Questions and Replies
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 - 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 - 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 - 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 - 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 |
15 December 2017 - NW2875
Brauteseth, Mr TJ to ask the Minister of Basic Education
What is the detailed (a) breakdown of and (b) valuation for current and non-current assets and investments held by (i) her department and (ii) each entity reporting to her according to (aa) listed assets (aaa) directly held and (bbb) indirectly held and (bb) unlisted investments (aaa) directly held and (bbb) indirectly held by each of the entities, in each case breaking the current assets and investments down by 0-3 months, 3-6 months, 6-12 months and beyond 12 months?
Reply:
(a)
Value |
(aa) Listed assets |
(bb) Unlisted Investment |
|||
(aaa) Directly held |
(bbb) Indirectly held |
(aaa) Directly held |
(bbb) Indirectly held |
||
R’000 |
R’000 |
R’000 |
R’000 |
R’000 |
|
a) Current assets |
N/A |
N/A |
N/A |
N/A |
|
Unauthorised expenditure |
6 488 |
N/A |
N/A |
N/A |
N/A |
Cash and cash equivalents |
863 651 |
N/A |
N/A |
N/A |
N/A |
Other Financial Assets |
- |
N/A |
N/A |
N/A |
N/A |
Prepayment and advances |
497 761 |
N/A |
N/A |
N/A |
N/A |
Receivables |
61 867 |
N/A |
N/A |
N/A |
N/A |
Loans |
- |
N/A |
N/A |
N/A |
N/A |
Aid Assistance prepayments |
- |
N/A |
N/A |
N/A |
N/A |
Aid assistance receivables |
- |
N/A |
N/A |
N/A |
N/A |
(b) Non-Current assets |
N/A |
N/A |
N/A |
N/A |
|
Investments |
- |
N/A |
N/A |
N/A |
N/A |
Receivables |
96 632 |
N/A |
N/A |
N/A |
N/A |
Loans |
- |
N/A |
N/A |
N/A |
N/A |
Other Financial Assets |
- |
N/A |
N/A |
N/A |
N/A |
(b) Public Entities detailed breakdown of and valuation for current and non-current assets and investments:
SACE
Assets: Less than months < |
(aa) Listed assets |
(bb) Unlisted Investment |
||
(aaa) Directly held |
(bbb) Indirectly held |
(aaa) Directly held |
(bbb) Indirectly held |
|
Assets/Investment |
R’000 |
R’000 |
R’000 |
R’000 |
Buildings |
0.00 |
N/A |
N/A |
N/A |
Motor vehicles |
0.00 |
N/A |
N/A |
N/A |
Office equipment |
84 602.99 |
N/A |
N/A |
N/A |
IT equipment |
72 870.90 |
N/A |
N/A |
N/A |
Leasehold improvements |
0.00 |
N/A |
N/A |
N/A |
Intangible assets |
20 736.23 |
N/A |
N/A |
N/A |
Current assets |
47 208 088 |
N/A |
N/A |
N/A |
Assets: 3-6 months |
||||
Buildings |
0.00 |
N/A |
N/A |
N/A |
Motor vehicles |
0.00 |
N/A |
N/A |
N/A |
Office equipment |
276 926.90 |
N/A |
N/A |
N/A |
IT equipment |
51 688.33 |
N/A |
N/A |
N/A |
Leasehold improvements |
0.00 |
N/A |
N/A |
N/A |
Intangible assets |
39 465.59 |
N/A |
N/A |
N/A |
Current assets |
24 210 996 |
N/A |
N/A |
N/A |
Assets: 6-12 months |
||||
Buildings |
61 110 936.74 |
N/A |
N/A |
N/A |
Motor vehicles |
0.00 |
N/A |
N/A |
N/A |
Office equipment |
851 192.17 |
N/A |
N/A |
N/A |
IT equipment |
76 444.51 |
N/A |
N/A |
N/A |
Leasehold improvements |
N/A |
N/A |
N/A |
N/A |
Intangible assets |
270 527.15 |
N/A |
N/A |
N/A |
Current assets |
25 095 798 |
N/A |
N/A |
N/A |
Assets: 1 year and older |
||||
Buildings |
0.00 |
N/A |
N/A |
N/A |
Motor vehicles |
138 000 |
N/A |
N/A |
N/A |
Office equipment |
3 078 392 |
N/A |
N/A |
N/A |
IT equipment |
3 857 437 |
N/A |
N/A |
N/A |
Leasehold improvements |
1 409 972 |
N/A |
N/A |
N/A |
Intangible assets |
5 524 281 |
N/A |
N/A |
N/A |
Current assets |
98 072 547 |
N/A |
N/A |
N/A |
UMALUSI
Value |
(aa) Listed assets |
(bb) Unlisted Investment |
|||
(aaa) Directly held |
(bbb) Indirectly held |
(aaa) Directly held |
(bbb) Indirectly held |
||
R’000 |
R’000 |
R’000 |
R’000 |
R’000 |
|
b) Current assets |
N/A |
N/A |
N/A |
N/A |
|
Cash and cash equivalents |
1 504 |
N/A |
N/A |
N/A |
N/A |
Short-term deposit |
70 835 |
N/A |
N/A |
70 835 |
|
Receivables from exchange transactions |
4 379 |
N/A |
N/A |
N/A |
N/A |
(b) Non-Current assets |
N/A |
N/A |
N/A |
N/A |
|
Property, plant and equipment |
43 344 |
N/A |
N/A |
N/A |
N/A |
Operating lease assets |
17 |
N/A |
N/A |
N/A |
N/A |
Comment
- The short term investment is available cash invested with the Corporation for Public Deposits (CPD). The CPD is governed by the Corporation for Public Deposits Act 46 of 1984. The CPD accepts all deposits from the public sector and invests the funds in short-term money-market instruments and special Treasury bills. All funds invested with the CPD, and the interest earned on these funds, are payable on demand.
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 - 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 - 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.
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 - NW3993
Boshoff, Ms SH to ask the Minister of Basic Education
Whether (a) her department and/or (b) any of the provincial basic education departments provide free sanitary pads to female learners; if not, why not; if so, (i) what number of schools have received the free sanitary pads and (ii) what are the relevant details in each case?
Reply:
a) The Department of Basic Education (DBE) does not have resources in the voted funds to provide sanitary towels to female learners.
b) Provinces such as Limpopo, Mpumalanga, Free State and KwaZulu-Natal have implemented local initiatives to provide sanitary towels to female learners.
(i) (ii)The project is a provincial initiative that is led and funded by each of the provinces. The school lists and relevant details remain in the custody of the said Provincial Education Departments (PEDs) and the question may be referred to the said PEDs.
