Questions to Ministers

29 June 2017 - NW1124

Cassim, Mr Y to ask the Minister of Basic Education

Whether, with reference to her reply to question 214 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

(a) (b) The 2016 National Senior Certificate (NSC) External Moderator Reports for the above listed subjects found that the subject question papers covered the scope and depth of the examinable content, examined the appropriate levels of cognition and difficulty outlined in the assessment syllabus and examination guideline of the examination assessment body. See external moderator’s reports in the accompanying USB flash drive.

29 June 2017 - NW1662

Boshoff, Ms SH to ask the Minister of Basic Education

Whether, with regard to the presentation by her department to the Portfolio Committees of Basic Education and Transport entitled Scholar Transport Presentation to the Portfolio Committee on Basic Education on 23 May 2017, each provincial budget for scholar transport is ring-fenced from other education-related expenses; if not, why not; if so, what are the relevant details?

Source
Link

Reply:

Learner transport is funded from the provincial equitable share. Since this budget is not earmarked, it is not ring-fenced.

29 June 2017 - NW1126

Chance, Mr R to ask the Minister of Basic Education

Whether, with reference to her reply to question 216 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

The 2016 National Senior Certificate (NSC) External Moderator Reports for the above listed subjects found that the subject question papers covered the scope and depth of the examinable content, examined the appropriate levels of cognition and difficulty outlined in the assessment syllabus and examination guideline of the examination assessment body. See external moderator’s reports in the accompanying USB flash drive.

19 June 2017 - NW1134

Esau, Mr S to ask the Minister of Basic Education

Whether, with reference to her reply to question 224 on 5 April 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

The names of the external moderators of the 2016 National Senior Certificate examination are:

(a) English First Additional Language - Ms MP Bembe and Dr L G Bull

(b) IsiNdebele First Additional Language - Mr PJ Masilela

(c) IsiZulu First Additional Language - Ms T Ngobese and Mrs FM Khuboni

(d) Setswana First Additional Language - Ms SFC Sehume-Hlakoane and Dr M Lesete

(e) Siswati First Additional Language - Mr J Mashego and Dr PM Lubisi

(f) IsiXhosa First Additional Language - Ms P Maqhude and Mrs NS Beyile

(g) Xitsonga First Additional Language - Mr TB Maswanganyi

(h) Tshivenda First Additional Language - Ms J Nedzharata and Mr L Sundani

(i) Sepedi First Additional Language - Dr NI Magapa, Ms V Masha

(j) Sesotho First Additional Language - Mr MP Thito and Ms. M Matsabisa

19 June 2017 - NW1133

Steenkamp, Ms J to ask the Minister of Basic Education

Whether, with reference to her reply to question 223 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

The names of the external moderators of the 2016 National Senior Certificate examination are:

(a) IsiNdebele Home Language – Mr P.J. Masilela

(b) IsiZulu Home Language – Ms C Maphumulo and Dr I.K. Mndawe

(c) Setswana Home Language - Prof P.M. Sebate and Mr Godfrey S Molaotse

(d) Siswati Home Language – Dr P.M. Lubisi and Mr S.Z. Simelane

(e) IsiXhosa Home Language - Mr S.M. Matsolo and Mr H.M. Matshingana

(f) Xitsonga Home Language – Ms L Ndobela and Ms T.B. Maswanganyi

(g) Tshivenda Home Language - Ms J Nedzharata and Mr L Sundani

(h) Sepedi Home Language -Ms D.M. Mampuru and Prof M.J. Mojalefa

(i) Sesotho Home Language - Ms P Mohapi

(j) Afrikaans First Additional Language – Mrs. M Venter and Dr D Lawrence

19 June 2017 - NW1132

Steenkamp, Ms J to ask the Minister of Basic Education

Whether, with reference to her reply to question 222 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

Computer Applications Technology: Mr MJ Chiles and Ms W Uys
Civil Technology: Mr T Haas
Electrical Technology: Mr D Hanekom and Mr IE Hearne
Mechanical Technology: Mr MP Moodley and Mr P Naidoo
Engineering Graphics and Design: Mr A Bagus and Mr MP Moodley
Accounting: Ms D Woodroffe and Mr J Mamaile
Business Studies: Mr S Naicker and Mr D Macpherson
Economics: Mr E Pretorius and Ms PP Ntuli
Afrikaans Home Language: Prof. A Coetser and Ms S Fourie
English Home Language: Mrs F Suliman. Ms S Maharaj and Dr V Moodley

19 June 2017 - NW1125

Chance, Mr R to ask the Minister of Basic Education

Whether, with reference to her reply to question 215 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

The 2016 National Senior Certificate (NSC) External Moderator Reports for the above listed subjects found that the subject question papers covered the scope and depth of the examinable content, examined the appropriate levels of cognition and difficulty outlined in the assessment syllabus and examination guideline of the examination assessment body. See external moderator’s reports in the accompanying USB flash drive.

19 June 2017 - NW1131

Steenkamp, Ms J to ask the Minister of Basic Education

Whether, with reference to her reply to question 221 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

Consumer Studies: Ms D J Brown and Ms CM van Pletzen
Agricultural Sciences: Dr F Khumalo and Mr SM Gcwensa
Agricultural Management Practices: Mr TA Tshabang and Mr SM Gcwensa
Agricultural Technology: Mr TA Tshabang and Dr F Khumalo
Music: Mr F Lewis and Ms Z Temmingh
Dance Studies: Ms S Botha
Design: Ms G Cowan
Dramatic Arts: Dr LP Singh and Mr MF Hoosain
Visual Arts: Ms C Delport
Information Technology: Prof D Govender

19 June 2017 - NW1130

Dreyer, Ms AM to ask the Minister of Basic Education

Whether, with reference to her reply to question 220 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

a) Life Sciences: Dr P Preethlall and Ms PB Majozi

b) Physical Sciences: Dr J Govender, Mr P Struweg, Mr VM Palan and Ms P Zuma

c) Mathematics: Prof P Pillay, Prof N Heideman, Dr C Kriek and Dr R Govender

d) Mathematical Literacy: Dr R Singh and Mr M Hendricks

e) Geography: Ms Z Shabalala and Ms E Powell

f) History: Mr Q Koetaan, Mr E Smuts, Dr S Seetall

g) Religious Studies: Dr W Willemse and Mr A Botha

h) Life Orientation: Ms M Bernard-Phera and Ms F Hendriks

i) Hospitality Studies: Ms S Ismail and Ms C Koekemoer

j) Tourism: Dr L Punt and Mr R Johnson

19 June 2017 - NW1128

Dreyer, Ms AM to ask the Minister of Basic Education

Whether, with reference to her reply to question 218 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

The 2016 National Senior Certificate (NSC) External Moderator Reports for the above listed subject found that the subject question papers covered the scope and depth of the examinable content, examined the appropriate levels of cognition and difficulty outlined in the assessment syllabus and examination guideline of the examination assessment body. See external moderator’s reports in the accompanying USB flash drive.

19 June 2017 - NW1127

Chance, Mr R to ask the Minister of Basic Education

Whether, with reference to her reply to question 217 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

The 2016 National Senior Certificate (NSC) External Moderator Reports for the above listed subject found that the subject question papers covered the scope and depth of the examinable content, examined the appropriate levels of cognition and difficulty outlined in the assessment syllabus and examination guideline of the examination assessment body. See external moderator’s reports in the accompanying USB flash drive.

19 June 2017 - NW1212

Kruger, Mr HC to ask the Minister of Basic Education

Whether (a) her department and (b) each entity reporting to her has (i) procured any services from and/or (ii) made any payments to the Decolonisation Foundation; if not, in each case, what is the position in this regard; if so, what (aa) services were procured, (bb) were the total costs, (cc) is the detailed breakdown of the costs, (dd) was the total amount paid, (ee) was the purpose of the payments and (ff) is the detailed breakdown of the payments in each case?

Source
Link

Reply:

PROCURED ANY SERVICES FROM OR MADE ANY PAYMENTS TO THE DECOLONISATION FOUNDATION

(a) DBE
	(i)	Procured any services from the Decolonisation Foundation	DBE has not procured any services from or made any payments to the Decolonisation Foundation
	(ii)	Made any payments to the Decolonisation Foundation
	(aa)	Services that were procured	N/A
	(bb)	The total costs	N/A
	(cc)	Detailed breakdown of the costs	N/A
	(dd)	The total amount paid	N/A
	(ee)	Purpose of the payments	N/A
	(ff)	Detailed breakdown of the payments	N/A

(b) ENTITIES
SACE	(i)	Procured any services from the Decolonisation Foundation	SACE has not procured any services from or made any payments to the Decolonisation Foundation
	(ii)	Made any payments to the Decolonisation Foundation
	(aa)	Services that were procured	N/A
	(bb)	The total costs	N/A
	(cc)	Detailed breakdown of the costs	N/A
	(dd)	The total amount paid	N/A
	(ee)	Purpose of the payments	N/A
	(ff)	Detailed breakdown of the payments	N/A

UMALUSI	(i)	Procured any services from the Decolonisation Foundation	Umalusi has not procured any services from or made any payments to the Decolonisation Foundation
	(ii)	Made any payments to the Decolonisation Foundation
	(aa)	Services that were procured	N/A
	(bb)	The total costs	N/A
	(cc)	Detailed breakdown of the costs	N/A
	(dd)	The total amount paid	N/A
	(ee)	Purpose of the payments	N/A
	(ff)	Detailed breakdown of the payments	N/A

19 June 2017 - NW1480

Kalyan, Ms SV to ask the Minister of Basic Education

Whether (a) her department and (b) each entity reporting to her procured any services from and/or made any payments to (i) a certain company (name furnished) or (ii) any other public relations firms; if not, in each case, why not; if so, in each case, what (aa) services were procured, (bb) was the total cost, (cc) is the detailed breakdown of such costs, (dd) was the total amount paid, (ee) was the purpose of the payments and (ff) is the detailed breakdown of such payments?

Source
Link

Reply:

(a) Department	(i)	Procured any services from Bell Portinger.	The Department has not procured any services from or made any payments to the Bell Portinger.
	(ii)	Make any payments to the Bell Portinger.
	(aa)	Services that were procured	N/A
	(bb)	The total costs	N/A
	(cc)	Detailed breakdown of the costs	N/A
	(dd)	The total amount paid	N/A
	(ee)	Purpose of the payments	N/A
	(ff)	Detailed breakdown of the payments	N/A
(b) Entities
SACE	(i)	Procured any services from Bell Portinger.	SACE has not procured any services from or made any payments to the Bell Portinger. SACE makes use of its own internal resources for related services
	(ii)	Made any payments to the Belll Portinger.
	(aa)	Services that were procured	N/A
	(bb)	The total costs	N/A
	(cc)	Detailed breakdown of the costs	N/A
	(dd)	The total amount paid	N/A
	(ee)	Purpose of the payments	N/A
	(ff)	Detailed breakdown of the payments	N/A

UMALUSI	(i)	Procured any services from the Bell Portinger	Umalusi has not procured any services from or made any payments to the Bell Portinger. Umalusi makes use of its own internal resources for related services.
	(ii)	Made any payments to the Decolonisation Foundation
	(aa)	Services that were procured	N/A
	(bb)	The total costs	N/A
	(cc)	Detailed breakdown of the costs	N/A
	(dd)	The total amount paid	N/A
	(ee)	Purpose of the payments	N/A
	(ff)	Detailed breakdown of the payments	N/A

19 June 2017 - NW986

Vos, Mr J to ask the Minister of Basic Education

(1)With reference to her reply to question 490 on 31 March 2017, has any attempt been made by her department to settle on a working definition of decolonisation as it pertains to the school curriculum; if not, why not; if so, what are the relevant details; (2) (a) how have colonial powers influenced the Curriculum Assessment Policy Statement (CAPS) curriculum since it was introduced in 2011, (b) why is decolonisation of the curriculum a process and not an event and (c) what is a fully transformed curriculum policy regime; (3) since indigenous knowledge systems are already taught as part of the science curriculum, what steps need to be taken to ensure that learners are fully immersed in the indigenous knowledge systems; (4) will Newton’s Laws and Application of Newton’s Laws remain part of the physical science syllabus in a decolonised curriculum?

Source
Link

Reply:

1. The Department of Basic Education has not formulated a definition of the term “decolonisation”, nor has it settled on a “working definition” of it as it pertains to the school curriculum. The reason for this is that decolonisation as a concept or term is not mentioned in the Curriculum and Assessment Policy Statement. However, Section 1.3 (c) of the policy does point out the principles that the policy is based on and includes, for example, social transformation; human rights, inclusivity, environmental and social justice; and valuing indigenous knowledge systems.

2. (a) The Curriculum and Assessment Policy statement was crafted by South African education experts and stakeholders, upholding the values of the Constitution of the Republic of South Africa, and colonial powers have not influenced this process of development or its implementation in the education sector.

(b) Decolonisation of the curriculum is a process and not an event, as the development, review, assessment and strengthening of Curriculum in itself cannot be a once-off event. South Africa has developed and then reviewed several school curricula since 1998 as a process and the current CAPS of 2011, whilst hailed by many as the best Curriculum Statement to date, is also currently being subject to a process of review and strengthening.

(c) A fully transformed curriculum policy regime was referred to and explained in response to Internal Question Paper 09/2017, Question 490(c). It refers to a fully transformed policy reflecting the principles of CAPS and incorporating relevant policy documents that direct the content of all subjects, direct the assessment thereof and stipulate the requirements for promotion and progression of learners.

