Questions and Replies

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.

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.

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.

 

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.

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.

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.

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.

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.

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.

 

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.

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

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.

Reply:

Further information has been requested from the Eastern Cape Department of Education and will be provided as soon as it is received.

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

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

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

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

Reply:

a) N None

• 1. Not applicable
  2. Not applicable
  3. 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

1. SACE owns land at No. 240 Crossway Office Park, Block 1 ,Lenchen Avenue, Centurion,0046
2. 4000sqm
3. The land is used to house the SACE Head Office

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.

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.

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”.

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,	Lease of residential property to the Department of Social Development in the Eastern Cape.
	(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

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	Eng FAL SASL HL Life Orientation Technical Maths Civil Technology EGD Technical Science
2. ST THOMAS	EC	Eng FAL Business Studies Tourism Hospitality Life Orientation Maths Literacy
3. BARTIMEA	FS	SASL HL Eng FAL CAT Mathematics Consumer Studies Visual Arts Life Orientation
4. THIBOLOHA	FS	Mathematics Eng FAL Economics Hospitality Visual Arts Life Orientation CAT
5 FILADELFIA	GP	Eng FAL Business Studies CAT Economics Maths Literacy Life Orientation Consumer Studies EGD Electrical Engineering
6. SIZWILE	GP	Eng FAL EGD Maths Literacy CAT Life Orientation Hospitality
7. ST VINCENT	GP	Eng FAL EGD CAT Life Science Life Orientation Mathematics Visual Arts SASL
8. TRANSORANJE	GP	Afr FAL Maths Literacy EGD CAT Life Orientation SASL (only Gr 10)
9. FULTON	KZN	Have FOUR subject packages from subjects below (all of them have Eng FAL en SASL): Eng FAL SASL Life Orientation Maths Literacy Maths DSGN Consumer Studies GRDS Visual Arts CATN
10. KWATHINTWA	KZN	Eng FAL Maths Literacy Life Orientation Dramatic Arts Visual Arts Hospitality Tourism
11. ST MARTIN DE PORRES	KZN	Eng FAL Maths Literacy Life Orientation Business Studies Tourism CAT Consumer Studies
12. VN NAIK	KZN	Dramatic Arts (replacing HL) Eng FAL Maths Literacy Life Orientation Consumer Studies Visual Arts CAT
13. VULEKA	KZN	Mathematics Life Orientation Life Science Eng FAL Dramatic Arts CAT Visual Arts OR Eng FAL Maths Literacy Life Orientation Dramatic Arts Consumer Studies CAT Visual Arts
14. SETOTOLWANE	LP	Sepedi HL Tshivenda HL Xitsonga HL SASL HL Eng FAL Maths Literacy History CAT Religious Studies Economics Accounting Business Studies Tourism Consumer Studies Hospitality
15. RE TLAMELENG	NC	SASL CAT Eng FAL/HL Afr FAL Tourism Maths Literacy Economics Business Economic Life Orientation
16. DE LA BAT	WC	Afr FAL Eng SAL Maths Literacy Life Orientation CAT EGD Consumer Studies OR Afr FAL SASL Maths Literacy Life Orientation CAT EGD Consumer Studies
17. DOMINICAN (WITTEBOME)	WC	SASL HL Eng FAL Maths Literacy Life Orientation Consumer Studies CAT Tourism Design

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.

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.

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.

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

Reply:

The information has been requested from the Gauteng Department of Education and will be provided as soon as it is received.

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.

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.

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.

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.

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.

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.

 

Reply:

(a) 184 schools have been built through the ASIDI programme since inception. (See attached Annexure)

1. 184 Schools have been completed and handed over to the provincial department.
2. 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.

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.

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:

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.

Reply:

The allocated budget for 2017/18 for the Eastern Cape Department of Transport 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.

Reply:

1. (a) R6 596 217.24

    (b) Detailed list attached.

2. (a) Approximately R6 857 000.00

    (b) Evaluation process will only take place after March 2018. Detailed list cannot be provided.

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.

