Questions and Replies

Reply:

This matter has been referred to the Kwa-Zulu Department of Education for more information and a response will be furnished as soon as the Province has responded.

Reply:

The honourable member is encouraged to request the relevant information directly from the Department of Social Development.

Reply:

The question is relevant to the provincial administration since it is the responsibility of the employer, who in terms of section 3(1)(b) of the Employment of Educators Act is the Head of the Provincial Education Department. The honourable member is encouraged to request the relevant information directly from the Provinces.

Reply:

Yes, the Gauteng Department of Education has provided the requested information. Please find attached NA 287.

NATIONAL ASSEMBLY

WRITTEN REPLY

QUESTION 287

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2017

INTERNAL QUESTION PAPER: 04/2017

287. Mr M R Bara (DA) to ask the Minister of Basic Education:

Has her department undertaken studies to determine the total number of children who live in the Greenstone residential area in Johannesburg, which borders Edenvale in the Ekurhuleni Metropolitan Municipality; if not, (a) why not and (b) what informed the decision of her department not to build any schools in the specified area; if so, what are the details of the study? NW306E

Response

Yes, a study has been conducted. The study showed that schools around the area are populated by children from Tembisa, and Alexandra. Here are schools that cater for children from Tembisa and Alexandra:

a) Nobel Primary School – This school is about 2km away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools;

Eastlyn Primary School - This school is also about 3km away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools; and

Edenglen Primary School - This school is also about 3km away from the area in question and is populated by learners from Tembisa and Alexandra and these learners are transported privately by parents to schools.

b) The parents of the learners residing at Greenstone apparently are not interested in these public schools or have already been assisted with accommodation at other schools. Schools in this area are therefore capable of assisting the population of learners that may need space.

If additional schools are required, these should preferably be constructed in Tembisa and Alexandra.

Reply:

The response below was sourced from Gauteng Department of Education

(a)

(a) (i)

2016 academic year = R38 127 838.10

(aa) Edenvale- R13 903 691.86

(bb)Tembisa-0

(cc) Kempton Park-R24 224 146.24

(a) (ii)

2017 academic year = The schools will apply by the 30th June 2018 and payment is due on or before 15th November 2018. Therefore the amount can only be determined after the payment has been made

(b)

(b) (i)

2016 academic year = R594 190.01

(ii)(aa) Edenvile-R159 758.09

(ii)(bb) Tembisa-O

(iv)(cc) Kempton Park-R434 431.92

(b) (ii)

2017 academic year = The schools will apply by the 30th June 2018 and payment is due on or before 15th November 2018. Therefore the amount can only be determined after the payment has been made

Reply:

(a)(i) There are no consulting firms or companies currently contracted by the Department.

SACE

(a)(ii)	(b)(i)	(b)(ii)	(b)(iii)(aa)	(b)(iii)(bb)	(b)(iii)(cc)	(b)(iii)(dd)
1	SITA	Maintenance and hosting of IT Services	August 2015	3 years	R 987 541.12	Mr Morris Mapindani, Chief Financial Officer
1	Bradforce Security and Projects Developments	Security Services	August 2017	1 year	R 103 200	Mr Morris Mapindani, Chief Financial Officer

Umalusi

(a)(ii)	(b)(i)	(b)(ii)	(b)(iii)(aa)	(b)(iii)(bb)	(b)(iii)(cc)	(b)(iii)(dd)
1	BIG Business Innovations Group	Internal Audit	1 April 2017	3 years	R 1 920 629.00	Dr MS Rakometsi, Chief Financial Officer
2	Nexis SAB&T	External Audit	1 April 2017	3 year	R 1 501 044.00	Dr MS Rakometsi, Chief Financial Officer

Reply:

Referring the question to KwaZulu–Natal National Education Department was erroneous. The question was forwarded to the Eastern Cape Provincial Education Department, and the response has been received.

The candidate has been resulted by the Eastern Cape Education Department and the certificate has been printed by Umalusi, and couriered to the Alphendale Secondary School in East London.

Reply:

(a) The expenditure on Compensation of employees per annum for all Provincial Education Departments (PEDs) is reflected in the Table below, however this includes the compensation for the teachers as well as office based staff. The split per teachers and non-educators have been requested from the PEDs and will be provided as soon as received.

	FINANCIAL YEARS
Compensation of Employees in R'Billion	2007/08	2008/09	2009/10	2010/11	2011/12	2012/13	2013/14	2014/15	2015/16	2016/17	2017/18
	69 710	84 006	99 253	109 854	122 138	129 856	139 178	146 253	153 193	164 869	177 514
Non Compensation of Employees costs in R'Billion	18 588	23 535	27 035	28 400	34 439	36 304	37 831	40 602	43 947	46 799	47 708
Percentage of compensation of Employees to total costs	79%	78%	79%	79%	78%	78%	78%	78%	78%	78%	79%

Source: DBE Annual Report.

