Questions and Replies
07 July 2017 - NW1852
Ollis, Mr IM to ask the Minister of Basic Education
(1)How many pupils are (a) currently registered as learners in (i) public and (ii) private schools in each province and (b) in (i) primary and (ii) high school; (2) how many (a) high school, (b) pre-primary and (c) primary school teachers are currently employed in schools but do not teach any classes in each province; (3) how many teachers are currently employed in (a) private and (b) public schools in each province?
Reply:
1. (a)(i)(ii)(b)(i)(ii)
Note that 2017 data is not yet available. Table 1 below indicates the number of learners in 2016 by sector. It shows that there were 12 932 565 learners in 2016, majority (7 509 476) of these learners were in primary schools.
Table 1: Number of learners in ordinary schools, by province and phase, in 2016
Province |
Sector |
Pre-Primary |
Primary |
Secondary |
Grand Total |
EC |
INDEPENDENT |
6 211 |
38 011 |
18 497 |
62 824 |
PUBLIC |
134 381 |
1 137 136 |
627 206 |
1 898 723 |
|
Total |
140 592 |
1 175 147 |
645 703 |
1 961 547 |
|
FS |
INDEPENDENT |
1 405 |
10 294 |
4 938 |
16 637 |
PUBLIC |
37 412 |
407 072 |
227 228 |
671 712 |
|
Total |
38 817 |
417 366 |
232 166 |
688 349 |
|
GP |
INDEPENDENT |
27 304 |
160 881 |
89 433 |
278 026 |
PUBLIC |
108 017 |
1 228 212 |
707 006 |
2 048 558 |
|
Total |
135 321 |
1 389 093 |
796 439 |
2 326 584 |
|
KZ |
INDEPENDENT |
6 411 |
36 378 |
26 487 |
69 337 |
PUBLIC |
189 296 |
1 569 955 |
1 048 909 |
2 808 207 |
|
Total |
195 707 |
1 606 333 |
1 075 396 |
2 877 544 |
|
LP |
INDEPENDENT |
5 205 |
34 093 |
19 532 |
58 830 |
PUBLIC |
121 727 |
907 668 |
677 289 |
1 706 725 |
|
Total |
126 932 |
941 761 |
696 821 |
1 765 555 |
|
MP |
INDEPENDENT |
2 483 |
16 371 |
9 264 |
28 118 |
PUBLIC |
64 363 |
597 045 |
384 616 |
1 046 234 |
|
Total |
66 846 |
613 416 |
393 880 |
1 074 352 |
|
NC |
INDEPENDENT |
649 |
1 838 |
1 589 |
4 080 |
PUBLIC |
18 834 |
175 612 |
92 960 |
287 435 |
|
Total |
19 483 |
177 450 |
94 549 |
291 515 |
|
NW |
INDEPENDENT |
1 874 |
12 158 |
5 136 |
19 207 |
PUBLIC |
50 345 |
487 710 |
273 231 |
811 340 |
|
Total |
52 219 |
499 868 |
278 367 |
830 547 |
|
WC |
INDEPENDENT |
5 446 |
29 947 |
17 780 |
53 223 |
PUBLIC |
65 701 |
659 095 |
337 572 |
1 063 349 |
|
Total |
71 147 |
689 042 |
355 352 |
1 116 572 |
|
National |
847 064 |
7 509 476 |
4 568 673 |
12 932 565 |
Source: 2016 SNAP Survey
(2) (a) (b) (c)
All teachers employed in schools are allocated classes to teach. If teachers, for whatever reason which may include ill-health, suspension due to misconduct, etc. are unable to teach, a substitute educator is allocated to the school accordingly.
