Basic Education (DBE) and has been requested from Provincial Education Departments (PEDs).
(1)(f) SASL CAPS documents and teacher files were sent to PEDs as follows:
Province |
(1)(f) Foundation Phase |
(1)(f) Intermediate Phase |
(1)(f) Senior Phase |
(1)(f) Further Education & Training |
EC |
45 |
26 |
23 |
10 |
FS |
41 |
13 |
12 |
9 |
GP |
89 |
48 |
44 |
22 |
KZN |
102 |
59 |
50 |
20 |
LP |
61 |
18 |
38 |
5 |
MP |
42 |
21 |
18 |
6 |
NC |
13 |
6 |
6 |
4 |
NW |
30 |
9 |
13 |
3 |
WC |
45 |
22 |
27 |
8 |
Total |
468 |
222 |
231 |
87 |
2. The information on this question is not readily available from DBE and it has been requested from PEDs.
3. The information on this question is not readily available from DBE and it has been requested from PEDs.
4. (a) DBE has developed Norms and Standards for the Resourcing of Inclusive Education, which are also applicable to schools for the Deaf, and these were approved by HEDCOM and CEM as Guidelines in 2017.
(b) The Guidelines will be implemented with effect from the 2018/19 year.
09 March 2018 - NW311
Van Damme, Ms PT to ask the Minister of Basic Education
What amount did (a) her department and (b) each entity reporting to her spend on the promotion or celebration of the Year of O R Tambo on the (i) Africa News Network 7 channel, (ii) SA Broadcasting Corporation (aa) television channels and (bb) radio stations, (iii) national commercial radio stations and (iv) community (aa) television and (bb) radio stations since 1 January 2017?
Reply:
a) (i) The Department of Basic Education has not spent on the Africa News Network 7 relating to promotion or celebration of the Year of O R Tambo
(ii) The Department of Basic Education has not spent on the SA Broadcasting Corporation relating to promotion or celebration of the Year of O R Tambo
(iii) The Department of Basic Education has not spent on the Africa News Network 7 relating to promotion or celebration of the Year of O R Tambo
b) (i) UMALUSI has not spent on the Africa News Network 7 relating to promotion or celebration of the Year of O R Tambo
(ii) UMALUSI has not spent on the SA Broadcasting Corporation relating to promotion or celebration of the Year of O R Tambo
(iii) UMALUSI has not spent on the Africa News Network 7 relating to promotion or celebration of the Year of O R Tambo
c) (i) SACE has not spent on the Africa News Network 7 relating to promotion or celebration of the Year of O R Tambo
(ii) SACE has not spent on the SA Broadcasting Corporation relating to promotion or celebration of the Year of O R Tambo
(iii) SACE has not spent on the Africa News Network 7 relating to promotion or celebration of the Year of O R Tambo
09 March 2018 - NW461
Dreyer, Ms AM to ask the Minister of Basic Education
(1)With reference to her reply to question 288 on 23 March 2017, (a) what are the reasons for the low payments for concessions and (b) how does her department expect schools to fund the difference; (2) what amount was (a) requested and (b) actually paid for the (i) 2015-16 and (ii) 2016-17 financial years for each school in the (aa) Edenvale, (bb) Tembisa and (cc) Kempton Park school districts?
Reply:
The response below was sourced from the Gauteng Department of Education.
(1)(a)
- The Department compensates schools according to funding models prescribed by Norms and Standards of School Funding.
- The budget is allocated to compensate public ordinary schools in respect of school fee exemption.
- The budget is then shared in equal proportions amongst all qualifying applicant schools.
(1)(b)
The State has a responsibility, as stipulated in section 34(1) of the South African Schools Act, to fund public schools on an equitable basis in order to ensure the proper exercise of rights of learners in the provision of education. However, where the State cannot fund schooling totally out of its own budget, the school is obliged to take all reasonable measures within its means to supplement the resources supplied by the state in order to improve the quality of education provided by the school to all learners at the school as stipulated in section 36(1) of the Act.