(b) The Department of Basic Education has requested the information from all PEDs on the percentage spent on each pupil per annum over the past 10 years. The responses will be forwarded as soon as the DBE receives them.

Reply:

PROVINCE	PRIMARY SCHOOLS	HIGH SCHOOLS
Eastern Cape	3 083	1 854
Free State	581	157
Gauteng	586	175
KwaZulu -Natal	3 001	1 393
Limpopo	2 384	1 198
Mpumalanga	1 041	344
North West	837	276
Northern Cape	244	129
Western Cape	257	20
Total	12 014	5 546

b) An estimated amount of R 28 billion is required to build libraries in all schools without libraries. It should however, be noted that some schools use corner libraries, mobile libraries, container libraries and community libraries. The above figures only refer to brick and mortar libraries.

Reply:

The Department of Basic Education (DBE) has written a letter to Limpopo Provincial Education Department (PED) to request a response to the question raised above as DBE does not have the required information. The DBE will forward the response from the PED as soon as the information is received. It is suggested that the request be made through the Provincial Legislature in Limpopo.

Reply:

The matter falls within the competence and purview of the Eastern Cape and the Honourable member is urged to request the information through the Provincial legislature. However, the Department of Basic Education have requested the information from Eastern Cape Provincial Education Department (EC PED). The information will be forwarded as soon as received from EC PED.

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.

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.

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).

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

Reply:

This is a Provincial matter. The Honourable Member is encouraged to request the information directly from the Limpopo Department of Education.

Reply:

The presentation made by my Department to the Portfolio Committee on Basic Education on 13 February 2018 on schools’ readiness for the 2018 academic year focused solely on unplaced learners in Public Ordinary Schools. The admission of learners with special needs is handled separately at district level by officials who specialise in the identification and screening of learners with special needs. Therefore, none of the learners referred to in the presentation had any impairment.

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

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.

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

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.

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:

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.

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.

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.

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.

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.

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.

Reply:

1. (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.

1. (b) (i)

The Eastern Cape = R325.2 million; Free State = R34.8 million and North West = R81.8 million

1. (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:

1. Administration: R353 million (2018/19), R337.5 million (2019/20) and R139 million (2020/21);
2. Public Ordinary Schools: R67.5 million (2018/19), R366.7 million (2019/20) and R220.5 million (2020/21);
3. Infrastructure Development: R15.1 million (2018/19), R184.4 million (2019/20) and R118.4 million (2020/21); and
4. 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:

1. Administration: R768 thousands (2018/19) and R18.7 million (2019/20);
2. Public Ordinary Schools: R108.5 million (2018/19) and R61.4 million (2019/20);
3. Early Childhood Development: R12.4 million (2018/19), R41.3 million (2019/20) and R40.5 million (2020/21);
4. Infrastructure Development: R88.7 million (2019/20) and R55.6 million (2020/21); and
5. 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:

1. Public Ordinary Schools: R272 million (2018/19) and R299.2 million (2019/20); and
2. 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:

1. Public Ordinary Schools: R60.3 million (2018/19) and R86.3 million (2019/20);
2. Infrastructure Development: R550. 5 million (2019/20) and R472. 5 million (2020/21); and
3. 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:

1. Administration: R18.7 million (2018/19), R23 million (2019/20) and R 36.8 million (2020/21);
2. Public Ordinary Schools: R94.8 million (2018/19) and R82.6 million (2019/20);
3. Early Childhood Development: R9.5 million (2019/20);
4. Infrastructure Development: R119.1 million (2019/20) and R76.5 million (2020/21); and
5. Examination and Education Related Services: R32.8 million (2018/19), R39.3 million (2019/20) and R41.6 million (2020/21).

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.

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.

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.

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.

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.

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.

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

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:
the standard of performance of learners is below the standards prescribed by the National Curriculum Statement and is likely to remain so unless the Head of Department exercises his or her power in terms of this Act;
there has been a serious breakdown in the way the school is managed or governed which is prejudicing, or likely to prejudice, the standards of performance; or the safety of learners or staff is threatened.

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:
	implementing the incapacity code and procedures for poor work performance referred to in section 16 of the Employment of Educators Act, 1998 (Act No. 76 of 1998);
	withdrawing the functions of the governing body in terms of section 22; or appointing persons in terms of section 25 to perform the functions or specified functions of the governing body; and The counselling of the principal as contemplated in Item 2(5)(b)(ii) of Schedule 1 to the Employment of Educators Act, 1998 (Act No. 76 of 1998), may include the appointment of an academic mentor to take over the functions and responsibilities of the principal for the period determined by the Head of Department.f) In order to assist the Minister in carrying out his or her duties referred to in section 8 of the National Education Policy Act, 1996 (Act No. 27 of 1996), the Member of the Executive Council must report to the Minister within three months after the end of a school year on the action taken by the Head of Department in regard to an underperforming public school.

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.

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.

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.

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

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.

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.

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.

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.

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

 

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

1. (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

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.

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.

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

1. 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

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