Questions and Replies

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) 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:

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:

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:

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:

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:

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

Reply:

(a) A survey that was conducted in 2016 in all 22 schools for visual impairment in the country provided the following information with regard the provision of ICT sourced in some provinces to provide for learners who use Braille. According to the survey, the following ICT were sourced for schools in each province to expand access to the textbooks from the National Catalogue and reading texts in refreshable braille or audio format, or for production of braille at school-level:

1. Braille embossers
2. Graphic braille embossers;
3. Refreshable braille readers;
4. Classroom equipped with CCTV and magnification camera;
5. Laptops;
6. Cameras with keyboards;
7. Tablets loaded with textbooks from the National Catalogue;
8. Digital talking book readers

(b) The schools that have procured and utilised the ICT equipment in each Province are as follows:

Name of school	Province
Khanyisa	EC
Filadelfia	GP
Prinshof	GP
Sibonile	GP
Open Air	KZN
Bosele	LP
Letaba	LP
Rivoni	LP
Setotolwane	LP
Siloe	LP
Tshilidzini	LP
Silindokuhle	MP
Re- Tlameleng	NC
Christiana	NW
Athlone	WC
Pioneer School	WC

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:

NO	PROVINCES	NUMBER OF SCHOOLS ROOFED WITH ASBESTOS SHEETS
1	EASTERN CAPE	1 139
2	FREE STATE	5
3	GAUTENG	29
4	KWAZULU-NATAL	918
5	LIMPOPO	39
6	MPUMALANGA	0
7	NORTH WEST	10
8	NORTHERN CAPE	30
9	WESTERN CAPE	892

Reply:

1. 

(a) No, construction has not commenced due to budgetary constraints.

(b) The current project status is at feasibility stage and the start date is estimated for 01 April 2020 and completion date is estimated for 20 April 2022.

2. 

(a) The estimated start date for the construction of New Birch Acres Primary is 24/10/2017 and the project is on target to commence on the said date.

(b) Construction for Clayville Primary School is estimated to start on 15/02/2020.

(i) Commencement date for New Birch Acres has not changed and for Clayville Primary School start date is 15/02/2020.

(ii) Opening dates cannot be confirmed at this stage; however, the completion dates are estimated for 31 June 2019 for New Birch Acres and 15 May2022 for Clayville Primary School.

Project name	Project Status	Date: Start	Date: Finish
New Birch Acres Primary School	Procurement	24/10/2017	31/06/2019
Clayville Primary School	Project Inception	15/02/2020	15/05/2022
Esselenpark Primary School	Feasibility	01/04/2020	20/05/2022

Reply:

Prov	TOTAL NUMBER OF SCHOOLS COMPLETED (ASIDI AND PROVINCIAL)
	2009/2010	2010/2011	2011/2012	2012/2013	2013/2014	2014/2015	2015/2016	2016/2017	Delivered in 2017/18 (1st Q)	ASIDI	Total School Delivered	Currently being built 2017/2018
EC	34	62	33	13	5	32	11	8	2	134	6	155
FS	13	4	0	2	3	5	3	3	0	12	45	10
GP	10	10	14	21	12	24	13	6	0	0	110	8
KZN	6	19	10	2	17	12	11	10	1	0	88	21
LP	34	4	14	7	7	13	17	3	0	3	102	9
MP	4	1	4	11	7	19	14	5	0	5	70	11
NC	1	2	2	4	3	0	4	3	0	1	20	7
NW	3	0	7	7	8	2	4	6	0	2	39	6
WC	6	9	19	5	4	14	23	19	2	22	123	6
TOTAL	111	111	103	72	66	121	100	63	5	179	931	233

Reply:

(a),(b),(c)

The table link below shows the total number of Grade 1 learners registered between 1997 and 2005, the total number of learners in Grade 10 (completed Grade 9) in 2006-2014 and the total number of learners completed Grade 12 in 2008-2016, per province.

Based on the cohort of learners in Grade 1 in 1997, the table aligns the same cohort of learners in Grade 10, in 2006 and the same cohort of learners in Grade 12, in 2008.