(2) (a) and (b)
SCHOOL NAME |
2(a)(i) What amount was requested for financial years 2015/16 |
2(a)(ii) What amount was requested for financial years 2016/17 |
2(b)(i) What was actually paid for financial years 2015/16 |
2(b)(ii) What was actually paid for financial years 2016/17 |
2(aa), (bb) and (cc) Districts |
Dunvegan Primary School |
R 1 425 000 |
R 1 235 672.66 |
R 26 688.07 |
R 22 463.58 |
Edenvale |
Eastleigh Primary School |
R 3 564 204 |
R 3 978 157.57 |
R 37 640.59 |
R 40 780.19 |
Edenvale |
Edenglen High School |
R 2 025 300 |
R 2 133 861.52 |
R 33 699.73 |
R 31 249.41 |
Edenvale |
Edenglen Primary School |
R 1 488 553 |
R 1 328 251.21 |
R 18 250.94 |
R 15 807.91 |
Edenvale |
Edenvale High School |
R 1 134 600 |
R 1 662 647.31 |
R 5 086.42 |
R 6 560.06 |
Edenvale |
Hoërskool Edenvale |
R 730 000 |
R 712 888.65 |
R 11 344.66 |
R 9 750.54 |
Edenvale |
Hurlyvale Primary School |
R 1 335 840 |
R 1 500 119.88 |
R 14 800.51 |
R 16 133.24 |
Edenvale |
Laerskool M W De Wet Primary School |
R 1 839 200 |
Error! Not a valid link. |
R 23 841.52 |
Error! Not a valid link. |
Edenvale |
Arbor Primary School |
R 1 663 280 |
None |
R 21 284.22 |
None |
Kempton Park |
Birch Acres Primary School |
R 442 200.00 |
None |
R 7 695.51 |
None |
Kempton Park |
Bonaero Park Primary School |
R 942 480.00 |
Error! Not a valid link. |
R 20 916.10 |
Error! Not a valid link. |
Kempton Park |
Cresslawn Primary School |
R 819 000.00 |
None |
R 21 290.46 |
None |
Kempton Park |
Edleen Primary School |
R 273 000.00 |
None |
R 17 612.29 |
None |
Kempton Park |
Hoërskool Birchleigh |
R 4 158 000.00 |
Error! Not a valid link. |
R 79 664.28 |
Error! Not a valid link. |
Kempton Park |
Hoërskool Jeugland |
R 3 324 420.00 |
Error! Not a valid link. |
R 43 906.00 |
Error! Not a valid link. |
Kempton Park |
Hoërskool Kempton Park |
R 1 822 800.00 |
Error! Not a valid link. |
R 22 737.49 |
Error! Not a valid link. |
Kempton Park |
Kempton Park Primary School |
R 392 370.00 |
Error! Not a valid link. |
R 8 707.65 |
Error! Not a valid link. |
Kempton Park |
Laerskool Birchleigh |
R 1 377 000.00 |
R1621868.59 |
R 23 478.74 |
Error! Not a valid link. |
Kempton Park |
Laerskool Bredell |
R 989 175.00 |
Error! Not a valid link. |
R 15 998.04 |
Error! Not a valid link. |
Kempton Park |
Laerskool Edleen |
R 833 085.00 |
R 1 239 317.21 |
R 16 223.11 |
R 23 426.13 |
Kempton Park |
Laerskool Impala |
R 1 097 250.00 |
R 1 306 352.91 |
R 18 781.75 |
R 21 705.22 |
Kempton Park |
Laerskool Jeugpark Primary School |
R 1 387 100.00 |
R 1 684 741.23 |
R 36 478.27 |
R 43 006.39 |
Kempton Park |
Laerskool Kempton Park |
R 1 615 900.00 |
R 1 709 025.13 |
R 42 850.56 |
R 43 991.00 |
Kempton Park |
Laerskool Kreft |
R 1 062 600.00 |
R 1 092 267.59 |
R 30 680.45 |
R 30 612.18 |
Kempton Park |
SCHOOL NAME |
2(a) What amount was requested for financial years 2015/16 |
2(a) What amount was requested for financial years 2016/17 |
2(b) What was actually paid for financial years 2015/16 |
2(b) What was actually paid for financial years 2016/17 |
2(a) and 2(b) Districts |
Laerskool Kruinsig |
R 772 200.00 |
R 860 259.42 |
R 13 877.95 |
R 15 007.16 |
Kempton Park |
Laerskool Mooifontein Primary School |
R 1 426 90.00 |
None |
R 41 314.31 |
None |
Kempton Park |
Laerskool Van Riebeeckpark |
R 1 155 220.00 |
None |
R 46 969.96 |
None |
Kempton Park |
Norkem Park High School |
R 3 108 400.00 |
None |
R 93 653.90 |
None |
Kempton Park |
Rhodesfield Technical High School |
R 1 203 300.00 |
None |
R 25 050.17 |
None |
Kempton Park |
Sir Pierre Van Ryneveld High School |
R 1 971 420.00 |
Error! Not a valid link. |
R 45 014.90 |
Error! Not a valid link. |
Kempton Park |
Masiqhakaze Secondary School |
R 61 000.00 |
None |
R 83 504.66 |
None |
Tembisa |
Masisebenze Comprehensive School |
R 347 500.00 |
None |
R 38 056.22 |
None |
Tembisa |
Source: Gauteng Provincial Education Department
09 March 2018 - NW288
Boshoff, Ms SH to ask the Minister of Basic Education
Whether, with regard to her reply to question 2972 on 9 November 2017, she has received the requested information?
Reply:
No, we have not received these responses as yet, despite numerous requests. The Honourable member is encouraged to request the information directly from the provincial departments and the SAPS.
09 March 2018 - NW440
Boshoff, Ms SH to ask the Minister of Basic Education
(1)With reference to the presentation made by her department to the Portfolio Committee on Basic Education on 13 February 2018 on schools’ readiness for the 2018 academic year, (a) what was the scope of training received by (i) educators and (ii) teaching assistants teaching SA Sign Language (SASL) at the 42 schools for deaf learners and (b) which institutions were utilised to provide the training; (2) what number of (a) educators and (b) teaching assistants teaching SASL in South African schools in each province (i) have been formally trained in SASL and are skilled in appropriate teaching methodologies and (ii) received formal training in educational audiology and orthodidactics; (3) (a) what number of SASL subject advisors were appointed in each district in each province and (b) what is the scope of their training?
Reply:
(1)(a) The scope of training received by (i) educators and (ii) teaching assistants teaching SA Sign Language (SASL) at the 42 schools for deaf learners covered the entire South African Sign Language Curriculum and Assessment Policy Statement (SASL CAPS) for Grades R – 12, as follows:
- Skills: Observing and Signing, Visual Reading and Viewing, Recording, as well as Language Structure and Use (Phonology, Morphology, Syntax, Semantics and Discourse);
- Teaching plans;
- SASL grammar;
- Poetry and literature;
- Assessment and setting of papers;
- Team Teaching Model; and
- Content of teachers’ files.