15 December 2017 - NW3992
Boshoff, Ms SH to ask the Minister of Basic Education
(1)Whether, with reference to her reply to question 2511 on 5 October 2017, a report has been received from the investigator regarding the Krugersdorp High School; if not, by what date is it expected; if so, what are the relevant details; (2) whether the educator from the Prince Tokoto High School has been discharged from hospital; if not, what is the prognosis; if so, have the investigations commenced; (3) what charges have been preferred against the principal of the Mphaphuli High School; (4) what was the outcome of the hearings which were held on 21 and 22 September relating to the Manyano Primary School; (5) what is the nature of the developments in the criminal case against the alleged educator of the Parktown Boys High School?
Reply:
(1) The complaint was investigated by the South African Council of Educators (SACE) on 7 September 2017. The investigator, after conclusion of the case, recommended that no charges be levelled against the accused educator and furnished his reasons for the findings (Case 135/2017-GP).
(2) The educator in question was charged by SACE with 53 counts of applying corporal punishment on the learner. She has been placed on medication by her doctor, Dr Lugongolo for 6 months with effect from 08 August. This means that she may be fit for work in February 2018 and all that is known is that she has a mental condition. We tried contacting the school to ascertain her status, but the only number available keeps ringing unanswered and the landline number is no longer in service according to Telkom. The school is Prince Dokodoko High School (Case 119/2016-KZN).
(3) Without having to repeat the full reading of the charges, the Principal of Mphaphuli Secondary School was charged with three (3) charges:
- The first one was for refusing to cooperate with a SACE investigator;
- The second one was for refusing to grant the investigator access to the educators in the school; and
- The third one was for refusing to grant the investigator access to the learners or complainants in the school.
The hearing was scheduled to take place on 10 November 2017, but was postponed as his representative was engaged in arbitration on the day in question. The hearing will proceed in February 2018 (Case 133/2017-LP).
(4) The disciplinary hearing was finalised on 20 November 2017 and the presiding officer promised to furnish his report by 09 December 2017 (Case number 476/2016-MP).
(5) We have been informed by the school that the matter was postponed in court until January 2018. The accused will appear again in 2018.
15 December 2017 - NW3692
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 2503 on 19 September 2017, what are the details of cases in which the physical abuse of learners is not considered a criminal offence?
Reply:
It is acknowledged that under common law physical abuse is classified as a criminal offence. This means that the listing of an educator’s name on the Register depends on the gravity of the sanction imposed against the educator for an offence he/she committed against a child. If an educator has physically abused a child, which abuse resulted in the child receiving medical attention/treatment, such an educator will be charged with a criminal offence by the South African Police and if found guilty by the court of law and convicted, then that person’s name will automatically be listed in the Register. In that case, the employer cannot overrule the decision of the court of law and therefore will also find the educator guilty of the alleged offence and dismissal is the only sanction for such an offence. In that case where an educator was found guilty of physical abuse against a child and dismissed, such educator’s name submitted by the employer to the Department of Social Development for listing on the National Child Protection Register.
However, in a case where an educator was found guilty of physical abuse by the employer or SACE during the disciplinary hearing, and the sanction imposed was not dismissal, (depending on the severity of the abuse) that person’s name is not listed in the Register. E.g. in a case where an educator used an open hand on the child’s back leaving the child with no finger marks or any mark related to the abuse, the educator may be given a final written warning as a sanction.
15 December 2017 - NW1122
Cassim, Mr Y to ask the Minister of Basic Education
Whether, with reference to her reply to question 212 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?
Reply:
Information on the question is the information included in the USB flash drive that was submitted to the Portfolio Committee on 17 February 2017 and to the questions office.
06 December 2017 - NW3763
Mashabela, Ms N to ask the Minister of Basic Education
(1)Whether (a) her department and/or (b) entities reporting to her procured services from a certain company (name furnished): if so (i) what services were procured in each case and (ii) what is the total amount that was paid to the specified company in each case: (2) Whether the specified company provided services related to international travel to (a) her department and/or (b) entities reporting to her; if so (i) what is the name of each person who travelled, (ii) what was the travel route and (iii) what is the total amount that was paid for each person
Reply:
1. (a) Yes
(a)(i)Services were procured through Travel with Flair (TWF) for events management as and when required by the Department.
(a)(ii)R64 421 866.21 was paid for sub service providers for all the events of the Department from 1 April 2017 to date. Only the 12.5% of the above amount was paid to TWF as management fee. The remainder of the fees were for the subservice providers.
(b) No
(b)(i) None
(b)(ii) Not applicable
2. (a) No
(a)(i) Not applicable
(a)(ii) Not applicable
(a)(iii) Not applicable
(b) No
(b)(i) Not applicable
(b)(ii) Not applicable
(b)(iii) Not applicable
06 December 2017 - NW3851
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
Are officials of the provincial departments of education who fail to report instances of (a) sexual abuse and/or (b) physical abuse to the SA Council for Educators (i) disciplined or (ii) prosecuted for failing to do so?
Reply:
(a)(b)(i) & (ii) The Provincial Education Departments are obliged to report instances of sexual abuse and/or physical abuse to the South African Council for Educators. In terms of section 26 of the South African Council for Educators Act, 31 of 2000, the employer of an educator is obliged to provide SACE with records of disciplinary proceedings of each case against an educator where the sanction imposed was dismissal. This means that the employer must report the case after the finalisation of the disciplinary proceedings. Failing to report to SACE may lead to disciplinary action against the relevant officials.
06 December 2017 - NW3850
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
Are principals who fail to report instances of (a) sexual abuse and/or (b) physical abuse to the relevant provincial department of education (i) disciplined or (ii) prosecuted for failing to do so?
Reply:
In terms of the law, principals who fail to report instances of (a) sexual abuse and/or (b) physical abuse to the relevant Provincial Department of Education (i) must be disciplined or (ii) prosecuted for failing to do so. Employers are expected to discipline such principals since they are entrusted with the duty of care towards children. If the case was reported to the South African Police Services (SAPS) and it was established during the investigation that the principal was aware of the allegations before it could be reported, then the principal will be charged with a criminal offence. Section 54 of the Criminal Law (Sexual Offences and Related Matters) Amendment Act 32 of 2007 and section 110 of the Children’s Act, 38 of 2005, put an obligation on any person who has knowledge of any commission of child abuse (sexual and/or physical abuse) to report such abuse to the police official and/or social worker. It is therefore in terms of the above-mentioned legislation the responsibility of the person who has first-hand information of the alleged offence to report the OR Tambo airportoffence to SAPS.