Note:

• What should not be done though, is to divide Grade 12 passes in one year (for instance 2016) by Grade 1 enrolments twelve years previously (for instance 2004) to obtain a statistic on survival to Grade 12. One key problem with this approach is that levels of repetition in Grade 1 are high, meaning one double counts learners in the denominator.
• It must also be noted that a great number of learners also enrol in TVET colleges and that others attend AET classes after completing Grade 9 which forms part of the Higher Education and Training Sector.
• With regard to (b), Repeaters in Grade 10 were included in the statistics of number of completed Grade 9 learners.
• With regard to (c), the analysis includes only full-time Grade 12 passes in the public examination. Those figures exclude Grade 12 learners writing private examinations (in particular those of the Independent Examinations Board) and part-time learners in the public system who accumulate sufficient credits to obtain a Grade 12 pass.

 

Link: http://pmg-assets.s3-website-eu-west-1.amazonaws.com/RNW2678TABLE.pdf

Source: SNAP 1997 -2016

Note 1: ?? Indicate non submission of dataset

Reply:

(a),(b) & (c) (i) & (ii)

Maintenance funded from the Education Infrastructure Grant is not allocated per school but per project. As a result, it will not be possible to provide the budget and expenditure per school in each district in each province. However, the allocations for maintenance from the Norms and Standards for School Funding are allocated by the Provincial Education Departments. The honourable member is advised to request the information from the NCOP and/ or request provinces to provide the information as the function is a provincial competency.

Reply:

SACE

The nominations for new Council members:

1. Will start on 01 February 2021
2. Close on the 31st May 2021

UMALUSI

Umalusi Council serves a four year term. The current term is from 8 June 2014 to 8 June 2018. The next term will be from 9 June 2018 to 30 June 2022.

Umalusi is working with the Department of Basic Education to:

1. Advertise the soon-to-be vacant Council positions in October 2017.
2. With the closing date in November 2017.

Reply:

a) Eight (8) staff members have been allocated the vetting and verification responsibilities as part of the processing of registration of applications.

b) Currently the South African Council for Educators (SACE) is conducting visual verification at the office. However Council is working on a process of re-conceptualizing vetting and verification with an ultimate goal of streamlining the processes and establishing a formal institutional network that will play a more meaningful role in this area. The reconceptualisation process also includes the review of the registration criteria to include, fitness-to-practice as a new concept that will incoporate issues of vetting and verification within a broader context of professional registration. Council is persuing establishing institutional networks with e.g the South African Qualifications Authority; Department of Home Affairs and the Africa Forum of Teaching Regulatory Authorities (AFTRA) to enhance its registration process.

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:

a)  A budget of R 69 364 000.00 has been allocated for the construction of New Birch Acres Primary School.

b) (i) It is anticipated that construction will commence on 24/10/2017.

(ii) Anticipated opening date for the completed school is 12/01/2019.

c) The capacity of the school is 1 200 leaners.

d) A Primary School.

Reply:

1. (a) In terms of section 3(1)(b) of the Employment of Educators Act, 76 of 1998, the Head of the Provincial Education Department is the employer of educators in the service of the Provincial Education Departments (PEDs) for all purposes of employment. For this reason, the Department of Basic Education (DBE) cannot intervene in the decisions of the PEDs regarding employer-employee relations matters because of the binding contract of employment between the two parties. It is therefore the responsibility of the employer to implement policies with regards to safety measures at schools. It is also the responsibility of the employer to enforce disciplinary code and procedures against their employees. The question therefore needs to be directed to the PED to establish the facts of these cases.

1. (b) SACE SUPPLEMENTARY RESPONSE

The following cases as per the attached list were reported to

Eastern Cape

1. EC 2 Qunu Junior Secondary School: the case was investigated on 11 October 2016 and no evidence of abuse of learners was found;

Free State

2. FS 1 Reatile Primary School: the case was investigated, disciplinary hearing was conducted, the educator was found guilty and given a sanction of a striking off, which was suspended for a period of 10 years and a fine of R10 000;

Gauteng

3. GP 2 Chief Albert Luthuli School - the matter was investigated. The parent of the learner did not co-operate with the investigation and removed the learner from the school;

4. GP 5 Teach to Pass College - The matter was investigated , a disciplinary hearing was finalised and the educator was found guilty, the report and sanction are to be tabled before the ethics committee in October 2017;

5. GP 6 Parktown Boys High School - The matter was brought to our attention. The school will be furnishing us with all the information at their disposal. The school is keeping us up to date with developments in the criminal case;