3. Steps to be taken to ensure that learners are fully immersed in the indigenous knowledge systems;

Indigenous knowledge advocacy in the form of expos, heritage site visits etc.
Inclusion of indigenous knowledge holders in local communities to link indigenous knowledge and school knowledge.
Promotion of play based learning through indigenous games.
Integration of indigenous knowledge in the social cohesion programmes.
Collaboration with Department of Arts and Culture, Heritage Councils and other relevant stakeholders.

4. A number of scientific laws, for example Newton’s Laws and applications thereof are part of the Physical Sciences curriculum. Scientific laws and applications thereof will remain part of any future curriculum as they provide foundational knowledge in science.

19 June 2017 - NW1033

Robertson, Mr K to ask the Minister of Basic Education

Source
Link

Reply:

Table 1: Number learners who fell pregnant, by district ad grade, in 2014

Province	District	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11	Grade 12	other	Grand Total
EC	BUTTERWORTH						1	1	1	3	5		11
	COFIMVABA						1						1
	CRADOCK							5	7	11	6		29
	DUTYWA						3		1		3		7
	EAST LONDON							6	5	9	6		26
	FORT BEAUFORT									1	1		2
	GRAAFF-REINET					1			1	2	1		5
	GRAHAMSTOWN									7	4		11
	KING WILLIAMS TOWN								1	4	4		9
	LADY FRERE						1	1	3	4	6		15
	LIBODE						2	3	2	1	8		16
	LUSIKISIKI					3	7	6	8	8	5		37
	MALUTI					3		2	2	1	5		13
	MBIZANA				4	3	18	26	38	57	40		186
	MT FLETCHER						2	4	1	5	1		13
	MT FRERE						1		1	5	4		11
	MTHATHA							2	2	1	1		6
	NGCOBO						1						1
	PORT ELIZABETH				1	2	1	2	6	14	9		35
	QUEENSTOWN						1	1		4	5		11
	QUMBU					3	1	6	6	6	7		29
	STERKSPRUIT							1	14	16	8		39
	UITENHAGE					1	2	1		5	5		14
	Total				5	16	42	67	99	164	134		527
FS	FEZILE DABI				1		5	11	16	21	15		69
	LEJWLEPUTSWA				2	4	9	11	28	30	50	4	138
	MOTHEO				2	2	7	20	47	37	69	5	189
	THABO MOFUTSANYANA		1		7	1	3	38	75	63	98	3	289
	XHARIEP						3	15	16	16	30		80
	Total		1		12	7	27	95	182	167	262	12	765
GT	EKURHULENI NORTH				1	7	16	61	108	121	110	20	444
	EKURHULENI SOUTH			1	3	8	19	71	190	203	165	1	661
	GAUTENG EAST				2	5	12	56	141	122	80		418
	GAUTENG NORTH						10	14	40	36	49		149
	GAUTENG WEST			1		9	16	50	115	81	64		336
	JOHANNESBURG CENTRAL					6	12	33	103	108	86		348
	JOHANNESBURG EAST			1	2	5	10	18	70	92	59	5	262
	JOHANNESBURG NORTH				1	2	12	29	91	76	72	5	288
	JOHANNESBURG SOUTH				1	1	8	23	59	92	75		259
	JOHANNESBURG WEST					1	8	29	73	70	53		234
	SEDIBENG EAST					1	4	34	44	21	29		133
	SEDIBENG WEST				2	10	17	45	107	84	77		342
	TSHWANE NORTH					6	11	58	139	120	87		421
	TSHWANE SOUTH				2	6	31	82	122	112	96	1	452
	TSHWANE WEST			1	2	4	15	36	139	148	102	23	470
	Total			4	16	71	201	639	1 541	1 486	1 204	55	5 217
KZN	AMAJUBA						5	8	28	25	18		84
	ILEMBE				6	1	10	24	78	98	75		292
	PINETOWN					2	12	34	76	67	64		255
	SISONKE				1	2	3	4	7	12	16		45
	UGU			1	1	3	21	55	106	119	124		430
	UMGUNGUNDLOVU					2	5	28	46	57	70	2	210
	UMKHANYAKUDE			1	4	7	38	69	136	161	152		568
	UMLAZI				3	2	8	27	70	113	121	4	348
	UMZINYATHI	2	2	4	2	3	9	13	32	41	40		148
	UTHUKELA					2	5	8	16	18	20		69
	UTHUNGULU				1	9	19	45	77	88	105	2	346
	ZULULAND	5	5	6	9	16	11	23	59	53	57		244
	Total	7	7	12	27	49	146	338	731	852	862	8	3 039
LP	LEBOWAKGOMO						2	6	24	22	25		79
	MOGALAKWENA						2	4	6	6	4		22
	MOPANI				2		5	17	20	20	20	2	86
	POLOKWANE		1		2	1	8	22	41	28	29		132
	RIBA CROSS							1	2	4			7
	SEKHUKHUNE						1	4	11	11	5		32
	TSHIPISE SAGOLE						7	5	4	3	2		21
	TZANEEN						4	8	9	8	11		40
	VHEMBE				1	4	7	34	68	49	47		210
	WATERBERG				1	1	1	4	12	10	5		34
	Total		1		6	6	37	105	197	161	148	2	663
MP	BOHLABELA	1	0	66	80	107	25	50	98	89	60		576
	EHLANZENI			6	12	26	238	298	402	363	289	1	1 635
	GERT SIBANDE	2	8	10	11	12	49	71	122	102	155		542
	NKANGALA		1	1	2	24	45	71	101	116	89	7	457
	Total	3	9	83	105	169	357	490	723	670	593	8	3 210
NC	FRANCES BAARD			2	6	4	16	43	63	67	49		250
	JOHN TAOLO GAETSEWA				1	21	20	40	123	101	49		355
	NAMAKWA				1	4	3	13	14	16	19		70
	PIXLEY KA SEME	1		1	3	10	30	56	179	94	70		444
	Total	1		3	11	39	69	152	379	278	187		1 119
NW	GREATER TAUNG								1	3			4
	KAGISANO MOLOPO		1		1	2	3	7	4	2			20
	KGETLENG RIVER							1		1			2
	LETLHABILE								4	4	1		9
	LICHTENBURG							1	10	2	3		16
	MADIBENG					5			1	4	3	93	106
	MAFIKENG					1							1
	MATLOSANA						194	265	141	63	26	2	691
	MORETELE								4	4	3		11
	MOSES KOTANE WEST									2	1		3
	POTCHEFSTROOM					1	2	3	14	7	6		33
	REKOPANTSWE								2	3			5
	RUSTENBURG					1	3	4	15	11	16		50
	TALEDI						1	1					2
	Total		1		1	10	203	282	196	106	59	95	953
WC	CAPE WINELANDS			2	8	11	26	83	121	122	126		499
	EDEN AND CENTRAL KAROO			2	1	9	20	56	92	111	119		410
	METRO CENTRAL					3	14	60	64	82	92		315
	METRO EAST				2	3	13	70	88	92	109		377
	METRO NORTH				1	7	45	92	131	136	124		536
	METRO SOUTH				6	9	24	70	90	78	100		377
	OVERBERG				3		10	27	34	41	40		155
	WEST COAST			1	4	7	14	40	51	47	30	1	195
	Total			5	25	49	166	498	671	709	740	1	2 864
National	11	19	107	208	416	1 248	2 666	4 719	4 593	4 189	181	18 357

Source 1: 2014 Annual School Survey

Note 2: The ASS question on learner pregnancy asks the school principal for: “the number of learners (That they are aware of) who got pregnant the previous academic year”.

Note 3: The data, as received from the provinces, are preliminary and must be treated with caution, since it has not been published in this format.

Table 2: Number learners who fell pregnant, by district ad grade, in 2015

Province	District	Grade 3	Grade 4	Grade 5	Grade 6		Grade 7	Grade 8	Grade 9		Grade 10	Grade 11	Grade 12	Other	Grand Total
EC	CRADOCK												1		1
	DUTYWA										3				3
	EAST LONDON										1	2			3
	GRAAFF-REINET							1	1		1				3
	GRAHAMSTOWN						1					1	1		3
	LIBODE										2	5	9		16
	LUSIKISIKI						3	1	1		11	17	10		43
	MALUTI				1		1					1	1		4
	MBIZANA				1		1	15	14		15	29	18		93
	MT FLETCHER										1				1
	MT FRERE											1	2		3
	MTHATA							1	4		2	7			14
	NGCOBO											1			1
	PORT ELIZABETH								2		3	7	6		18
	QUEENSTOWN								2		4	4	3		13
	QUMBU								1		4	2	3		10
	STERKSPRUIT			2					1			3	1		7
	UITENHAGE							1			2	2	2		7
	Total			2	2		6	19	26		49	82	57		243
FS	FEZILE DABI							2	5		28	30	23		88
	LEJWELEPUTSWA				2		3	3	10		38	28	47		131
	MOTHEO				1		2	7	20		34	35	61		160
	THABO MOFUTSANYANA	1	1	4	1		11	13	17		65	70	73		256
	XHARIEP				2		3	4	4		13	16	17		59
	Total	1	1	4	6		19	29	56		178	179	221		694
GT	EKURHULENI NORTH						4	16	46		111	156	102		435
	EKURHULENI SOUTH				3		6	41	84		127	186	124		571
	GAUTENG EAST		1	1			9	29	50		145	148	115		498
	GAUTENG NORTH							2	17		30	28	20		97
	GAUTENG WEST				1		12	20	56		139	110	112		450
	JOHANNESBURG CENTRAL			2	2		4	5	26		94	107	81		321
	JOHANNESBURG EAST						4	13	34		89	108	70		318
	JOHANNESBURG NORTH				1		3	26	51		113	103	90		387
	JOHANNESBURG SOUTH				1		1	11	30		55	89	74		261
	JOHANNESBURG WEST				1		2	9	25		30	65	37		169
	SEDIBENG EAST						1	3	9		33	51	33		130
	SEDIBENG WEST						1	21	43		98	124	94		381
	TSHWANE NORTH						4	9	41		125	123	92		394
	TSHWANE SOUTH				2		2	22	52		102	142	89	5	416
	TSHWANE WEST			1	2		3	12	46		119	149	86		418
	Total		1	4	13		56	239	610		1 410	1 689	1 219	5	5 246
KZN	AMAJUBA	0	0	0	0		2	7	27		78	113	97	0	324
	ILEMBE	0	0	0	0		1	6	15		34	52	26	0	134
	PINETOWN	0	0	0	1		4	16	42		89	121	82	0	355
	SISONKE	0	0	0	0		0	2	0		11	8	9		30
	UGU	0	0	1	0		2	17	24		71	96	90	0	301
	UMGUNGUNDLOVU	0	0	0	0		0	6	16		26	35	42	0	125
	UMKHANYAKUDE				1		3	2	5		12	17	12		52
	UMLAZI	0	0	0	0		0	8	39		84	99	129	0	359
	UMZINYATHI	0	0	0	0		1	0	4		16	17	19	0	57
	UTHUKELA	0	0	0	0		0	1	0		14	9	14	0	38
	UTHUNGULU	0	0	1	2		1	16	44		65	109	92	0	330
	ZULULAND	2	2	2	2		4	6	19		53	53	61	99	303
	Total	2	2	4	6		18	87	235		553	729	673	99	2 408
LP	CAPRICORN	0	0	0	0		1	6	37		94	62	66	0	266
	GREATER SEKHUKHUNE	0	0	0	1		1	1	7		15	15	16	1	57
	MOPANI	0	0	0	1		3	5	20		39	39	22	0	129
	POLOKWANE							0	0		0	0	0		0
	VHEMBE	0	0	0	2		1	20	80		158	95	72	0	428
	WATERBERG	0	0	0	0		3	2	4		2	5	13	0	29
	Total	0	0	0	4		9	34	148		308	216	189	1	909
MP	BOHLABELA	0	0	2	3		5	12	27		46	74	54	8	231
	EHLANZENI	2	0	3	11		23	242	281		378	307	184	15	1446
	GERT SIBANDE	0	0	0	3		11	35	45		83	87	60	0	324
	NKANGALA	2	0	1	5		133	120	136		100	93	80	99	769
	Total	4	0	6	22		172	409	489		607	561	378	122	2 770
NC														0	0
	NAMAKWA	0	0	0	0		0	1	0		4	0	1	0	6
	PIXLEY-KA-SEME	0	0	0	1		3	0	2		10	8	5	0	29
	SIYANDA				2		1	3	2		4	8	14		34
	Total	0	0	0	3		4	4	4		18	16	20	0	69
NW	BRITS	0	0	0	0		0								0
	DITSOBOTLA	0													0
	GREATER DELAREYVILLE	0	0	0	1		1	2	8		10	11	5	0	38
	GREATER TAUNG	0	0	0	0		0	7	11		14	9	4	0	45
	KAGISANO MOLOPO	0	0	0	0		0	0	1						1
	KGETLENG RIVER							1							1
	LICHTENBURG	0	0	0	0		0	0	1		2		2		5
	MADIBENG	0	0	0	2		1	0	1		0	2	1	0	7
	MAHIKENG	0	0	0	0		1	4	12		14	16	12		59
	MAQUASSI HILLS	0	0	0	0		0	0							0
	MATLOSANA	0	0	0	0		0	4	8		16	18	8	0	54
	MORETELE	0	0	0	0		0	0	4		3	5	5		17
	MOSES KOTANE EAST												1		1
	MOSES KOTANE WEST							0	0		2	0	1		3
	RUSTENBURG	0	0	0	1		0	0	2		2	7	5	0	17
	TALEDI	0	0	0	0		0	5	6		6	2	1	0	20
	TLOKWE	0	0	0	0		0	0	0		2	3	1	0	6
	Total	0	0	0	4		3	23	54		71	73	46	0	274
WC	CAPE WINELANDS				5		12	16	60		113	133	104		443
	EDEN AND CENTRAL KAR			1			6	10	53		106	128	125		429
	METRO CENTRAL			2	2		5	14	38		83	83	103		330
	METRO EAST				3		6	28	78		86	108	115		424
	METRO NORTH				2		7	52	80		107	143	118		509
	METRO SOUTH			3			3	21	60		94	139	109		429
	OVERBERG				4		3	9	40		34	22	30		142
	WEST COAST			1	2		3	15	34		45	43	42		185
	Total			7	18		45	165	443		668	799	746		2 891
National	7	4	27	78		332	1 009	2 065		3 862	4 344	3 549	227	15 504

Source 1: 2015 Annual School Survey

Note 1: The ASS question on learner pregnancy asks the school principal for: “the number of learners (That they are aware of) who got pregnant the previous academic year”.