06 December 2017 - NW3849
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 2502 on 11 September 2017, are schools required to check the names of staff members appointed by school governing bodies (a) against the Child Protection Register in terms of Section 126 (1) (a) of the Children’s Act or (b) to conduct a general background check before employment; if not, why not in each case; if so, what are the consequences for schools that do not undertake such checks?
Reply:
A) As stipulated Section 126 of the (1) (a), School Governing Bodies are required by law to check both the names of the prospective and existing employees on the Child Protection Register.
b) As indicated in the reply to question 2502, there is currently no legal or regulatory obligation requiring the School Governing Bodies as employers to conduct a general background check of prospective employees. The requirement regarding conducting suitability checks as stipulated in the Public Service Regulations, Part 4, section 57 (1) (d) only applies to State-paid employees. However, SGBs as employers and as part of good practice, are encouraged to develop recruitment policies which will include the requirement of conducting background checks.
06 December 2017 - NW3848
Boshoff, Ms SH to ask the Minister of Basic Education
Whether, with reference to her reply to question 2512 on 11 September 2017 she received the requested information?
Reply:
The Department of Basic Education has requested the information from the Provincial Education Departments. The response will be updated as soon as information is received from the respective Provincial Education Departments.
06 December 2017 - NW3863
Alberts, Mr ADW to ask the Minister of Basic Education
(1)Whether the proposed amending Bill on schools aims to eradicate apartheid practices and the said amendment process is the beginning of the elimination of outdated education; if so, which apartheid practices will be dealt with and eradicated by the specified amending Bill according to her finding; (2) whether public comments regarding the amending Bill will be taken into account and the amending Bill will therefore be adjusted in the light of such public participation; if not, what is the position in this regard; if so, what are the relevant details; (3) what are the relevant details of any further process that is envisaged to eradicate any outdated education?
Reply:
1. It is not clear what apartheid practices the honourable member is referring to. As long ago as in 1996, when the South African Schools Act (SASA) was first promulgated, the preamble made it clear that SASA was being enacted –
because the achievement of democracy in South Africa had consigned to history the past system of education which had been based on racial inequality and segregation; and
because South Africa required a new national system for schools which would redress past injustices in educational provision, provide an education of progressively high quality for all learners …, advance the democratic transformation of society, [and] combat racism and sexism and all other forms of unfair discrimination and intolerance, … .
Be that as it may, let me quote from the Memorandum on the Objects of the Bill: "The Bill proposes to amend the South African Schools Act, 1996 (Act No. 84 of 1996), and the Employment of Educators Act, 1998 (Act No. 76 of 1998) (the SASA and the EEA, respectively), so as to align them with developments in the education landscape and to ensure that systems of learning and excellence in education are put in place in a manner which respects, protects, promotes and fulfils the right to basic education enshrined in section 29(1) of the Constitution of the Republic of South Africa, 1996."
"The Bill also seeks to amend the SASA and the EEA so as to make certain technical and substantive adjustments, to clarify certain existing provisions and to insert certain provisions to cover matters which are not provided for in the existing legislation."
2. Yes, all the comments submitted by organisations, members of the public and education stakeholders in general will be considered, and those that have merit will be incorporated into the Bill.
It is worth noting that more than 5 000 emailed comments and reactions were received in response to the call for comments, together with 36 faxes, two thick couriered bundles of documents, and one thick hand-delivered bundle of documents. A document containing 98 635 names, most with short comments added, was also received.
3. The Department of Basic Education is committed to reviewing its legislation, policies and guidelines as often as is necessary to ensure that they remain relevant and that they keep abreast of developments in education practice, technology and other relevant fields.
02 December 2017 - NW3684
Tarabella - Marchesi, Ms NI 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?
Reply:
Further information has been requested from the Eastern Cape Department of Education and will be provided as soon as it is received.
01 December 2017 - NW3669
Ollis, Mr IM to ask the Minister of Basic Education
What (a) is the current remuneration package for the lowest paid educator teaching at a public school and (b) is the detailed breakdown of the remuneration package in terms of (i) basic salary and (ii) each applicable benefit?
Reply:
(a)The remuneration package for the lowest paid qualified educator teaching at a public school is indicated in the table below.
(b)The detailed breakdown of the remuneration package with regard to (i) basic salary and (ii) each benefit is indicated in the table below. Total Cost to Employer (TCE) excluding the 13th cheque is indicated in the last column.
QUALIFICATION LEVEL |
BASIC SALARY |
EMPLOYER PENSION CONTRIBUTION (MAXIMUM) |
EMPLOYER MEDICAL AID CONTRIBUTION (MAXIMUM) |
13th CHEQUE |
Total Cost to Employer |
|
GEMS |
OTHER |
|||||
QUALIFIED (REQV 13) |
R 185 769 |
R 15 312 |
R 13 164 |
R 12 168 |
R 15 480 |
R 241 893 |
01 December 2017 - NW3668
Ollis, Mr IM to ask the Minister of Basic Education
What number of learners were registered in each grade in each (a) private and (b) public school in each province for the 2017 academic year?
Reply:
Table 1 link below indicates that, in 2017 total number of learners registered in public schools is 12 490 132 and in independent schools is 402 141 with the total of both as 12 892 273 learners. The data is aggregated per province per grade.
Table 1: Number of learners in ordinary schools, by sector and province, in 2017
http://pmg-assets.s3-website-eu-west-1.amazonaws.com/RNW_3668_TABLE.pdf
Source: 2017 Provincial data warehouses
01 December 2017 - NW3667
Ollis, Mr IM to ask the Minister of Basic Education
What number of educators currently teach in each grade in each (a) public and (b) private school in each province?
Reply:
PROVINCE |
COMBINED SCHOOL |
INTERMEDIATE SCHOOL |
PRIMARY SCHOOL |
SECONDARY SCHOOL |
SPECIAL SCHOOL (All categories) |
Grand Total |
EASTERN CAPE |
18 590 |
104 |
17363 |
14405 |
911 |
51373 |
FREE STATE |
4 107 |
298 |
9389 |
6820 |
605 |
21219 |
GAUTENG |
1939 |
199 |
33558 |
23809 |
3272 |
62777 |
KWAZULU/NATAL |
2684 |
3977 |
46263 |
34652 |
1478 |
89054 |
LIMPOPO PROVINCE |
1128 |
70 |
27647 |
22187 |
656 |
51688 |
MPUMALANGA |
4625 |
641 |
15973 |
11117 |
320 |
32676 |
NORTH WEST |
1687 |
777 |
14596 |
7607 |
648 |
25315 |
NORTHERN CAPE |
1985 |
179 |
4237 |
2646 |
207 |
9254 |
WESTERN CAPE |
657 |
1662 |
17039 |
9687 |
1428 |
30473 |
Grand Total |
37402 |
7907 |
186065 |
132930 |
9525 |
373829 |
(a) Number of State-Paid educator in Public Schools as at the end of September 2017. The available information categorises educators by school level as educators largely, especially from the Intermediate Phase onward, teaching across grades.