6. GP12 Krugersdorp High School- The matter was brought to our attention and was investigated. We await a report from the investigator and his findings;

Kwazulu Natal

7. KZN 6 Prince Tokoto High School- The matter was brought to our attention and was investigated. Charges have been brought against the educator. A disciplinary hearing had to be postponed as the educator has been admitted to hospital for depression. The hearing will proceed as soon as he has been discharged;

8. KZN 9 Ekucabangeni High School. The educator was investigated and he is currently still in prison and was denied bail. It is a bit difficult to conduct a disciplinary hearing at the moment;

9. KZN 11 George Campbell School of Technology.-The matter was investigated. A disciplinary hearing was conducted and the educator was found guilty and given a sanction of a striking off which was suspended for a period of 15 years and a fine of R25 000.00;

Limpopo

10. LP 1 Lemetja Secondary School- The matter was investigated, a disciplinary hearing conducted and the educator was found guilty and given a sanction of a striking off which was suspended for a period of 10 years and a fine of R10 000.00;

11. LP 3 Mphaphuli High School- The matter was brought to our attention. An investigation could not be conducted as the principal refuses to cooperate with the investigation or to speak to anyone. According to the principal, he has been instructed by the spokesperson for the Limpopo Education Department to not speak to anyone regarding the allegations. The circuit manager also refuses to cooperate and refers us to the District Manager. We are recommending to Council structures for charges to be preferred against the principal for refusal to cooperate;

Mpumalanga

12. MP2 Manyano Primary School-The matter was brought to our attention and investigated. A disciplinary hearing has commenced and is being finalised on 21 and 22 September 2017;

13. MP3 Mpakeni Primary School-The matter was brought to our attention and is being investigated;

14. MP 5 Lwaleng Primary school- The matter was brought to our attention and was investigated. There was no evidence found to substantiate the allegations. The parents and their lawyers are not cooperating with us despite our numerous requests for a meeting with them. The educator was also found not guilty by a court owing to lack of evidence;

Northern Cape

15. NC1 Laerskool Orange-Noord - The matter was brought to our attention and was investigated. A disciplinary hearing will take place on 16 and 17 November 2017;

North West

16. NW1 Poifo Primary School - The matter was brought to our attention and was investigated. A disciplinary hearing was finalised, the educator was found guilty and given a sanction of a striking off which was suspended for 10 years and a fine of R10 000.00

The rest of the reports not referred to herein did not come to our attention, we were unaware thereof and we will be following up on them in due course.

2. The question needs to be directed to the relevant employers, who are the Heads of Provincial Education Departments, for details and further responses.

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. No, the Department of Basic Education is still waiting for the requested information from the Provincial Education Departments. The Office of the Director –General intervened via letters to Heads of Provincial Departments to provide the information as a matter of urgency.

Reply:

a)  Ten (10) schools did not receive meals.

b) 4 348 Learners were affected

c) The contracted service provider failed to deliver the food items to the schools citing the problem with their supplier.

d) The National Department immediately consulted with the Provincial Department and conducted oversight visits to address non-feeding. The Provincial Department terminated the services of the supplier after consultation and appointed a new service provider in May 2017. Currently all 10 schools are feeding and the Department is monitoring the schools.

Reply:

The Department of Basic Education is not in possession of such information. The Honourable member is advised to direct such question to Provinces.

Reply:

(a) and (b)

In case of deaf learners arrangement is done with the teacher responsible at the school, parents and the driver of transport. The parents or the appointed guardians take the learners to the pick-up points and hand-over to the driver who will hand-over to the teacher responsible at a school. After school, the parents or the guardians will collect the learner at the drop off point and accompany them home.

Reply:

1. The information has been requested from the nine (9) Provincial Education Departments and will be provided as soon as it is received.

2. As soon as the schools have been completed and teachers have been appointed, the Department of Basic Education will conduct an audit on the teachers’ experiences and qualifications in orde4r to plan the training that will be provided.

Reply:

The National Department of Basic Education (DBE) uses the National Strategy of Learner Attainment (NSLA) to monitor the functionality of full-service schools on a quarterly basis.

Furthermore, the Inclusive Education Directorate in the DBE holds Inter-provincial meetings on a quarterly basis wherein provinces report on the implementation of the Inclusive Education Policy, which includes the functionality of full-service schools.