Note 2: The data, as received from the provinces, are preliminary and must be treated with caution, since it has not been published in this format.

Table 3: Number learners who fell pregnant, by district ad grade, in 2016

Province	District	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11	Grade 12	Other	Total
EC	CRADOCK	0	0	0	1	0	0	0	1	0	0	0	2
	DUTYWA	0	0	0	0	0	0	1	0	0	0	0	1
	EAST LONDON	0	0	0	0	0	0	1	2	2	4	0	9
	FORT BEAUFORT	0	0	0	0	0	0	0	1	2	0	0	3
	GRAAFF-REINET	0	0	0	0	0	0	0	1	0	0	0	1
	GRAHAMSTOWN	0	0	0	0	0	1	0	0		1	0	2
	KING WILLIAMS TOWN	0	0	0	0	0	0	0	0	2	1	0	3
	LUSIKISIKI	0	0	0	0	0	0	0	0	0	1	0	1
	MALUTI	0	0	0	0	0	1	0	1	0	1	0	3
	MBIZANA	0	0	0	0	0	1	4	5	18	15	0	43
	MT FLETCHER	0	0	0	0	0	1	1	1	0	1	0	4
	MT FRERE	0	0	0	0	0	0	0	0	0	1	0	1
	MTHATHA	0	0	0	0	0	0	1	0	0	0	0	1
	PORT ELIZABETH	0	0	0	0	0	1	0	1	1	5	0	8
	QUEENSTOWN	0	0	0	0	0	0	0		1	0	0	1
	QUMBU	0	0	0	0	0	0	0	4	5	5	0	14
	STERKSPRUIT	0	0	0	0	0	0	1	0	1	0	0	2
	UITENHAGE	0	0	0	0	1	0	1	3	0	2	0	7
	Total	0	0	0	1	1	5	10	20	32	37	0	106
FS	FEZILE DABI	1	0	0	0		4	3	5	3	20	0	36
	LEJWELEPUTSWA	0	0	0	1	2	7	12	19	16	23	0	80
	MOTHEO	0	0	1	2	9	3	13	32	29	28	0	117
	THABO MOFUTSANYANA	0	0	0	0	7	17	19	60	64	53	0	220
	XHARIEP	0	0	0	0	1	0	3	8	8	14	0	34
	Total	1	0	1	3	19	31	50	124	120	138	0	487
GT	EKURHULENI NORTH	0	0	1	2	3	29	54	111	104	82	0	386
	EKURHULENI SOUTH	0	0	0	1	2	29	44	90	110	112	0	388
	GAUTENG EAST	0	0	0	1	5	27	55	154	160	113	0	515
	GAUTENG NORTH	0	0	0	0	1	2	9	26	28	29	0	95
	GAUTENG WEST	0	0	0	1	7	14	29	100	114	110	0	376
	JOHANNESBURG CENTRAL	0	0	0	0	1	20	31	95	100	61	0	308
	JOHANNESBURG EAST	0	0	0	0	1	7	10	48	48	56	0	170
	JOHANNESBURG NORTH	0	0	0	0	2	7	31	82	100	82	0	305
	JOHANNESBURG SOUTH	0	0	0	0	3	11	24	95	103	60	0	296
	JOHANNESBURG WEST	0	0	0	0	1	8	21	47	34	55	0	166
	SEDIBENG EAST	0	0	0	0	0	5	9	30	23	24	0	91
	SEDIBENG WEST	0	0	0	0	0	13	34	75	90	97	0	309
	TSHWANE NORTH	0	0	0	0	2	12	32	99	97	59	0	301
	TSHWANE SOUTH	0	0	0	1	1	21	54	86	123	94	0	380
	TSHWANE WEST	0	0	0	1	2	8	49	122	102	76	0	360
	Total	0	0	1	7	31	213	486	1 260	1 336	1 110	0	4 446
KZN	AMAJUBA	3	3	0	1	0	6	19	44	34	36	0	146
	HARRY GWALA	0	0	0	0	0	1	0	4	4	7	0	16
	ILEMBE	0	0	0	0	0	0	1	0	2	5	0	8
	PINETOWN	0	0	0	0	1	8	12	43	34	40	0	138
	UGU	0	0	0	0	0	1	3	9	14	11	0	38
	UMGUNGUNDLOVU	0	0	0	0	0	3	6	8	12	11	0	40
	UMKHANYAKUDE	16	14	22	18	20	4	8	20	25	24	0	171
	UMLAZI	0	0	0	0	3	6	12	28	52	62	97	260
	UMZINYATHI	0	0	0	0	0	0	0	0	0	0	0	0
	UTHUKELA	0	0	0	0		0	1		1	3	0	5
	UTHUNGULU	0	0	0	0	0	0	1	0	0	0	0	1
	ZULULAND	0	0	0	0	0	0	0	2	0	2	0	4
	Total	19	17	22	19	24	29	63	158	178	201	97	827
LP	LEBOWAKGOMO	0	0	0	0	0	0	1	7	7	18	0	33
	MOGALAKWENA	0	0	0	0	0	0	1	1	0	2	0	4
	MOPANI	0	0	0	4	0	8	31	54	53	46	0	196
	POLOKWANE	0	0	0	0	0	3	6	27	25	25	0	86
	RIBA CROSS	0	0	0	0	0	0	4	1	0	8	0	13
	SEKHUKHUNE	0	0	0	0	0	0	3	9	8	7	0	27
	TSHIPISE-SAGOLE	0	0	0	0	0		1	3	3	7	0	14
	TZANEEN	0	0	0	0	0	4	4	9	10	8	0	35
	VHEMBE	0	0	0	5	5	19	46	110	92	77	0	354
	WATERBERG	0	0	0	0	0	1	6	20	25	14	0	66
	Total	0	0	0	9	5	35	103	241	223	212	0	828
NW	DITSOBOTLA	0	0	0	0	0	0	0	2	1	2	0	5
	GREATER DELAREYVILLE	0	0	0	0	2	3	21	43	19	11	0	99
	GREATER TAUNG	0	0	0	0	0	8	12	24	17	11	0	72
	KAGISANO MOLOPO	0	0	0	0	0	0	1	6	0	1	0	8
	MADIBENG	0	0	0	0	2	0	1	0	1	0	0	4
	MAHIKENG	0	1	0	0	1	1	1	1	10	19	0	34
	MAQUASSI HILLS	0	0	0	0	0	0	0	0	0	0	0	0
	MATLOSANA	0	0	0	0	0	0	3	15	13	9	0	40
	MORETELE	0	0	0	0	0	1	2	2	2	0	0	7
	MOSES KOTANE EAST	0	0	0	0	0	0	0	0	0	3	0	3
	MOSES KOTANE WEST	0	0	0	0	0	0	0	1	2	0	0	3
	RAMOTSHERE MOILOA	0	0	0	0	0	0	2	7	6	10	0	25
	REKOPANTSWE	0	0	0	0	0	0	0	6	8	6	0	20
	RUSTENBURG	0	0	0	0	0	3	6	1	11	3	0	24
	TALEDI	0	0	0	0	0	0	3	0	1	3	0	7
	TLOKWE	0	0	0	0	0	1	4	1	0	2	0	8
	Total	0	1	0	0	5	17	56	109	91	80	0	359
WC	CAPE WINELANDS	0	0	0	3	13	22	53	73	95	121	0	380
	EDEN AND CENTRAL KAROO	0	0	0	1	11	12	39	76	77	90	0	306
	METRO CENTRAL	0	0	0	1	1	10	35	67	89	94	0	297
	METRO EAST	0	0	1		5	43	64	114	116	116	0	459
	METRO NORTH	0	0	0	2	2	40	52	71	88	100	0	355
	METRO SOUTH	0	0	1		5	24	59	64	78	90	0	321
	OVERBERG	0	1	2	5	5	25	30	31	27	17	0	143
	WEST COAST	0	0	1	3	6	11	37	30	42	38	0	168
	Total	0	1	5	15	48	187	369	526	612	666	0	2 429
NC	FRANCES BAARD	0	0	0	0	1	0	2	2	3	3	0	11
	JOHN TAOLO GAETSEWE	0	0	0	0	1	1	1	2	3	2	0	10
	NAMAKWA	0	0	0	0	0	1	0	1	2	0	0	4
	SIYANDA	0	0	0	0	1	1	6	28	12	12	0	60
	SPRINGBOK	0	0	0	0	0	0	0	2	1	1	0	4
	Z.F.MGCAWU	0	0	0	0	0	3	18	15	19	13	0	68
	Total	0	0	0	0	3	6	27	50	40	31	0	157
Total	20	19	29	54	136	523	1 164	2 488	2 632	2 475	97	9 639

Source 1: 2014 Annual School Survey

Note 1: 2016 data for Mpumalanga are not yet available.

Note 2: The ASS question on learner pregnancy asks the school principal for: “the number of learners (That they are aware of) who got pregnant the previous academic year”.

Note 3: The data, as received from the provinces, are preliminary and must be treated with caution, since it has not been published in this format.

Note 4: The ASS data for Gauteng included in 2016 – is different from data provided by Gauteng – a difference of 98. The DBE is awaiting verified data from Gauteng.

19 June 2017 - NW1129

Dreyer, Ms AM to ask the Minister of Basic Education

Whether, with reference to her reply to question 219 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

The 2016 National Senior Certificate (NSC) External Moderator Reports for the above listed subject found that the subject question papers covered the scope and depth of the examinable content, examined the appropriate levels of cognition and difficulty outlined in the assessment syllabus and examination guideline of the examination assessment body. See external moderator’s reports in the accompanying USB flash drive.

19 June 2017 - NW1322

Boshoff, Ms SH to ask the Minister of Basic Education

Whether the sub-committee monitoring the policy on learner pregnancy has been established; if not, why not; if so, has any report been submitted by this sub-committee?

Source
Link

Reply:

The sub-committee monitoring the Draft Policy on the Prevention and Management of Learner Pregnancy has not yet been established. The Policy does make provision for the establishment of the sub-committee, however, only after it has been finalised and approved. Recommendations from the current consultations held with key stakeholders on the policy advocate for a multi-sectoral sub-committee that would include Department of Health, Department of Social Development and various developmental agencies. The DBE will mobilise for the said organisations to be represented on the sub-committee as the consultations continue with them.

13 June 2017 - NW1454

Hoosen, Mr MH to ask the Minister of Basic Education

How many (a) persons were employed at each school in each province in the (i) 2014, (ii) 2015, (iii) 2016 and (iv) 2017 academic years, (b) of the specified persons were assessed against the Child Protection Register and (c) of the specified persons were found not suitable to work with children in each case?

Source
Link

Reply:

The question has been referred to all the Provincial Education Departments for response. Therefore, the question will be replied to as soon as the Department receives information from the respective Provincial Education Departments.

13 June 2017 - NW978

Davis, Mr GR to ask the Minister of Basic Education

(a) What is the purpose of the reports titled 2016 Qualitative Input Meeting – December 2016 External Moderator Report, for each subject in the National Senior Certificate examinations for 2016 and (b) will her department make these reports available to members of the Portfolio Committee on Basic Education?

Source
Link

Reply:

(a) INTRODUCTION

Umalusi processes for approval of results is not a tail end process. It begins with the quality assurance of several processes that culminate in a final product. Below are the processes that happen prior to the final standardisation process. The external moderators are engaged in these processes and the Assessment Standards Committee engages with the input from all these processes through qualitative input reports presented prior to the standardisation process.

1. THE PURPOSE OF THE QUALITATIVE INPUT REPORT

The qualitative input (QI) report assists the Assessment Standards Committee of Council (ASC) in their decision making process around standardisation matters per subject. It provides the committee with the history of quality assurance processes on a subject starting from the moderation of question paper(s), standardisation of the marking guidelines and ending with the process of verification of marking.

1.1 MODERATION OF QUESTION PAPERS

The QI report provides information on the status of the question paper at the point of approval. It indicates whether the question paper(s) met the required standards by meeting the set criteria such as appropriate distribution of cognitive demands as set out in the Subject Assessment Guideline, adequate coverage of the subject content, technical aspects including the quality of diagrams and pictures used in the question papers etc.

1.2 STANDARDISATION OF THE MARKING GUIDELINES

This part of the QI report gives details of the discussions on the marking guidelines leading to its finalisation before marking commences. Umalusi moderators play a role of an arbiter and final judge on what should be acceptable as appropriate responses, including alternate answers, to the various questions. Upon finalisation, the marking guideline is signed-off and no further changes and/or additions can be made without the consent of the relevant Umalusi moderator.