Source: PERSAL, September 2017
(b) The number of educator in private schools are based on private school uploaded in the provincial warehouses as at September 2017. Disaggregation by grade is not yet available.
Table 2: Number of educators in independent schools, by province and school level, in 2017
Province |
COMBINED SCHOOL |
INTERMEDIATE SCHOOL |
PRIMARY SCHOOL |
SECONDARY SCHOOL |
SPECIAL NEEDS EDUCATION |
Grand Total |
EASTERN CAPE |
401 |
49 |
1 467 |
1 218 |
|
3 135 |
FREE STATE |
73 |
|
475 |
441 |
|
989 |
GAUTENG |
4 356 |
56 |
6 057 |
6 788 |
79 |
17 336 |
KWAZULU/NATAL |
179 |
|
1 580 |
1 015 |
5 |
2 779 |
LIMPOPO PROVINCE |
200 |
|
1 301 |
1 397 |
13 |
2 911 |
MPUMALANGA |
146 |
32 |
657 |
417 |
|
1 252 |
NORTHERN CAPE |
10 |
|
23 |
109 |
|
142 |
NORTH WEST |
157 |
|
450 |
571 |
|
1 178 |
WESTERN CAPE |
3 010 |
75 |
970 |
387 |
|
4 442 |
South Africa |
8 532 |
212 |
12 980 |
12 343 |
97 |
34 164 |
Source: Provincial data warehouses as at September 2017
01 December 2017 - NW3602
Alberts, Mr ADW to ask the Minister of Basic Education
(1)(a) What is the total number of teaching posts currently vacant in Gauteng and (b)(i) for what period and (ii) why each specified post continues to be vacant; (2) what total number of (a) school districts and schools are in Gauteng and (b) learners can be accommodated at each specified school; (3) in respect of each school district, (a) what number of schools is in use, not in use and/or partially in use, (b) what number of new schools is required and being planned and (c) by what date the new schools will be completed; (4) in respect of each school district, (a) what are the names of and (b) what is the reason why Afrikaans single-medium, dual-medium and parallel-medium schools have been identified by her department to accept non-Afrikaans speaking learners?
Reply:
1. (a) As at the end of September 2017, there were 580 vacant teaching posts in Gauteng. All were in school management posts; 62 Principal, 109 Deputy Principal, 409 Head of Department.
(b) (i) and (ii) The information requested is currently not availble, it will be requested from the Gauteng Department of Education and will be provided once received.
(2)(3)(4) The information has been requested from the Gauteng Department of Education and will be provided as soon as it is received
01 December 2017 - NW3638
Mashabela, Ms N to ask the Minister of Basic Education
Whether (a) her department and/or (b) any entity reporting to her own land; if so, in each case, (i) where is each plot of land located, (ii) what is the size of each specified plot and (iii) what is each plot currently being used for?
Reply:
a) N None
-
- Not applicable
- Not applicable
- Not applicable
UMALUSI
b) Yes
(i) Portion 1 Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria; and
Portion 2 Erf 2 Persequor, 41 General van Reyneveld, Persequor Technopark, Pretoria; and
(ii) Portion 1 – 5 879 m2
Portion 2 – 5 721 m2
(iii) Portion 1 and 2 are administrative office buildings
(iv) Portion 1 – 5 879 m2
Portion 2 – 5 721 m2
SACE
Yes
- SACE owns land at No. 240 Crossway Office Park, Block 1 ,Lenchen Avenue, Centurion,0046
- 4000sqm
- The land is used to house the SACE Head Office
01 December 2017 - NW3601
Alberts, Mr ADW to ask the Minister of Basic Education
Whether the relationship or ratio of teacher to learner, be it (a) nationally or in each province or (b) on the level of primary school or high school, was amended recently; if not (i) what is the present status in each case and (ii) according to what principle is it currently functioning; if so, what are the relevant particulars of the specified amendment in each case?
Reply:
a) No, the relationship or ratio of teacher to learner nationally or in each province has not been amended.
b) No, the relationship or ratio of teacher to learner on the level of primary and high school has not been amended.
(a)(i) and (b)(i)
The table below shows the latest learner educator ratios in each Province as per the latest official statistics. The existing statistics do not differentiate between Primary and Secondary schools.
Province |
State-paid and SGB-paid educators |
State-paid educators only |
Eastern Cape |
35.3 |
35.3 |
Free State |
29.9 |
32.3 |
Gauteng |
32.5 |
36.2 |
KwaZulu-Natal |
33.1 |
38.3 |
Limpopo |
33.0 |
34.0 |
Mpumalanga |
31.8 |
33.4 |
North West |
32.5 |
34.7 |
Northern Cape |
32.6 |
35.0 |
Western Cape |
32.0 |
38.0 |
National |
32.5 |
35.7 |
Source: EMIS, School Realities, 2016
(a)(ii) and (b)(ii)
The current practice is based on the Education Labour Relations Council Resolution No.4 of 1995 which stipulated the learner: educator ratio of 40:1 at primary and 35:1 at secondary public ordinary schools. This also informed the principle of maximum class size used in the Post Provisioning Norms (PPN) which ranges between 35 and 37 in Grades R-9 and the maximum of 40 in Grades 10-12. In addition, the Regulations Relating to Minimum Uniform Norms and Standards for Public Schools Infrastructure (GN R920, 29 November 2013) regulates that the maximum number of learners in a class must be 35 in Grade R and 40 in all other grades.
01 December 2017 - NW2970
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 2244 on 6 September 2017, (a) what are the (i) ages and (ii) grades of the learners who fell pregnant, (b) what number of the learners have returned to school after giving birth and (c) what professional background training does the Learner Support Agent who must assist the specified learners to cope with their pregnancies have?