(3)(a)(b) Number of state-paid public and independent schools educators, in 2017
Province |
Number of educators in Independent schools (a) (2016) |
Number of educators Public Schools (b) (2017) |
EASTERN CAPE |
3 257 |
51 597 |
FREE STATE |
1 058 |
20 674 |
GAUTENG |
18 986 |
62 385 |
KWAZULU-NATAL |
4 989 |
87 437 |
LIMPOPO PROVINCE |
2 768 |
49 992 |
MPUMALANGA |
370 |
31 768 |
NORTH WEST |
1 232 |
24 902 |
NORTHERN CAPE |
295 |
9 125 |
WESTERN CAPE |
4 264 |
30 942 |
Grand Total |
37 219 |
368 822 |
Source 1(public) PERSAL, March 2017 Source 2 (independent schools): 2016 SNAP |
06 July 2017 - NW1660
Ollis, Mr IM to ask the Minister of Basic Education
With regard to her department’s presentation to the Portfolio Committees of Basic Education and Transport entitled Scholar Transport Presentation to the Portfolio Committee on Basic Education on 23 May 2017, (a) what criteria were used to determine the figure for demand for scholar transport in each province, (b) why is the total demand expected to decrease between the 2016-17 and 2017-18 financial years in the Eastern Cape and Northern Cape and (c) what is the reason for the substantial increase in total demand in Gauteng, KwaZulu-Natal and Limpopo?
Reply:
a) The following are the criteria used to determine learner transport demand as per the policy on learner transport:
-
Beneficiaries must be needy learners from grade R to 12 as prescribed;
-
Learner transport will be to the nearest appropriate school only and not to a school of parental choice (parental choice means parents prefer to enrol their children at schools other than the nearest suitable school);
-
Priority must be given to learners with disabilities, taking into considering the nature of the disability;
-
Priority must be given to primary schools learners who walk long distances to schools; and
- Existing learner transport services must be taken into account when identifying beneficiaries as no learner transport services will be provided in areas where public transport is available in order to avoid duplication of services and resources.
b) The total demand expected to decrease between the 2016-17 and 2017-18 financial years in the Eastern Cape and Northern Cape due to different factors such as, but not limited to:
(a) Rationalisation, mergers and closure of schools; and
(b) Verification process where learners who do not qualify are removed from the service.
(c) Gauteng is experiencing influx of learners from different provinces, and the resultant establishment of informal settlements were there are no schools, which result in the increase in the demand for learner transport.
In KZN, the number is increasing as a result of rationalisation of schools.
In Limpopo, the increase in demand is a result of the relocation of communities from areas where there were schools to Redistribution and Development Programme housing and establishment informal settlement where there are no schools.
06 July 2017 - NW1850
Boshoff, Ms SH to ask the Minister of Basic Education
(a) How many books in the Learning and Teaching Support Materials (LTSM) National Catalogue have been produced as large print books and (b)(i) of each specified book available in large print, what number was ordered by each province in the 2016-17 financial year and (ii) from which printing company were the books ordered?
Reply:
a) A total of 138 Grade 1-12 textbooks on the National Catalogue have been adapted in large print books.
b) (i) The provinces that ordered Braille Large Print books were as follows:
Province |
Quantity |
EC |
154 |
MP |
84 |
NC |
28 |
NW |
138 |
(b) (ii) all books were ordered from Pioneer Printers, as the only provider that adapted the books on the National Catalogue into Braille Large Print.
06 July 2017 - NW1849
Boshoff, Ms SH to ask the Minister of Basic Education
(a) How many books in the Learning and Teaching Support Materials (LTSM) National Catalogue have been produced as braille books and (b) of each book available in braille, what number was ordered by each province from (i) Pioneer Printers, (ii) Braille Service and (iii) any other printer in the 2016-17 financial year?
Reply:
a) A total of 366 Grade 1-12 textbooks on the National Catalogue have been adapted in Braille.
b) The provinces that ordered Braille books were as follows:
Province |
Quantity |
EC |
82 |
MP |
314 |
NC |
44 |
NW |
211 |
(b) (i) (ii)(iii) All books were ordered from Pioneer Printers, as the only provider, that adapted the books on the National Catalogue into Braille.
06 July 2017 - NW1661
Ollis, Mr IM to ask the Minister of Basic Education
With regard to her department’s presentation to the Portfolio Committees of Basic Education and Transport entitled Scholar Transport Presentation to the Portfolio Committee on Basic Education on 23 May 2017, (a) what was the figure for the total demand for scholar transport for each province in the (i) 2013-14, (ii) 2014-15, (iii) 2015-16 and (iv) 2016-17 financial years and (b) what is the projected demand for the (i) 2017-18, (ii) 2018-19 and (iii) 2019-20 financial years?