2.3 VERIFICATION OF MARKING

The verification of marking section of the QI report intends to provide information on whether marking in the various question papers was conducted in a consistent manner and confirms adherence to the marking guideline across provinces and regions. It also provides an opinion on whether marking was of quality and done accurately by checking on the allocation of marks and additions to arrive at the total mark obtained by a candidate. Umalusi has a right to request for remarking in a subject if there is enough evidence indicating that marking was done poorly and this may have unfairly advantaged or disadvantaged candidates.

(b) Yes, Umalusi will make the qualitative reports available to the PC on Basic Education.

13 June 2017 - NW1117

Davis, Mr GR to ask the Minister of Basic Education

With reference to the note of the Auditor-General in his review of the 2017-18 Annual Performance Plan of her department, that her department is presently negotiating with unions on the implementation of performance agreements of principals, (a) why is there a delay in the implementation of the performance contracts, (b) which unions are currently opposed to the implementation of performance contracts and (c) what plans does she have to resolve the impasse over the implementation of performance contracts?

Source
Link

Reply:

(a) The signing of work plans is a new service condition for principals and is embedded in the Quality Management System (QMS) for school-based educators. The QMS instrument requires all principals to develop work plans with clear targets and deliverables for their respective schools. The work plan will serve as a performance agreement that will be signed by both the principal and his/her immediate supervisor (i.e. the circuit manager). The Combined Trade Union- Autonomous Teachers Union (CTU-ATU) and the Department of Basic Education (DBE) have already signed the QMS collective agreement while SADTU still has to sign the agreement.

(b) The agreement has not been signed by SADTU. SADTU will only sign if the annual salary progression based on satisfactory performance increases from 1% to 1.5%. SADTU is using the 0.5% salary progression as a bargaining tool.

(c) The Minister of Basic Education has promulgated the revised Personnel Administrative Measures (PAM), dated 12 February 2016. The revised PAM includes the job descriptions of all educators from post level 1-4 and requires that a work-plan must be signed off between the educators and their immediate supervisors. The promulgation of the revised PAM has overtaken the impasse between the SADTU and the DBE with respect to the QMS as the job descriptions and requirement to develop work-plans are now regulated as policy and must be implemented by all principals and circuit managers in Provincial Departments of Education as part of the compliance measures as regulated in PAM. The DBE has further informed HEDCOM and CEM about the need to ensure that all school principals and circuit managers are informed about this and implement this as a compliance measure. The ELRC has also conducted training of all provinces on the revised PAM so that all principals and PED officials understand the amendments. This training has further assisted to ensure that all levels in the education system are informed of the revised measures and are able to implement it as part of compliance.

13 June 2017 - NW1123

Cassim, Mr Y to ask the Minister of Basic Education

Whether, with reference to her reply to question 213 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?

Source
Link

Reply:

With reference to question 213:

With reference to English First Additional Language Paper 3 of the 2016 National Senior Certificate (NSC) examinations, were Umalusi moderators instructed that the word count requirement in the essay question be ignored; if so, (a) why was this instruction given and (b) which official gave this instruction to the moderators?

Within a legislative framework, no official could instruct Umalusi moderators to ignore examination and curriculum policy. During the marking guideline discussion, Umalusi’s moderators serve as the ultimate authority in the standardisation of the marking guidelines. Therefore no instruction was given.

However, during the marking guideline discussion of English First Additional Language Paper 3, clarity was given in terms of the required word count. The stipulated word count is 250 to 300 words. It was emphasised that in the interest of fairness and the credibility of the marking process, there has to be a common understanding of the rubric’s requirements. The rubric for the marking of the essay in Section A of the mentioned paper makes no provision that penalties should be imposed when candidates exceed the word limit of 300 words. This was pointed out to ensure that no marking officials impose unfair penalties. The word count is therefore stipulated to guide candidates on the length of the essay.

13 June 2017 - NW1323

Stander, Ms T to ask the Minister of Basic Education

With reference to the article titled SACE takes education forward through ethics, upgrades, that appeared in the Western Cape edition of The New Age newspaper on 3 April 2017, what are the constraints within the division that the SA Council of Educators refers to as preventing it from doing more work?

Source
Link

Reply:

SACE RESPONSE:

One of the biggest challenges within the division is capacity constraints. The division comprises of 3 permanent prosecutors to investigate and prosecute cases throughout the country and it has a further 2 investigators on a permanent basis.

A prosecutorial function is a specialised function that requires persons with the necessary training, skill and knowledge, preferably someone with legal or labour relations training and background.

The division makes use of trained panellists to assist with investigations and to chair disciplinary hearings. Although they are trained by the SACE, most of them still require a lot of further and continuous training.

13 June 2017 - NW1324

Stander, Ms T to ask the Minister of Basic Education

With reference to the article titled SACE takes education forward through ethics, upgrades, that appeared in the Western Cape edition of The New Age newspaper on 3 April 2017, how many of the 593 complaints that the SA Council of Educators reported as having received in the 2015-16 financial year were cases of (a) sexual misconduct, (b) physical assault and (c) corporal punishment?

Source
Link

Reply:

SACE RESPONSE:

a) 2015/16-sexual misconduct 84

b and c) 2015/16-physical assault and corporal punishment 280

The South African Council of Educators (SACE) does not differentiate between physical assault and corporal punishment.

13 June 2017 - NW1325

Stander, Ms T to ask the Minister of Basic Education

(1) With reference to her reply to question 566 on 31 March 2017, (a) what salary is being paid to the Acting Chief Executive Officer; (2) has the position been advertised; if not, why not; if so, (3) has the application period closed; if so, (a) when will the interviews be conducted, (b) how many applicants (i) applied for the position and (ii) were shortlisted for the position and (c) what are the pre-requisite qualifications for the position?

Source
Link

Reply:

1. (a) An Acting allowance equivalent to the difference of her permanent salary and the minimum salary level of the CEO’s salary band is payable to the Acting CEO.

2. Yes.

(3) Yes .

(a) Not yet determined.

(b) (i) 57 applications were received.

(ii) Shortlisting still in progress.

(c) Appropriate B Degree or equivalent qualification in education; Knowledge of the education sector is a prerequisite and at least 10 years’ experience at management level; Teaching experience will be a distinct advantage.

06 June 2017 - NW1032

Boshoff, Ms SH to ask the Minister of Basic Education

(1)With regard to the death of a certain 14 year-old pupil (name furnished) following an alleged physical assault by his principal, (a) on what date was the case reported to the SA Council of Educators (SACE); (2) did SACE undertake an investigation; if not, why not; if so, (a) what was the outcome of the investigation and (b) did SACE impose any sanctions on the principal as a result of the alleged assault?

Source
Link

Reply:

1. (a) The matter came to the SACE’s attention via a newspaper article on 23 January 2017.

2. Yes, the SACE investigated the matter on 7 March 2017.

(a) The outcome of the investigation was that there was sufficient evidence to substantiate the allegations that the principal had indeed assaulted the now deceased learner.

(b) The SACE served the principal with the charges to appear before a disciplinary hearing on 21 April 2017. The hearing was postponed at the request of the principal as he was appearing in an internal disciplinary hearing of the Department of Education.

(c) The hearing against the educator will take place on 23 May 2017.

06 June 2017 - NW669

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

With regard to the presentation by her department to the Portfolio Committee on Basic Education on 21 February 2017, titled Oversight and Monitoring: School Readiness 2017, what are the names of the schools that (a)(i) had not received or (ii) have received only a portion of the top-up textbooks required for 2017 by the start of the academic year and (b) still had not received their full allocation of top-up textbooks by 28 February 2017?

Source
Link

Reply:

Question	EC	FS	GP	KZN	LP	MP	NC	NW	WC
a (i) Names of the schools that had not received top-up textbooks required for 2017 by the start of the academic year	168 schools See attached as Annexure A	None	None	None	Kgoboki Primary School and Reabilwe. Both schools had received CAPS textbooks orders from 2013-2016.	The province provides textbooks to new schools	None	None	None
a (ii) Names of the schools that have received only a portion of the top-up textbooks required for 2017 by the start of the academic year	473 schools received a portion of the Top-up textbooks. See attached as Annexure A	All schools received Top-up textbooks	79 schools received a portion of the Top-up textbooks. See attached as Annexure B	838 schools received a portion of the Top-up textbooks. See attached as Annexure C	All schools received Top-up textbooks	The province provides textbooks to new schools	116 schools received a portion of the Top-up textbooks See attached as Annexure D	363 schools received a portion of the Top-up textbooks. See attached as Annexure E	All schools received Top-up textbooks
Question	EC	FS	GP	KZN	LP	MP	NC	NW	WC
(b) Schools that still had not received their full allocation of top-up textbooks by 28 February 2017	4 934 schools had not received full allocation by 28/02/2017. See attached as Annexure A	All schools received Top-up textbooks	69 schools had not received their full allocation by 28/02/2017 See attached as Annexure B	All schools received their full allocation	All schools received their full allocation	The province only provided for new textbooks	116 schools had not received their full allocation by 28/02/2017. See attached as Annexure D	230 schools had not received their full allocation by 28/02/2017 See attached as Annexure E	All schools received their full allocation

06 June 2017 - NW1118

Davis, Mr GR to ask the Minister of Basic Education

Whether with reference to ‘the comments made during the meeting of the Portfolio Committee on Basic Education on 3 May 2017 by a certain official (name furnished) that some principals are inflating their matric pass rates by holding back learners, her department has initiated a full –scale investigation into the extent of this problem nationally; if not, why not; if so, what (a) were the findings of the investigation and (b) action has been taken against principals found guilty of the practices knows as gatekeeping or culling to artificially inflate their matric pass rate?

Source
Link

Reply:

The comment was made in the context of the high repeat rate in the system.

(a) No full scale investigation has been initiated.

(b) There was no need to conduct such an investigation because:

Data on both the repeat and drop-out rates showed that the number of learners decrease from Grade 10 onwards; and
Measures were put in place to investigate the risk e.g. Progression Policy, Screening, Identification, Assessment and Support (SIAS) policy, Curriculum differentiation, etc.

06 June 2017 - NW502

King, Ms C to ask the Minister of Basic Education

With regard to her reply to question 1802 on 17 October 2016, has the requested information been received from the provinces; if not, on what date is it envisaged that the information will be received; if so, on what date will the information be communicated?

Source
Link

Reply:

All the Provincial Education Departments (PEDs) have been requested to furnish the DBE with information in this regard and only three PEDs, Limpopo, Western Cape and North West Education Departments, have responded so far. The DBE will provide the additional information from the other provinces once the information is received.

Western Cape

Year	Date(s) of industrial action	Number of employee participation	Number of days lost	Days lost per District
	North	South	East	Central	Cape Winelands	West Coast	Overberg	Eden & Central
2009	No industrial action
2010	10 Aug 18 Aug 19 Aug 20 Aug 23 Aug 24 Aug 25 Aug 26 Aug 27 Aug 30 Aug 31 Aug 01 Sep 02 Sep 03 Sep 06 Sep	23 787	15	15	15	15	15	15	15	15	15
2011	No industrial action
2012	07 March	859	1	1	1	1	1	1	1	1	1
2013	24 April	1 599	1	1	1	1	1	1	1	1	1
2014	No industrial action
2015	No industrial action

2. Limpopo

Year	Date(s) of industrial action	Number of employee participation	Number of days lost	Days lost per District
	Capricon	Mopani & Tzaneen	Sekhukhune	Waterberg	Lebowa Kgomo	Vhembe & Tshipise-Sagole	Riba-Cross	Mogalakwena
2009	No industrial action
2010	10 Aug 18 Aug 19 Aug 20 Aug 23 Aug 24 Aug 25 Aug 26 Aug 27 Aug 30 Aug 31 Aug 01 Sep 02 Sep 03 Sep 06 Sep	Not provided	15	15	15	15	15	15	15	15	15
2011	No industrial action
2012	07 March	Not provided	1	1	1	1	1	1	1	1	1
2013	24 April	Not provided	1	1	1	1	1	1	1	1	1
2014	25 March	Not provided	1	1	1	1	1	1	1	1	1
2015	28 April	Not provided	1	1	1	1	1	1	1	1	1

3. North West

Year	Date(s) of industrial action	Number of employee participation	Number of days lost	Days lost per District
	Not indicated	Not indicated	Not indicated	Not indicated	Not indicated	Not indicated	Not indicated	Not indicated
2009	September (no day)	2 650	1
2010	10 Aug 18 Aug 19 Aug 20 Aug 23 Aug 24 Aug 25 Aug 26 Aug 27 Aug 30 Aug 31 Aug 01 Sep 02 Sep 03 Sep 06 Sep	66 712	15
2011	22 Aug	1 298	1
2012	07 March	100	1
2013	24 April	Not provided	1
2014	No industrial action
2015	30-31 July 7 Aug 7 Oct	Not provided	4

06 June 2017 - NW982

Walters, Mr TC to ask the Minister of Basic Education

(a) How does her department calculate the national throughput rate of learners from Grade 10 to the completion of Grade 12 and (b) what was the throughput rate for each province in the (i) 2014, (ii) 2015 and (iii) 2016 academic years?

Source
Link

Reply:

(a) This is not a statistic that is routinely calculated and reported on by the department, mainly because of the potentially misleading nature of this measure. Given that many people do not reach grade 12, the grade 10 to 12 throughput rate is sometimes thought to be a useful indicator of the overall proportion of youths who complete the NSC. However, it systematically underestimates the proportion of youths who complete the NSC, since the rate of grade repetition is particularly high in grade 10, resulting in an artificially inflated denominator for that calculation. Moreover, since learners who are counted in grade 10 migrate to TVET colleges and other educational pathways, and may well go on to achieve qualifications that are equivalent to the NSC.