Reply:
a) The reply was informed by the official data extracted from the Education Management Information System (EMIS). EMIS data on learner pregnancy is generally disaggregated by school and can provide grades of learners upon request, however this will not include their ages. The data shows that 34 learners were reported to be pregnant at Masiqhakaze Secondary while Tipfuxeni Secondary indicated that 5 learners were pregnant. The request for grade specific data has been submitted and this will be shared at the next meeting.
b) Although the Department encourages parents to ensure that learners return to school shortly after giving birth, the Department does not collect data on the number of leaners who actually return to school after giving birth.
c) The Learner Support Agent (LSA) is generally an out-of-school youth (similar to a community Child Care Coordinator, but in this case, specifically for the school) who supports learners with basic services including homework assistance, home visits, and access to learner support and learner health and wellbeing services. They do not directly assist learners to cope with pregnancy. LSAs refer learners to professionals who would grant them access to services where needed. Some LSAs have a professional background in Social Work or Child and Youth Care Work.
27 November 2017 - NW3272
Ollis, Mr IM to ask the Minister of Basic Education
With regard to the presentation by the SA Police Service (SAPS) to the Portfolio Committee on Basic Education on 10 October 2017, does the column entitled undetected refer to cases of damage as a result of protests in Limpopo that the SAPS has declined to investigate; if not, what does it refer to; if so, what are the reasons that these cases were not investigated?
Reply:
Undetected, is a manner of closure of a case docket that has been fully investigated, but a suspect has not been identified or arrested. All the cases, which were reflected as “undetected” in the presentation, had been fully investigated before closure as “undetected”.
21 November 2017 - NW3398
Boshoff, Ms SH to ask the Minister of Basic Education
(1)(a) How many schools offer Grade 12 to learners with hearing disabilities in each province and (b) what are the names of the specified schools in each province; (2) (a) which subjects are offered to Grade 12 learners with hearing disabilities at each (i) school for learners with hearing disabilities and (ii) full service school in each province and (b) what criteria are used for the specified learners to obtain endorsed National Senior Certificate passes?
Reply:
(1) (a)(b)
Province |
1(a) No of Schools with Gr 12 |
(b) names of Schools |
EC |
2 |
Efata, St Thomas |
FS |
2 |
Bartimea, Thiboloha |
GP |
4 |
Filadelfia, Sizwile, St Vincent, Transoranje |
KZN |
5 |
Fulton,Kwathintwa, St Martin, VN Naik, Vuleka |
LP |
1 |
Setotolwane |
NC |
1 |
Retlameleng |
WC |
2 |
De-la –Bat, Dominican (Wittebome) |
Total |
17 |
(2) (a) (i)
School Name |
Province |
Subject Package |
1. EFATA |
EC |
|
2. ST THOMAS |
EC |
|
3. BARTIMEA |
FS |
|
4. THIBOLOHA |
FS |
|
5 FILADELFIA |
GP |
|
6. SIZWILE |
GP |
|
7. ST VINCENT |
GP |
|
8. TRANSORANJE |
GP |
|
9. FULTON |
KZN |
Have FOUR subject packages from subjects below (all of them have Eng FAL en SASL):
|
10. KWATHINTWA |
KZN |
|
11. ST MARTIN DE PORRES |
KZN |
|
12. VN NAIK |
KZN |
|
13. VULEKA |
KZN |
OR
|
14. SETOTOLWANE |
LP |
|
15. RE TLAMELENG |
NC |
|
16. DE LA BAT |
WC |
OR
|
17. DOMINICAN (WITTEBOME) |
WC |
|
2 (a) (ii) There are no full service schools with grade 12 learners having a hearing disability.
2 (b) Learners with a hearing disability need to offer five (5) subjects, one of which must be a language.
21 November 2017 - NW3191
Mashabela, Ms N to ask the Minister of Basic Education
(1)What are the details including the ranks of service providers and/or contractors from which (a) her department and (b) the entities reporting to her procured services in the past five years; (2) what (a) service was provided by each service provider and/or contractor and (b) amount was each service provider and/or contractor paid; (3) (a) how many of these service providers are black-owned entities, (b) what contract was each of the black-owned service providers awarded and (c) how much was each black-owned service provider paid?
Reply:
(1) (a) Please see the attached table for the Department of Basic Education.
(2) (a) and (b) Listed on the attached table
(3) (a)-(c) Listed on the attached table for each year, highlighted in yellow.
1 (b) Entities:
UMALUSI – The information for the past five years is not readily available. More time is required to source and compile the information accurately.
(2) and (3) Unfortunately, the accounting system is not set up to report on the required information. Awarding of quotes and tenders are done in line with the prescripts of the National Treasury, but done on manual system and not kept electronically.
SACE – The information for the past five years is not readily available. More time is required to source and compile the information accurately.
21 November 2017 - NW3599
Alberts, Mr ADW to ask the Minister of Basic Education
(a) What (i) total number of schools has been built annually in Gauteng since 2014 and (ii) number of the specified schools in each year were (aa) primary schools, (bb) high schools, (cc) single-medium schools, (dd) English-medium schools, (ee) dual-medium schools and (ff) parallel-medium schools, (b) what is the main language of instruction in each case and (c)(i) what number of the schools is in use and (ii) for what reasons the remaining schools have fallen into disuse?
Reply:
The information has been requested from the Gauteng Department of Education and will be provided as soon as it is received.
21 November 2017 - NW3563
Kruger, Mr HC to ask the Minister of Basic Education
(a) What is the total number of supplier invoices that currently remain unpaid by (i) her department and (ii) each entity reporting to her for more than (aa) 30 days, (bb) 60 days, (cc) 90 days and (dd) 120 days and (b) what is the total amount outstanding in each case?
Reply:
(a)
(aa) 30 days |
(bb) 60 days |
(cc) 90 days |
(dd) 120 days |
|
(a)(i) Department Basic Education |
None |
None |
None |
None |
(a)(ii) Entities |
||||
SACE |
6 |
2 |
3 |
1 |
UMALUSI |
7 |
None |
None |
None |
(b)
(aa) 30 days |
(bb) 60 days |
(cc) 90 days |
(dd) 120 days |
|
(a)(i) Department Basic Education |
Not applicable |
Not applicable |
Not applicable |
Not applicable |
(a)(ii) Entities |
||||
SACE |
R 109 001 |
R 6 532.00 |
R 7 819.40 |
R 2 234.40 |
UMALUSI |
R 107 825.50 |
Not applicable |
Not applicable |
Not applicable |
21 November 2017 - NW3469
Mashabela, Ms N to ask the Minister of Basic Education
(1)How many officials and/or employees in her department were granted permission to have businesses and/or do business dealings in the past three financial years; (2) are any of the officials and/or employees that have permission to have businesses and/or do business dealings doing business with the Government; if so, (a) what was the purpose of each business transaction, (b) when did each business transaction occur and (c) what was the value of each business transaction?