Reply:

1. No, the Department of Basic Education is still waiting for the requested information from the Provincial Education Departments. The Office of the Director –General intervened via letters to Heads of Provincial Departments to provide the information as a matter of urgency.

Reply:

No, the Department of Basic Education is still waiting for the requested information from the Provincial Education Departments. The Office of the Director –General intervened via letters to Heads of Provincial Departments to provide the information as a matter of urgency.

Reply:

The Department of Higher Education and Training (DHET) is responsible for the funding of teacher education, the development of policies that regulate the offering of teacher education programmes by Higher Education Institutions, to monitor and support the implementation of policies and to support capacity development at universities. Twenty-three (23) universities in the country are involved in teacher education.

The DBE, through the Funza Lushaka bursary programme, has made 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 have contributed to a higher calibre of students entering Initial Teacher Education programmes. The Funza Lushaka bursary programme is targeting to award a total of 65,500 bursaries for initial teacher education over the next five (5) years. It is estimated that 31,750 Funza Lushaka bursaries will be awarded for the training of primary school teachers and 33 750 Funza Lushaka bursaries for the training of high school teachers.

Reply:

The Department of Basic Education received responses from the Provincial Education Department denying the allegations. Most of the protests in which learners are prevented from going to school are service delivery protests.

 

Reply:

The Department has forwarded the question to the Provincial Education Departments and is awaiting the response. The response will be forwarded as soon as the Department receives it.

Reply:

NATIONAL ASSEMBLY

WRITTEN REPLY

QUESTION 2250

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/08/2017

INTERNAL QUESTION PAPER: 25/2017

2250. Mr R K Purdon (DA) to ask the Minister of Basic Education:

What steps has her department taken to ensure that appropriate career guidance is offered to deaf learners in each (a) full-service school and (b) school for the deaf in each province? NW2484E

RESPONSE: 2250

(a) and (b) The Department of Basic Education (DBE) offers the following career guidance to all learners in the system regardless of the school they attend and barriers to learning they experience:

1. Through the National Curriculum and Assessment Policy Statement (CAPS) for Life Orientation.
2. Through the Khetha programme, the Department of Higher Education and Training, offers career information, advice and counselling services through publications, platforms and campaigns including:

• training and support through exhibitions / career services;
• a National Helpline which is manned by trained career advisers fielding calls from learners and students and providing information, advice and counselling;
• an online platform namely the National Career Advice Portal (NCAP) – to assist users to make three main decisions focusing on subject choice, career decisions, and determining job fit;
• the Apply now campaign which focuses on distributing information booklets; and
• the radio programme which provides career information on national as well as community radio stations in 12 languages.

Reply:

(a)  According to the Sector Plan provided to provinces by the Department of Basic Education, the deadline for placement of orders is 30 June 2017. Provinces are to adhere to the deadline to place orders for their schools hence the Parliamentary Question has been forwarded to provinces to provide the details for the question at hand. The Department of Basic Education is not in possession of the detail. The Honourable Member is advised to direct these questions to the National Council of Provinces or directly to the Provincial Education Departments.

Reply:

(a) Provinces and schools procured Braille titles for learners with visual difficulties in the 2016/17 financial year according to the resources and budget available to them. Out of nine (9) provinces, six (6) provinces procured resources for their visually impaired learners. One (1) of the three (3) provinces that have not procured centrally, Limpopo, indicated that they are working with Braille Production houses within their province to produce Braille Master copies for each subject in each grade. The Department is waiting for responses from other two provinces (Free State and Kwa Zulu-Natal) that did not order Braille textbooks centrally; and will provide such information once it is received.

(b) It has to be noted that Braille books, by their nature, are resources that can be repeatedly utilised, and that schools and provinces are mostly required to procure top-ups for learners with visual impairment. The number of resources procured by all schools and provinces during the 2016/17 financial year is 2941, procured according to the needs of individual learners and schools. The list of titles of the books procured per title per province is attached as Annexure A.

(i) & (ii) The Department of Basic Education (DBE) is not in possession of information on the number of learners with visual impairment who do not currently have their own copy of the required large print books for learning at each school and in each province. The honourable member is advised to direct such a question to the National Council of Provinces or the Provincial Education Departments as it is a provincial competency.