(1)(b) The DBE appointed a National Training Team comprising hearing and Deaf SASL experts from the University of the Free State, University of Witwatersrand, Sign Language Education and Development (SLED), eDeaf, National Institute for the Deaf (NID) and officials of the Department of Education for the training.
(2) Number of (a) educators and (b) teaching assistants (DTAs) teaching SASL in South African schools in each province (i) have been formally trained in SASL and are skilled in appropriate teaching methodologies
(2)(a)(b)(i)
Trained by DBE:
Province |
Number of teachers/ Deaf teaching assistants |
||||||||
FP |
IP |
SP |
FET |
Total |
|||||
Teacher |
DTA |
Teacher |
DTA |
Teacher |
DTA |
Teacher |
DTA |
||
EC |
25 |
14 |
15 |
11 |
12 |
4 |
4 |
85 |
|
FS |
31 |
7 |
3 |
6 |
2 |
3 |
2 |
54 |
|
GT |
59 |
30 |
20 |
23 |
22 |
7 |
6 |
167 |
|
KZN |
47 |
26 |
13 |
23 |
11 |
5 |
3 |
128 |
|
LP |
41 |
6 |
4 |
6 |
3 |
2 |
1 |
63 |
|
MP |
12 |
6 |
5 |
3 |
3 |
0 |
0 |
29 |
|
NC |
8 |
3 |
3 |
3 |
1 |
1 |
1 |
20 |
|
NW |
25 |
6 |
5 |
7 |
8 |
0 |
0 |
51 |
|
WC |
20 |
7 |
7 |
12 |
36 |
2 |
1 |
85 |
|
Total: |
268 |
105 |
75 |
94 |
98 |
24 |
18 |
682 |
Training from Universities, NGO’s (May 2016):
Province |
Teachers |
DTAs |
EC |
26 |
19 |
FS |
20 |
2 |
GT |
43 |
19 |
KZN |
33 |
- |
LP |
- |
- |
MP |
2 |
- |
NC |
4 |
- |
NW |
13 |
- |
WC |
10 |
4 |
Total: |
151 |
44 |
(2) (ii) The information of the number of (a) educators and (b) teaching assistants (DTAs) teaching SASL in South African schools in each province that received formal training in educational audiology and orthodidactics is not readily available in the DBE.
(3)(a) Provincial Education Departments are in the process of creating posts for SASL Subject Advisors. As an interim measure, DBE oriented Language Subject Advisors in SASL CAPS.
(b) Language Subject Advisors were orientated in the following aspects:
- SASL CAPS Grades R – 12;
- Teaching plans;
- Assessments;
- SASL grammar (basics);
- Deaf culture and Bilingualism;
- SASL vs Spoken Language;
- Team teaching model;
- Roles and responsibilities;
- Teachers’ files; and
- HR requirements.
28 February 2018 - NW134
Lotriet, Prof A to ask the Minister of Basic Education
With reference to her reply to question 2226 on 21 August 2017, has she received the requested information from the Eastern Cape Department of Education?
Reply:
The Department has forwarded the question to the Provincial Education Departments (Eastern Cape) and is awaiting the response. The response will be forwarded as soon as the Department receives it.
28 February 2018 - NW133
Lotriet, Prof A to ask the Minister of Basic Education
With reference to her reply to question 2326 on 28 September 2017, has she received the requested information?
Reply:
Yes, the information was received. Please find attached NA 1657 and NA 2326. See responses below:
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 2326
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/08/2017
INTERNAL QUESTION PAPER: 26/2017
2326. Ms H S Boshoff (DA) to ask the Minister of Basic Education:
Whether, with reference to her reply to question 1657 on 29 June 2017, she has received the requested information from the provincial departments? NW2571E
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 1657
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/06/2017
INTERNAL QUESTION PAPER: 21/2017
1657. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:
How many school learners have been (a) killed or (b) injured in accidents while travelling to school in each province (i) in the (aa) 2013-14, (bb) 2014-15, (cc) 2015-16 and (dd) 2016-17 financial years and (ii) since 1 April 2017? NW1863E
Response
- (b) (i) (aa) (bb) (cc) (dd)
INCIDENDTS REPORT PER PROVINCE PER YEAR |
||||||||||
PROVINCE |
2013-14 |
2014-15 |
2015-16 |
2016-17 |
2017-18 |
|||||
Injuries |
no killed |
Injuries |
no killed |
Injuries |
no killed |
Injuries |
no killed |
Injuries |
no killed |
|
Eastern Cape |
0 |
0 |
0 |
0 |
19 |
1 |
7 |
0 |
15 |
0 |
Free State |
0 |
0 |
0 |
0 |
22 |
3 |
1 |
0 |
0 |
0 |
Gauteng |
0 |
0 |
45 |
2 |
5 |
1 |
33 |
1 |
2 |
21 |
KwaZulu-Natal |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
1 |
54 |
17 |
Limpopo |
0 |
0 |
0 |
0 |
3 |
1 |
0 |
0 |
0 |
0 |
Mpumalanga |
6 |
1 |
0 |
0 |
13 |
0 |
1 |
1 |
0 |
0 |
Northern Cape |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
North West |
3 |
0 |
0 |
0 |
16 |
0 |
0 |
0 |
0 |
0 |
Western Cape |
3 |
0 |
0 |
0 |
31 |
0 |
10 |
0 |
0 |
0 |
TOTAL |
12 |
1 |
45 |
2 |
109 |
7 |
52 |
3 |
71 |
39 |
28 February 2018 - NW132
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With reference to her reply to question 2325 on 28 September 2017, has she received the requested information?