Reply:
Department of Basic Education |
How many officials and/or employees in her department were granted permission to have businesses and/or do business dealings in the past three financial years. |
|
(1) |
Ms MB Fuzile: Chief Education Specialist. |
|
(2) |
Are any of the officials and/or employees that have permission to have businesses and/or do business dealings doing business with the Government; if so, (b) when did each business transaction occur and (c) what was the value of each business transaction? |
|
(a) what was the purpose of each business transaction, |
|
|
(b) when did each business transaction occur |
On a monthly basis |
|
(c) what was the value of each business transaction |
R20 580.00 - R29 848.86.00 per month |
21 November 2017 - NW3400
Boshoff, Ms SH to ask the Minister of Basic Education
(1)How many SA Sign Language (SASL) linguistic experts are part of the team that writes the training material for the deaf in each province; (2) was any post training evaluation conducted to determine the effectiveness of the SASL training programme in the classrooms in each province; (3) were screening meetings conducted by her department to approve the Learning and Training Support Material for deaf learners in 2016 for implementation in 2017?
Reply:
(1) The writing of training material is the competence of the Department of Basic Education (DBE). The DBE established a team of professionals and included in the team is one South African Sign Language (SASL) linguistic expert from the Western Cape Education Department.
(2) Post training evaluation of the programme has not been conducted in the classrooms however, the DBE has orientated Language Subject Advisors into SASL CAPS, for them to monitor and support the implementation in schools.
(3) There was no screening of Learning and Teaching Support Material in 2016 due to delays in submission of developed material from publishers.
21 November 2017 - NW3401
Ollis, Mr IM to ask the Minister of Basic Education
(1)What number of evaluators of the curriculum materials are qualified in SA Sign Language (SASL) in each province; (2) what number of (a) hearing teachers and (b) deaf teaching assistants in each province have been trained in the past academic year to teach the content of any subject provided; (3) does each province have an oversight committee or subject specialists who are SASL linguists to assist teachers who have difficulties in performing their tasks?
Reply:
(1) The evaluation of curriculum materials is the competence of the National Department of Basic Education (DBE). For this purpose, the DBE has set up a Task Team that has two evaluators from the Western Cape and KwaZulu- Natal provinces who are qualified in South African Sign Language (SASL).
(2) (a) and (b) Teachers and Deaf Teaching Assistants (DTAs) trained in SASL CAPS:
Province |
(a) Number of teachers |
(b) Number of Deaf Teaching Assistants |
Total |
||
SP |
FET |
SP |
FET |
||
EC |
4 |
4 |
4 |
4 |
16 |
FS |
3 |
3 |
1 |
2 |
9 |
GT |
11 |
7 |
11 |
6 |
35 |
KZN |
13 |
5 |
8 |
3 |
29 |
LP |
3 |
2 |
1 |
1 |
7 |
MP |
3 |
- |
3 |
- |
6 |
NC |
1 |
1 |
1 |
1 |
4 |
NW |
6 |
- |
7 |
- |
13 |
WC |
8 |
2 |
3 |
1 |
14 |
Total: |
52 |
24 |
39 |
18 |
133 |
(3) Only KwaZulu Natal and Western Cape have subject specialists who are SASL Linguists. The other seven (7) Provincial Education Departments are dependent on Language Subject Advisors who have been orientated by the DBE to carry out this role, as an interim measure.
09 November 2017 - NW2972
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
With reference to her reply to question 2245 on 6 September 2017, (a) how many taverns or shebeens in close proximity to schools in each school district in each province have been closed, (b) what has been the result of these closures, (c) how many taverns or shebeens are still operating in close proximity to school in each school district in each province, (d)(i) how many provinces have signed the Provincial Partnership Protocols and (ii) who are the partners in the specified protocols and (ii) who are the partners in the specified Protocols and (e) what (i) is the amount of the national budget to train and monitor the implementation of programmes by provinces and (ii) do these programmes entails?
Reply:
The Department of Basic Education has engaged the Provincial Departments of Education and the South African Police Services (SAPS) to request this information. The information will be provided to parliament as soon as it is received.
COMPILER
MS NEMAGUVHUNI
SECRETARY: SCHOOL SAFETY
DATE:
MR NJOBE
DIRECTOR: SCHOOL SAFETY
DATE:
DR G WHITTLE
DEPUTY DIRECTOR GENERAL: CARE AND SUPPORT SERVICES
DATE:
MR HM MWELI
DIRECTOR-GENERAL
DATE:
----------------------------------------------------------------------------------------------------------------
QUESTION NO. 2972 SUPPORTED/NOT SUPPORTED/SUPPORTED WITH AMENDMENTS
MR ME SURTY, MP
DEPUTY MINISTER
DATE:
----------------------------------------------------------------------------------------------------------------
QUESTION NO. 2972 APPROVED / NOT APPROVED / AMENDED
MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION
DATE:
09 November 2017 - NW3399
Boshoff, Ms SH to ask the Minister of Basic Education
(1)With reference to the 2016 academic year, what was the pass rate percentage in the subjects of (a) computer applications technology and (b) consumer studies at each of the schools for the deaf and full service schools in each province; (2) (a) what number of schools that are classified as full service schools registered deaf candidates to write the Grade 12 NSC exams, (b) what was the number of candidates who wrote the exams and (c) how many passed in each province; (3) what number of deaf learners at schools for the deaf and at full service schools, obtained bachelor passes and diploma passes in each province?