The department is currently piloting an inclusive basket of indicators for national, provincial and school performance in the NSC. Amongst other indicators, the ratio of NSC passes to grade 10 enrolments is being considered as one indicator. If this indicator does become routinely reported it will be important to emphasize that it is not an accurate measure of the likelihood of youths completing grade 12.

What is official, within the Medium Term Strategic Framework and the Department of Education’s ‘Action Plan to 2019’ is the indicator titled ‘The percentage of youths who obtained a National Senior Certificate from a school’. The department has provided an in-depth methodological description of how to measure this, in the 2016 review of sector outcomes, titled ‘Report on progress in the schooling sector against key learner performance and attainment indicators’ (and available on the DBE’s website). Essentially, the indicator used in the Sector Report compares the annual number of NSC passes to an estimate of the 18-year-old population.

(b) The ratios of NSC passes to grade 10 enrolments (two years prior) are provided in the table below. The 2015 value of 39.8 is substantially lower than the 2015 value for the proportion of youths who obtained an NSC, which is 56.1%. This illustrates why a simple ratio of NSC passes to grade 10 enrolments cannot be interpreted as the percentage of people who go on to complete grade 12.

Table 1: Ratios of NSC passes to Grade 10 enrolment

Province	Grade 10 Enrolment	Matric Pass	“Throughput Rate”
	2012	2013	2014	2014	2015	2016	2014	2015	2016
EC	149 774	154 920	160 441	43 777	49 475	49 168	29.2	31.9	30.6
FS	59 948	60 643	56 519	21 899	25 416	23 629	36.5	41.9	41.8
GP	193 130	201 341	192 492	84 247	91 327	88 381	43.6	45.4	45.9
KZN	264 774	268 492	270 086	97 144	98 761	98 032	36.7	36.8	36.3
LP	176 279	187 804	193 803	53 179	66 946	63 595	30.2	35.6	32.8
MP	93 021	97 117	95 944	35 615	43 229	41 801	38.3	44.5	43.6
NC	21 739	22 727	22 515	6 715	8 064	7 902	30.9	35.5	35.1
NW	68 394	70 032	68 745	22 061	27 118	26 448	32.3	38.7	38.5
WC	76 436	83 234	79 327	39 237	45 489	43 716	51.3	54.7	55.1
SA	1 103 495	1 146 310	1 139 872	403 874	455 825	442 672	36.6	39.8	38.8

Provincial and national values for ‘The percentage of youths who obtained a National Senior Certificate from a school’ for 2014 and 2015 appear in the table below, which is extracted from the above-mentioned Sector Review on page 64. Final figures for 2016 have not been calculated yet, but the trend would largely follow the trend for the number of NSCs seen in the official DBE report for the 2016 Grade 12 examinations (title ‘National Senior Certificate Examination Report 2016’).

Table 2: NSCs over population for 2014 and 2015

06 June 2017 - NW1071

De Freitas, Mr MS to ask the Minister of Basic Education

(1)With reference to the suspension of a certain person (details furnished), what were the reasons for his (a) suspension and (b) subsequent reinstatement; (2) (a) what were the allegations levelled against him and (b) whether an investigation was undertaken; if so, (i) by whom, (ii) what process was followed and (iii) what were the timelines; (3) (a) who were all the parties involved, (b) what were the costs to each party and (c) what were her department’s costs with regard to this matter?

Source
Link

Reply:

1. (a) and (b)

The suspension of the Glenvista High School principal was as a result of the alleged financial mismanagement of the school funds. The principal was found guilty and sanctioned to three (3) months suspension without pay and subsequently returned to work after completing the three (3) months suspension. The allegation levelled against him was financial mismanagement.

2. (a) The allegation levelled against him was financial management.

(b) (i) Yes, an investigation was undertaken by KPMG.

(ii) Forensic Investigation processes were followed and was concluded within 60 days.

3. (a) The principal of the school and the Department were the only parties involved,

(b) and (c) The Department’s total cost was R 320 000.00 and the principal’s costs are unknown.

06 June 2017 - NW1119

Brauteseth, Mr TJ to ask the Minister of Basic Education

(1)With reference to her reply to question 913 on 11 April 2017, (a) on what date was the Chief Financial Officer (CFO) at Umalusi appointed and (b) for how long was the vacancy unfilled; (2) did the recently appointed CFO apply for the position in the first round of applications; if so, why was the specified person deemed to be an unsuitable candidate in the first round of applications; (3) what was the total package that the specified person earned while appointed as (a) Senior Manager: Finance and Supply Chain Management, (b) Acting Chief Financial Officer and (c) Chief Financial Officer from May 2017; (4) what are the names of the panelists of the (a) first round of interviews on 27 April 2016 and (b) the second round of interviews including the date in which the panel appointed the person; (5) (a) on what date was the new CFO appointed to the position of Senior Manager: Finance and Supply Chain Management at Umalusi and (b) which previous designations has the CFO held at Umalusi, stating the dates of appointment in each case?

Source
Link

Reply:

1. The current CFO at Umalusi was appointed on 1 May 2017. The position remained unfilled from 1 March 2016, 14 months.

2. The applicant did apply for the first round of interviews. The applicant was appointed at Umalusi as the Senior Manager: Finance and Supply Chain Management (SCM) as from 1 April 2016. The applicant was not found to be an unsuitable candidate. In fact, the applicant was the best candidate in the first round of interviews. However, she could not be appointed because of the Umalusi Recruitment and Selection Policy. The policy states that “internal applicants must have served at least (1) one year before applying for another internal position or vacancy”. The panel did not want to deviate from the policy to ensure a fair and transparent recruitment process.

3. (a) The Senior Manager: Finance and SCM was appointed on level 13 notch 8 of the Department of Public Service and Administration (DPSA) Senior Management Service (SMS) Salary scales. The annual amount as at 1 April 2016 was R997 476. The appointment was made at that level to equal the employee’s previous remuneration level as the employee was not being remunerated on DPSA levels with her previous employer.

(b) In terms of Umalusi policy “If an employee is required to act in a higher-grade position for an unbroken period of one (1) calendar month and/or 30 days, or longer, the employee qualifies to be remunerated at a sum equal to the entry level remuneration for that higher grade”. The Acting Chief Financial Officer was remunerated at salary level 14 notch 1 at R1 068 564 for the duration of the acting period.

(c) The Chief Financial Officer was appointed in May 2017 at salary level 14 notch 1, currently being remunerated at R1 068 564.

4. (a) Panel for CFO interview – 27 April 2016

Panel member name	Designation
Dr MS Rakometsi	CEO – Umalusi
Prof J Volmink	Chairperson – Umalusi Council
Mr M Albertyn	CFO – South African Qualifications Authority (SAQA)
Ms L Rossouw	Chairperson –Umalusi Audit and Risk Committee (ARC) / CFO – Department of Justice

(b) Panel for CFO interview – 24 March 2017

Panel member name	Designation
Dr MS Rakometsi	CEO – Umalusi
Ms L Rossouw	Chairperson of Umalusi ARC / CFO – Department of Justice
Mr NT Johnstone	Umalusi Council member / Member of Umalusi ARC
Ms N Madilonga	CFO – Quality Council for Trades and Occupations (QCTO) / Acting CEO
Mr T Mothusi	CFO – Council on Higher Education (CHE)

5. The new CFO was appointed at Umalusi as the Senior Manager: Finance and SCM from 1 April 2016. This was the first appointment of the employee at Umalusi.

06 June 2017 - NW1174

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

(1)With reference to her reply to question 880 on 4 May 2017, will the budgets allocated to the non-viable schools that are being closed down be re-allocated to the receiving and/or host schools; if so, what are the relevant details; if not, (2) will these budgets be returned to the National Treasury; if not, what is the position in this regard; if so, (a) will these budgets be reprioritised on education infrastructure in the new financial year, (b) how will this allocation be done and (c) what will be the total costs; (3) whether (a) her department or (b) each affected provincial department of education has any plans in place for the use of the non-viable school properties; if not, why not; if so, what are the relevant details in each case?

Source
Link

Reply:

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

06 June 2017 - NW1303

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

(a) What amount was (i) budgeted and (ii) actually spent by each province on scholar transport in the (aa) 2012-13, (bb) 2013-14, (cc) 2014-15, (dd) 2015-16 and (ee) 2016-17 financial years and (b) what action did her department take regarding provinces that did not spend their full budget allocations in the specified financial years?

Source
Link

Reply:

(a)(i)(ii)

(aa)

Budget Allocation and expenditure for 2012-13
PROVINCE NAME	Budget allocation	Actual expenditure	Actual expenditure%
Eastern Cape	R 210 000 000.00	R 185 911 934.85	88.50%
Free State	R 42 502 000.00	R 42 402 153.00	99.77%
Gauteng	R 165 319 090.00	R 204 282 634.12	123.60%
KwaZulu-Natal	R 140 081 122.00	R 114 634 477.26	81.80%
Limpopo	R 134 209 000.00	R 103 961 302.28	77.50%
Mpumalanga	R 350 145 000.00	R 235 314 661.29	67.20%
Northern Cape	R 104 081 942.92	R 97 531 051.78	93.70%
North West	R 200 000 000.00	R 73 928 351.27	37.00%
Western Cape	R 216 305 000.00	R 225 716 238.00	104.40%

(bb)

Budget Allocation and expenditure for 2013-14
PROVINCE NAME	Budget allocation	Actual expenditure	Actual expenditure%
Eastern Cape	R 336 898 000.00	R 157 190 000.00	46.66%
Free State	R 49 124 000.00	R 55 135 444.00	112.24%
Gauteng	R 312 291 357.00	R 311 776 363.07	99.84%
KwaZulu-Natal	R 124 000 000.00	R 135 000 000.00	108.87%
Limpopo	R 142 710 000.00	R 103 882 759.25	72.79%
Mpumalanga	R 432 368 000.00	R 432 364 000.00	100.00%
Northern Cape	R 107 573 000.00		0.00%
North West	R 219 655 000.00	R 209 845 000.00	95.53%
Western Cape	R 237 452 500.00	R 247 112 303.00	104.07%

Information has been requested from the Northern Cape Department of Education and will be provided as soon as it is received.

(cc)

Budget Allocation and expenditure for 2014-15
PROVINCE NAME	Budget allocation	Actual expenditure	Actual expenditure%
Eastern Cape	R 356 076 000.00	R 85 499 560.00	24.01%
Free State	R 27 651 000.00	R 63 506 660.00	229.67%
Gauteng	R 421 325 780.00	R 422 403 138.95	100.26%
KwaZulu-Natal	R 168 430 000.00	R 158 430 000.00	94.06%
Limpopo	R 152 995 000.00	R 112 575 014.32	73.58%
Mpumalanga	R 455 000 000.00	R 405 011 000.00	89.01%
Northern Cape	R 116 097 000.00	R 37 217 932.80	32.06%
North West	R 240 444 000.00	R 201 496 688.60	83.80%
Western Cape	R 262 560 000.00	R 268 405 969.00	102.23%

(dd)

Budget Allocation and expenditure for 2015-16
PROVINCE NAME	Budget allocation	Actual expenditure	Actual expenditure%
Eastern Cape	R 432 000 000.00	R 450 618 478.00	104.31%
Free State	R 40 000 000.00	R 51 188 023.00	127.97%
Gauteng	R 461 000 000.00	R 461 000 000.00	100.00%
KwaZulu-Natal	R 185 976 000.00	R 52 483 535.39	28.22%
Limpopo	R 141 103 000.00	R 50 555 000.00	35.83%
Mpumalanga	R 441 622 000.00	R 484 904 664.10	109.80%
Northern Cape	R 125 359 000.00	R 28 265 500.00	22.55%
North West	R 264 466 000.00	R 248 316 721.95	93.89%
Western Cape	R 270 138 000.00	R 307 514 666.00	113.84%

(ee)

Budget Allocation and expenditure for 2016-17
PROVINCE NAME	Budget allocation	Actual expenditure	Actual expenditure%
Eastern Cape	R 435 000 000.00	R 460 706 460.13	105.90%
Free State	R 40 000 000.00	R 46 000 000.00	126.00%
Gauteng	R 535 896 000.00	R 681 216 162.56	127.10%
KwaZulu-Natal	R 186 000 000.00	R 254 033 130.50	136.58%
Limpopo	R 226 691 000.00	R 218 555 692.86	96.40%
Mpumalanga	R 455 329 000.00	R 448 334 259.75	98.50%
Northern Cape	R 121 524 000.00	R 86 528 696.44	71.20%
North West	R 272 640 000.00	R 272 139 395.26	99.80%
Western Cape	R 359 755 000.00	R 329 298 018.00	91.50%

(b) Provinces were requested to put measures in place that will enable them to spend the budget allocation. These included improving the submission of claims by service providers and ensuring that a 30 day turnaround time for payments is met. These measures have led to significant improvement in expenditure in the majority of provinces.

06 June 2017 - NW1307

Van Dalen, Mr P to ask the Minister of Basic Education

With reference to schools that have had classrooms damaged as a result of public protest action in each province (a) in the (i) 2013, (ii) 2014, (iii) 2015, and (iv) 2016 academic years and (b) since 1 January 2017, (aa) where did each protest action take place, (bb) on which dates, (cc) how many learners were affected and (dd) for how many days were pupils prevented from attending school in each case?