Reply:
Yes, the information was received. Please see attached NA 2325 and NA 1661. See responses below:
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 2325
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/08/2017
INTERNAL QUESTION PAPER: 26/2017
2325. Ms H S Boshoff (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1661 on 6 July 2017, has she received the requested information from the provincial departments? NW2570E
Response
Please see attached NA 1661.
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 1661
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/06/2017
INTERNAL QUESTION PAPER: 21/2017
1661. Mr I M Ollis (DA) to ask the Minister of Basic Education:
With regard to her department’s presentation to the Portfolio Committees of Basic Education and Transport entitled Scholar Transport Presentation to the Portfolio Committee on Basic Education on 23 May 2017, (a) what was the figure for the total demand for scholar transport for each province in the (i) 2013-14, (ii) 2014-15, (iii) 2015-16 and (iv) 2016-17 financial years and (b) what is the projected demand for the (i) 2017-18, (ii) 2018-19 and (iii) 2019-20 financial years? NW1867E
Response
- Total demand for scholar transport for each province
Total demand per province per year |
|||||
PROVINCE |
2013-14 |
2014-15 |
2015-16 |
2016-17 |
2017-18 |
Eastern Cape |
102219 |
94 938 |
98312 |
111406 |
106551 |
Free State |
8061 |
8053 |
7193 |
9736 |
10689 |
Gauteng |
66718 |
75 299 |
82971 |
97114 |
109618 |
KwaZulu-Natal |
17521 |
85023 |
81038 |
71000 |
90000 |
Limpopo |
19344 |
36123 |
37272 |
34321 |
40268 |
Mpumalanga |
66615 |
59 354 |
59346 |
60231 |
60256 |
Northern Cape |
27239 |
23573 |
27526 |
27803 |
26853 |
North West |
40722 |
61 950 |
52 684 |
52684 |
54059 |
Western Cape |
55106 |
53950 |
57 517 |
57416 |
5800 |
|
|
|
|
|
|
(b) What is the projected demand for the (i) 2017-18, (ii) 2018-19 and (iii) 2019-20 financial years?
- The DBE is still awaiting response from KZN and Limpopo for the 2018/19 and 2019/20 financial Years and will be provided as soon as it is received.
Projected demand per province per year |
|||
PROVINCE |
2017-18 |
2018-19 |
2019-20 |
Eastern Cape |
106551 |
100346 |
107000 |
Free State |
10689 |
10689 |
10689 |
Gauteng |
109618 |
118 515 |
126 515 |
KwaZulu-Natal |
90000 |
||
Limpopo |
40268 |
||
Mpumalanga |
60256 |
63125 |
66281 |
Northern Cape |
26853 |
24500 |
25000 |
North West |
54059 |
59 465 |
65 412 |
Western Cape |
58000 |
58700 |
59400 |
|
28 February 2018 - NW131
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With reference to her reply to question 2324 on 28 September 2017, has she received the requested information?
Reply:
Yes, the information was received. Please see attached NA 2324 and NA 1656. See responses below:
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 2324
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/08/2017
INTERNAL QUESTION PAPER: 26/2017
2324. Ms N l Tarabella Marchesi (DA) to ask the Minister of Basic Education:
With reference to her reply to question 1656 on 13 July 2017, has she received the requested information from the provincial departments? NW2569E
Response.
Please see attached NA 1656.
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 1656
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/06/2017
INTERNAL QUESTION PAPER: 21/2017
1656. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:
(1) Has each provincial department of education identified a list of schools considered to be priorities for scholar transport as funding becomes available; if not, why not; if so, (a) what criteria are used to determine priority schools and (b) which schools are on the priority list in each province;
(2) have any of the schools on the priority list been identified as a result of the school rationalisation programme; if not, why not; if so, will a separate additional budget allocation be made available for transport needed in the case of rationalised schools? NW1862E
Response
- Schools and learners who are not transported due to budgetary constraints are kept on a database and prioritised when additional funding becomes available.
- The criteria used by provinces to determine the priority schools is based on the criteria that is used to identify learners in those school as directed by the learner transport policy. The criteria are as follows:
- Priority is given to primary schools learners who walk long distances to schools;
- Beneficiaries must be needy learners from grade R to 12;
- Learner transport will be subsidised to the nearest appropriate school only and not to a school of parental choice (parental choice means parents prefer to enrol their children at schools other than the nearest suitable school);
- Priority must be given to learners with disabilities, taking into consideration the nature of the disability; and
- Existing learner transport services must be taken into account when identifying beneficiaries as no learner transport services will be provided in areas where public transport is available in order to avoid duplication of services and resources.
- List of Schools is attached as Annexure A
(2) Yes. There are schools that were identified as a result of rationalisation. A costing exercise is undertaken as part of the rationalisation programme to determine the additional funding required and requests are made for these funds, over and above the existing budget.
28 February 2018 - NW130
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With reference to her reply to question 3684 on 1 December 2017, has she received the requested information?