Reply:
1. Table below indicates the pass percentage for deaf learners in the 2016 NSC examination for the subjects (a) Computer Applications Technology and (b) Consumer Studies:
Table 1: Provincial Performance
Province |
Schools for the Deaf |
|
Computer Application Technology (a) |
Consumer Studies (b) |
|
Eastern Cape |
100.0 |
97.8 |
Free State |
100.0 |
100.0 |
Gauteng |
83.0 |
100.0 |
Kwazulu Natal |
50.0 |
100.0 |
Limpopo |
_ |
20.9 |
Mpumalanga |
_ |
_ |
North West |
_ |
_ |
Northern Cape |
20.0 |
_ |
Western Cape |
87.0 |
94.4 |
National |
81.4 |
49.5 |
Source: IECS Exam System
(1)There are no full schools service with deaf learners
Schools for the Deaf
Table 2: Schools for the Deaf Performance for CAT & CS
Provinces Name |
Centre Names |
Computer Application Technology (C.A.T) (a) |
Consumer Studies (b) |
EASTERN CAPE |
ST THOMAS SECONDARY SCHOOL |
100.0 |
97.8 |
FREE STATE |
BARTAMIA SCHOOL FOR THE DEAF AND BLIND |
100.0 |
100.0 |
FREE STATE |
THIBOLOHO SCHOOL FOR THE DEAF AND BLIND |
100.0 |
- |
GAUTENG |
FILADELFIA |
77.4 |
100.0 |
GAUTENG |
SIZWELE SCHOOL FOR THE DEAF |
0.0 |
- |
GAUTENG |
ST VINCENT SCHOOL |
100.0 |
- |
GAUTENG |
TRANSORANJE SKOOL VIR DOWES |
100.0 |
- |
KWAZULU-NATAL |
ST MARTIN DE PORRES COMPREHENSIVE |
100.00 |
100.0 |
KWAZULU-NATAL |
VN NAIK SHOOL FOR THE DEAF |
100.0 |
- |
KWAZULU-NATAL |
VULEKA SCHOOL FOR THE DEAF |
0.0 |
100.0 |
LIMPOPO |
SETOTOLWANE SECONDARY |
- |
20.9 |
NORTHERN CAPE |
RETLAMELENG SPECIAL SCHOOL |
20.0 |
- |
WESTERN CAPE |
DE LA BAT-SKOOL |
81.3 |
90.9 |
WESTERN CAPE |
DOMINICAN GRIMLEY-SCHOOL |
100.0 |
100.0 |
Source: IECS Exam System
2. There are no Full-Service Schools for the deaf.
3. The table below indicates the number of deaf learners at schools for the deaf that obtained bachelor passes and diploma in each province.
Table 3: Bachelor &Diploma Pass for Schools for the Deaf
Province |
Schools for the Deaf |
|
Achieved Bachelors |
Achieved Diploma |
|
Eastern Cape |
1 |
2 |
Free State |
4 |
8 |
Gauteng |
15 |
18 |
Kwazulu Natal |
1 |
7 |
Limpopo |
- |
4 |
Mpumalanga |
- |
- |
North West |
- |
- |
Northern Cape |
0 |
2 |
Western Cape |
4 |
7 |
National |
25 |
48 |
Source: IECS Exam System
3. There are no full school with deaf learners.
09 November 2017 - NW3398
Boshoff, Ms SH to ask the Minister of Basic Education
(1)With reference to the 2016 academic year, what was the pass rate percentage in the subjects of (a) computer applications technology and (b) consumer studies at each of the schools for the deaf and full service schools in each province; (2) (a) what number of schools that are classified as full service schools registered deaf candidates to write the Grade 12 NSC exams, (b) what was the number of candidates who wrote the exams and (c) how many passed in each province; (3) what number of deaf learners at schools for the deaf and at full service schools, obtained bachelor passes and diploma passes in each province?
Reply:
1. Table below indicates the pass percentage for deaf learners in the 2016 NSC examination for the subjects (a) Computer Applications Technology and (b) Consumer Studies:
Table 1: Provincial Performance
Province |
Schools for the Deaf |
|
Computer Application Technology (a) |
Consumer Studies (b) |
|
Eastern Cape |
100.0 |
97.8 |
Free State |
100.0 |
100.0 |
Gauteng |
83.0 |
100.0 |
Kwazulu Natal |
50.0 |
100.0 |
Limpopo |
_ |
20.9 |
Mpumalanga |
_ |
_ |
North West |
_ |
_ |
Northern Cape |
20.0 |
_ |
Western Cape |
87.0 |
94.4 |
National |
81.4 |
49.5 |
Source: IECS Exam System
(1)There are no full schools service with deaf learners
Schools for the Deaf
Table 2: Schools for the Deaf Performance for CAT & CS
Provinces Name |
Centre Names |
Computer Application Technology (C.A.T) (a) |
Consumer Studies (b) |
EASTERN CAPE |
ST THOMAS SECONDARY SCHOOL |
100.0 |
97.8 |
FREE STATE |
BARTAMIA SCHOOL FOR THE DEAF AND BLIND |
100.0 |
100.0 |
FREE STATE |
THIBOLOHO SCHOOL FOR THE DEAF AND BLIND |
100.0 |
- |
GAUTENG |
FILADELFIA |
77.4 |
100.0 |
GAUTENG |
SIZWELE SCHOOL FOR THE DEAF |
0.0 |
- |
GAUTENG |
ST VINCENT SCHOOL |
100.0 |
- |
GAUTENG |
TRANSORANJE SKOOL VIR DOWES |
100.0 |
- |
KWAZULU-NATAL |
ST MARTIN DE PORRES COMPREHENSIVE |
100.00 |
100.0 |
KWAZULU-NATAL |
VN NAIK SHOOL FOR THE DEAF |
100.0 |
- |
KWAZULU-NATAL |
VULEKA SCHOOL FOR THE DEAF |
0.0 |
100.0 |
LIMPOPO |
SETOTOLWANE SECONDARY |
- |
20.9 |
NORTHERN CAPE |
RETLAMELENG SPECIAL SCHOOL |
20.0 |
- |
WESTERN CAPE |
DE LA BAT-SKOOL |
81.3 |
90.9 |
WESTERN CAPE |
DOMINICAN GRIMLEY-SCHOOL |
100.0 |
100.0 |
Source: IECS Exam System
2. There are no Full-Service Schools for the deaf.
3. The table below indicates the number of deaf learners at schools for the deaf that obtained bachelor passes and diploma in each province.
Table 3: Bachelor &Diploma Pass for Schools for the Deaf
Province |
Schools for the Deaf |
|
Achieved Bachelors |
Achieved Diploma |
|
Eastern Cape |
1 |
2 |
Free State |
4 |
8 |
Gauteng |
15 |
18 |
Kwazulu Natal |
1 |
7 |
Limpopo |
- |
4 |
Mpumalanga |
- |
- |
North West |
- |
- |
Northern Cape |
0 |
2 |
Western Cape |
4 |
7 |
National |
25 |
48 |
Source: IECS Exam System
3. There are no full school with deaf learners.
09 November 2017 - NW3331
Mashabela, Ms N to ask the Minister of Basic Education
(1)Whether the (a) chief executive officer and (b) chief financial officer of entities reporting to her are employed on a permanent basis; if not, (2) whether the specified officers are employed on a fixed term contract; if so, (a) what are the names of each of the officers and (b) when (i) was each officer employed and (ii) will each officer’s contract end?