Reply:

The Ntshupetsang report is a provincial report of the investigation commissioned by the Gauteng province before the formation of the Ministerial Task Team (MTT). It was presented to the MTT for its investigation. The Minister will determine if this provincial report should be tabled in the National Assembly for referral to members of the Portfolio Committee on Basic Education.

Reply:

(a) (i)In csaes of teachers found guilty of sexual abuse follwing a disciplinary hearing, these teachers are automatically placed on the Child Protection Register by Provincial Departments of Education.

(ii)Any teacher found guilty of sexual abuse is dismissed from their post.

(b) (i)In the case of physical abuse of learners, the teacher is not automatically placed on the Child Protection Register. Only if the nature of the abuse is a criminal offence, will the teacher be placed on the Child Protection Register.

(ii) Physical abuse is a form of corporal punishment and is a dismissable offence.

Reply:

a) No, the Department has not awarded any tenders to (i) Sahara Computers, (ii) Sahara Systems, (iii) TNA Media (Pty) Ltd, (iv) Infinity Media Networks (Pty) Ltd, or (v) any subsidiary of any of these entities since 1 January 2002.

b) This information is only available at the Provincial Departments of Education and can be obtained through the NCOP or directly from provinces.

Reply:

1.  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:

1. (a) The list of titles of the books for the National Catalogue that were produced as Braille books is attached as Annexure A.

1. (b) The Department of Basic Education (DBE) is not in possession of the number of titles ordered for each school that is attended by learners with visual impairment. The DBE has information in respect of orders made in each province. The number of resources procured by schools and provinces during the 2016/17 financial year is 2821, procured according to the needs of individual learners and schools. The list of procured copies per title in each province is attached as Annexure B.

2. The Department of Basic Education (DBE) is not in possession of information on the total current stock of each title at each school in each province that is attended by learners with visual difficulties. The honourable member is advised to direct such a question to the National Council of Provinces. The list of the total current stock procured for each title in each province is attached in Annexure B.

Reply:

The department of Basic Education developed a Turn-Around Strategy for all Special Schools and provided a monitoring tool for use by Provincial Education Departments (PEDs) to monitor the schools’ function (see Annexure A). This monitoring system is also applicable to schools for the deaf.

Annexure A

MONITORING TOOL FOR SPECIAL SCHOOLS (CHECK LIST)

2015/16

Province: _________________________

Name of district:		Circuit:
Name of special school:		Emis No.:
Postal Address:	Physical Address:
Name of Principal:		Contact Number(s):
Learner Enrolment :		Number of Professional Teaching Staff:
Lowest Grade:		Highest Grade:
Number of Professional Specialist Support Staff e.g. Social Workers, Therapists, etc.:		Number of Non-Teaching and Non-Professional Teaching staff:
Administrative Support Staff:		School Stamp
Date of Monitoring:
Names and signatures of Monitor/s:
1
2
3
Principal’s name and signature:

SPECIAL SCHOOLS CHECKLIST

FOCUS AREA 1: EARLY IDENTIFICATION AND INTERVENTION IN BARRIERS TO LEARNING

To ensure that all learners who experience barriers to learning have access to an appropriate school and specialised support related to their support needs; schools should be able to screen, identify and support learners who experience barriers to learning, including those with disabilities, and thereby improve the teaching and learning environment for maximum participation by all learners.

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
A policy on early identification and intervention is available		DBE
Policy on early identification (SIAS) has been mediated		DBE & PEDs
Learners are screened and identified according to barriers to learning they experience		Schools
Schools are appropriately supported in addressing barriers to learning		Districts
Barriers to learning at school are verified		Districts
The implementation of SIAS is monitored and supported		DBE and PEDs
Barriers to learning are identified at admission and learners are appropriately placed		Schools

FOCUS AREA 2: IMPROVING CURRICULUM DELIVERY IN SPECIAL SCHOOLS

Curriculum delivery must focus on ensuring differentiated teaching and assessment as well as adaptation of materials so that learners can access the national curriculum. The same curriculum support and monitoring that is provided by national, provincial departments to ordinary schools must be provided to special schools.