Reply:

a) Yes. The comprehensive report will include among others, the following areas of achievement in dressing transformation in schools:

(i) Facilities and programes;

(ii) Access;

(iii) Youth school sport programmes; and

(iv) Gender Equity.

b) There is a correction between sport programmes and better learning performance of learners. This, according to various research, is based on a number of cognitive and non-cognitive skills that learners /participants acquire from participating in sport. There is reason to believe that participation in primary school sport may have a positive impact on intellectual growth and development.

Studies have further indicated that when children enter into the period of adolescence, investments in non-cognitive skills, self-concept and discipline have a greater impact on long-run human capital accumulation than investment in cognitive skills (cunha et al, 2006; Heckman et al; 2006 Pfeifer and Reuss, 2008). This is because children with better self-concept and discipline are more efficient at transforming investments in cognitive skill into learning skills. To the extent that socialization and training in sport improve self-concept and discipline, participation in school sports may improve learning.

Reply:

1. (a)The Learning and the Teaching Support Material (LTSM) Directorate contracted Pioneer Printers as a sole provider to print and deliver braille workbook for visually impaired learners in the 22 schools for the blind. The same company developed braille and Large Print textbooks for Western Cape Education Department schools and took the initiative to braille other textbooks on the National Braille catalogue. Provinces were advised to procure such materials from them.

(b) The authorisation for Braille workbooks has been renewed since 2012.

(c) No changes have been effected in the curriculum that affects the Braille books.

2. The national Catalogue for Braille and Large Print was developed in 2012 and 2013. Provinces incrementally started procuring since the catalogue was developed. This was based on the availability of the finalised material by Pioneer Printers. Yearly, provinces procure top-ups, where applicable and print content using braille embossing machines available at schools. An Information Communication and Technology (ICT) solution has been employed at other schools where textbooks are loaded on braille readers.

3. The National Department does not fund any post at Pioneer Printers. The Western Cape Education Department funds 24 posts at the institution for the development of Braille and Large Print. The Department is engaging with Pioneer Printers, publishers and other stakeholders to find a long term solution to the lack of capacity in the country to develop and print materials in Braille in addition to finding alternative solutions through the use of ICT.

 

Reply:

(a) (i), (ii)(aa), (bb), (cc); (b); (c) (i);(ii); (d)(i),(ii).

The Department monitors teacher attendance in terms of the indicators in the Medium-Term Strategic Framework (MTSF). The details in terms of absenteeism in specified schools and how it is managed and matters related to curriculum coverage can only be provided by the Provincial Education Departments (PEDs). The honourable member is advised to request this information directly from the provinces.

Reply:

The Department of Basic Education (DBE) through the Funza Lushaka bursary programme is making a considerable contribution by improving the attractiveness of teaching as a choice for many South African youth. The merit-based criteria for awarding the bursary is contributing to a higher calibre of students entering Initial Teacher Education programmes. The Funza Lushaka bursary programme targeted to award a total of 13,500 bursaries for initial teacher education during 2017. Preliminary information from the Funza Lushaka Information Management System indicates that 15,127 applicants have been recommended for the Funza Lushaka bursary by 30 September 2017.

The total number of teachers who are currently being funded by the Funza Lushaka bursary programme for (a) primary school is 6,708 and (b) high school is 8,419.

Reply:

1. Schools are encouraged to report such cases to the police for further ionvestigation. The Department does not collect such data at this time.

2. The Department does not collect such data at the moment.

Reply:

Work the DBE has done with the Centre for Justice and Crime Prevention:

1. Yes. The Portfolio Committee could identify an appropriate date.

2. A National School Violence Study (NSVS) was conducted by the Centre for Justice and Crime Prevention (CJCP) in 2012 on behalf of Department of Basic Education (DBE). Based on the outcomes of the NSVS, a National School Safety Framework (NSSF) was developed and approved in 2015. Training of NSSF master trainers was rolled out in all provinces. School based NSSF training is currently being rolled out in districts.

