Questions and Replies

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:

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) 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:

(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:

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:

(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:

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)  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 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:

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 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:

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:

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:

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. 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:

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) 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:

(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:

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:

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)

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:

(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:

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:

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.

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.  The Schools Infrastructure Backlog Grant (SIBG) funds the ASIDI portfolio.

2. The DBE is responsible for the implementation of ASIDI projects. In the implementation of these projects, the DBE has commissioned Implementing Agents such as Development Bank of Southern Africa, Independent Development Trust, Coega Development Cooperation to implement the projects on behalf of the Department. Other Provincial Education Departments like the Free State and the Western Cape, also implement on behalf of the DBE. In the planning and implementation of the projects, provinces work with the DBE in identifying schools/ projects, monitoring the implementation, liasing with communities and schools and on completion of the projects, the completed schools are handed back to the respective provinces, who are responsible for the maintenance and upkeep of the completed assets.

Reply:

(a) and (b)

Number of educators at primary, secondary, intermediate and secondary school levels.

ROW LABELS	COMBINED	INTERMEDIATE	PRIMARY	SECONDARY	TOTAL
EASTERN CAPE	567	167	15 200	35 151	51 085
FREE STATE	1 280	1 091	10 501	7 923	20 795
GAUTENG	280	351	33 865	24 467	58 963
KWAZULU-NATAL	41	24	50 866	36 485	87 416
LIMPOPO PROVINCE	635	45	26 908	22 741	50 329
MPUMALANGA	1 888		18 239	11 789	31 916
NORTH WEST	1 111	1 678	14 707	7 021	24 517
NORTHERN CAPE	400	400	5 361	2 984	9 145
WESTERN CAPE	206		18 535	10 224	28 965
GRAND TOTAL	6 408	3 756	194 182	158 785	363 131

Source: PERSAL, June 2017

Reply:

(a) and (b)

Teachers can go on normal retirement once they reach the age of 60 and compulsory retirement at 65. The table below shows the number of teachers who will reach the age of 60 in the next five (5) years at primary, secondary, combined and intermediate schools.

ROW LABELS	COMBINED	INTERMEDIATE	PRIMARY	SECONDARY	GRAND TOTAL
EASTERN CAPE	73	36	2 616	4 374	7 099
FREE STATE	157	184	1 804	780	2 925
GAUTENG	26	52	4 499	2 765	7 342
KWAZULU-NATAL	7	1	6 715	2 951	9 674
LIMPOPO PROVINCE	91	6	5 617	2 981	8 695
MPUMALANGA	173		3 141	1 078	4 392
NORTH WEST	112	208	2 415	728	3 463
NORTHERN CAPE	39	50	784	294	1 167
WESTERN CAPE	34		2 685	1 517	4 236
GRAND TOTAL	712	537	30 276	17 468	48 993

Source: PERSAL

Reply:

The report titled Schools that Work II - Lessons from the Ground will be formally presented to the Minister, and subsequently, to the Council of Education Ministers in September 2017. Thereafter, it will be made available to the Portfolio Committee on Basic Education.

Reply:

(1) All Educators must be registered with the South African Council of Educators (SACE). The SACE is required by law to conduct background checks on all educators as part of the registration process. This includes disclosure and verification of any, previous and pending proceedings, employer disciplinary action or conviction for a criminal offence.

However, in addition, Provincial Education Departments (PEDs), as employers are required to conduct further background checks in line with the regulations on employer suitability checks of employment in the public service. For educators, these are criminal, qualification and identity verification checks.

(2) Currently, the PEDs do not have jurisdiction over the appointments done by School Governing Bodies (SGBs) in SGB posts to the extent of conducting personnel suitability checks in line with the public service regulatory framework or beyond what is the SACE regulations. However, SGBs are encouraged to conduct such checks on educators appointed at schools.

Reply:

(1)(a)(i)

EASTERN CAPE

District	Number of schools
BUTTERWORTH	372
COFIMVABA	229
CRADOCK	68
DUTYWA	355
EAST LONDON	247
FORT BEAUFORT	234
GRAAFF-REINET	73
GRAHAMSTOWN	59
KING WILLIAMS TOWN	375
LADY FRERE	170
LIBODE	415
LUSIKISIKI	226
MALUTI	219
MBIZANA	216
MT FLETCHER	183
MT FRERE	374
MTHATHA	335
NGCOBO	235
PORT ELIZABETH	182
QUEENSTOWN	144
QUMBU	242
STERKSPRUIT	151
UITENHAGE	133
Grand Total	5237

FREE STATE

District	Number of schools
FEZILE DABI	188
LEJWELEPUTSWA	201
MOTHEO	234
THABO MOF	383
XHARIEP	63
Grand Total	1069

GAUTENG

District	Number of schools
Ekurhuleni North	62
Ekurhuleni South	93
Gauteng East	101
Gauteng North	34
Gauteng West	92
Johannesburg Central	106
Johannesburg East	51
Johannesburg North	90
Johannesburg South	59
Johannesburg West	84
Sedibeng East	41
Sedibeng West	104
Tshwane North	92
Tshwane South	69
Tshwane West	87
Grand Total	1165

KWAZULU-NATAL

District	Number of schools
AMAJUBA	188
HARY GWALA	431
ILEMBE	400
PINETOWN	368
UGU	445
UMGUNGUNDLOVU	438
UMKHANYAKUDE	536
UMLAZI	222
UMZINYATHI	484
UTHUKELA	413
UTHUNGULU	612
ZULULAND	723
Grand Total	5260