Reply:
a) Total demand for scholar transport for each province
Total demand per province per year |
|||||
PROVINCE |
2013-14 |
2014-15 |
2015-16 |
2016-17 |
2017-18 |
Eastern Cape |
102 219 |
94 938 |
98 312 |
111 406 |
106 551 |
Free State |
8 061 |
8 053 |
7 193 |
9 736 |
10 689 |
Gauteng |
66 718 |
75 299 |
82 971 |
97 114 |
109 618 |
KwaZulu-Natal |
17 521 |
85 023 |
81 038 |
71 000 |
90 000 |
Limpopo |
19 344 |
36 123 |
37 272 |
34 321 |
40 268 |
Mpumalanga |
66 615 |
59 354 |
59 346 |
60 231 |
60 256 |
Northern Cape |
27 239 |
23 573 |
27 526 |
27 803 |
26 853 |
North West |
40 722 |
61 950 |
52 684 |
52 684 |
54 059 |
Western Cape |
55 106 |
53 950 |
57 517 |
57 416 |
5 800 |
b) Information on projection has been requested from provinces and will be made available once received.
29 June 2017 - NW1135
Esau, Mr S to ask the Minister of Basic Education
Whether, with reference to her reply to question 225 on 6 March 2017, the requested information has been received from the Council for Quality Assurance in General and Further Education and Training (Umalusi); if not, (a) why not and (b) by what date is the information expected; if so, by what date will she communicate it?
Reply:
The names of the external moderators of the 2016 National Senior Certificate examination are:
(a) Afrikaans Second Additional Language – Ms M Venter
(b) English Second Additional Language - Ms N Zindela and Ms M Lentsoane
(c) IsiNdebele Second Additional Language – Mr PJ Masilela
(d) IsiZulu Second Additional Language - Ms T Ngobese and Mrs F M Khuboni
(e) Setswana Second Additional Language - Ms S Sehume-Hlakoane and Dr M Lesete
(f) IsiXhosa Second Additional Language – Mrs PP Maqhude, Mrs N W Siziwe Beyile
(g) Sepedi Second Additional Language - Dr NI Magapa and Ms V Masha
(h) Sesotho Second Additional Language - Mr MP Thito and Ms M Matsabiso
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?
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.
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?
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 - NW1116
Davis, Mr GR to ask the Minister of Basic Education
Whether she met with her counterpart in Zimbabwe in 2016; if so, (a) on what date was each meeting held, (b) where did each meeting take place, (c) what was discussed at each meeting and (d) what are the details of any agreements reached?
Reply:
(a) (b) The Minister undertook the official visit to Harare in Zimbabwe on 21-22 September
2016. Minister Motshekga accepted an official invitation from the Minister of Primary and Secondary Education in Zimbabwe, Dr LDK Dokora, MP, to a bi-lateral meeting in Harare, Zimbabwe.
(c) The bi-lateral discussions focussed on curriculum reforms and implementation, education human resource matters and the professionalization of teaching, national assessments and examinations, and school infrastructure planning and delivery.
(d) After illuminating engagements, the Ministers identified the above mentioned as potential areas for collaboration between the two parties, and directed officials to further engage with an intention to draft a Memorandum of Agreement that the two Ministers can sign at a later stage.
29 June 2017 - NW1659
Ollis, Mr IM to ask the Minister of Basic Education
(1)With regard to her department’s presentation to the Portfolio Committees of Basic Education and Transport entitled Scholar Transport Presentation to the Portfolio Committee on Basic Education on 23 May 2017, why is scholar transport provision managed by the provincial departments of transport in the Eastern Cape, Free State, Mpumalanga, Northern Cape and North West, while it is managed by the provincial departments of education in Gauteng, KwaZulu-Natal, Limpopo and the Western Cape; (2) have any of the provinces switched their choice of implementing department since the start of the 2010 academic year; if so, what are the relevant details?