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
Learners in the school participate in ANA		District; School
Teaching and Learning activities are differentiated and adapted so that all learners can access the national curriculum		School
The school participates in FET intervention programmes such as Winter School Programmes		PED
Curriculum coverage is monitored		PED
Teachers have requisite and appropriate specialised skills and knowledge(qualifications) for subjects and programmes offered at the school		District; School
There is an effective referral system to provide learners with access to assistive devices and technologies they require and are utilising these		District; School
Every learner has a textbook per subject in every grade		District; School
The school has received all appropriate workbooks per grade and the workbooks are utilised.		District; School
All teachers in the school participated in CAPS training organised by the province.		PED; District; School
All teachers in the school received all relevant CAPS documents.		PEDs; District; School
The school is implementing CAPS in all grades		District; School
The school time-table has been drawn according to CAPS specifications.		School
All teachers of grades R-9 were trained in the utilisation of workbooks.		PED; District; School
Mathematics and literacy activities form part of everyday teaching		District; School
Workshops for skills programmes are well resourced and utilised.		PEDs; District; School
Specialist rooms such a school library, laboratory, Braille production, recording room (for Deaf learners), etc. are available, adequately resourced and utilised.		PEDs; District; School

FOCUS AREA 3: FUNCTIONALITY OF SUPPORT STRUCTURES (SGBs, DBSTS, SBST)

Special schools should have a clear understanding of the structures that help the school to function optimally. Structures have a mandate of monitoring and provide regular support to special schools.

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
Democratically elected SGB exists		School
The SGB is functional (it carries out responsibilities as according to SASA of 1996): Admission policy exists and is approved by district the district Expenditure approval processes and policies in place Audited financial statements are submitted annually before end of June The SGB carries out fund-raising activities for improving teaching and learning		School
Specialist Professional Support Staff such as therapists, professional nurses, social workers, Braille Instructors, Orientation and Mobility Instructors, etc. where applicable, are available		PED; District; School
Parents are involved by the school in the teaching and learning activities of their children and for support provision.		School
Children/learners applying for admission to the school are assessed for appropriate support and placement		District; School
A list of children or learners (waiting list) who may not be admitted either because of capacity or support reasons is drawn up and submitted to the District for further processing		School
All children/learners submitted to the district for admissions are appropriately placed in schools where they will be adequately supported to participate effectively in teaching and learning		District
A school-based support team (SBST) has been established and it is functional		School
A district-based support team (DBST) verifies and supports schools with regard to support required		District

FOCUS AREA 4: INFRASTRUCTURE AND THE UNIVERSAL DESIGN PRINCIPLE

Infrastructure generally, school buildings and classrooms must be accessible (Universal Design Principle) to all learners and teachers. More importantly, buildings must be comfortable and safe and classrooms must stimulate learners to want to be there and to take responsibility for their own learning.

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
The design of the physical infrastructure meets the set out legal safety and health standards		District; School
The physical structure ensures full accessibility of the whole school environment. This includes: Availability of ramps Covered and user-friendly pathways to classes Appropriate furniture which also aligns to disabilities and school programmes Availability of multipurpose rooms/spaces Access to ablution facilities Accessible drop-off zones Appropriate hostel accommodation		District; School
The school has safety regulations, security personnel available and emergency exits are accessible		District; School
Facilities and infrastructure are upgraded to support access to sports fields and other physical facilities		District; School
Adequate hostel staff is available and stays within the school premises		School
All learners have access to public and/or private transport that is universally accessible and subsidised (in the case of learners from poor homes)

FOCUS AREA 5: PSYCHO-SOCIAL AND THERAPEUTIC SUPPORT

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
The school has posts for psychologists/ counsellors/social workers
The posts for psychologists/counsellors/social workers are filled
The school has posts for Therapists (OT/ Physio/Speech
The posts for Therapists (OT/ Physio/Speech are filled
The school has access to psychologists/social workers from outside the school
The school has access to therapists from outside the school

FOCUS AREA 6: INCLUSIVE CULTURES, POLICIES AND PRACTICES

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
The school does not discriminate in its admission policy on the basis of language
The teaching staff profile reflects language and racial diversity
The school has an inclusive education policy
The school actively supports inclusivity and human rights of learners
The school encourages outplacement of learners into mainstream schools
The school actively promotes transition to work after school
The school seeks collaboration with surrounding mainstream schools

FOCUS AREA 7: MANAGEMENT

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
The school principal is in the first place a manager of curriculum
The SMT collaborates to ensure quality of curriculum delivery
The SMT ensures that the school complies with all policies of the DBE
The Circuit manager visits the school regularly and ensures that it complies with all accountability measures of the DBE.