Reply:
THE South African Council For Educators |
|
1 (a) |
The Chief Executive Officer of SACE is employed on a fixed term contract. |
(b) |
The Chief Financial Officer of SACE is employed on a permanent basis. |
2 (a) |
Name of Chief Executive Officer: Ms ME Mokgalane. |
(b)(i) |
Ms Mokgalane was appointed on 1 August 2017. |
(b)(ii) |
Ms Mokgalane’s contract will end on 31 July 2022. |
Umalusi |
|
1(a) |
The Chief Executive Officer of Umalusi is employed on permanent basis |
(b) |
The Chief Financial Officer of Umalusi is employed on permanent basis. |
2 |
Not applicable as none of the officers are employed on a fixed term contract. |
09 November 2017 - NW3271
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) What number of implementing agents have managed the construction of schools through the Accelerated Schools Infrastructure Delivery Initiative since its inception in 2011 and (b)(i) what is the name of each implementing agent, (ii) what number of school construction projects did each agent implement, (iii) what is the completion record of each implementing agent and (iv) have any of the implementing agents been the cause of irregular expenditure?
Reply:
(a) and (b) (i), (ii) and (iii)
Province |
Allocated Schools |
Total Completed Per Province Per IA |
% Completion |
EC |
|
|
|
Development Bank South of Africa EC |
99 |
91 |
92% |
Development Bank South of Africa EC |
15 |
|
|
Independent Development Trust EC |
48 |
12 |
25% |
Independent Development Trust EC |
-9 |
|
|
COEGA |
25 |
21 |
84% |
COEGA |
5 |
|
|
EC Department of Public Works |
16 |
12 |
75% |
National Department of Public Works |
36 |
0 |
0% |
National Department of Public Works |
-11 |
|
|
Sub - EC |
224 |
136 |
61% |
FS |
|
|
|
Development Bank South of Africa FS |
11 |
8 |
73% |
Development Bank South of Africa FS |
8 |
|
|
Independent Development Trust FS |
10 |
4 |
40% |
Independent Development Trust FS |
-4 |
|
|
FS DoE |
9 |
0 |
0% |
FS DoE |
-4 |
|
|
Sub - FS |
30 |
12 |
40% |
KZN |
|
|
|
Adopt-a-School Foundation |
3 |
0 |
0% |
Sub - KZN |
3 |
0 |
0% |
LP |
|
|
|
Development Bank South of Africa |
3 |
3 |
100% |
Sub - LP |
3 |
3 |
100% |
MP |
|
|
|
Development Bank South of Africa |
5 |
5 |
100% |
Sub - MP |
5 |
5 |
100% |
NW |
|
|
|
Development Bank South of Africa |
2 |
2 |
100% |
Sub - NW |
2 |
2 |
100% |
NC |
|
|
|
Development Bank South of Africa |
1 |
1 |
100% |
Sub - NC |
1 |
1 |
100% |
WC |
25 |
25 |
100% |
Sub - WCED |
25 |
25 |
100% |
TOTAL |
|
184 |
|
* Note: The yellow cells on the attached Annexure show the number of projects that were taken away from IAs, preceded by a minus, for poor performance or capacity constraints and the number of projects consequently given to performing agents.
(iv) Irregular expenditure has occurred for a variety of reasons by all implementing agents.
09 November 2017 - NW3270
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(a) What number of schools that have been built through the Accelerated Schools Infrastructure Delivery Initiative (i) has been completed, but not yet handed over to the provincial department and/or (ii) are occupied in each province and (b) for each specified school, (i) what is the name of the school, (ii) on what date was the construction completed and (iii) what was the reason for the delay in occupation?
Reply:
(a) 184 schools have been built through the ASIDI programme since inception. (See attached Annexure)
- 184 Schools have been completed and handed over to the provincial department.
- All 184 have been handed over and occupied.
(b) (1) and (ii) See attached annexure
(ii) The only delay to have occurred was in the Western Cape when structural defects were discovered in three (3) schools. These have since been remedied and the educators and learners have since taken occupation.
09 November 2017 - NW3269
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
What number of schools scheduled to be closed have been refurbished in the past two years in each province?
Reply:
The Honourable Member is advised to source the information from the National Council of Provinces and/or directly from the Provincial Education Departments as this is a provincial competency.
09 November 2017 - NW2971
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
(1)Whether, with reference to her reply to question 2244 on 6 September 2017, an investigation has been conducted to determine whether any teachers at (a) Tipfuxeni Secondary School and (b) Masiqhakaze Secondary School were responsible for any of the specified pregnancies; if not, why not; if so, (2) whether any charges of rape and/or sexual assault have been laid against the teachers with the SA Police Service; if not, what is the position in this regard; if so, what are the relevant details; (3) Were any of the pregnancies reported to the (a) Gauteng Provincial Education Department and (b) SA Council of Educators; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
1. Regarding pregnancies at both schools, the reports received from the Provincial Education Department do not suggest involvement of educators by implication.
2. The reports received from the Provincial Education Department indicate that there were no charges laid with the South African Police Service.
3. The reports from Provincial Education Department indicate that none of the teachers or officials were implicated in any of the pregnancies, thus no report was brought to the attention of the Gauteng Provincial Education Department and (b) the South African Council of Educators.
26 October 2017 - NW2969
Boshoff, Ms SH to ask the Minister of Basic Education
With reference to her reply to question 2244 on 6 September 2017, (a)(i) what was the outcome of the meeting where contingency plans were discussed and (ii) what contingency plans were put in place and (b) what steps will be taken by her department against the provincial officials who are guilty of causing the delays in the finalisation of the National School Nutrition Programme (NSNP) and the issuing of appointment letters to the contracted service providers?
Reply:
(a) (i) The KwaZulu-Natal Provincial Education Department made commitment that all learners in the affected schools and districts will be provided with meals as per the feeding calendar. The Department further deployed a team of National School Nutrition Programme officials between 25-29 September 2017 to visit districts and schools to assess the state of the alleged non-feeding. In all schools visited, there was feeding.
(ii) The KwaZulu-Natal Provincial Education Department requested the service providers with capacity to apply food items to areas where there was no feeding.
(b) The director-General has requested the Head of the Department in KwaZulu-Natal province to respond on all the above issues. The responses will be made available as soon as the province has responded in writing.
25 October 2017 - NW3049
Mashabela, Ms N to ask the Minister of Basic Education
Whether, with reference to her reply to question 2788, her department has taken any steps to replace school roofs that are made of asbestos; if not, why not; if so, what number of asbestos school roofs have been replaced per annum?
Reply:
Provinces have been requested to replace unsafe and unhealthy structures. Provinces, including Gauteng, Free State and Northern Cape have started addressing this issue. However, the Department of Basic Education is not in possession of such information. The honourable member is advised to direct the question to the Provinces.