Reply:
Yes, the information was received. Please find attached NA 3684. See responses below:
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 3684
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/11/2017
INTERNAL QUESTION PAPER: 42/2017
3684. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:
With reference to her reply to question 2965 on 25 October 2017, what was the reason for the reprioritisation that saw the Eastern Cape school transport budget decreased by R36 million? NW4115E
Response
The insourcing of the Scholar Transport project within the Eastern Cape Department of Transport required operational budget to establish a Scholar Transport Unit. The R36m in question was reprioritised to fund operations of the newly established unit and was allocated funding as follows:
ITEM |
BUDGET (‘000) |
TOTAL ALLOCATED BUDGET |
R 462 000 |
Transport of Scholars |
R 435 000 |
Operational Budget |
R 27 000 |
It should be indicated, that an additional R25m was provided to the Scholar Transport Programme in the 2017/18 adjustment budget, bringing the total adjusted budget to R460m for the financial year.
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 2965
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 06/10/2017
INTERNAL QUESTION PAPER: 34/2017
2965. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:
With regard to her department’s presentation to the Portfolio Committee on Basic Education on 23 May 2017, in which the scholar transport budget for the Eastern Cape Department of Transport was listed as R498 million, what is the reason for the discrepancy between the specified amount and the amount allegedly stated as the current budget by the provincial Department of Transport (details furnished)? NW3284E
Response
The allocated budget for 2017/18 for the Eastern Cape was initially R498 000 000.00. However, due to reprioritisation the amount was revised to R462 000 000.00. The figure of R10 Million stated in the Daily Dispatch Newspaper of 22 May 2017 is incorrect.
28 February 2018 - NW129
Ollis, Mr IM to ask the Minister of Basic Education
With reference to her reply to question 2672 on 19 September 2017, has she made a decision regarding the tabling of the Nexus report?
Reply:
The Minister has made a decision regarding the NEXUS report. The context of that this report was that it was submitted to the Ministerial Task Team (MTT) as a confidential document in order to provide information on the cases under investigation in the selling of posts.
The report contains various confidential matters that need to be addressed through the audi alteram partem principles which could open the Department of Basic Education up for litigation if not respected.
As the report emanates out of the provincial investigation, which is still sub judice, the Minister is not in a position to make its contents known. It is therefore advisable that the matter is taken up with the relevant province from which report emanates in order for them to determine when the report may be made available.
28 February 2018 - NW127
Ollis, Mr IM to ask the Minister of Basic Education
(1)What was the number of learners at special schools for the deaf in each province who (a) enrolled to participate in the National Senior Certificate (NSC) in 2015, 2016 and 2017 and (b) wrote the Grade 12 NSC examination in 2015, 2016 and 2017; (2) what number of learners at Special Schools for the Deaf achieved (a) NSC passes, (b) endorsed NSC passes, (c) Bachelor passes and (d) Diploma passes in each province in the 2015, 2016 and 2017 academic years; (3) (a) what number of learners at special schools for the deaf obtained distinctions and (b) in which subjects were these distinctions obtained in each province; (4) in each province, (a) who was the best performing blind learner at special schools for the deaf, (b) which special school for the deaf was the best performing school and (c) what was the aggregate pass rate?
Reply:
(1) (a)
Province |
2015 |
2016 |
2017 |
Eastern Cape |
7 |
22 |
15 |
Free State |
8 |
21 |
21 |
Gauteng |
44 |
75 |
55 |
KwaZulu-Natal |
33 |
20 |
29 |
Limpopo |
16 |
108 |
19 |
Mpumalanga |
0 |
0 |
0 |
North West |
0 |
0 |
0 |
Northern Cape |
4 |
12 |
1 |
Western Cape |
6 |
16 |
11 |
National |
118 |
274 |
151 |
- (b)
Province |
2015 |
2016 |
2017 |
Eastern Cape |
7 |
21 |
15 |
Free State |
8 |
21 |
9 |
Gauteng |
40 |
67 |
33 |
KwaZulu-Natal |
26 |
20 |
27 |
Limpopo |
16 |
72 |
19 |
Mpumalanga |
0 |
0 |
0 |
North West |
0 |
0 |
0 |
Northern Cape |
4 |
5 |
10 |
Western Cape |
6 |
16 |
27 |
National |
107 |
222 |
140 |
(2) (a)
Province |
2015 |
2016 |
2017 |
Eastern Cape |
3 |
5 |
10 |
Free State |
1 |
15 |
6 |
Gauteng |
38 |
39 |
26 |
KwaZulu-Natal |
20 |
9 |
11 |
Limpopo |
4 |
7 |
12 |
Mpumalanga |
0 |
0 |
0 |
North West |
0 |
0 |
0 |
Northern Cape |
1 |
5 |
1 |
Western Cape |
6 |
13 |
9 |
National |
73 |
93 |
75 |
(2) (b)
Province |
2015 |
2016 |
2017 |
Eastern Cape |
- |
2 |
3 |
Free State |
- |
2 |
0 |
Gauteng |
- |
0 |
0 |
KwaZulu-Natal |
- |
0 |
2 |
Limpopo |
- |
1 |
2 |
Mpumalanga |
- |
0 |
0 |
North West |
- |
0 |
0 |
Northern Cape |
- |
3 |
1 |
Western Cape |
- |
7 |
2 |
National |
- |
15 |
10 |
(2) (c)
Province |
2015 |
2016 |
2017 |
Eastern Cape |
1 |
1 |
2 |
Free State |
1 |
4 |
3 |
Gauteng |
12 |
15 |
9 |
KwaZulu-Natal |
3 |
1 |
5 |
Limpopo |
1 |
0 |
3 |
Mpumalanga |
0 |
0 |
0 |
North West |
0 |
0 |
0 |
Northern Cape |
1 |
0 |
0 |
Western Cape |
1 |
1 |
2 |
National |
20 |
22 |
24 |
(2)(d)
Province |
2015 |
2016 |
2017 |
Eastern Cape |
1 |
2 |
5 |
Free State |
2 |
8 |
1 |
Gauteng |
16 |
18 |
8 |
KwaZulu-Natal |
14 |
7 |
3 |
Limpopo |
1 |
4 |
5 |
Mpumalanga |
0 |
0 |
0 |
North West |
0 |
0 |
0 |
Northern Cape |
0 |
2 |
0 |
Western Cape |
5 |
3 |
3 |
National |
39 |
44 |
25 |
(3)(a) and (b)
Province Name |
Subject Description |
Distinctions |
Eastern Cape |
History |
1 |
Eastern Cape |
IsiXhosa Home Language |
1 |
Eastern Cape |
Life Orientation |
2 |
Eastern Cape |
Tourism |
1 |
Free State |
Life Orientation |
1 |
Gauteng |
Life Orientation |
7 |
Gauteng |
Xitsonga Home Language |
2 |
KwaZulu-Natal |
Design |
4 |
KwaZulu-Natal |
Life Orientation |
4 |
KwaZulu-Natal |
Visual Arts |
4 |
Total |
27 |
(4)(a) The DBE does not have the information.