FOCUS AREA 8: PROVISION AND UTILISATION OF LTSM AND ASSISTIVE TECHNOLOGY

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
Each learner has access to textbooks in all subjects offered at the school
Each learner has access to the workbooks
All teachers make use of textbooks and workbooks
All learners have access to assistive technology
All learners have access to ICT that is available at the school
Learners with visual impairment have access to Braille/large print LTSM
Blind learners have access to Perkins Braillers
Partially sighted learners have access to assistive technology
Deaf learners have access to SASL technology
Hard of hearing learners have access to hearing aids and FM systems

FOCUS AREA 9: SCHOOL SPORTS, ENRICHMENT, EXTRAMURAL AND RECREATIONAL PROGRAMMES

To organise an inclusive and integrated school sport programme to all learners irrespective of ability and to promote health life-practices, mutual respect and career opportunities

ACTIVITY	YES/NO	RESPONSIBILITY	PROGRESS
A comprehensive school based policy is available and caters for a variety of sports codes.		School
The school sports coordinating team is in place and synergises school sport programmes and teaching and learning time.		School
Opportunities for participating in school sports are created and available to learners		School
The school sports forms part of the enrichment and extramural programmes and promote the development of basic motor skills		School

SPECIAL SCHOOL MONITORING

Comment by Principal:

Comment by Monitor:

Reply:

a) In the 2016/17 financial year, six (6) provinces (not four (4) provinces), procured resources for their visually impaired learners. One (1) of the three (3) provinces that have not procured centrally, Limpopo, indicated that they are working with Braille Production houses within their province to produce Braille Master copies for each subject in each grade. The Department is waiting for responses from the two other provinces (Free State and KwaZulu-Natal) that did not order Braille textbooks centrally; and will provide such information once it is received.

b) The Department of Basic Education (DBE) is not in possession of information on the number of learners with visual impairment who do not currently have their own copies of Braille books for learning at each school and in each province. The honourable member is advised to direct such a question to the National Council of Provinces or Provincial Education Departments as it is a provincial competency.

Reply:

(a) i None

Province	Number of learners on waiting list at a school for the deaf	Measures in place to ensure learners are registered
EC	0	No waiting list
KZN	24	Learners being referred to other schools further from their homes
LP	0	No waiting
NC	24	Leaners are placed in mainstream schools until space is available.
NW	2	The school is moving to a new building and which has enough space to accommodate the learners.
GT	0	No waiting list.
MP	6	Advocacy campaigns are part of the priority activities every year. Learners are placed in the Full-Service Schools that are in their neighbourhood.
WC	0	No waiting list.
FS	0	No waiting list.
TOTAL	56

(ii)

(b) Provincial Education Departments have trained all Special Schools on the implementation of the Policy on Screening Identification Assessment and Support (SIAS), the Policy that regulates admissions to schools. Those that has learns on waiting list have measures in place.

Reply:

(a) The Draft National Minimum Norms and Standards for Resourcing an Inclusive Education System have been completed and will be presented to the Heads of Education Committee (HEDCOM) on 14-15 August 2017. HEDCOM recommended that the Draft document be presented to the Council of Education Ministers (CEM) in September 2017, for approval to be published for public comment as Guidelines. A cost analysis for the implementation of the norms in the 2018 Medium Term Expenditure Framework has also been completed and submitted to National Treasury for consideration of an increase in baseline funding.

(b) Provinces have always reported on specific expenditures relating to inclusive education on a quarterly basis and will continue to do so.

Reply:

The following table provides the background and summary of the progress reported by Provincial Education Departments with regards to the closing and merging of small and non-viable schools:

Province	No. of schools identified for closure	No. of schools officially closed/ merged to date	No. of schools in process of being closed/merged
EC	1 902	0	189
FS	171	No info	93
GP	126	106	20
KZN	865	171	252
LP	301	197	53
MP	43	9	34
NC	57	43	14
NW	293	233	60
WC	36	35	0
TOTAL	3 668	653	695
Source: PEDs

(a) Provincial Departments of Education ensure that all the necessary infrastructure provisions are made at the Host School to accommodate the additional learners and members of staff from the schools earmarked for closure or Re-aligned Schools.