LIMPOPO

District	Number of schools
LEBOWAKGOMO	196
MOGALAKWENA	204
MOPANI	356
POLOKWANE	500
RIBA CROSS	180
SEKHUKHUNE	514
TSHIPISE-SAGOLE	114
TZANEEN	150
VHEMBE	458
WATERBERG	100
Grand Total	2772

MPUMALANGA

District	Number of schools
Bohlabela	376
Ehlanzeni	331
Gert Sibande	439
Nkangala	471
Grand Total	1617

NORTH WEST

District	Number of schools
BOJANALA	460
DR KENNETH KAUNDA	180
DR RUTH S MOMPATI	357
NGAKA MODIRI MOLEMA	349
Grand Total	1346

NORTHERN CAPE

District	Number of schools
FRANCES BAARD	105
JOHN TAOLO GAETSEWE	164
NAMAQUA	67
PIXLEY-KA-SEME	83
ZF MGCAWU	84
Grand Total	503

WESTERN CAPE

District	Number of schools
CAPE WINELANDS	216
CENTRAL	113
EAST	113
EDEN KAROO	172
NORTH	110
OVERBERG	70
SOUTH	121
WEST COAST	100
Grand Total	1015

(ii)

Province	Number of schools
Eastern Cape	5237
Free State	1069
Gauteng	1165
KwaZulu-Natal	5260
Limpopo	2772
Mpumalanga	1617
Northern Cape	503
North West	1346
Western Cape	1015

(b)(i)(ii) The list of schools with quintiles is attached on an excel spreadsheet.

(c) The list of the number of learners who receives meals is attached on an excel spreadsheet.

(d) (1) Budget allocated per school is determined by provinces, the Department of Basic Education has allocated the following budget per province for the feeding of learners in 2017/18;

Province	Feeding Budget R’000
Eastern Cape	1103 378 880
Free State	344 075 520
Gauteng	732 334 080
KwaZulu-Natal	1392 083 520
Limpopo	1114 933 440
Mpumalanga	590 468 160
Northern Cape	154 374 720
North West	413 736 960
Western Cape	323 875 200
Total	6169 260 480

(2) Provincial Education Departments are responsible for allocating budgets per school.

Reply:

1. According to the Conditional Grant Framework (CGF), the National School Nutrition Programme Provides nutritious meals to all learners in quintile 1 to 3 Primary and Secondary Schools as well as identified special schools on all school days. Furthermore, the CGF provides for deviation from the provisions for implementation subject to compliance to minimum feeding requirements and availability of resources. One of the deviations that may be approved by the national transferring officer (Director-General) based on achievements and/or critical challenges in each province is the number of learners that exceed the gazetted quintiles, that is feeding of learners in quintile 4 and 5 schools.

2. (a)(i)(ii)(b)(i)(ii)(c)The Department does not collect data on schools that are providing meals to learners through alternative sources of funding because this falls outside the scope of the National School Nutrition Programme Conditional Grant.

Reply:

(a) All public schools in the country should be offering school sports activities after normal learning hours. However, the Department, through Provincial Education Departments (PEDs) is currently undertaking a school sport audit that will verify this information.

(b)(i) Physical Education (PE) in South Africa is taught by Life Orientation (LO) Educators who do not necessarily have formal training in Physical Education. However, the Department, through PEDs is currently undertaking a schools sport audit that will include the number of teachers qualified in PE with a view to upskill PE teachers.

(ii) Each school district is serviced by a District Coordinator responsible for school sport. These coordinators then relay the information through (to their respective Provincial Coordinators. The human capacity in each province is as following:

 

Province	No of Districts	No of District Officials	No of Provincial Officials
Eastern Cape	23	23	2
Free State	5	21	4
Gauteng	15	30	2
KwaZulu-Natal	12	18	3
Limpopo	5	7	3
Mpumalanga	4	14	3
Northern Cape	5	5	4
North West	4	19	2
Western Cape	8	8	1

Reply:

The question has been forwarded to the PEDs for response and information will be made available as soon as the responses from PEDs have been received.

Reply:

The DBE has a partnership protocol with the South African Police Services (SAPS) and a close collaboration with the Department of Social Development in providing referral services for learners who are engaged in substance abuse.

(a) what do the plans entail

• Linking of schools to local police stations
• Conducting searches and seizures in line with the South African School’s Act, 1996 (SASA)
• Facilitating the signing of Provincial Partnership Protocols
• Combatting alcohol and drug use amongst learners in schools
• Closure of taverns/shebeens in close proximity of schools
• Searches and seizures in schools upon reasonable suspicion of the carrying of/or trading in illegal substances or weapons
• Addressing gangsterism in schools and communities
• Crime prevention programmes in schools

(b) is there a specific budget allocated

(i) nationally and/or

• The national department has a budget to train and monitor the implementation of programmes by provinces.

(ii) to each province for the implementation of these plans?

• Provinces budget for implementation of their own programmes.

Reply:

Currently the National School Nutrition Programme (NSNP) has no database of schools with functioning kitchens and necessary utensils. The NSNP has planned to conduct an audit on infrastructure and equipment in 2017/18 Financial Year. The information will be available at the end of the financial year.