(4)(b) and (c)
Exam Date |
Centre Name |
% Achieved |
201711 |
EFATA SCHOOL FOR THE BLIND & DEAF |
100.0 |
201711 |
ST VINCENT SCHOOL |
100.0 |
201711 |
FULTON SCHOOL FOR THE DEAF |
100.0 |
201711 |
KWATHINTWA SCHOOL FOR THE DEAF |
100.0 |
201711 |
RE TLAMELENG SPECIAL SCHOOL |
100.0 |
201711 |
DE LA BAT-SKOOL |
100.0 |
28 February 2018 - NW125
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What was the number of special schools for the deaf in each province in the (a) 2015, (b) 2016, and (c) 2017 academic year; (2) what was the number of educators at special schools for the deaf in each province in the (a) 2015, (b) 2016 and (c) 2017 academic year; (3) what number of educators at special schools for the deaf were appropriately trained in SA Sign Language in the (a) 2015, (b) 2016 and (c) 2017 academic years; (4) what number of special schools for the deaf had the services of class assistants in the (a) 2015, (b) 2016 and (c) 2017 academic years?
Reply:
- The number of schools for the deaf over the academic years (a) 2015, (b) 2016 and (c) 2017 per province is as represented in the table below:
Province |
a) No. of schools for the Deaf in 2015 |
b) No. of schools for the Deaf in 2016 |
c) No. of schools for the Deaf in 2017 |
EC |
4 |
4 |
4 |
FS |
2 |
2 |
2 |
GP |
8 |
8 |
8 |
KZN |
12 |
12 |
12 |
LP |
5 |
5 |
5 |
MP |
5 |
5 |
5 |
NC |
1 |
1 |
1 |
NW |
2 |
2 |
2 |
WC |
7 |
7 |
7 |
Total |
46 |
46 |
46 |
Source: EMIS, 2017 |
2. The number of educators at special schools for the deaf in each province in the (a) 2015, (b) 2016 and (c) 2017 academic years is as represented in the table below:
Province |
(a)No. of Educators in 2015 |
(b)No. of Educators in 2016 |
(c)No. Educators in 2017 |
EC |
115 |
118 |
111 |
FS |
103 |
83 |
92 |
GP |
279 |
287 |
252 |
KZN |
209 |
147 |
166 |
LP |
154 |
150 |
98 |
MP |
99 |
123 |
53 |
NC |
23 |
21 |
23 |
NW |
49 |
47 |
47 |
WC |
165 |
195 |
243 |
Total |
1 196 |
1 171 |
1 085 |
Source: EMIS, 2017 |
3. The number of educators at special schools for the deaf who were appropriately trained in SA Sign Language in the (a) 2015, (b) 2016 and (c) 2017 academic years is provided per province in the table below:
Province |
|
|
|
Total |
EC |
14 |
11 |
4 |
29 |
FS |
7 |
6 |
3 |
16 |
GT |
30 |
23 |
7 |
60 |
KZN |
26 |
23 |
5 |
54 |
LP |
6 |
6 |
2 |
14 |
MP |
6 |
3 |
0 |
9 |
NC |
3 |
3 |
1 |
7 |
NW |
6 |
7 |
0 |
13 |
WC |
7 |
12 |
2 |
21 |
Total |
105 |
94 |
24 |
223 |
Source: DBE, 2017 |
4. The number of special schools for the deaf that had services of class assistants in the (a) 2015, (b) 2016, and (c) 2017 academic years are represented in the table below:
Province |
|
|
|
EC |
4 |
4 |
4 |
FS |
2 |
2 |
2 |
GP |
7 |
7 |
7 |
KZN |
12 |
12 |
12 |
LP |
5 |
5 |
5 |
MP |
5 |
5 |
5 |
NC |
1 |
1 |
1 |
NW |
2 |
2 |
2 |
WC |
5 |
5 |
5 |
Total |
43 |
43 |
43 |
Source: DBE, 2017 |
28 February 2018 - NW117
Van Der Walt, Ms D to ask the Minister of Basic Education
With regard to the announcement by the MEC for Education in Limpopo at the end of 2017 on the closure of 107 schools, (a) which schools will be closed, (b) what is the number of learners affected at each school, (c) to which schools will the learners be transferred, (d) what number of teachers are affected, (e) where will the teachers be transferred to, (f) when will this decision be implemented and (g) what process was followed to close the specified schools in each case?