Source
Link

Reply:

NO	WHERE- Name of School, District and Province	WHEN	NO OF LEARNERS	DAYS LOST
2013
3	NO SCHOOLS DAMAGED
2014
4	Tsoe Primary School, John Taolo Gaetsewe, Northern Cape	5-Jun-14	316	1
5	Ditshipeng Primary School, John Taolo Gaetsewe, Northern Cape	5-Jun-14	428	1
6	Keatlholela Primary School, John Taolo Gaetsewe, Northern Cape	5-Jun-14	183	1
2015
7	Atamelang Primary School, Dr. Ruth S Mompati, North West	30-Sep-15	284	1
8	Mpolosa Senior Primary School, Lusikisiki, Eastern Cape	8-Jun-15	65	1
2016
9	Joe Slovo High School, Metro East, Western Cape	05-07 September 2016	1171	2
10	Orlando Secondary School, Johannesburg West, Gauteng	13-May-16	680	7
11	Magudwini High School, Ndwedwe, KwaZulu-Natal	18-Apr-16	321	22
12	Mokhari Secondary School, Waterberg, Naboomspruit Circuit, Limpopo	10 March to 05 April 2016	624	25
13	Mvaba Secondary School, Pinetown, KwaZulu-Natal	25-May-16	2000	10
14	Phakane High School, John Taolo Gaetsewe, Northern Cape	12-Apr-16	533	1
15	Avhatondwi Primary School, Vhembe, Limpopo	May-16	534	31
16	Frank Mukhaswakule Primary School, Vhembe, Limpopo	May-16	373	31
17	Khwara Secondary School, Vhembe, Limpopo	May-16	442	31
18	Kurulen Primary School, Vhembe, Limpopo	May-16	247	31
19	Luambo High School, Vhembe, Limpopo	May-16	133	31
20	Lupedze Primary School, Vhembe, Limpopo	May-16	256	31
21	Maligana Wilson Secondary School, Vhembe, Limpopo	May-16	696	31
22	Mariadze Primary School, Vhembe, Limpopo	May-16	480	31
23	Mashaa Primary School, Vhembe, Limpopo	May-16	182	31
24	Mashau Primary School, Vhembe, Limpopo	May-16	403	31
25	Masia Senior Primary School, Vhembe, Limpopo	May-16	92	31
26	Matshindevhe Primary School, Vhembe, Limpopo	May-16	275	31
27	Mavhina Primary School, Vhembe, Limpopo	May-16	318	31
28	Mphagane Primary School, Vhembe, Limpopo	May-16	421	31
29	Munwai Primary School, Vhembe, Limpopo	May-16	335	31
30	Nwaridi Secondary School, Vhembe, Limpopo	May-16	456	31
31	Radzambo Secondary School, Vhembe, Limpopo	May-16	184	31
32	Ramauba Secondary School, Vhembe, Limpopo	May-16	326	31
33	Tshinavhe Secondary School, Vhembe, Limpopo	May-16	391	31
34	Tshipakoni Secondary School, Vhembe, Limpopo	May-16	395	31
35	Tshirunzanani Primary School, Vhembe, Limpopo	May-16	264	31
36	Tshivhade Primary School, Vhembe, Limpopo	May-16	394	31
37	Vhafamadi Secondary School, Vhembe, Limpopo	May-16	867	31
38	Vhudzani Secondary School, Vhembe, Limpopo	May-16	310	31
39	Thomas Ntshavheni Primary School, Vhembe, Limpopo	May-16	414	31
40	Muvimbi Primary School, Vhembe, Limpopo	May-16	435	31
41	Masakona Senior Primary School, Vhembe, Limpopo	May-16	449	31
42	Tshinange Secondary School, Vhembe, Limpopo	May-16	625	31
43	Mawela Primary School, Vhembe, Limpopo	May-16	384	31
2017
44	Kwanang Primary School, Bohlabela District, Mpumalanga	January 2017 to 28 March 2017	587	40
45	Bakutswe High School, Bohlabela, Mpumalanga	January 2017 to 28 March 2017	575	40
46	Lamulelani High School, Bohlabela, Mpumalanga	January 2017 to 28 March 2017	215	40
47	Rindzani Junior Secondary School, Bohlabela, Mpumalanga	January 2017 to 28 March 2017	572	40
48	Hillview Primary School, KwaZulu-Natal	8-May-17	500	1

06 June 2017 - NW1308

Van Dalen, Mr P to ask the Minister of Basic Education

What amount was (a) budgeted and (b) actually spent by each province on school furniture in the (i) 2012-13, (ii) 2013-14, (iii) 2014-15, (iv) 2015-16 and (v) 2016-17 financial years?

Source
Link

Reply:

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

06 June 2017 - NW1396

Davis, Mr GR to ask the Minister of Basic Education

Whether, with reference to her reply to question 981 on 18 May 2017, she will table the report in Parliament as required by section 92(3)(b) of the Constitution of the Republic of South Africa, 1996; if not, why not; if so, by what date?

Source
Link

Reply:

All previous NEEDU reports have been presented to the Portfolio Committee on Basic Education in accordance with their programme. The 2014 NEEDU Report will be dealt with in a similar manner and be presented to the Portfolio Committee in line with the Committee’s programme. Its findings mirror findings in the 2012 and 2013 NEEDU national reports. The Department has therefore already been engaging with strategies necessary for systemic change and to ensure that NEEDU recommendations lead to notable impact in the system. For this reason, the Minister will not single out the 2014 NEEDU report for reporting to Parliament.

06 June 2017 - NW1309

Terblanche, Ms JF to ask the Minister of Basic Education

(a) What is the total number of schools that have been identified as having a shortage of school furniture in each province since 16 May 2017, (b) what is the name of each school, (c) how many units are needed, (d) what amount has been budgeted for furniture for each school, (e) how many units of furniture are due to be delivered to each school and (f) by what date will the delivery of these units take place in each case?

Source
Link

Reply:

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

06 June 2017 - NW1038

Stander, Ms T to ask the Minister of Basic Education

(1)(a)(i) On which dates and (ii) to whom has her department applied to obtain a copy of the National Register for Sex Offenders and (b) what was the response to each request; (2) whether her department has received the specified document; if not, (a) how does the absence of the document impede her department’s plans and (b) how does this impact on the wellbeing and/or safety of learners in schools; if so, how will possession of the document assist her department?

Source
Link

Reply:

1. (a)(i),(ii) and (b) The Department of Basic Education (DBE) has never applied to obtain a copy of the National Register for Sex Offenders.

2. In terms of the Criminal Law (Sexual Offences and Related Matters) Amendment Act, Act 32 of 2007, only employers offering services which allow for access to children such as schools and crèches must, before employing a person, establish from the Registrar of the Sex Offenders Register whether or not the potential employee’s name is on the National Register for Sex Offenders. Based on this statement, the employer of educators employed at the school level is the Head of the Provincial Education Department and it is therefore the responsibility of the Head of the Provincial Education Department to do so.

(a) and (b) are not applicable to the DBE based on the above response.

05 June 2017 - NW1121

Brauteseth, Mr TJ to ask the Minister of Basic Education

With reference to her reply to question 498 on 5 April 2017, did the remuneration of the Chief Executive Officer (CEO) of Umalusi increase from R1,867 million to R2,235 million between the (a) 2013-14 and (b) 2014-15 financial years due to the CEO reaching the milestone of 30 years of employment in the public sector; if so, (i) what was the name of the specific award given to the CEO for long service, (ii) what was the amount of the long service award, (iii) at what public service salary level is the CEO of Umalusi employed, (iv) how many years has the CEO of Umalusi been employed in the public service, in each case supplying details of previous positions in the public service and dates appointed, (v) who approved the long service award and (vi) in terms of which legislation was the award made?

Source
Link

Reply:

(a) The increase in the remuneration of the CEO of Umalusi from 2013-14 to 2014-15 financial years was not as a result of a long service award as previously reported. The spur of the moment response given in the meeting of the Portfolio Committee on 3 May 2017 was informed by the fact that such an award was given to the CEO in recognition of his 30 years’ service in the public service albeit a year earlier. The decision for the long service award was guided by the long service policies of the Department of Public Service and Administration (DPSA) and Umalusi.

The table below outlines the remuneration components of the total package reported in the annual reports of the abovementioned financial years:

	Remuneration component	13/14	14/15	%
		R'000	R'000	increase
1	Basic remuneration	1 618	1 729	6.9%
2	Pension contribution	149	160	7.1%
3	Medical contributions	–	12	100.0%
4	Cost to company package	1,767	1,901	7.6%
5	Bonus & Performance payment	99	114	14.9%
6	Leave pay-out	–	220	100.0%
7	Long service award	–	–	–
8	Total package	1 867	2 235	19.7%

In the 2013-14 to 2014-15 financial years the leave pay-out was the remuneration component that led to the high increase. In 2014 the Remuneration and Human Resources Committee of Council (REMCO) noted that 12 employees had accumulated more than 50 leave days. In May 2014, REMCO recommended to Council to pay out a maximum of 30 days to employees. The recommendation was subsequently approved by Council in June 2014 and the pay-out was actioned in July 2014. Ultimately, only 7 employees were reimbursed, and one of them was the CEO.

(i) The long service award was given to the CEO in January 2013 i.e. the 2012/13 financial year, as stipulated in the policies of the Department of Public Service and Administration (DPSA) and Umalusi.

(ii) The amount of the award was R15 000. The employee also encashed 30 days’ annual leave as per the Umalusi policy. The total amount of leave paid out was R188 270.

(iii) The CEO is employed at salary level 16 of the DPSA levels.

(iv) The table below summarises the employment history of Dr Rakometsi from 1 January 1983 to date.

Years	Position held	Institution	Date appointed	Date resigned / promoted
Total to date: 34 years 5 months
8 years 5 months	Chief Executive Officer	Umalusi, Pretoria	Jan 2009	To date
3 years 4 months	Superintendent General (Head of Department)	Free State Department of Education, Bloemfontein	Sep 2005	Dec 2008
4 years 5 months	Chief Director: Curriculum and Professional Development and Support	Free State Department of Education, Bloemfontein	Apr 2001	Aug 2005
2 years 3 months	Director: Education Institute	Free State Department of Education, Bloemfontein	Jan 1999	Mar 2001
3 years	Chief Education Specialist (Deputy Director Professional) - Examinations	Department of Education, Arts and Culture, Sport and Recreation, Mmabatho North-West Province	Jan 1996	Dec 1998
3 years	Deputy Chief Education Specialist (History)	Free State Department of Education and Culture, Welkom	Jan 1993	Dec 1995
3 years	Head of Department Professional Subjects and Student Affairs	Tshiya College of Education, Qwa Qwa	Jan 1990	Dec 1992
1 year	Senior Lecturer (Student Affairs)	Tshiya College of Education, Qwa Qwa	Jan 1989	Dec 1989
1 year 7 months	Lecturer	Tshiya College of Education, Qwa Qwa	Apr 1987	Dec 1988
3 year 3 months	Teacher	Thokoana-Makaota Senior Secondary School, Qwa Qwa	Jan 1984	Mar 1987
1 year	Teacher	Rearabetswe Senior Secondary School, Odendaalrsrus	Jan 1983	Dec 1983

(v) A submission regarding the long service award for the CEO is recommended internally, but ultimately submitted to the Chairperson of Council for approval.

All remuneration aspects of the CEO as the Accounting Officer are recommended to Council as the Accounting Authority and only paid out with Council’s approval. The cost to company is paid in line with the rates as determined by DPSA. To this end, Council is requested annually to approve all annual cost of living adjustments.

Bonus and performance payments are made on an annual basis in line with the performance management and development policy. The award ranges from 2% to 8% of cost to company, limited by the 1.5% of the total remuneration budget. The scores are moderated by members of the Executive Committee of Council (EXCO) and signed off by the Chairperson of Council.

(vi) Legislation informing the long service award is the Department of Public Service and Administration (DPSA) and Umalusi policies.

05 June 2017 - NW1305

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

With reference to her reply to question 1582 on 21 June 2016, (a) how many of the 76 school classrooms damaged during the May 2016 protest action in Vuwani in the Vhembe District of Limpopo have been repaired to date, (b) what are the reasons for the delay in respect of classrooms that have not yet been repaired and (c) what safety measures have been put in place to prevent the burning of schools in the area in the future?

Source
Link

Reply:

a) None of the classrooms have currently been repaired. 10 Schools have been identified for repairs in the 2017/18 financial year.

b) R177 million was made available during November-December 2016. This has been utilised to fund 10 Vuwani/ Malamulela protest damaged schools, and contractors have been appointed. However, due to the intermittent unrest that have been going on in the area, no progress has been registered. The service provider will proceed with the work as soon as the situation is back to normal.

c) Currently security officials have been deployed to the schools affected and fencing has been included into the scope of work that is to be done at the schools.

05 June 2017 - NW1072

De Freitas, Mr MS to ask the Minister of Basic Education

(1)(a) What were the reasons for the (i) suspension and (ii) subsequent reinstatement of The Hill High School principal in Johannesburg and (b) what were the allegations levelled against him; (2) whether an investigation was undertaken; if so, (a) by whom, (b) what processes were followed and (c) what were the timelines; (3) (a) who were all the parties involved, (b) what were the costs to each party and (c) what was the total cost to her department with regard to this matter?

Source
Link

Reply:

1. (a) (i) and (ii)

The suspension of Hill High School principal was as a result of the alleged financial mismanagement of the school funds. The principal was found guilty and sanctioned to suspension without pay and subsequently returned to work after completing the suspension.

(b) The allegation levelled against him was financial mismanagement of the school funds.