Reply:

1. (a) In accordance with the National LTSM Sector Plan, textbooks orders have to be placed by 30 June of each year. Provinces and schools are expected to align the placement of orders to this date. The dates set by each Provincial Education Department (PED) is provided in the table below:

Province	Deadline to order textbooks
EC	30 September 2016.
FS	30 June 2017
GP	23 June 2017
KZN	15 May 2017. 23 June 2017 for Section 21 (1)(c) schools
LP	28 April 2017
MP	11 August 2017
NC	30 June 2107.
NW	22 June 2017
WC	19 June 2017

(b) All Section 20 schools and Section 21(1) (c) schools that opted for central procurement through their respective Provincial Education Departments

placed their orders by the deadlines as determined by their PEDs.

2. (a) (b) Please see list of schools for EC, LP and NW attached as Annexure A.

Province	Names of school that did not order by deadline	The date when catalogue was made available to schools
EC	The list of schools is attached see the link: http://pmg-assets.s3-website-eu-west-1.amazonaws.com/RNW2322List_of_School-171005.pdf	End of June 2017
FS	All Section 20 schools ordered by the deadline	Section 21 schools order on their own.
GP	All 2196 schools in the province had not placed orders by 23 June 2017. There are no schools name provided.	Catalogues were distributed to all schools on 26 May 2017
KZN	A total of 48 schools are recorded as non-compliant for school-based procurement of textbooks. There are no names provided for the schools.	Catalogues were distributed to schools on 03 May 2017.
LP	The list of schools is attached see the link: http://pmg-assets.s3-website-eu-west-1.amazonaws.com/RNW2322LP-_171005.pdf	The catalogue has been made available on the 14 August and the LDoE will place orders with publishers on 18 August.
MP	None	30 June 2017
NC	All schools ordered by the deadline	The catalogue for ordering was available from end of May 2017.
NW	The list of schools is attached see the link: http://pmg-assets.s3-website-eu-west-1.amazonaws.com/RNW2322NW-171005.pdf	Catalogues made available from the 12th of June 2017.
WC	Deadline 29 May to 19 June 2017	Not provided

3. For Section 21 schools that did not opt for central procurement, the following measures have been put in place by provinces to ensure that textbooks are ordered by schools that have not met the deadline:

Province	Measures put in place
Eastern Cape	Co-ordinators were sensitised of the challenge of schools that did not order textbooks by the deadline and they were central in the re-direction of the surplus books to schools that did not place orders. The warehouse also submitted a list of books available at the warehouse due to rejections/wrong orders, etc. and some of the schools that did not place orders benefitted from the rejections and wrong orders. Schools that did not place orders have been directed to place orders with the 2018 orders.
Gauteng	All 200 schools without section 21.1c function have centrally procured textbooks and stationery for the 2018 academic year. Of the total of 1864 Section 21.1c schools, 1323 have submitted proof of orders to Districts and a total of 541 schools are still outstanding. The province receives weekly procurement reports from Districts for schools with section 21.1c function. As at Friday 11 August 2017. Districts continue to follow up with the 541 outstanding schools.
KwaZulu-Natal	The Department has issued an instruction that it would assume the responsibility of placing textbook orders on behalf of all schools which were found not to be complying with the procurement deadlines. In these instances, Head-Office has written to District Directors to intervene and progress is updated on a weekly basis to ensure accountability for every school. The District Offices are to solicit requisitions from the non-complying schools so that orders can be placed centrally on behalf of these schools.
Limpopo	The LDoE had several meetings with all stakeholders to ensure delivery deadlines for the 2018 academic year are met. Service Level Agreements have been signed with publishers/stationery manufacturers and SAPO, the appointed delivery agent responsible for textbook distribution in the province. The LTSM process for the 2018 academic year was communicated in circular S70. Districts have been instructed to do a verification exercise as some schools did not require additional top up textbooks.
Northern Cape	All schools placed orders. Schools are afforded an opportunity until mid-August 2017 to adjust/amend their orders through District Offices.
North West	All outstanding schools are being assisted
Mpumalanga	All schools submitted their orders therefore there was no need for further measures to be in place.
Western Cape	The Circuit Managers have the responsibility to monitor the 144 schools to ensure that textbooks are available to learners. The oversight responsibility resides with the District Directors and Chief Director: Districts.