Reply:
The Department has forwarded the question to the Provincial Education Departments (Limpopo) and is awaiting the response. The response will be forwarded as soon as the Department receives it.
28 February 2018 - NW128
Ollis, Mr IM to ask the Minister of Basic Education
With reference to her reply to question 2670 on 19 September 2017, has she made a decision regarding the tabling of the Ntshupetsang report?
Reply:
The Minister has made a decision regarding the Ntshupetsang report. The context of this report was that it was submitted to the Ministerial Task Team (MTT) as a confidential document in order to provide information on the cases under investigation in the selling of posts.
The report contains various confidential matters that need to be addressed through the audi alteram partem principles which could open the Department of Basic Education up for litigation, if not respected.
As the report emanates out of the provincial investigation, which is still sub judice, the Minister is not in a position to make its contents known. It is therefore advisable that the matter is taken up with the relevant province from which report emanates for them to determine when the report may be made available.
28 February 2018 - NW164
Tshwaku, Mr M to ask the Minister of Basic Education
Whether a certain person (name and details furnished) completed matric according to the records of her department; if so, (a) why has the specified person not received the matric certificate, (b) who is responsible for the delay in issuing the certificate and (c) by what date shall the person receive the certificate?
Reply:
The Department has forwarded the question to the Provincial Education Departments (KwaZulu-Natal) and is awaiting the response. The response will be forwarded as soon as the Department receives it.
28 February 2018 - NW163
Tshwaku, Mr M to ask the Minister of Basic Education
(1)Whether there are any teaching vacancies in KwaZulu-Natal, if so, what are the details of the vacancies; (2) whether a certain person (name furnished) applied for a job as a teacher in KwaZulu-Natal; if so, on what basis was the specified person rejected for the vacancies applied for; (3) on what basis are the Funza Lushaka bursary holders selected; (4) whether Funza Lushaka bursary holders are prioritised for employment; if so, on what basis?
Reply:
1. The information requested is currently not available. It has, accordingly, been requested from the KwaZulu-Natal Department of Education and it will be provided as soon as it is obtained.
2. The information requested is currently not available. It has, accordingly, been requested from the KwaZulu-Natal Department of Education and it will be provided as soon as it is obtained.
3. The Funza Lushaka Bursary Prpogramme is a merit bursary and it aims to only fund 25% of students enrolled at public Higher Education Institutions for recognised Initial Teacher Education programmes, namely the Bachelors in Education (B Ed) or the Post Graduate Certificate in Education (PGCE). The Department of Basic Education and the Basic Education Sector uses the programme to address critical teacher shortages in specified subject areas and school phases. The general criteria for award of the bursary are as follows:
a) The applicant must be a South African citizen;
b) The applicant must be accepted into an approved B Ed degree or PGCE programme to specialise in two or more of the priority areas;
c) The applicant should demonstrate good academic ability;
d) The applicant must show commitment to a teaching career, which includes: interest in working with young people; enthusiasm for a professional career in teaching; readiness to face and surmount difficult challenges and personal integrity; and
e) The applicant must be committed to teach in any school to which a student may be placed by a Provincial Education Department.
4. The Funza Lushaka Bursary Programme is intended to address specific teacher demand and supply issues in the Basic Education Sector. The Programme therefore carries a service obligation. That is, upon graduation the bursars should serve the Basic Education Sector for an equal number of years to their bursary assisted study period. As a result a Funza Lushaka Bursary holder is required to sign a bursary contract that binds them to the service obligation. As part of the contract, Funza Lushaka Bursary recipients have to be placed by a Provincial Education Department to teach in a public school in which a teacher is needed. The contract further stipulates that the bursary holder is obliged to take up placement immediately on completion of the initial teaching qualification. To ensure that this contractual obligation is realised without delay, the Funza Lushaka Bursary holders are prioritised for employment.
28 February 2018 - NW135
Lotriet, Prof A to ask the Minister of Basic Education
Whether, with reference to her reply to question 3981 on 15 December 2017, she received the requested information?
Reply:
Yes, the information was received. Please find attached NA 3981. See response below:
NATIONAL ASSEMBLY
WRITTEN REPLY
QUESTION 3981
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/12/2017
INTERNAL QUESTION PAPER: 47/2017
3981. Ms N I Tarabella Marchesi (DA) to ask the Minister of Basic Education:
With regard to her department’s presentation to the Portfolio Committee on Basic Education on 7 November 2017, why are the school transport incidents (details furnished) not included in the provincial totals for (a) KwaZulu-Natal and (b) the Eastern Cape? NW4527E
RESPONSE
a) Information received from the KwaZulu-Natal Department of Education indicates that the schools involved in the accidents are not part of the Learner Transport Programme for the current Financial Year in the province. The schools that are mentioned from the KwaZulu- Natal in the article are all from the Umzinyathi District:
- 12 Learners from Ngwane High School were involved in a car accident on their way home but no one was injured.
- 33 Learners were involved in a truck accident on their way home from a traditional ceremony.
- 23 learners were injured and 3 learners died from Zindlalele Secondary.