2. (a) Yes, an investigation was undertaken by the Gauteng Department of Education. (b) and (c) An internal investigation was conducted and concluded within 60 days.

3. (a) The principal of the school and the Department were the only parties involved.

(b) and (c) The matter was investigated internally and therefore no costs were incurred by the Department.

05 June 2017 - NW990

Terblanche, Ms JF to ask the Minister of Basic Education

(1)Whether, she has found any evidence that supports the fact that children at public schools think a certain political organisation (name furnished) is corrupt and useless, as alleged by a certain person (name and details furnished) if not, what is the position in this regard; if so, has she found that the attitude of the pupils towards the specified political organisation is as a result of what they are taught at school; (2) whether she will make a statement on the integrity of the school system?

Source
Link

Reply:

1. The Minister has written to the identified person to provide the Department of Basic Education (DBE) with evidence in this regard. However, the DBE has been made aware of isolated cases (not a norm) involving some teachers. From the advent of democracy in South Africa, the DBE has built the curriculum on the same values and principles on which the Constitution of the Republic of South Africa are based. The National Curriculum and Assessment Policy Statement articulates the democratic values, aims and principles, social justice and fundamental rights enshrined in the Constitution of the Republic of South Africa. The implementation of the National Curriculum and Policy Statement makes it difficult for teachers to stray from the content, pedagogy, dogma and values anchoring the curriculum itself. Where teachers were found to have strayed from the implementation of the curriculum in its true content and spirit, the Department has acted and meted out applicable sanctions.

2. There would be no need to defend the integrity of school system on this matter as the Department is not inundated with reports of such cases. The DBE will, however, bring it to the attention of Provincial Education Departments to make teachers aware of consequences of not adhering to the stipulations of the National Curriculum and Assessment Statement and the democratic values enshrined in the Constitution of the Republic of South Africa.

23 May 2017 - NW1037

Rabotapi, Mr MW to ask the Minister of Basic Education

(a) How many cases of school staff members who were found to be administering corporal punishment in each school district have been reported to (i) her department and (ii) the SA Council of Educators in the (aa) 2014, (bb) 2015 and (cc) 2016 academic years, (b) how many of these cases resulted in disciplinary action and (c) what was the nature of the disciplinary action in each case?

Source
Link

Reply:

My Department has no records of school staff members who were found to be administering corporal punishment in each school and/ or district. This is more relevant to provincial administration duties. Therefore, the question was referred to the PEDs for response. Out of nine (9) PEDs only two (2) have responded as indicated in the below table. The information will be updated as and when the responses are received from the PEDs.
The Department of Basic Education cannot confirm if matters were reported to the SACE as the SACE is independent from the Department. However, the question was also referred to the SACE for response.

	SCHOOL STAFF MEMBERS FOUND TO BE ADMINISTERING CORPORAL PUNISHMENT	TOTAL
	2014	2015	2016
	REPORTED IN THE PED	REPORTED TO SACE	REPORTED IN THE PED	REPORTED TO SACE	REPORTED IN THE PED	REPORTED TO SACE
WC	352		430		501		1 283
NW	1		4		7		12
GP
FS
NC
KZN
MPU
EC
LP
TOTAL	353		434		508		1 295

PROVINCE	No. OF CASES RESULTED IN DISCIPLINARY ACTION
	2014	2015	2016	TOTAL
WC	160	204	222	586
NW	1	3	7	11
GP
FS
NC
KZN
MPU
EC
LP
TOTAL	167	207	229	597

Sanctions ranged from final written warning coupled with a fine not exceeding one month salary or suspension without pay for a period not exceeding three months to dismissal in more serious cases.

23 May 2017 - NW1107

Bara, Mr M R to ask the Minister of Basic Education

What (a) amount was spent by her department on e-government services in the 2016-17 financial year and (b) is the projected expenditure for the 2017-18 financial year?

Source
Link

Reply:

(a) Nil

(b) Nil

23 May 2017 - NW1035

Robertson, Mr K to ask the Minister of Basic Education

How many cases of misconduct involving school staff members having sexual relations with pupils in each school district have been (a) reported to and (b) investigated by the South African Council of Educators in the (i) 2014, (ii) 2015 and (iii) 2016 academic years?

Source
Link

Reply:

PROVINCE	MISCONDUCT CASES ON SEXUAL RELATIONS BETWEEN STAFF MEMBERS AND PUPILS REPORTED AND INVESTIGATED BY SACE
	2014	2015	2016
	REPORTED	INVESTIGATED	REPORTED	INVESTIGATED	REPORTED	INVESTIGATED
WC	1	0	0	0	1	0
NW	1 Bojanala 1 Kenneth Kaunda	0	1 Ngaka Modiri Molema	0	1 Bojanala	0
GP	Not responded
FS	Not responded
NC	Not responded
KZN	Not responded
MPU	Not responded
EC	Not responded
LMP	Not responded
TOTAL	3	0	1	0	2	0

The Department of Basic Education cannot confirm if matters were investigated by the SACE as the SACE is independent from the Department. However, the question was referred to the PEDs and the SACE for response. Out of nine (9) PEDs only two (2) have responded. The information would be updated as and when the responses are received from the PEDs and the SACE.

23 May 2017 - NW1017

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

With regard to her reply to question 122 on 27 February 2017, what are the names of the schools in (a) KwaZulu-Natal and (b) Limpopo that have been identified as being built of inappropriate materials?

Source
Link

Reply:

(a)-(b) There are no entire inappropriate structures remaining in Limpopo and KwaZulu- Natal provinces.

19 May 2017 - NW1015

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

With regard to her reply to question 229 on 16 March 2017, what percentage of (a) top-up textbooks and (b) stationery required for the 2017 academic year was delivered in each province before the official start of the school year on 11 January 2017?

Source
Link

Reply:

The status on the delivery of top-up textbooks and stationery to schools as at 11 January 2017 in all provinces was as follows:

Province	(a) Top-up Textbooks	(b) Stationery
	%delivered	% delivered
Eastern Cape	26.7%	97%
Free State	98%	100%
Gauteng	95%	100%
KwaZulu Natal	99.8%	100%
Limpopo	94%	68%
Mpumalanga	100%	100%
Northern Cape	99%	95%
North West	99.4%	100%
Western Cape	84%	100%

Notwithstanding the fact that the data regarding delivery was not static at the time as provinces were conducting mop-ups.

18 May 2017 - NW1034

Robertson, Mr K to ask the Minister of Basic Education

(1)With reference to her reply to question 127 on 23 March 2017, how many of the cases of school pupils becoming pregnant resulted from sexual relations with a teacher; (2) has her department investigated these cases; if not, why not; if so, what action been taken against the teachers involved; (3) has the SA Council of Educators (SACE) been informed of the cases; if not, why not; if so, have the teachers involved been struck from the teachers roll?

Source
Link

Reply:

1. There is no data certainty about learner pregnancy cases resulting from sexual relations with educators. All suspected cases of sexual violation in schools should to be reported to the relevant authorities for further investigation. This data is self-reported and relies heavily on learners and their families coming forward with this information.

2. Provinces carry out investigations through their provincial Labour Relations including those of sexual offences against children by teachers.

3. If provinces find cases, SACE is contacted. Further investigations take place through SACE and any teacher found guilty of committing sexual offences or having a sexual relationship with a learner is struck off the teachers’ roll.

18 May 2017 - NW980

Davis, Mr GR to ask the Minister of Basic Education

(a) What is the total number of teachers that her department has identified as being underqualified for their positions in each of the past three academic years, (b) which school districts have underqualified teachers, (c) which subjects are most affected and (d) what action has her department taken to address the problem?

Source
Link

Reply:

(a) and (b)

The following tables indicate the number of un-and underqualified educators per district in 2014, 2015 and 2016, respectively.

Overall, the numbers of un-and under-qualified educators has been reducing over the last three (3) years.

On average, about 60% of all un-and-under-qualified educators are appointment in KwaZulu-Natal with a significant number in the rural districts such as Zululand, uThukela and uThungulu.

Table 1: Number of un-and underqualified educators per district in 2014

(b) PROVINCE/DISTRICT/CIRCUIT	Number of Teachers
EASTERN CAPE	370
BIZANA DISTRICT OFFICE	70
BUTTERWORTH	10
COFIMVABA	21
CRADOCK	2
DUTYWA EDUCATION	20
EAST LONDON	6
FORT BEAUFORT	1
GRAAFF REINET	1
GRAHAMSTOWN	5
KING WILLIAM'S TOWN	9
LADY FRERE	6
LIBODE	27
LUSIKISIKI	34
MALUTI	19
MOUNT FLETCHER	6
MOUNT FRERE	40
MTHATHA	27
NGCOBO	16
PORT ELIZABETH	3
QUEENSTOWN	10
QUMBU	14
STERKSPRUIT	6
UITENHAGE	17
FREE STATE	274
FREE STATE: EDUCATION	274
GAUTENG	435
D3 TSWANE NORTH	15
D9 JOHANNESBURG EAST	2
EN: EKURHULENI NORTH INSTITUTION	18
ES: EKURHULENI SOUTH INSTITUTION	76
GE: GAUTENG EAST INSTITUTIONS	78
GN: GAUTENG NORTH INSTITUTIONS	3
GW: GAUTENG WEST INSTITUTIONS	80
JC: JOHANNESBURG CENTRAL INSTITUTIONS	23
JE: JOHANNESBURG EAST INSTITUTIONS	38
JN: JOHANNESBURG NORTH INSTITUTIONS	13
JS: JOHANNESBURG SOUTH INSTITUTIONS	29
JW: JOHANNESBURG WEST INSTITUTIONS	14
SE: SEDIBENG EAST INSTITUTIONS	15
SW: SEDIBENG WEST INSTITUTIONS	6
TN: TSHWANE NORTH INSTITUTIONS	1
TS: TSHWANE SOUTH INSTITUTIONS	1
TW: TSHWANE WEST INSTITUTIONS	23
KWAZULU/NATAL	4558
SISONKE DISTRICT	446
UMKHANYAKUDE DISTR	443
UMLAZI DISTRICT	163
AMAJUBA DISTRICT	97
UTHUNGULU DISTRICT	508
PINETOWN DISTRICT	244
ZULULAND DISTRICT	957
UGU DISTRICT	290
UMZINYATHI DISTRICT	405
UTHUKELA DISTRICT	512
ILEMBE DISTRICT	291
UMGUNGUNDLOVU DISTRICT	202
LIMPOPO PROVINCE	19
BALTIMORE CIRCUIT OFFICE	1
DWAALBOOM CIRCUIT OFFICE	2
ELLISRAS CIRCUIT OFFICE	2
GROBLERSDAL CIRCUIT OFFICE	5
MAPELA CIRCUIT OFFICE	3
MOUTSE CENTRAL CIRCUIT OFFICE	1
NGWAABE CIRCUIT OFFICE	1
NGWARITSI CIRCUIT OFFICE	1
NYLSTROOM CIRCUIT OFFICE	1
TUBATSE CIRCUIT OFFICE	1
WARMBATHS CIRCUIT OFFICE	1
MPUMALANGA	265
MDE BOHLABELA INSTITUTIONS	5
MDE EHLANZENI INSTITUTIONS	52
MDE GERT SIBANDE INSTITUTIONS	174
MDE NKANGALA INSTITUTIONS	34
NORTH WEST	209
DR.KENNETH KAUNDA DISTRICT	4
DR RSM	99
NGAKA MODIRI MOLEMA	100
BOJANALA	6
NORTHERN CAPE	388
FRANCIS BAARD	46
JOHN TAOLE GAETSEWE	147
NAMAQUA	13
PIXLEY KA SEME	55
SIYANDA	127
WESTERN CAPE	201
CAPE WINELANDS EDUCATION DISTRICT	18
EDEN & CENTRAL KAROO EDUCATION DISTRICT	31
METRO CENTRAL EDUCATION DISTRICT	38
METRO EAST EDUCATION DISTRICT	12
METRO NORTH EDUCATION DISTRICT	64
METRO SOUTH EDUCATION DISTRICT	26
OVERBERG EDUCATION DISTRICT	2
WEST COAST EDUCATION DISTRICT	10
Grand Total	6719