(b) It is part of the process in the planning for the merger of schools that the learner transport needs are identified and referred to the relevant section for implementation when all the processes have been concluded. In cases where the function is with the Provincial Department of Transport (PDOT), the needs are submitted to PDOT for implementation.

(c) National School Nutrition Programme funds follow learners in merged schools.

(d) The Provincial Education Departments are also providing support to schools in terms of school finance. Funding for the school allocation follows the learners.

Reply:

(a) (i)The Department of Basic Education is not in possession of such information. The Honorable member is advised to direct such question to provinces.

(ii) In light of the fact that the South African Council for Educators (SACE) does not have jurisdiction over learners in a school, and does not implement the code of conduct for learners; no cases of physical assault on educators by learners have ever been reported to the SACE over any of the periods mentioned.

.

Reply:

(a)

Provincial Education Departments (PEDs) only report on the number of schools which did not receive meals on quarterly basis. The records of schools affected are kept at district offices. A process is underway to collect this data.

i. 2014	ii. 2015	iii. 2016
117 schools (60 schools in EC and 57 in LP)	115 schools (85 in LP, 29 in EC and 1 in GP	400 schools (32 in GP,111 in LP,145 in EC, 112 in FS)

(b)

2017

109 schools in KZN and EC

(2) what are the relevant details in each case with regard to the (a) name of the school, (b) date(s) on which meals were not received, (c) number of learners affected, (d) reasons for non-delivery and (e) steps taken by her department to address the issue?

NW2468E

Response:

(2)(a) (b)(c) and (d)

The 2014 – 2017 records of schools, number of learners affected, the dates and reasons are kept at the Districts while the Provincial Education Departments (PEDs) submits a composite record of schools that did not receive NSNP meals in the quarterly reports. The Department is in the process of collating this data from the PEDs which is anticipated to be completed at the end of September 2017.

(2)(e)

Generally, the following steps are taken:

If there is continuous or persistent non-delivery, the Department of Basic Education deploys a Response Team to the province to monitor and help address challenges in the affected schools. On the occasion that non-feeding is reported by the media or member of the public, DBE will immediately consult the province to intervene and provide a report on how it was addressed. Further steps that were taken include:

 a) Identifying training needs if there are shortcomings in the management and control of NSNP funds;

 b) Meetings with Service Providers/Suppliers on quality and non-delivery of food items;

 c) Liaison with Department of Health in terms of alleged food contamination;

 d) Termination of a contract in cooperation with PED where there is gross sub-standard delivery.

All these cases were resolved within reasonable time frames.

Reply:

The NEXUS report is a provincial report of the investigation undertaken by the North West province before the formation of the Ministerial Task Team (MTT). It was presented to the Chairperson of the MTT for its investigation. The Minister will determine if this provincial report should be tabled in the National Assembly for referral to members of the Portfolio Committee on Basic Education.

Reply:

a) The Department requires Provincial Education Departments to report on vacancies in their respective departments on a quarterly basis. The latest information available is for the quarter April to June 2017. As at the end of June 2017, there were 15 888 vacancies of educators at schools.

PROVINCE	PRINCIPAL	DEPUTY PRINCIPAL	HOD	TEACHER	TOTAL
Eastern Cape	496	294	1 241	151	2 182
Free State	124	154	499	0	777
Gauteng	100	376	1 181	0	1 657
KwaZulu-Natal	312	310	1 030	0	1 652
Limpopo	856	490	1 515	2 102	4 963
Mpumalanga	1 222	97	81	622	2 022
Northern Cape	70	56	208	274	608
North West	87	79	232	380	778
Western Cape	191	247	811	0	1 249
Total	3 458	2 103	6 798	3 529	15 888

Source: PED Report of vacancies as at June 2017

b) The table below shows the salary notch for each post level and the number of vacant posts.

POST LEVEL (PL)	PL1 (Teacher)	PL2(Head of Department)	PL3 (Deputy Principal)	PL4 (Principal) from (P1 to P5)
MINIMUM NOTCH	R 185 769	R 308 877	R 367 773	R 308 877 (P1) R 367 773 (P2) R 439 914 (P3) R 508 422 (P4) R 626 559 (P5)
NUMBER OF VACANCIES	3 529	6 798	2 103	3 458

Source: PED Report of vacancies as at June 2017

c) All the vacant posts indicated above are funded as part of the compensation of employees budget for the 2017/18 financial year.