- 02 learners were injured from Phumlani Secondary.
- 03 learners were injured from Batshe Primary.
- 01 learner were injured from Ekucabangeni Secondary.
- 01 learner were injured from Mgazi Secondary.
b) Information received from the Eastern Cape Department of Transport indicates that the schools involved in the accidents are not part of the Learner Transport Programme for the current Financial Year. The schools that are mentioned from the Eastern Cape in the article are:
- Abraham Levy;
- Frank Joubert ; and
- De Vos Malan Primary Schools.
28 February 2018 - NW126
Boshoff, Ms SH to ask the Minister of Basic Education
(1)What is the current National number of registered learners at special schools for the deaf in each province? (2) what was the (a) number of deaf learners that participated in the Progress in International Reading Literacy Study in the (i) 2015, (ii) 2016 and (iii) 2017 academic years and (b) outcome of the results of reading for learning in Grade 4 in each province; (3) what (a) was the total number of learners enrolled at each special school for the deaf for grade 1 in the 2005 academic year and (b) was the number of learners that wrote matric in the 2017 academic year?
Reply:
(1)
Table 1 below, indicates the number of learners in special schools for the deaf, in 2017. The 2017 figures are based on special schools that uploaded to LURITS as at September 2017.
Table 1: Number of learners in special schools for the deaf, by province, in 2017
Province |
2017 |
EC |
848 |
FS |
699 |
GP |
2 136 |
KZN |
2 980 |
LP |
1 299 |
MP |
296 |
NC |
156 |
NW |
350 |
WC |
1 256 |
Total |
10 020 |
Source: 2017 LURITS, September uploads
2(a)(i)(ii)(ii)
The Progress in International Reading Literacy Study (PIRLS) measured the reading comprehension levels of learners in a representative sample of mainstream public schools. Within these sampled schools, the sampling methodology, which is externally prescribed by International Association for Education Assessment, did not differentiate between deaf and non-deaf learners. There was no specific indicator to count the number of deaf learners in the 2016 Study and in previous cycles.
2(b) The Grade 4 provincial results are as follows:
Province |
PIRLS Score |
Eastern Cape |
290 |
Free State |
347 |
Gauteng |
343 |
KwaZulu-Natal |
316 |
Limpopo |
285 |
Mpumalanga |
313 |
Northern Cape |
306 |
North West |
326 |
Western Cape |
377 |
National |
320 |
Source: 2016 PIRLS
(3)(a)
Table 2 below, indicate the number of Grade 1 learners in special schools for the deaf in 2005. Please note that the response rate for the 2005 annual survey for special schools was very low. Only 50% of the schools responded to the survey.
Table 2: Number of Grade 1 learners
Province |
Number of Grade 1 learners |
Eastern Cape |
35 |
Free State |
31 |
Gauteng |
91 |
Limpopo |
121 |
Mpumalanga |
42 |
Western Cape |
75 |
Total |
395 |
Source: 2005 SNE Annual Survey
(3)(b)
Province |
No. of Learners that wrote matric |
Eastern Cape |
15 |
Free State |
9 |
Gauteng |
33 |
KwaZulu-Natal |
27 |
Limpopo |
19 |
Mpumalanga |
0 |
North West |
0 |
Northern Cape |
10 |
Western Cape |
27 |
National |
140 |
Source: 2017 Exam Mainframe system
15 December 2017 - NW3981
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With regard to her department’s presentation to the Portfolio Committee on Basic Education on 7 November 2017, why are the school transport incidents (details furnished) not included in the provincial totals for (a) KwaZulu-Natal and (b) the Eastern Cape?
Reply:
The information on the incidents mentioned has been requested from the Eastern Cape and the KwaZulu-Natal Departments of Education and will be provided as soon as it is received.
15 December 2017 - NW3982
Ollis, Mr IM to ask the Minister of Basic Education
(a) What is the current backlog for schools requiring (i) sanitation, (ii) electricity, (iii) water and (iv) replacement due to inappropriate materials and (b) of these, what number of schools will be provided with this infrastructure in the (i) 2017-18, (ii) 2018-19 and (iii) 2019-20 financial years?
Reply:
The Question has been referred to all the Provincial Education Departments and the response will be provided as soon as it is received.
15 December 2017 - NW3979
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With regard to her reply to question 3270 on 9 November 2017, have any of the 184 Accelerated School Infrastructure Delivery Initiative schools not yet received their building maintenance certificate; if so, (a) which schools have not received a certificate and (b) what are the reasons for the delay?
Reply:
Once schools are fit for purpose, a practical completion certificate is awarded. Upon final completion, the asset is handed over to the relevant Provincial Department who then makes sure that there is a maintenance budget and maintenance plan for the school. All 184 schools have been issued with their practical completion certificates.
15 December 2017 - NW3980
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With regard to her department’s presentation to the Portfolio Committee on Basic Education on 7 November 2017, has the Free State government spent 91,57% of their budget in only two financial quarters; if so, how will school transport in the remaining two financial quarters be funded?
Reply:
The Free State Government has spent 91.57% of their Learner Transport Budget in the first two financial quarters. Information received from the Free State Department of Police, Roads and Transport indicate that the Executive Committee of the Free State Government has earmarked Learner Transport to receive provincially earmarked funds. The funds will be made available during the budget adjustments and services will proceed without interruptions. An additional R10m was already made available on the adjustments budget and the Department is busy assessing internal funds for reprioritisation.