Reply:
1. The location of functions in a province is the prerogative of the Premier of the province and the Executive Council of the respective provinces. It is on this basis that decisions were taken that the function be located with the Department of Transport in Eastern Cape, Free State, Mpumalanga, Northern Cape and North West provinces whilst it is located with the Department of Education in Gauteng, KwaZulu-Natal, Limpopo and the Western Cape.
2. Yes, in five (5) provinces: Eastern Cape, Free State, Mpumalanga, Northern Cape, and KwaZulu-Natal, the function was transferred from the Provincial Education Department to the Provincial Department of Transport. The Eastern Cape transferred the function to the Department of Transport in 2011. The Northern Cape transferred the function in 2012, KwaZulu-Natal in 2012, and Free State in 2014. In KwaZulu-Natal, the function was transferred back to the Department of Education with effect from 01 April 2017.
29 June 2017 - NW1658
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
How many school learners utilised scholar transport provided by each provincial government (a) in the (i) 2013-14, (ii) 2014-15, (iii) 2015-16 and (iv) 2016-17 financial years and (b) since 1 April 2017?
Reply:
(a) and (b)
Number of Learners utilising transport per province per years indicated |
|||||
PROVINCE |
2013-14 |
2014-15 |
2015-16 |
2016-17 |
(01-Apr-17 |
Eastern Cape |
54 527 |
57 176 |
68 576 |
78 061 |
78 061 |
Free State |
8 077 |
8 053 |
7 193 |
11 929 |
11 929 |
Gauteng |
66 718 |
75 299 |
82 917 |
109 618 |
109 618 |
KwaZulu-Natal |
22 045 |
34 814 |
37 223 |
47 747 |
47 747 |
Limpopo |
19 162 |
18 908 |
21 131 |
34 321 |
34 321 |
Mpumalanga |
66 615 |
59 354 |
60 231 |
60 119 |
60 119 |
Northern Cape |
23 424 |
22 641 |
23 640 |
23 684 |
23 684 |
North West |
31 830 |
33 334 |
37 164 |
42 281 |
42 281 |
Western Cape |
51 004 |
53 950 |
57 517 |
58 217 |
58 217 |
It must be noted that the number of learners transported at the end of quarter four of 2016/17 is the same as the number transported from 1 April 2017, as the number of learners transported are based on the school calendar year.
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?
Reply:
Learner transport is funded from the provincial equitable share. Since this budget is not earmarked, it is not ring-fenced.
29 June 2017 - NW1657
Tarabella - Marchesi, Ms NI to ask the Minister of Basic Education
How many school learners have been (a) killed or (b) injured in accidents while travelling to school in each province (i) in the (aa) 2013-14, (bb) 2014-15, (cc) 2015-16 and (dd) 2016-17 financial years and (ii) since 1 April 2017?
Reply:
The information has been requested from the Provincial Education Departments and will be provided as soon as it is received.
29 June 2017 - NW1306
Van Dalen, Mr P to ask the Minister of Basic Education
(a) How many schools have had classrooms damaged as a result of public protest action in each province (i) in the (aa) 2013, (bb) 2014, (cc) 2015 and (dd) 2016 academic years and (ii) since 1 January 2017, (b) what is the name of each school, (c) how many classrooms were damaged, (d) whether mobile classrooms were provided as temporary classrooms, (e) whether the classrooms have been repaired and (f) what safety measures have been put in place to prevent damage to the schools in the future?
Reply:
(a)-(i)-(aa),(bb),(cc) & (dd)-(ii), (b), (c), (d), (e) & (f)
- See the attached table.
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?
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?
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 - 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?
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 - 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?
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 - 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?
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 - 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?
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 - NW1033
Robertson, Mr K to ask the Minister of Basic Education
With regard to her reply to question 127 on 23 March 2017, how many school pupils in each grade fell pregnant in each school district in the (a) 2014, (b) 2015 and (c) 2016 school years?
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?
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?
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.
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?
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?
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?
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 - 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?
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?
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
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?
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.
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?
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?
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?
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?
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?
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 - 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?
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.
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?
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 - 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?
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.
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?
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 - 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?
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?
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 - 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?
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 - 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?
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 - 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?
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 - 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?
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 - 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?
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 - 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?
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 - 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?
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 - 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?
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 - 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?
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.
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?
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.