The Department of Basic Education has obtained the above information as provided by provinces. The Honourable Member is advised to direct questions to provinces for further detail and outstanding information.

Reply:

The closure of schools in the Northern Cape’s John Taolo Gaetsewe (JTG) municipality during the 2013/14 financial year, was as a result of community protests for the construction of a tarred road, whereby children were barred from going to school and the school infrastructure was destroyed in the process.

The Northern Cape Provincial Education Department has since strengthened the community and stakeholder liaison structures by establishing the District Quality Learning and Teaching Campaign (QLTC) Structure, whose primary mandate is to focus on the following, amongst other things:

(a) inform citizens about the importance of education, their roles, responsibilities and obligations towards education;

(b) be the catalyst for positive change, quality improvement and transformation; and

(c) to provide a platform for communities and broader society to actively and constructively become involved in the improvement of teaching and learning.

Furthermore, the Province has appointed a dedicated official at a Provincial level to coordinate QLTC across all five (5) Districts in the province.

Reply:

1. (a), (b) and (c)

In terms of Section 3(1)(b) of the Employment of Educators Act No 76 of 1998, the Head of the Provincial Department of Education is the Employer of teachers in schools. All disciplinary cases are therefore reported to the respective Employers, as the case may be and the Employer then proceeds with disciplinary actions against the alleged perpetrator. The above-mentioned case has not been reported to the Department of Basic Education (DBE) and we are therefore not able to give the details of the case. The question therefore needs to be directed to the relevant Employer, who is the Head of the Northern Cape Education Department, for details and response to these cases.

(d) The DBE is currently developing improved protocols that communicate in a user-friendly way the steps to be taken by a school community in cases of sexual abuse. Such improved protocols aim to spell out the responsibilities of any adult that becomes aware of any sexual abuse incident involving a child in terms of Section 54 of the Criminal Law (Sexual Offences and Related Matters) Amendment Act No 32 of 2007 in order to expedite charges against the offenders. Furthermore, the DBE has requested all Provincial Departments of Education (PEDs) to submit any reported cases involving a learner and teacher to the DBE on a monthly basis in order to maintain our own data base on case management in the PEDs on the conduct of educators. The data base will comprise cases such as application of corporal punishment, sexual assault and (any other) improper conduct of educators. In managing the data base, the DBE will analyse the reports from the PEDs on a monthly basis, managing the timeframes on dealing with such cases and making follow ups where there are unexplained delays.

The Department will furthermore engage with the SACE to improve their protocols regarding sexual offences with a view to expedite the process of de-registration and striking these teachers off the roll. The SACE will be requested to report on a monthly basis such cases reported to it regarding the conduct of educators and the decision taken on conclusion of the cases to enable the DBE to ensure that the PEDs implement the decisions of the SACE whereby teachers are struck off the roll.

Discussions are envisaged between the Department of Social Development, the SACE and the PEDs to discuss the reporting protocols. The Department of Social Development will be included because of the provision of Section 126 of the Children’s Act No 38 of 2005 which provides for the National Child Protection Register.

2. The DBE cannot confirm if the cases were reported to the SACE since, in terms of Section 26 of the SACE Act No 31 of 2000, the responsibility to do so lies with the PEDs. The question therefore needs to be directed to the relevant Employer for details and response.

Reply:

Department of Basic Education

(a)(i)(ii) The Department of Basic Education does not fund any Institution of Research and Development domestically or internationally.

(aa)(aaa) Not applicable

(bbb) Not applicable

(bb) Not applicable

(cc) Not applicable

South African Council for Educators

(b)(i)(ii) The South African Council for Educators does not fund any Institution of Research and Development domestically or internationally.

(aa)(aaa) Not applicable

(bbb) Not applicable

(bb) Not applicable

(cc) Not applicable

QUESTION NA 2096

UMALUSI

(b)(i)(ii) UMALUSI does not fund any Institution of Research and Development domestically or internationally.

(aa)(aaa) Not applicable

(bbb) Not applicable

(bb) Not applicable

(cc) Not applicable