Table 2: Number of un-and underqualified educators per district in 2015

(b) PROVINCE/DISTRICT/CIRCUIT	Number of Teachers
EASTERN CAPE	339
BIZANA DISTRICT OFFICE	58
BUTTERWORTH	13
COFIMVABA	18
CRADOCK	2
DUTYWA EDUCATION	18
EAST LONDON	4
FORT BEAUFORT	1
GRAAFF REINET	2
GRAHAMSTOWN	6
KING WILLIAM'S TOWN	10
LADY FRERE	4
LIBODE	24
LUSIKISIKI	22
MALUTI	13
MOUNT FLETCHER	7
MOUNT FRERE	54
MTHATHA	27
NGCOBO	12
PORT ELIZABETH	2
QUEENSTOWN	8
QUMBU	12
STERKSPRUIT	6
UITENHAGE	16
FREE STATE	285
FREE STATE: EDUCATION	285
GAUTENG	461
D3 TSWANE NORTH	17
EN: EKURHULENI NORTH INSTITUTION	20
ES: EKURHULENI SOUTH INSTITUTION	58
GE: GAUTENG EAST INSTITUTIONS	78
GE: GAUTENG EAST OFFICE	2
GW: GAUTENG WEST INSTITUTIONS	94
JC: JOHANNESBURG CENTRAL INSTITUTIONS	28
JE: JOHANNESBURG EAST INSTITUTIONS	35
JN: JOHANNESBURG NORTH INSTITUTIONS	17
JS: JOHANNESBURG SOUTH INSTITUTIONS	26
JW: JOHANNESBURG WEST INSTITUTIONS	9
SE: SEDIBENG EAST INSTITUTIONS	16
SW: SEDIBENG WEST INSTITUTIONS	6
TS: TSHWANE SOUTH INSTITUTIONS	1
TW: TSHWANE WEST INSTITUTIONS	54
KWAZULU/NATAL	3629
AMATHUBA CIRCUIT MANAGEMENT	176
BAMBANANI CIRCUIT MANAGEMENT	189
BERGVILLE CIRCUIT MANAGEMENT	151
BHEKUZULU CIRCUIT MANAGEMENT	163
DANHAUSER CIRCUIT MANAGEMENT	78
DURBAN CENTRAL CIRCUIT MANAGEMENT	48
DURBAN NORTH-WEST CIRCUIT MANAGEMENT	72
EMTSHEZI CIRCUIT MANAGEMENT	274
HLABISA CIRCUIT MANAGEMENT	237
INGWAVUMA CIRCUIT MANAGEMENT	143
IXOPO CIRCUIT MANAGEMENT	270
MAFUKUZELA-GHANDHI CIRCUIT MANAGEMENT	114
MAHLABATHINI CIRCUIT MANAGEMENT	130
MAPHUMULO CIRCUIT MANAGEMENT	157
NDWEDWE CIRCUIT MANAGEMENT	63
NONGOMA CIRCUIT MANAGEMENT	183
PAULPIETERSBURG CIRCUIT MANAGEMENT	259
PHOLELA CIRCUIT MANAGEMENT	98
PHUMELELA CIRCUIT MANAGEMENT	64
SAYIDI CIRCUIT MANAGEMENT	99
SCOTTBURGH CIRCUIT MANAGEMENT	152
UBUMBANO CIRCUIT MANAGEMENT	33
UMNGENI CIRCUIT MANAGEMENT	59
UMSUNDUZI CIRCUIT MANAGEMENT	49
UTHUNGULU DISTRICT : CLUSTER A	213
UTHUNGULU DISTRICT : CLUSTER B	68
UTHUNGULU DISTRICT : CLUSTER C	87
LIMPOPO PROVINCE	14
BALTIMORE CIRCUIT OFFICE	1
DWAALBOOM CIRCUIT OFFICE	2
ELLISRAS CIRCUIT OFFICE	2
GROBLERSDAL CIRCUIT OFFICE	3
HLOGOTLOU CIRCUIT OFFICE	1
MAPELA CIRCUIT OFFICE	2
MOUTSE CENTRAL CIRCUIT OFFICE	1
NYLSTROOM CIRCUIT OFFICE	1
WARMBATHS CIRCUIT OFFICE	1
MPUMALANGA	276
MDE BOHLABELA INSTITUTIONS	36
MDE EHLANZENI INSTITUTIONS	46
MDE GERT SIBANDE INSTITUTIONS	160
MDE NKANGALA INSTITUTIONS	34
NORTH WEST	310
BOJANALA	4
DR KENNETH KAUNDA	11
DR RSM	115
NGAKA MODIRI MOLEMA	180
NORTHERN CAPE	394
FRANCIS BAARD	61
JOHN TAOLE GAETSEWE	146
NAMAQUA	13
PIXLEY KA SEME	47
SIYANDA	127
WESTERN CAPE	322
CAPE WINELANDS EDUCATION DISTRICT	23
EDEN & CENTRAL KAROO EDUCATION DISTRICT	46
METRO CENTRAL EDUCATION DISTRICT	48
METRO EAST EDUCATION DISTRICT	22
METRO NORTH EDUCATION DISTRICT	82
METRO SOUTH EDUCATION DISTRICT	73
OVERBERG EDUCATION DISTRICT	11
WEST COAST EDUCATION DISTRICT	16
WESTERN CAPE EDUCATION DEPARTMENT:HEAD OFFICE	1
Grand Total	6030

Table 3: Number of un-and underqualified educators per district in 2016

(b) PROVINCE/DISTRICT/CIRCUIT	Number of Teachers
EASTERN CAPE	261
BIZANA DISTRICT OFFICE	37
BUTTERWORTH	12
COFIMVABA	17
CRADOCK	2
DUTYWA EDUCATION	14
EAST LONDON	3
FORT BEAUFORT	1
GRAHAMSTOWN	4
KING WILLIAM'S TOWN	10
LADY FRERE	2
LIBODE	12
LUSIKISIKI	21
MALUTI	7
MOUNT FLETCHER	7
MOUNT FRERE	46
MTHATHA	21
NGCOBO	10
QUEENSTOWN	8
QUMBU	8
STERKSPRUIT	4
UITENHAGE	15
FREE STATE	303
FREE STATE: EDUCATION	303
GAUTENG	293
D3 TSWANE NORTH	26
D9 JOHANNESBURG EAST	2
EN: EKURHULENI NORTH INSTITUTION	10
ES: EKURHULENI SOUTH INSTITUTION	35
GE: GAUTENG EAST INSTITUTIONS	32
GW: GAUTENG WEST INSTITUTIONS	47
JC: JOHANNESBURG CENTRAL INSTITUTIONS	24
JE: JOHANNESBURG EAST INSTITUTIONS	23
JN: JOHANNESBURG NORTH INSTITUTIONS	17
JS: JOHANNESBURG SOUTH INSTITUTIONS	18
JW: JOHANNESBURG WEST INSTITUTIONS	2
SE: SEDIBENG EAST INSTITUTIONS	7
SW: SEDIBENG WEST INSTITUTIONS	3
TS: TSHWANE SOUTH INSTITUTIONS	1
TW: TSHWANE WEST INSTITUTIONS	46
KWAZULU/NATAL	2875
AMATHUBA CIRCUIT MANAGEMENT	131
BAMBANANI CIRCUIT MANAGEMENT	132
BERGVILLE CIRCUIT MANAGEMENT	113
BHEKUZULU CIRCUIT MANAGEMENT	118
DANHAUSER CIRCUIT MANAGEMENT	64
DURBAN CENTRAL CIRCUIT MANAGEMENT	34
DURBAN NORTH-WEST CIRCUIT MANAGEMENT	55
EMTSHEZI CIRCUIT MANAGEMENT	231
HLABISA CIRCUIT MANAGEMENT	193
INGWAVUMA CIRCUIT MANAGEMENT	107
IXOPO CIRCUIT MANAGEMENT	219
MAFUKUZELA-GHANDHI CIRCUIT MANAGEMENT	84
MAHLABATHINI CIRCUIT MANAGEMENT	109
MAPHUMULO CIRCUIT MANAGEMENT	124
MNAMBITHI CIRCUIT MANAGEMENT	1
NDWEDWE CIRCUIT MANAGEMENT	45
NONGOMA CIRCUIT MANAGEMENT	151
PAULPIETERSBURG CIRCUIT MANAGEMENT	228
PHOLELA CIRCUIT MANAGEMENT	82
PHUMELELA CIRCUIT MANAGEMENT	33
SAYIDI CIRCUIT MANAGEMENT	84
SCOTTBURGH CIRCUIT MANAGEMENT	117
UBUMBANO CIRCUIT MANAGEMENT	27
UMNGENI CIRCUIT MANAGEMENT	45
UMSUNDUZI CIRCUIT MANAGEMENT	39
UTHUNGULU DISTRICT : CLUSTER A	163
UTHUNGULU DISTRICT : CLUSTER B	69
UTHUNGULU DISTRICT : CLUSTER C	77
LIMPOPO PROVINCE	15
DWAALBOOM CIRCUIT OFFICE	2
ELLISRAS CIRCUIT OFFICE	2
MAPELA CIRCUIT OFFICE	2
NGWAABE CIRCUIT OFFICE	3
NYLSTROOM CIRCUIT OFFICE	1
PIETERSBURG CIRCUIT OFFICE	4
WARMBATHS CIRCUIT OFFICE	1
MPUMALANGA	223
MDE BOHLABELA INSTITUTIONS	17
MDE EHLANZENI INSTITUTIONS	40
MDE GERT SIBANDE INSTITUTIONS	134
MDE NKANGALA INSTITUTIONS	32
NORTH WEST	432
NGAKA MODIRI MOLEMA	218
DR RSM	201
BOJANALA	5
DR KENNETH KAUNDA	8
NORTHERN CAPE	400
FRANCIS BAARD	56
JOHN TAOLE GAETSEWE	172
NAMAQUA	10
PIXLEY KA SEME	47
ZF MGCAWU	115
WESTERN CAPE	337
CAPE WINELANDS EDUCATION DISTRICT	29
EDEN & CENTRAL KAROO EDUCATION DISTRICT	42
METRO CENTRAL EDUCATION DISTRICT	42
METRO EAST EDUCATION DISTRICT	43
METRO NORTH EDUCATION DISTRICT	82
METRO SOUTH EDUCATION DISTRICT	73
OVERBERG EDUCATION DISTRICT	9
WEST COAST EDUCATION DISTRICT	15
WESTERN CAPE EDUCATION DEPARTMENT:HEAD OFFICE	2
Grand Total	5139

(c) Which subjects are most affected?

The subjects most affected include Mathematics, Sciences and Technology at all levels and African Language teaching, particularly at Foundation Phase.

(d) What action has her department taken to address the problem?

The focus of the Department, at a national level, is to address the supply of educators through various initiatives.

These include the Funza Lushaka Bursary Scheme which focuses on Mathematics, Sciences, Technology and African Languages, and the appointment of foreign educators qualified to teach scarce skills.

18 May 2017 - NW983

Walters, Mr TC to ask the Minister of Basic Education

With regard to the new format of reporting known as an Inclusive Basket of Criteria, how did each province perform in the 2016 academic year according to each of the seven criteria?

Source
Link

Reply:

983. The inclusive basket of performance indicators is a more integrated approach to reporting that reflects the key indicators of learner performance. The key indicators together with their weighting are as follows:

Overall pass percentage (35%)
Mathematics pass percentage (10%)
Physical Sciences pass percentage (10%)
Bachelor attainment percentage (15%)
Distinction percentage (10%)
Mathematics Participation Rate (10%)
Throughput rate (10%)

The above indicators are captured in a consolidated format which includes a weighting based on the importance attached to each of these indicators. A computation of the percentage obtained for each of these indicators at school, district, provincial and national level, will be provided.

The Table below shows the performance of each of the Provincial Education Departments (PED’s) in terms of the Inclusive Basket Criteria:

Province	Weighted Basket Scores
	Overall Basket Score	Overall Pass % (W: 35%)	% Maths Passed (W: 10%)	% Physics Passed (W: 10%)	% Bachelor Passes (W: 15%)	% Distinctions (W: 10%)	% Maths Participation (W:10)	% Throughput Rate (W: 10%)
Western Cape	60.7	30.1	7.7	7.3	6.1	0.7	3.1	5.6
Free State	59.4	30.9	7.1	7.5	5.4	0.4	3.9	4.2
Gauteng	57.9	29.8	6.9	6.9	5.4	0.5	3.7	4.8
North West	53.8	28.9	6.3	7.0	4.1	0.3	3.3	4.0
Mpumalanga	51.0	27.0	5.4	6.4	3.4	0.2	4.3	4.4
Northern Cape	50.7	27.5	6.1	5.7	3.9	0.2	2.8	4.5
KwaZulu-Natal	46.1	23.2	3.8	5.8	3.7	0.4	5.5	3.8
Limpopo	44.1	21.9	5.4	6.2	2.8	0.2	4.3	3.3
Eastern Cape	40.5	20.8	3.8	5.0	2.8	0.2	4.8	3.2
NATIONAL	49.4	25.4	5.1	6.2	4.0	0.3	4.3	4.0

The above computation has also been determined for the provincial, district and school levels.

Questions and Replies

29 June 2017 - NW1124

Cassim, Mr Y to ask the Minister of Basic Education

Reply:

29 June 2017 - NW1662

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

29 June 2017 - NW1126

Chance, Mr R to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1134

Esau, Mr S to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1133

Steenkamp, Ms J to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1132

Steenkamp, Ms J to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1125

Chance, Mr R to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1131

Steenkamp, Ms J to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1130

Dreyer, Ms AM to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1128

Dreyer, Ms AM to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1127

Chance, Mr R to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1212

Kruger, Mr HC to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1480

Kalyan, Ms SV to ask the Minister of Basic Education

Reply:

19 June 2017 - NW986

Vos, Mr J to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1033

Robertson, Mr K to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1129

Dreyer, Ms AM to ask the Minister of Basic Education

Reply:

19 June 2017 - NW1322

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

13 June 2017 - NW1454

Hoosen, Mr MH to ask the Minister of Basic Education

Reply:

13 June 2017 - NW978

Davis, Mr GR to ask the Minister of Basic Education

Reply:

13 June 2017 - NW1117

Davis, Mr GR to ask the Minister of Basic Education

Reply:

13 June 2017 - NW1123

Cassim, Mr Y to ask the Minister of Basic Education

Reply:

13 June 2017 - NW1323

Stander, Ms T to ask the Minister of Basic Education

Reply:

13 June 2017 - NW1324

Stander, Ms T to ask the Minister of Basic Education

Reply:

13 June 2017 - NW1325

Stander, Ms T to ask the Minister of Basic Education

Reply:

06 June 2017 - NW1032

Boshoff, Ms SH to ask the Minister of Basic Education

Reply:

06 June 2017 - NW669

Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education

Reply:

06 June 2017 - NW1118